A growing body of evidence suggests that schools’ partnerships with neighborhood organizations can improve educational outcomes, but less is known about how educators, who play a crucial role in procuring, carrying out, and maintaining such partnerships, conceptualize the different organizations in their environment. This study uses data from 52 qualitative interviews to systematically examine how educators working in different types of urban schools and neighborhoods make sense of their interactions with external organizations. The findings contribute to scholarship on school-community partnerships by demonstrating that neighborhood organizations provide unique benefits to educators, brokering relationships between the school and the community and generating opportunities for the co-creation of resources by educators and community members. Furthermore, the study shows that educators’ sense-making about the local organizational landscape is related both to the availability of geographically proximate organizations and to where students and families reside.

中文翻译：

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学校的组织景观：学校员工对其环境中组织的概念化

越来越多的证据表明，学校与邻里组织的伙伴关系可以改善教育成果，但对于在采购、实施和维持这种伙伴关系方面发挥关键作用的教育工作者如何将其环境中的不同组织概念化，人们知之甚少。本研究使用来自 52 次定性访谈的数据来系统地研究在不同类型的城市学校和社区工作的教育工作者如何理解他们与外部组织的互动。研究结果通过证明邻里组织为教育工作者提供独特的利益、在学校与社区之间建立关系并为教育工作者和社区成员共同创造资源创造机会，为学校-社区伙伴关系提供了奖学金。