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Increasing the number of entrepreneurs is not just a school task, it requires joint work between educational institutions and the community. Using structural equation modeling, this research aims to investigate the role of community in promoting entrepreneurial careers for students, by adding achievement motivation, entrepreneurial attitudes, and entrepreneurial intentions as predictor variables. The population of this research was high school students in urban areas, and the sample was taken based on convenience sampling, with a total of 300 students participating. Data were analyzed using EFA, CFA, and structural model evaluation using SPSS 24.0 and AMOS 24.0. The research results show that all hypotheses are accepted, meaning that community support influences students' entrepreneurial career choices, as do other predictor variables. This study can provide guidance for developing educational strategies and policies that support the development of young entrepreneurs in the future, through predictor variables.

Education is a crucial human right, occupying the fourth spot in the Sustainable Development Goals. Despite efforts by governments and donor agencies, Nigeria's educational expectations have not yielded the desired outcomes. With approximately 10.5 million children out-of-school as of January 2022, Nigeria remains among the nations with the highest rates of out-of-school children. Leveraging a combination of a survey with 352 valid responses from diverse demographics, document analysis, and a critical review of extant literature, this study seeks to highlight the dangers of out-of-school children and evaluate the role of the family, government, donor agencies, and media in ebbing the tide of out-of-school children. The study argues that the efforts of governments and donor agencies to eradicate the challenge of out-of-school children are, at best, false generosity and highlights media strategies that are critical towards increasing the enrolment of children in schools. The study goes further to identify handbills, posters, and community radio as the most efficient channels for disseminating information about the importance of formal education and concludes that achieving optimal school enrolment in Nigeria requires a deliberate and sustained programme by the government and diverse donor agencies in which the media has a crucial role to play.

Military Families and the Arts is an ArcGIS StoryMaps collection that serves military families by mapping art museums and arts centers located near active-duty military installations. The interactive maps are organized by military branch and browsable by an alphabetical list of active-duty military installations. The ArcGIS StoryMaps collection serves three primary functions: to assist military spouses pursuing a career in the arts with finding a comprehensive list of potential employers, to assist military dependents with finding arts-related opportunities to network into their current or new communities, and to assist military families with finding art-related activities near their military installation in the continental United States.

During the shift to online learning in 2020, the disruption to students and families was nearly universal, but the causes--and effects--varied. In this time, a shocking number of students did not attend school regularly, or at all. The work of the intervening years has been largely twofold: ensure that students reengage with learning and help them to get back on track with their academic progress. Therefore, the most important questions for state board members to ask are, Who is missing? and Why? Finding the answers is the first step to understanding the nature of unmet needs in each state, district, and school so that solutions are responsive. In search for these answers, the author illustrates four individual efforts of schools and states in analyzing attendance data, improving coordination and communication, tackling truancy, and connecting students with mentors, concluding with an explanation of how state boards can adapt the examples to their own needs.

The purpose of this study is to explore how one community-based organization supports adolescents through the transition from high school to college, specifically looking at the experiences of three late-arriving refugee-background students who successfully gained access to higher education. Through the critical conceptual framework of community cultural wealth (Yosso, 2005), we present this case study in hopes of ultimately sharing what community-based organizations can do to support schools and refugee-background students in their transition to higher education. We found that this organization helps refugee youth to: (1) build social connections and a sense of community through mentoring and networking; (2) navigate a new environment by "walking alongside" students; and (3) bolster aspirations to go beyond by celebrating their successes. Additionally, we describe how the support is perceived by the students and how the support impacts them. Finally, we share implications for practice for the focus organization, other community-based organizations, and educators of refugee-background students.

Background: Shared Lives (adult placement) is a model of community-based support where an adult who needs support and/or accommodation moves into or regularly visits the home of an approved Shared Lives carer. It is an established but small-scale service used mainly by adults with learning disabilities. However, little research has been conducted about whether and in what ways this model can support people to live well. Method: This article presents findings from outcome measures focused on well-being for a sample of 39 people supported by Shared Lives in England. Fifteen semistructured interviews were also conducted by peer/coresearchers to supplement the quantitative data. Data collection took place between June 2017 and September 2018. Findings: Findings indicated that people using Shared Lives generally had good outcomes across all of the measures. All of those interviewed identified areas of their life where Shared Lives had made a positive difference, particularly with relationships and activities. Conclusions: Limitations to the research mean that more work is needed to fully understand the role Shared Lives plays in supporting people to live well and in comparison to other forms of community support.

Post-diagnostic support for autistic adults in the United Kingdom is geographically inequitable and, in general, considered inadequate. This results in autistic adults facing unnecessary challenges and wide-ranging poor outcomes. A modified Delphi study sought to establish autistic adults' priorities for optimal provision of post-diagnostic support. The study was co-designed with 10 autistic adults across a series of three online workshops. Forty-three autistic adults, who had received their diagnosis in adulthood, completed a series of three online questionnaires through which 153 support priorities were identified. In a fourth questionnaire round, completed by 139 autistic adults, 24 priorities reached or exceeded a consensus threshold of 80% agreement that the item specified an important element of post-diagnostic support. Participants ranked "access to support where they live, training of professionals, support to process the impact of a late diagnosis, use of their preferred mode of contact and an individualised support plan" as their key priorities for post-diagnostic support. The whole priority list provides a clear and practical articulation of what autistic adults want from post-diagnostic support. This should be used by policymakers and service providers in the United Kingdom to ensure that post-diagnostic support for autistic adults is fit for purpose.

This article examines how mature Israeli teachers returning to academia after many years cope with the burden of their masters' studies in addition to their work as teachers and how the college can improve the well-being of these students and help avoid academic burnout. The study is based on repeated in-depth interviews with 18 female teachers. The analysis of the interviews and observations points to four areas that need to be considered. First, transformation, how returning to academic studies while working full-time changed the students' lives. Second, the academic climate, the clarity of the elements in the program, coordination between the lecturers, relationships with teaching staff, as well as the facilities offered in the college. Third, academic burnout, which includes time management, challenges of balancing work, family and studies, and coping with frustration. The final theme is support, the importance of support by families, workplace, the staff, and their peers on their learning experience. The results point to the need for more coordination between staff, involving students in academic and administrative decisions and to introduce an ongoing program accompanying the M.Ed program that includes a support system to help reduce stress and avoid academic burnout.

Literature examining the context of reception reveals how various structural and cultural factors shape newcomers' experiences, and thus their opportunities for integration. Fewer studies explore how school districts are situated in this broader context of reception, or how district policies and practices for newcomers are enabled or constrained by the local context. This study draws on a zones of mediation framework to examine how external forces mediated districts' approaches to serving growing numbers of immigrant and refugee newcomers. Analysis of interviews with 57 stakeholders from across three districts revealed that the presence or absence of community-based support networks, as well as the extent to which local policies and perceptions emphasized inclusion, mediated districts' programmatic approaches. Implications for district and community leaders are discussed.

Educational partnerships are an essential part of agricultural education programs whereby external supporters give their time, talent, and resources to assist teachers and students. An agricultural teachers' ability to recruit and retain quality supporters relies in part on their understanding of the characteristics and preferences of those individuals. In this study, we utilized a Q-method research design to examine the perspectives that existed related to school-based agricultural education (SBAE) supporter personas in Idaho. Deci and Ryan's (1985) Self Determination theory served as the framework for our study. Our participants included a diverse set of 49 individuals who give their time, talent, or resources to support Idaho SBAE programs. Participants completed a questionnaire, q-sort procedure, and interview to examine components of each respondent's viewpoint related to serving as an agricultural education supporter. Three common viewpoints, or personas, resulted from the data which were classified as: Developers, Amplifiers, and Visionaries. SBAE teachers should recognize that different personas of supporters exist and be intentional with selecting, training, and managing supporters in a manner that benefits the supporters' experience with the SBAE program. Researchers should further explore the experiences and preferences of SBAE program supporters from the supporters' perspective.

Purpose: Early in the COVID-19 pandemic, there was a concern that cyberbullying incidents would increase as youth were spending more time online. Additionally, reports emerged that Asian American citizens were being disproportionately targeted due to the purported origination of the disease. The current study explores whether cyberbullying incidents increased among adolescents overall--and Asian American youth in particular--since the onset of the coronavirus. Methods: Three unique national surveys of teens (aged 13-17, mean = 14.96) conducted in 2016 (N = 4742), 2019 (N = 4250), and 2021 (N = 2546) were analyzed to track experience over time with general cyberbullying, as well as cyberbullying based on race or color. Additionally, respondents were asked in 2021 whether they had been cyberbullied more or less since the start of the COVID-19 pandemic. Results: More youth have experienced cyberbullying since the beginning of the COVID-19 pandemic, with Asian American youth most likely to report increased victimization during the pandemic. For example, in 2021, 23.2% of youth reported experiencing cyberbullying compared to 17.2% in 2019 and 16.7% in 2016. Among Asian American youth, 23.5% said they were cyberbullied because of their race in 2021, compared to 7.4% in 2019 and 13.9% in 2016. Conclusions: As more adolescents continue to spend more time online, cyberbullying victimization may increase across all racial groups. In the current politicized environment, Asian Americans may continue to be targeted because of their race. Schools and communities should augment existing implementations and pedagogy with more population-specific approaches that are culturally relevant, culturally sustaining, and that reflect the unique lived experiences of Asian American youth. Implications and contribution: The current study shows that more adolescents have experienced cyberbullying (both general and race-based) since the start of the COVID-19 pandemic. The increase in race-based victimization was highest among Asian American youth.

The purpose of this study was to explore the impact of the removal of refugee protections on refugee education and mental health, in addition to the protective roles of advocacy, community, and religion. We conducted semi-structured interviews with seven Chin refugees from Myanmar who were refugee school leaders in Malaysia (mean age = 23; 57% female); we also interviewed four Malaysian citizens, with expertise in refugee education (mean age = 35; 100% female). We conducted follow-up interviews with five of the Chin participants. We found that (a) Chin refugees were deeply concerned about how removal of protections impacted refugee education, fears of refoulement, and the well-being of their refugee education community; (b) Logistical, community, and emotional support played a protective role; and (c) An unprecedented multi-step advocacy process by the Chin community contributed to successful reinstatement of their refugee protections, including protections for their refugee schools. Discussion addresses the importance of pre-consultation school research on policy impacts and advocacy with marginalized school communities prior to starting consultation, with a focus on how refugee community protective factors and advocacy can act as forms of resilience in the face of negative policy impacts on education and mental health.

In 2019, Native youth had the highest rate of teen pregnancy of all racial/ethnic groups. "Respecting the Circle of Life" (RCL) is one of the first evidence-based teen pregnancy prevention programs for Native teens and there is interest in replicating the program across tribal communities. To inform replication, it is important to consider process data including quality, fidelity, and dosage as these may all moderate impact of the program. Participants were Native youth aged 11-19 and a trusted adult. This study includes participants randomized to the RCL program only (N = 266). Data sources include independent observations, facilitator self-assessments, attendance logs, and self-report assessments completed by enrolled youth at baseline and 3 months post assessment. Data was compiled and summed by cohort. Dosage was number of minutes participating in activities separated by theoretical constructs. Linear regression models were utilized to assess moderation of the effects of the intervention dosage on outcomes of interest. Eighteen facilitators delivered RCL. One hundred eighteen independent observations and 320 facilitator self-assessments were collected and entered. Findings indicate RCL was implemented with high fidelity and quality (4.40 to 4.82 out of a 5-point Likert scale; 96.6% of planned activities completed). Dosage was high with an average completion of 7 out of 9 lessons. There was no association between theoretical construct dosage and outcomes of interest. Overall, this study indicates RCL was delivered with high fidelity, quality, and dosage in this trial. This paper informs future replication of RCL and provides support for hiring paraprofessionals from the local community as facilitators, delivering the RCL to peer groups of the same age and sex, delivering the RCL with short duration and high frequency, and encouraging youth to attend all RCL lessons, but continue to serve youth who have missed one or more lessons.

Purpose: The purpose of this poetic inquiry was to understand how the professional development school (PDS) model can help pre-service teachers (PSTs) develop an inclusive philosophy of teaching while positioning themselves as social justice advocates. Four clinical interns collaborated in the research process guided by the university professor-in-residence (PIR). Design/methodology/approach: To conduct this poetic inquiry the interns kept journals, participated in individual interviews and weekly book club discussions to help us understand how education is situated within a broader social justice framework. Transcription poems were created from discussion and interview transcripts to capture the interns' perspectives and experiences in developing their philosophies. Findings: The findings, shared through transcription poems, indicate that the interns established inclusive beliefs, experienced tensions between their beliefs and practices and emphasize the importance of community in developing as social justice advocates. Originality/value: By sharing the findings through poetry, this study invites a more focused look into the nuances of PST's emerging beliefs on inclusive education in a PDS.

Professional learning (PL) for inclusion is a key policy focus internationally, arising from a growing commitment to the goal of a rights-based approach to education for all. Transformative teacher PL for inclusion is paramount to this goal but it is a complex endeavour, as evidenced in the persistent knowledge-practice gap relating to inclusive practice. Models of collaborative inquiry hold promise for affecting teacher change, yet there is limited research on how such models can support quality teacher PL for inclusion. This qualitative cross-case analysis focuses on two models of collaborative inquiry in different contexts in the Republic of Ireland (RoI): a professional learning community (PLC) for inclusive practice in a primary school and an online learning community (OLC) that supported preservice teacher learning during school placement. Parallel findings across the two case studies demonstrated changes in participants' beliefs, efficacy and practice, arising from collaborative inquiry that was characterised by critical dialogue and public sharing of work. External facilitation of the learning communities supported the creation of a 'safe space' which was paramount to transforming PL contexts. We proffer design principles for sustainable collaborative PL approaches across teacher education contexts that support teachers to navigate the complexity of enacting inclusive practice.

This paper draws on narrative inquiry research: an epistolary autoethnography from a daughter to her mother written to communicate a story of powerlessness and oppression and an immense desire for liberation. The researcher sought to make meaning from her personal experience and to understand the impact of the Direct Provision System on her life. The research was undertaken as part of a Master's Degree in Adult and Community Education at Maynooth University. The researcher reflects on her search for freedom through the power of support and the solidarity of local community, and through the life-changing experience of adult education and learning.

This study sought to investigate the identity construction of Indonesian Montessori teachers. The research was done in two Montessori schools in Yogyakarta: Cosmic School and Universe School (pseudonyms). The participants involved in this research were eight teachers in total. The data gathering process employed questionnaire, classroom observation, interview, and written reflections. The findings have shed a light on the ways teachers develop their identities within Montessori's values and principles that they reflect and implement in their daily teaching practice. The findings of the research portrayed that there were four major salient principles influencing the identity formation of becoming Montessori teachers. They were movement and cognition, choice, interest, and teacher ways and child ways. Those principles and values were becoming teachers' guidance of creating professional working ethos. Montessori principles also influenced the teachers in the ways they perceived and treated the students. This study also revealed the undertaken agencies to hold identity as Montessori teachers. There were three broad themes to explain their agencies. They entailed the essence of building communication between teacher and parents, the significance of community support, and the importance of being well-prepared teachers. Based on the findings and discussion, some recommendations for future studies are also presented.

This paper reflects upon the value of education in nature, its features and particularities and especially its relationship with learning science and sustainability early in childhood. The relationship with the natural environment is closely linked to learning. Nature is replete with risk, emotions, challenges, etc. Walking through a fierce storm, running down a hill, or wading a river produce fear, courage, the desire to overcome difficulties and the subsequent joy in achieving it. Nature generates questions such as "Why do trees drop their leaves?", "How does a beetle breathe?" or "What is the name of this flower?". To answer these questions, children instinctively investigate. They form hypotheses, make choices and propose solutions. It is their way of training to learn science in the future. Likewise, constant contact with nature encourages ecological awareness, as well sustainable behaviour in harmony with the environment. All of that requires the involvement of the educational community, as well as a paradigm change towards a more complex view of education, issues this paper will focus on.

Background: Families and community networks serve as sources of cultural capital and provide resources that aid the development of Black male engineers. Community cultural wealth (CCW) has been leveraged by engineering education scholars to understand and highlight student and community assets available in communities of color. Little is known about the diverse ways that Black families support engineering education pathways. Purpose: This study characterized the diverse forms of support that Black families and extended family members provided to undergraduate Black men along their precollege engineering pathways. Method: Thirteen Black undergraduate men majoring in engineering participated in focus groups at two predominantly White institutions in different regions of the United States. Findings: The findings suggest that Black parents are engaged in the engineering learning and development of Black males, which opposes the deficit framing of Black parental engagement. The data revealed how the forms of capital overlap. A compelling finding is that capital has a bidirectional nature--meaning that participants described instances of receiving and providing capital. Conclusions: CCW framework provided a lens to explore how Black men were supported by their family networks and how they used capital to maneuver noninclusive engineering environments. The findings substantiate the role of Black parental engagement on engineering education pathways. This work promotes these parental engagement practices as worthy of inclusion in the canons of effective evidence-based parental engagement strategies that encourage engineering learning and participation.

This article explores the role of formal and informal supports for women with intellectual and developmental disabilities (IDD) throughout their pregnancy, childbirth, and postpartum experiences. Data from qualitative interviews with women with IDD (n = 16) were analyzed. Results showed that formal supports aided in planning, transportation, advocacy, and providing emotional support throughout pregnancy. Informal supports helped with errands, comfort, and emotional encouragement. The community surrounding these women facilitated communication with providers, self-empowerment regarding health choices, and increased preparedness for parenthood. Findings indicate the importance of encouraging and sustaining both formal and informal supports during pregnancy, childbirth, and postpartum to improve pregnancy and parenting experiences for women with IDD.

School autonomy can not be separated from support factor. This study aimed to determine source and form of community support and contribution in realizing autonomous in Muhammadiyah schools. This research development is part of dissertation conducted with five stages: define, design, model development, model validation, and model use. The study was conducted at SMP Muhammadiyah, Sleman Regency, with 280 respondents; consist of principals, teachers, staff, students, and ministerial assemblies of "Dikdasmen." Data collection technique used: interviews, questionnaires, and documentation. Data analysis techniques use quantitative inferential analysis, EFA and CFA techniques. The results showed that form and source of support for Muhammadiyah schools is internal as well as external. School support also comes from internal and external support, such as: committee, parents, stakeholders, foundation, education official, collages, and related institutions. Directly and indirectly effect, contribution of school supporting component (Bac) to be school autonomous (Kms) up to 0.30.

Advancing Healthy and Socially Just Schools and Communities is a four-course graduate certificate program collaboratively developed by an interdisciplinary team comprised of faculty from the fields of Social Work and Education at a Canadian university. The aim of this program is to facilitate systems-level change through enhancing the knowledge and skills of graduate students from disciplines such as social work, education, and nursing who work with youth in schools and communities. The ultimate goal of this systems-level change is promotion of healthy youth relationships and prevention of violence. The topics for the four courses in the program include the following: promoting healthy relationships and preventing interpersonal violence, recognizing and counteracting oppression and structural violence, addressing trauma and building resilience, and fostering advocacy and community in the context of social justice. The development and pedagogy of the certificate program are described, along with findings from a pilot study designed to examine the utility and feasibility of the initial certificate offering. Experiences with the program to date highlight the potential for improvements in graduate students' attitudes, beliefs, and confidence regarding what constitutes violence and their role in responding to it.

Distance education gives a diverse group of social work students access to further education. Research addressing the overall experiences of Canadian distance education social work students is limited, and even more so for distance education social work students with mental health (dis)Abilities. By means of a qualitative research project using narrative inquiry, I listened to the stories of social work students with mental health (dis)Abilities studying online as they each shared points of access and barriers within their distance education. Six study participants from two Canadian universities narrated multifaceted storied experiences of adapting, coping, and navigating through their distance courses and programs, highlighting attitudinal and institutional changes that would be supportive of their learning. Using narrative auto-ethnography, I also integrated my own experiences into the research. Through participants' storied experiences, I conceptualized recommendations for social work distance education programs.

Introduction: The present study examines how community disaster resilience and social solidarity concerning the Sewol ferry disaster, one of South Korea's most tragic maritime disasters that occurred on April 16, 2014, were portrayed on and manifested by social media during a 1-year span at three time periods. Method: Data was collected from Korean social media platforms Naver blog and Naver café regarding the keyword 'Sewol ferry' during three time periods: April 16, 2014 to May 16, 2014, October 1, 2014 to October 31, 2014 and March 16, 2015 to April 16, 2015. Analysis: A semantic network analysis was conducted on the data collected to show the most significant words pertaining to the Sewol ferry disaster. Results: During the first period, people used social media to share news information and factual information, including some words indicating sympathy, positive emotions and hopeful sentiments. For the second period, the central words were similar to those of the first period, but more optimistic and emotional. In the last period, a noticeable change in the central words was found for the community's reminiscence and commemoration of the victims and their families' grief. Conclusions: Words relevant to community disaster resilience and social solidarity were revealed on social media. Furthermore, there was a significant change in the sentiments of the community, as well as the way of forming resilience and solidarity over time.

Twiza is a tricky word to translate from its original Berber. In its simplest meaning, Twiza speaks to the collective effort of a community to support each other. To speak of Twiza is to call forth, then, the collective material practices which enact the values of a civil society. As Edward Said highlighted decades ago however, when terms (or theories) travel, they take on different meanings, losing some conceptual frameworks while adding others. The act of translation, of traveling, then, is also the act of reconstellation of community practices within a different local moment. And here is where the term gets difficult to translate. For the past year, Parks and Hachelaf have been engaged in a transnational discussion about what it means for Twiza to be an organizing term of their collective community partnership work in the United States and Algeria. To date, their collaborative enactments have included developing dialogues among their undergraduate students as well as creating a network of international scholar/activists to create civil society workshops for students on the African, European, and North American continents (For a sample of this work, see https://www.jossournextgen.com). Rather than seamless borders and common meanings emerging from the work, however, they have discovered that when this traveling term is enacted within local contexts situated across international borders this very geographical specificity alters the possibilities (and complications) of community partnership occurs. Now placed under erasure, Tawayiza, the term stands as in as a placemarker for the dream of a common "community" and the specific embodied alliance work required by that very dream. Indeed, the insights drawn from Twiza have also placed under erasure previous articles and community publications, published by Parks, which worked within a nostalgic sense of border crossings. For when Parks and Hacleaf first met, Parks was engaged in a project focused on an anti-gentrification campaign as well as a project documenting the experiences of activists in the Arab Spring. (It is in the latter project where they authors met.) The result of this period were two publications, an article titled, "Sinners' Welcome," and a book titled, Revolution by Love. The former argued for the need to train students how to be community organizers, framing it as a central goal of partnership work. The latter documented the harsh political conditions in which activists in the Middle East/North Africa operated. While the publications represent a "act locally, think globally" type stance, these works were not seen as in dialogue with each other - the call for student to become activists not located across a geographical context in which this very call posed risks for students and teachers. Or to frame it slightly differently, taken together, the works highlight how many of the key terms within our field, such as "community engagement," "civic learning," operate within a specific context that does not "travel" seamlessly. It is a lesson to consider as our field imagines it work as operating on a global stage. In the following dialogue, Parks and Hachelaf discuss their work together, how global contexts shift the meaning as well as the risks of partnership work, and what, ultimately, they hope students might learn though global dialogues on the concept of civic society. In doing so they try to articulate a world where sinners are both welcome and revolution emerges out of a love for one's community. [Berber characters removed from abstract. ]

While school systems have the arduous task of educating a plethora of diverse students from different backgrounds and social economic status, the task is multifaceted. Epstein (1995) argued that to successfully meet the goal of improving education for all children, there must be considerably more involvement from parents, the community, and other stakeholders working together to promote the success of all students. To meet the needs of such diverse students, their families, other administrators, and faculty (i.e., school community), school leaders, according to Green (2013, p. 14), must engage in several processes: (1) have knowledge of the emerging issues and trends that can potentially impact the school community; (2) be able to recognize the need to involve stakeholders in school decision-making; (3) assess whether they are highly visible; (4) assess whether they are actively involved; (5) assess their effectiveness in communicating with the larger community; (6) assess whether they give credence to individuals and groups whose values and opinions may conflict with theirs; and (7) assess whether they are recognizing and valuing diversity. While much is known about the necessity for parental and community involvement in schools, very little research explores teachers' views of their school leader's role in developing and maintaining school and community relations. Since it is well documented that collaborative and participatory leadership is critical in the success of an organization and the culture of such organization (see Green, 2013), it is presumably just as critical to explore such dispositions of those individuals directly involved in the day to day structure of the school and the teaching and learning processes of students and faculty. In short, there are few research studies directed towards teachers' perceptions of their urban school leaders' roles in creating and sustaining partnerships with community, stakeholders and families. Considering the importance of community involvement and support in the success of student achievement, it is critical that other denominating factors are explored and not delineated from the overall establishment of the professional learning community. Therefore, the purpose of this study is to understand teachers' dispositions regarding their school leaders' role in community involvement and support within their urban schools. That is, skills that contribute to the organization's "success in building positive relationships, developing a supportive culture, and effectively communicating with all stakeholders" (Green, 2013, p. 232).