eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2019.34.11 http://recyt.fecyt.es/index.php/PSRI/ Versión en español: https://recyt.fecyt.es/index.php/PSRI/article/view/70945/44935 PARTNERSHIPS BETWEEN SCHOOLS AND SOCIO-EDUCATIONAL SUPPORT ORGANIZATIONS AROUND SCHOOL SUPPORT ALIANZAS ENTRE CENTROS ESCOLARES Y ORGANIZACIONES DE APOYO SOCIOEDUCATIVO EN TORNO AL SOPORTE ESCOLAR ALIANÇAS ENTRE CENTROS ESCOLARES E ORGANIZAÇÕES DE APOIO EDUCATIVO SOCIAL EM RELAÇÃO AO SUPORTE ESCOLAR Edgar IGLESIAS VIDAL, Saida LÓPEZ-CRESPO, José Luís MUÑOZ MORENO & Anna TARRÉS VALLESPÍ Universitat Autònoma de Barcelona Received date: 15.II.2019 Reviewed date: 05.III.2019 Accepted date: 28.IV.2019 KEY WORDS: ABSTRACT: The creation and consolidation of partnerships between schools and socio-edu- Partnerships cational support organizations is considered a success key factor both for learning and for the Schools development of academic support. The present study aims to identify favorable conditions Educational success for the configuration of partnerships between schools and socio-educational support organ- School support izations. This work has applied a sequential research design as well as qualitative techniques Sociocultural to analyse the perceptions of 16 socio-educational support organizations in United States and diversity Spain regarding the configuration of solid partnerships with schools. During the first phase of this study, 11 semi-structured interviews have been carried out alongside 3 discussion groups. In a second phase, 4 good practices have been analysed in order to verify the preliminary results obtained. The final results derived from this study show that the development of part- nerships between institutions is mediated by the quality of the academic support, the vision of the professional teams, the coordination among institutions and the evaluation of process- es and actions. These findings have allowed us to offer an interpretative framework to identify favourable and distorting elements for the construction of partnerships and, consequently, for the success of academic support. Hence, we may highlight that the goal of educational success in contexts of complexity and social and cultural diversity benefits from the collabo- ration between institutions, which are able to identify institutional strengths and weaknesses, to analyse context’s opportunities and threats and to plan collective processes and actions. CONTACT WITH THE AUTHORS EDGAR IGLESIAS VIDAL. Profesor Asociado. Universitat Autònoma de Barcelona. E-Mail: edgar.iglesias@uab.cat [PARTNERSHIPS BETWEEN SCHOOLS AND SOCIO-EDUCATIONAL SUPPORT ORGANIZATIONS AROUND SCHOOL…] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2019) 34, 155-169] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2019.34.11 [156] http://recyt.fecyt.es/index.php/PSRI/ PALABRAS CLAVE: RESUMEN: La creación y consolidación de alianzas entre centros escolares y organizaciones Alianzas de apoyo socioeducativo se presenta como condición de éxito para los aprendizajes y desa- Escuelas rrollo del soporte escolar. El presente estudio pretende identificar condiciones favorables Éxito educativo para la configuración de alianzas entre centros escolares y organizaciones de apoyo socioedu- Soporte escolar cativo. Para ello se ha empleado un diseño de investigación secuencial y métodos cualitativos Diversidad para analizar las percepciones de 16 organizaciones de apoyo socioeducativo, situadas entre sociocultural Estados Unidos y España y en relación a la configuración de alianzas sólidas con los centros escolares. En la primera fase del estudio se han realizado 11 entrevistas semi-estructuradas y 3 grupos de discusión y en una segunda fase se han analizado 4 buenas prácticas para contrastar los resultados preliminares. Los resultados indican que el desarrollo de alianzas entre instituciones está mediado por la calidad del soporte escolar, las visiones de los equipos profesionales, la coordinación entre instituciones y la evaluación de procesos y actuaciones. Estos hallazgos han permitido ofrecer un marco interpretativo para identificar elementos fa- vorecedores u obstaculizadores para la construcción de alianzas y, por consiguiente, para el éxito del soporte escolar. En este orden se subraya que el logro del éxito educativo, en entornos de complejidad y diversidad sociocultural, necesita de la colaboración entre institu- ciones, capaces de identificar fortalezas y debilidades institucionales, analizar oportunidades y amenazas de los contextos y establecer procesos y actuaciones colectivas. PALAVRAS-CHAVE: RESUMO: A criação e consolidação de parcerias entre escolas e organizações de apoio so- Alianças cioeducativo é apresentada como condição de sucesso para o aprendizado e desenvolvimen- escolas to do apoio escolar. O presente estudo tem como objetivo identificar condições favoráveis Sucesso educacional para a configuração de parcerias entre escolas e organizações de apoio socioeducativo. Para Apoio escolar tanto, um desenho de pesquisa sequencial e métodos qualitativos foram utilizados para ana- Diversidade lisar as percepções de 16 organizações de apoio socioeducativo localizadas entre os Estados sociocultural Unidos e a Espanha em relação à configuração de parcerias sólidas com escolas. Na primeira fase do estudo, foram realizadas 11 entrevistas semi-estruturadas e 3 grupos de discussão e, em uma segunda fase, foram analisadas 4 boas práticas para comparar os resultados prelimi- nares. Os resultados indicaram que o desenvolvimento de alianças entre instituições é media- do pela qualidade do apoio escolar, pelas visões das equipes profissionais, pela coordenação entre as instituições e pela avaliação de processos e ações. Esses achados nos permitiram oferecer uma estrutura interpretativa para identificar elementos que favorecem ou dificultam a construção de alianças e, portanto, para o sucesso do apoio escolar. Nessa ordem, ressal- ta-se que a conquista do sucesso educacional, em ambientes de complexidade e diversidade sociocultural, requer colaboração entre instituições, capaz de identificar pontos fortes e fra- cos institucionais, analisar oportunidades e ameaças em contextos e estabelecer processos e ações coletivos. 1. Introduction when processes of socio-cultural identification must be addressed in situations of cultural in- Academic support includes actions to reduce equality and minoritization (Gibson et al., 2013; school failure and contribute to educational O’Leary, González & Valdez, 2008). success, particularly during compulsory school- Recent international researchers have shown, ing but also in the post-compulsory stage. These on the one hand, that partnerships between actions usually relate to mentoring and individ- schools and socio-educational support organi- ual attention, socio-educational inclusion with zations are a success factor for the learning and school reinforcement and others which com- development of academic support. On the other bine educational leisure with school reinforce- hand, such articles demonstrate that these part- ment and core competences. The articulation nerships are conditioned by certain aspects. For of an efficient academic support requires solid this reason, this article presents a study which and sustainable partnerships between schools aims to analyze the partnerships established be- and socio-educational support organizations, tween schools and socio-educational support the latter being considered as those institutions organizations for the achievement of school suc- that provide academic support, educational ac- cess. We identify and analyze how such factors companiment beyond educations centers and determine the creation and consolidation of these guidelines and resources for educational suc- partnerships among institutions. cess. It is also stated that the strictly academic perspectives of the educational relationship 2. State of the art must be overcome on the basis of collaborative work (Chang & Jordan, 2013; Connelly & Young, The achievement of educational success, par- 2013; Schamper, 2012) and community approach ticularly in contexts of complexity and socio-cul- (Mourshed, Chijioke & Barber, 2012), especially tural diversity, requires the collaboration of an [Edgar IGLESIAS VIDAL, Saida LÓPEZ-CRESPO, José Luís MUÑOZ MORENO & Anna TARRÉS VALLESPÍ] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2019) 34, 155-169] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 [157] eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2019.34.11 http://recyt.fecyt.es/index.php/PSRI/ institutional framework ready to share education- The quality of academic support is often condi- al goals and cooperate in common spaces for in- tioned by the generation of personal and academ- tervention. This approach leads to the identifica- ic learnings (Anderson, Sabatelli & Trachtenberg, tion of institutional strengths and weaknesses, the 2009), in an atmosphere of community relation- analysis of opportunities and threats of contexts, ships where partnerships between schools and the establishment of processes and collective ac- socio-educational support organizations evolve tions, and the design and development of partner- around curricular contexts, being the result of an ships among institutions and their professionals. effective coordination (Bodilly & Beckett, 2005). In this way, the challenge of educational success Therefore, it is advisable to define the goals of is ensured. However, the creation and consolida- academic support (Durlak, Wiessberg & Pachan, tion of partnerships regarding academic support 2010) in order to distinguish them in terms of so- between schools and socio-educational support cial, educational or psycho-emotional learning. A organizations is a complex task (Leos-Urbel, 2015; coherent intervention in this sense increases the Bennett, 2014; Jordan, 2014). impact on the academic performance of students For this reason, the approach of “Full Time (González, 2016). An active participation of institu- Education” frames the position adopted, given its tional and professional actors involved in academ- will of integrating instructional and non-instruc- ic support is also important, as well as the support tional time, promoting educational participation provided by volunteers and, of course, families and cooperation among different actors, imple- (Dikkers, 2013; Shernoff, 2010; Metz, Goldsmith & menting a shared leadership and revitalizing cohe- Arbreton, 2008). It is a top priority to avoid the sive networks that transfer different learning op- mechanizing of an academic support which can portunities (Díaz-Gibson et al., 2017; Sintes, 2016 lead to a progressive disassociation of students & 2015). Its philosophy aims to transform educa- from the educational system (Consorci d’Edu- tional individuality and fragmentation in a broad cació de Barcelona, 2015). and networked education, taking inspiration from Mutual approaches from the faculties and ed- a systemic and community action (for instance: ucational teams (socio-educational support) are “Ganztagsschulen” in German speaking countries, instrumental for the creation and socialization of or “Projet Éducatif Territorial” in France). knowledge and for the effective embodiment of Many national and international experiences inter-institutional partnerships (Afterschool Alli- move towards this through solid proposals. Such ance, 2014; Departament d’Ensenyament, 2013; is the case for “Community Schools” in USA, “Ex- Gonzales, Gunderson & Wold, 2013). It is appro- tended Schools” in UK and “Educació 360” in 2018, priate to foster a cooperative culture that arises the latest initiative sponsored by several institu- from mutual recognition and leads to the exchange tions in Catalonia. All of them seek for coopera- of experiences as well as to the reciprocal use of tion between schools and community educational resources. The absence of partnerships among organizations, from a global and broad perspec- professional teams entails a scarce consideration tive of education, which generates learning op- of the benefits of their own academic support. portunities throughout life. Moreover, they pursue Thus, the acknowledgement of their approaches, the connection among learnings, actors and edu- moving around the following three stages, needs cational organizations; as a consequence, such ap- to be emphasized: proaches demand the complicity of the town and • The goals of professional teams of schools the professionals and institutional agents that are are excessively distanced from the aims of involved in education (Muñoz, 2012 & 2009). professional teams of socio-educational sup- Partnerships between schools and socio-ed- port organizations. Both institutions disagree, ucational support organizations are unique and the few initiatives that seek for interconnec- frequently conditioned by certain factors that can tion are exceptional, academic support does improve them (Rubio & Luchetti, 2016; Albaigés, not receive recognition, adverse reactions to 2016; Consorci d’Educació de Barcelona, 2015; demands for collaboration spread and the Jordan, 2014; Gonzales, Gunderson & Wold, 2013; links that actually take place happen in cer- Little, Wimer & Weiss, 2008). Such factors are tain or informal conversations (Huang et al., permeable and meaningful for academic support, 2008). and they can be presented as: A) the quality of • There is mutual and complementary under- the academic support, B) the visions of the pro- standing regarding collaboration agreements fessional teams, C) the coordination among insti- between the professional teams of both in- tutions and D) the evaluation of processes and stitutions. Coordination and functional sup- actions, as discussed below. port, as well as relationships, are instrumen- tal and mediated by shared tools aligned with [PARTNERSHIPS BETWEEN SCHOOLS AND SOCIO-EDUCATIONAL SUPPORT ORGANIZATIONS AROUND SCHOOL…] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2019) 34, 155-169] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2019.34.11 [158] http://recyt.fecyt.es/index.php/PSRI/ educational programming. The simultaneous a necessity and a current challenge (Palmer, An- operation involves valid effects for learnings derson & Sabatelli, 2009). As a consequence, it (Afterschool Alliance, 2014 & 2013). is advisable to perform a deep immersion for the • There is an identification of common and purpose of improving the very quality of coordina- shared goals that, preceded by a mutual tion and academic support (AIR, 2015; Leos-Urbel, recognition, pursues a constant and lasting 2015; Vandell, 2013). strategic partnership. Schools and socio-ed- ucational support organizations are allies, 3. Objectives and study methodology co-responsible for academic success, and they are based on an educational commu- The main target of the present study is to identi- nity project that goes beyond educational fy the favorable conditions for the configuration perspectives (Jordan, 2014; Gonzales, Gun- of partnerships between schools and socio-edu- derson & Wold, 2013; Schamper, 2012). These cational support organizations through strategies approaches are coherent with Full-Time with a positive impact on academic support. Education. For this reason, a reference framework re- garding full-time education has been conducted, Thus, coordination among institutions must as well as an identification of the positive and neg- enable partnerships and networking, (Stelow ative conditioning factors for the configuration of & Martínez, 2013; Harris et al., 2010), as well as such partnerships. In particular, these factors, con- a greater awareness and analysis of reality, the sidered as dimensions to study which structure chances for the development of educational par- the outcome of this research, are: A) the quality ticipation (Muñoz, 2012 & 2019) and the ability for of the academic support, B) the vision of the pro- community promotion and transformation. This fessional teams, C) the coordination among insti- group of elements have a positive effect in learn- tutions and D) the evaluation of processes. ing processes, being some of the benefits from The tackled methodology, which provides coordination (FEDAIA, 2016; Stelow & Martínez, a context for the study, is approached using a 2013; Schamper, 2012; XCO, 2011). For this to hap- qualitative paradigm; the field work has been pen, trust and support among the members of conducted in Spain, mainly in Catalonia (Ripollet, professional teams are needed, an organizational Cerdanyola del Vallès, Barcelona, Santa Colo- framework for the planning of actions and role as- ma de Gramenet, Zaragoza, Madrid, Sant Boi de signment. For this reason, networking is displayed Llobregat and Tenerife) and USA (California, San as a useful tool for inter-institutional cooperation, Francisco, San Jose and Palo Alto). Specifically, supporting synergies in open and diversified envi- we have performed two sequential stages: the ronments (Suárez & Muñoz, 2017), setting specific first happened in USA during 2015 and the sec- actions during the school year and embracing crit- ond in Spain during the 2017/2018 school year. ical and reflective pedagogy and self-assessment The former was developed by the investigation among their participants (Jordan, 2014; Comellas, “The recognition of cultural diversity in schools 2010). For instance: common working plans, ped- in California and Catalonia through collaboration agogical agreements, or joint meetings among with community education projects”, funded by teachers, families and educators. the “Consortium for Advanced Studies Abroad Lastly, we should highlight that the evaluation Barcelona. CASB Fellowship”. The contexts have of processes and actions of academic support re- been addressed through the inquiry in socio-edu- flects the achievement of the pursued results and cational support organizations with relevant expe- its impact on the student body (Afterschool Alli- riences regarding academic support and collabo- ance, 2015 & 2014). It has been demonstrated that rations with schools. efficient partnerships consistent with what we As a triangulation strategy, we analyzed ex- have said so far contribute to the enhancement periences of shared work between schools and of academic performance of the most vulnerable academic support organizations, even when they students: they acquire a greater autonomy re- were not necessarily located in the perspective of garding learning, they are more persistent in the full-time education. educational system and they mature socio-emo- For that purpose, we conducted a conven- tionally (Vandell, 2014; Chang & Jordan, 2013). ience sample (McMillan & Shummacher, 2001) Likewise, they intensify their social and cultural from a non-probability sampling method using engagement in their community (Leos-Urbel, 2015; criteria of accessibility and representation, paying O’Hare et al., 2015). Nonetheless, the evaluation attention to the following features: should not be left unattended, given that the as- • From the perspective of population, organ- sessment of the effects of academic support is izations are located in local contexts with a [Edgar IGLESIAS VIDAL, Saida LÓPEZ-CRESPO, José Luís MUÑOZ MORENO & Anna TARRÉS VALLESPÍ] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2019) 34, 155-169] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 [159] eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2019.34.11 http://recyt.fecyt.es/index.php/PSRI/ significant presence of foreign people (more This way, the organizations compiled in the than 15% of foreign population regarding the sample are 16 (Table 1). The tools implemented in total of registered population). the data collection were designed based on meth- • Regarding the student body, organizations odological considerations by Tójar Hurtado (2006) host participants who show high rates of so- and Kvale (1996). Particularly, in the first stage, 11 cio-cultural diversity (more than 25% belong semi-structured interviews were conducted (6 in to cultural minorities). California and 5 in Catalonia) and 3 discussion • In reference to educational complexities, lo- groups were organized for the final comparison of cal contexts where organizations are located the outcome. Subsequently, in a second phase, we present environments where the students use as a triangulation strategy the comparison of require specific academic support needs, as the first results with the outcome provided by the seen in the different accreditation between analysis of 4 good practices conducted in Spain, foreign and native students. having applied telephone interviews. Likewise, • Regarding social complexities, the sample is we consider good practices as those experiences located in contexts displaying risk indicators: guided by coherent standards which enable ed- families with a low level of education; low ucational partnerships based on the chosen con- employment opportunities or high rates of ceptualization (quality, visions, coordination and newly-arrived students (AfterSchoolAlliance, evaluation). For selection purposes, we applied 2013; Departamento de Enseñanza, 2014). different criteria: breadth (given the extent of the • From the point of view of their educa- experience and target population), sedimentation tional project, the selected organizations (since they have been conducted for a period of incorporate: time and have been developed successfully) or in- o Experience and sedimentation in the devel- novation (given the updates provided to the sub- opment of educational programs aimed to ject of study undertaken). provide academic support to disadvantaged The following table (Table 1) displays the re- minorities. These organizations have been lation between the general profile of the profes- operating successfully for more than 8 years. sionals participating in the study and the place o Their target is to encourage community di- where their organizations are located, considering mension in the educational approaches. the following code: AP (after-school program), o Breadth, given that educational projects DG (discussion group), I (interview) and GP (good combine both academic and personal as- practice). It can be said that the commitment with pects of their participants. the study participants will be embodied by social- o Innovation, since they provide updates on izing this paper once it has been published. the subject of study undertaken. Table 1. Organizations participating in the study. PROFILE PLACE CODE Manager San Jose AP1 Director San Francisco AP2 Executive director San Francisco AP3 Coordinator San Francisco AP4 Director Palo Alto AP5 Director Palo Alto AP6 Coordinator Palo Alto AP7 Director Ripollet I1 Pedagogue Ripollet – Cerdanyola del Vallès I2 [PARTNERSHIPS BETWEEN SCHOOLS AND SOCIO-EDUCATIONAL SUPPORT ORGANIZATIONS AROUND SCHOOL…] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2019) 34, 155-169] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2019.34.11 [160] http://recyt.fecyt.es/index.php/PSRI/ PROFILE PLACE CODE Social Educator Santa Coloma de Gramenet I3 Social Educator Barcelona I4 Social Educator Barcelona I5 Program coordinator Zaragoza GP1 Program coordinators Madrid GP2 Program coordinator Sant Boi de Llobregat GP3 Program coordinator Tenerife GP4 Source: Own ellaboration. Finally, we stress the following elements as questions. The selection of good practices for the relevant for the description of the good practices triangulation of the instrumentalization along with that were chosen: semi-structured interviews and discussion groups • GP1: it acts upon the principles of academic has considered the criteria of recognized pro- support for more than 300 participants and cesses, enhancement, satisfaction and evaluation 50 schools. This organization considers the (Zabalza, 2012). The information gathered for the promotion of partnerships as a key factor for analysis of the good practices has been collected social projection. through telephone interviews as a consequence • GP2: for 10 years now it has been fostering for the budgetary constraints for face-to-face in- academic support and youth participation terviews. Telephone interviews were based on a actions for 300 individuals. The main focus semi-structured questionnaire focused on the di- for this organization is the construction of so- mensions of the quality of the academic support, cial and community structures. the visions of the professional teams, the coordi- • GP3: since 1985, it offers support for more nation among institutions and the evaluation of than 100 youngsters from 12 different schools, processes and actions. standing out because of its ability for net- The analysis of the outcome has been con- working and the materialization of partner- ducted through the compilation of coincidences, ships with schools. It focuses on community divergences, assessments and discussions for the work and academic support programs with different objects of study. the aim of preventing early school leaving. It is committed to networking and partnerships 4. Results with schools, social services, families and young individuals, where quality is key for in- The results are grouped below according to the dividual accompaniment. quality of the academic support, the mutual vi- • GP4: this organization promotes a specific sions of the professional teams, the coordination project of reduction of scholar absenteeism among institutions and the evaluation of process- which supported 150 individuals and offered es and actions of academic support. successful outcome in a short time. It worked with 8 primary and secondary schools in 8 1.1. The good practices island cities located in isolated areas. The support offered enables a close coordination The quality of the support for GP1 derived from between homework and school time. the weekly and regular work of participants in small groups (primary school, 4 days a week/1h and sec- As a methodological justification, it should ondary school, 2 days a week/2h). The intention is be noted that the designed and implemented to achieve suitable curricular level in every case, instrumentalization has considered interviews starting from personal goals. For this reason, the and discussions. Both tools were validated by 8 families are involved in a process of information, judges who have acted as theoretical experts (4) and sometimes there are supporting volunteers. and practical experts (4), agreeing in the unique- In the GP3 the focus is on academic and ness, significance and suitability of the raised personal learnings in a linked way as well as on [Edgar IGLESIAS VIDAL, Saida LÓPEZ-CRESPO, José Luís MUÑOZ MORENO & Anna TARRÉS VALLESPÍ] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2019) 34, 155-169] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 [161] eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2019.34.11 http://recyt.fecyt.es/index.php/PSRI/ leisure. Regarding organization, it is considered the curricular, behavioral and social spheres, notic- that a greater comprehension and deepening of ing an enhancement of school results, a reduction the educational process leads to a greater impact of disruptive behavior and the promotion of social of students on realms as the development of their relations. study skills and autonomy. The targets are tailored Processes of coordination highlight the impor- to each specific situation, pursuing proactivity of tance of the involvement of every educational ac- the participants in the academic work. The rein- tor, and this is why it is worth focusing on different forcement happens within the group applying contexts, visions and support actions on youth. methodologies as service-learning. The work with families, for instance, is more in- As seen in the GP3, we find that GP2 specifi- tense and has a positive effect on schools. Accord- cally tackles contents in the school environment, ing to the developed project, each partnership but considering learning from a global vision: deepens in actions of presential/non-presential from the social, educational and psycho-emotion- and regular/occasional coordination, but always in al dimensions concurrently. The learning basis is a systematic manner. In the same way, it becomes established in a very personalized way, enabling clear that partnerships demand team work among participants to a better understanding of the ex- the professionals, who can then share their knowl- tent of the educational process. A personal bond edge. When partnerships consolidate, there is a is created, and it often happens that when the predisposition and needs are expressed, and lim- support period is over students remain in the itations such as the lack of time, the absence of space in order to establish personal relationships financing or the strain of resources are overcome. or demand emotional support. This way, support However, there are other difficulties for coordi- is understood as a comprehensive work. nation associated with teachers outside school. Regarding the visions of professional teams Another adverse factor is their professional in- (school and support organization), every partner- stability or weak relation with some community ship assessed overcame the excessive distance services. The visions are shared, more or less, in and maintained a broad, mutual and complemen- the community dynamization and transformation, tary understanding according to collaborative ar- given that praxis is isolated and unalike. Undoubt- rangements. While GP1 generally establishes an edly, this is a point of interest since coordination occasional coordination and relations are instru- demands contextualization and continuity. mental and mediated by shared tools aligned with Lastly, regarding evaluation processes, it is educational programming, in GP2, GP3 and GP4 possible to notice the different degree where an identification of common and shared goals processes and actions of school support are eval- happens, moving towards a strategic partnership uated. Participants globally rate with 8 points that can last and understand socio-educational the evaluation processes (Table 2). Specifically: support in the framework of an educational and learning autonomy (7,8), persistence in the educa- community project beyond schools. tional system (7,8), improvement of qualifications Coordination is key to the quality of partner- (7,8), enhancement of behavior (8,3), socio-emo- ships that take place in the context of academic tional growth (9), socio-cultural and community support. The assessment of theoretical elements engagement (7,7) and existence of subsequent conforming a good practice regarding coordination mechanisms to influence in educational contexts shows that the organizations studied are rated an and better the intervention of academic support average of 8 points in the global index of quality (6,5). GP1, being consistent with the concept of of this coordination: community dynamization (7), educational success and shared vision, does not community transformation (6,8), impact of the learn- specifically assess socio-cultural participation and ing processes (8,8), acquisition of confidence (8,8), underestimates subsequent mechanisms to affect help among professional teams (8,8), organization educational contexts and better the intervention of planning of actions and role assignment (8,3), fix- of the academic support available. In reference to ing of specific actions during the school year (8,3), GP2, the improvement of grades is an element of critical reflections (7), explorations of interests (7,5) tension when related to some schools, the reason and self-assessments (7,8). Coordination is a priori- being that educational organization adds more ty for a profitable educational reinforcement, given value to motivation of young people and their that it enables a better understanding of actions in achievements regarding autonomy, in contrast to educational and non-educational contexts and per- schools, which are mainly concerned about cog- form a common work line, even though education- nitive improvement. Similarly, child and teenager al institutions are often the most adapted to the behaviors tend to better outside schools, which requirements of schools. The common work line offers opportunities for its analysis in relation to typically aims to overcome difficulties of minors in the improvement of academic success. [PARTNERSHIPS BETWEEN SCHOOLS AND SOCIO-EDUCATIONAL SUPPORT ORGANIZATIONS AROUND SCHOOL…] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2019) 34, 155-169] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2019.34.11 [162] http://recyt.fecyt.es/index.php/PSRI/ Table 2 displays the average of numerical eval- was established, and each organization quantified uations that interviewees offered to the different them between 0 and 10, considering 0 as absence theoretical elements considered for analysis. The of the indicator in the practice of educational core theoretical elements are assessed discur- partnership and 10 as the maximum possible pres- sively through a battery of semi-structured ques- ence of the indicator. In order to globally envision tions. Moreover, in reference to coordination and the existence of every aspect in the common work evaluation assessment, a battery of key indicators of organizations, an average was calculated: Table 2. Average of numerical evaluations according to theoretical elements considered for analysis DIMENSION OF ELEMENTS OF ANALYSIS AVERAGE ANALYSIS (1) Community dynamization 7 (2) Community transformation 6.8 (3) Impacto n learning processes 8.8 (4) Acquisition of confidence 8.8 (5) Help among professional teams 8.8 COORDINATION (6) Organisational framework for the planning of actions and role assignment 8.3 (7) Fixing of specific actions during the school year 8.3 (8) Critical reflections 7 (9) Explorations of interests 7.5 (10) Self-assessments 7.8 (1) Learning autonomy 7.8 (2) Persistence in the educational system 7.8 (3) Improvement of qualifications 7.8 (4) Enhancement of behavior 8.3 PROCESS OF EVALUATION (5) Socio-emotional growth 9 (6) Social and cultural engagement in the community 7.7 (7) Existence of subsequent mechanisms to influence in educational contexts of institutinos in partnerships that enhance the intervention of academic 6.5 support Source: Own ellaboration. 4.2. The voices of the main figures the same organization and in other institutions. As a whole, partnerships are associated to the sum The outcome obtained by the interviews and dis- of efforts, to a better understanding of the reali- cussion groups are shown below. ties of participants, to a greater capacity to attend The organizations interviewed consider that educational needs and higher rates of educational the quality of the support that they offer to par- quality. Likewise, the quality of support consists ticipants is a conditioning factor for the success in a general intervention in every scope of action: in their actions. According to them, quality is de- school, family, society, emotions, etc. termined by the relations among professionals in [Edgar IGLESIAS VIDAL, Saida LÓPEZ-CRESPO, José Luís MUÑOZ MORENO & Anna TARRÉS VALLESPÍ] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2019) 34, 155-169] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 [163] eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2019.34.11 http://recyt.fecyt.es/index.php/PSRI/ Still, schools, along with educational organizations Besides, organizations claim that a greater out of formal education, are a significant academic predisposition of schools would ease consensus tool for the education of children and young people, and coordinated work. In reference to that, they developing their learning and generating knowl- consider and generalize that teachers have an ed- edge, as well as meeting cultural, social and emo- ucational vision restricted to school time, which tional needs (I1) hampers the continuity and integration of actions between both institutions. To achieve success in this general intervention, organizations also need the engagement of fami- Sometimes schools do not understand out contribu- lies. For that purpose, they are willing to include tion (DG2). them as part of their organizational context, set- ting an open space for voluntary participation. Regarding coordination among institutions, the organizations consulted agreed on perform Extracurricular activities are an opportunity to in- three face-to-face meetings within the school, tegrate all the associative network within schools, usually with tutors or support staff. These meet- promoting involvement where families also partici- ings are mainly destined to two measures: ex- pate (I4). change of information among professionals and action plan in the short term. We cannot work with young people without working with families (AP2). We keep in touch with schools once every three months, and we share experiences and work, and Another factor considered relevant by organi- tutors point out the things that we have to encour- zations in order to establish partnerships is locat- age, modalities of action and problems that have ed in the sphere of visions among professionals. been raised (I2). There are cases when they are negative, failing to acknowledge the contributions of the servic- For the meetings, organizations often use es offered. These visions coexist with others that mechanisms to promote coordination, such as are biased and attributed to the lack of relation, tools destined to data collection and/or socializa- having as an effect the disregard of the tasks of tion of information or educational knowledge. the respective teams. In turn, the organizations consulted assert that the recognition received by We have created a simple rubric with all our aca- schools regarding the competences of profession- demic lessons which are based on collaboration als is largely determined by the establishment of with the school. This is the only information that we inter-institutional partnerships. share, and it is my job to share this (AP6). Our dream and goal is the recognition of the work During this course we used a tool for coordination so that we do, proving to faculties that we can help that both organizations could know what do we want with our projects and give continuity to the work to work with and, consequently, find shared goals (I5). that is performed in schools (I4). Some organizations came up with the idea The vision of schools is that we are merely another of the “coordinator”, a figure of reference in the service instead of considering us partners, working school, whose aim is to ease joint work among in- independently, so this is why we barely interrelate stitutions. Likewise, it should be stated that the (AP1). concept that each organization has about coor- dination affects its development. For instance, Most of the organizations analyzed explain some of the professional consulted assert that, in that visions, and the consequent mutual appreci- general, schools consider coordination as a sim- ation among institutions, are affected by the ab- ple exchange of information, claiming that it is not sence of coordination. This way, the lack of aware- always bidirectional and that the involvement of ness about the importance of performing good institutions is uneven. In all cases, organizations practices for exchange (knowledge, experiences, claim to be responsible for promoting and ensur- resources, etc.) leads to biased visions about the ing coordination. respective action areas. One of the main problems relates to coordination. Teachers are still focused on participants during We still do not know how to coordinate, and we end instruction time and think that what happens after up with a mere transfer of information. These educa- school does not affect them (AP4). tional projects are fragmented, and this is the rea- son why the outcome is not what we expected (I3). [PARTNERSHIPS BETWEEN SCHOOLS AND SOCIO-EDUCATIONAL SUPPORT ORGANIZATIONS AROUND SCHOOL…] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2019) 34, 155-169] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2019.34.11 [164] http://recyt.fecyt.es/index.php/PSRI/ In most of cases, the professional who belongs to the outcome that the support provides. In view of the socio-educational organization is the one who this situation, educational teams demand exter- should initiate the coordination and adapt to the nal support to conduct longitudinal assessments dynamics of the school (DG1). geared towards measuring and making visible the impact that is actually generated. Other obstacle identified relate to the need of resources for a better action, the lack of commu- I would suggest you to help us find a support model nication protocols that can facilitate the contact from a research point of view. We need external sup- among institutions and the schedule misalign- port that can provide indicators for impact meas- ments that impair coordination. At this point, or- urement (I3). ganizations are resigned to adapt to school time. We do not have the tools to offer evidence of the In the absence of a moment to meet, the construc- work that we are performing (AP3). tion of rubrics to share information can be very help- ful (DG1). These demands tend to bring a perception of difficulties in the design and implementation of We had to be flexible regarding schedules and educational evaluation. In this regard, organiza- adapt to school realities (I3). tions place value on the need of creating space of reflection among professionals in order to decide Focusing on professionals, several obstacles and define the same evaluation. Moreover, they for an effective coordination among institutions consider that their actions and procedures must are identified. On the one hand, recruitment con- also be assessed in order to identify mutual action ditions of the professionals of socio-educational areas. However, they acknowledge difficulties to organizations, given that they are often hired with create such spaces due to the pace of work. a part-time contract and/or for a limited period of time. On the other, the lack of training may be the I think that first and foremost we should reflect on key for educators to deal with the different chal- our responsibility and what we are doing and what lenges that coordination implies. we are not. We should identify our goals and be re- alistic in order to know what we are doing so that It is even harder for us when we offer part-time jobs. we can actually make it. I think that is the first step. Many times it is a revolving door for young universi- We need to look at each other and say what we are ty students who do not have much experience and doing to finally interrelate (DG2). spend one or two years learning with us (AP3). Lastly, we present the following table display- Finally, regarding evaluation processes, organi- ing the main coincidences found in the two differ- zations recognize that the evaluations are per- ent backgrounds used in the study. formed, but they generally bring a low vision of Table 3. Main coincidences between both contexts NORTH AMERICA SPAIN • The quality of academic support is largely determined by the relationships among professionals. • The quality of academic support implies an intervention from the different action areas (school, family, society, emotions, etc.). • Organizations recognize that they need family engagement. • Organizations feel that schools do not place value on their significance and their contributions. • Organizations consider that teachers have a limited vision that is restricted to school time. • Coordination is established in occasional meetings. • Coordination is based on the exchange of information and the action plan in the short term. • Organizations feel that they are responsible for the promotion of coordination. • There are schedule misalignments impairing coordination. • There is a lack of agreement regarding what should be assessed and how should this evaluation happen. Source: Own ellaboration. [Edgar IGLESIAS VIDAL, Saida LÓPEZ-CRESPO, José Luís MUÑOZ MORENO & Anna TARRÉS VALLESPÍ] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2019) 34, 155-169] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 [165] eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2019.34.11 http://recyt.fecyt.es/index.php/PSRI/ 5. Discussion and conclusions Mutual visions between the professional teams of both institutions are configured as a relevant The establishment of partnerships between factor for the establishment of inter-institutional schools and socio-educational support organi- partnerships. A positive vision between teams is zations demands a shared responsibility for aca- related to the recognition of the respective pro- demic success. Partnerships between institutions fessional competences and, consequently, their and professionals require work dynamics and intervention areas. When the contributions of the processes built from coordination. Nonetheless, work performed by other institution are acknowl- it has been shown that their design and develop- edged, a better chance for the posterior devel- ment are conditioned by several interconnect- opment of partnerships takes place. At the same ed factors: the quality of academic support, the time, the establishment of relations facilitates the visions of professional teams, the coordination awareness of the importance of coordinated work among institutions and the evaluations of process- and, as a consequence, of positive visions. How- es and actions. ever, the absence of relations generates negative For that matter, it should be noted that we did visions based on the ignorance and prejudices not find meaningful differences between the two that lead to professional superiority stances. Con- contexts targeted in the study due to the similar- versely, the configuration of solid partnerships, ities in both environments and their specific fea- as it is the case of the good practices analyzed, is tures. However, the interest placed in both set- based on mutual comprehension and community tings enabled the assertion that the situation of work (Jordan, 2014; Gonzales, Gunderson & Wold, socio-educational organizations, and particularly 2013; Schamper, 2012). partnerships with schools, is similar regarding the The study conducted shows that socio-educa- following elements: the quality of academic sup- tional support organizations are proactive in per- port is related to schools through stable bonds, forming and ensuring coordination with schools: the visions among the respective professional they have moments, tools and figures for coordi- teams are linked to the recognition of profes- nation. However, there are different types of co- sional competences, coordination is promoted by ordination according to the intended functionality socio-educational organizations, and evaluation is criteria. On the one hand, coordination on the focused on academic results. basis of compensation seeks to overcome the The organizations that found difficulties difficulties of the participants through academic to consolidate partnerships consider that the support with no need for agreements or shared quality of the support can be measured most- strategies. This type of coordination is based on ly through the ability to generate stable bonds the exchange of information and it takes place in between their educational team and the educa- most cases from a pedagogical discontinuity log- tional team of schools. In contrast, the organiza- ic: there is no connection between curricular and tions that have already established a more stable extra-curricular contents and goals. On the other partnership framework (GP) place less important hand, coordination as the basis for the construc- elements around quality, giving more importance tion of knowledge is born when needs and targets to pedagogical aspects; for instance, personaliza- are shared, based on agreements and shared tion of learning or methodological diversification. knowledge, pursuing the creation and systemati- What both scenarios have in common is that the zation of solid partnerships among institutions. bond between organizations and participants Finally, it should be noted that the evaluation ensures quality, and that if the service offered is of processes and actions emerges as the dimen- a mere academic monitoring then it is not con- sion which demands more work. All organizations, sidered a quality attention. Additionally, there is even those featuring the most stable partnerships consensus in the incorporation of families to the established with schools, need help to gather educational relation, given that they have been more and better evidence on the different areas recognized as key actors for the socialization of of intervention. Specifically, the evaluation tends educational and personal knowledge (Dikkers, to focus on academic results of the participants 2013; Shernoff, 2010; Metz, Goldsmith & Arbre- without considering personal and social indicators ton, 2008). (Vandell, 2014; Chang & Jordan, 2013). Besides, For all that, the quality for organizations im- this evaluation only focuses on participants, and plies the full and shared knowledge of the realities professional performance and collaborative pro- of every participant and, consequently, of their so- cess are left behind. Moreover, both elements cial, economic and family needs. Besides, schools are key for the establishment of partnerships. and organizations conduct a global and integrated Thus, the priority is to determine and identify the intervention precisely from this approach. meaning, the type and the evaluation mechanisms [PARTNERSHIPS BETWEEN SCHOOLS AND SOCIO-EDUCATIONAL SUPPORT ORGANIZATIONS AROUND SCHOOL…] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2019) 34, 155-169] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2019.34.11 [166] http://recyt.fecyt.es/index.php/PSRI/ regarding academic support. There is a need as a tool for the construction of an educational for a strong and mutual commitment in order to community. For that purpose, professional teams achieve efficient and successful partnerships to must show wider attitudes based on integration promote and develop them. Working together with the environment (Martín, 2000). The actual does not only mean a meeting and formalization challenge is to shape a framework of cooperative of what has been agreed, which is of course a part relations among socio-educational institutions of the process, but not the most relevant part. and educational resources of each context. Building partnerships implies the consideration of Lastly, it is worth noting that the limitations of the other, the agreement on the intervention cri- the study have to do with the size and complexi- teria and specifically, concrete action conducted ty of the topic of the investigation and the repre- collectively and coordinately, recognizing plurality sentativeness of the respondents of the sample and diversity. which limit the generalization of results, as well as It is necessary that partnerships between difficulties encountered when transferring the out- schools and socio-educational support organi- come obtained to other situations or contexts. All zations gradually gain more institutional promi- this should enable the adjustment of the meaning nence, especially in complex social environments, of the results, even when we can consider that the also from a dimension of educational community outcome is not significantly modified. To this re- and beyond the establishment of concrete rela- gard, further studies on this topic could be guided tions in particular cases (Gairín & San Fabián, towards segregating schooling as a consequence 2005). With the aim of articulating these part- for the lack of cooperation between schools and nerships and grasping the opportunities, often socio-educational support teams; what’s more, to- ignored by schools, it is convenient to place value wards the overcome of resistance to cooperation on experiences as “community schools”. 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DOI:10.7179/PSRI_2019.34.11 AUTHOR’S ADDRESS EDGAR IGLESIAS VIDAL. Profesor Asociado. Universitat Autònoma de Barcelona. E-mail: edgar. iglesias@uab.cat SAIDA LÓPEZ-CRESPO. Personal Investigador en Formación. Universitat Autònoma de Barcelo- na. E-mail: saida.lopez@uab.cat JOSÉ LUÍS MUÑOZ MORENO. Profesor Agregado Interino. Universitat Autònoma de Barcelona. E-mail: joseluis.muñoz@uab.cat ANNA TARRÉS VALLESPÍ. Profesora Asociada. Universitat Autònoma de Barcelona. E-mail: anna.tarres@uab.cat ACADEMIC PROFILE EDGAR IGLESIAS VIDAL. Doctor en Pedagogía (Universitat Autònoma de Barcelona). Pedagogo, antropólogo y profesor del Departamento de Pedagogía Aplicada de la Universitat Autònoma de Barcelona. Es investigador del Equipo de Desarrollo Organizacional EDO y de ERDISC. Sus prin- cipales líneas de investigación son la relación escuela y comunidad como estrategia para el éxito educativo y la educación intercultural. Fue becado para realizar una investigación educativa en el contexto de California. ORCID: 0000-0002-0356-0439 [Edgar IGLESIAS VIDAL, Saida LÓPEZ-CRESPO, José Luís MUÑOZ MORENO & Anna TARRÉS VALLESPÍ] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2019) 34, 155-169] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 [169] eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2019.34.11 http://recyt.fecyt.es/index.php/PSRI/ SAIDA LÓPEZ-CRESPO. Pedagoga (Universitat Autònoma de Barcelona). Personal Investigador en Formación del Equipo de Desarrollo Organizacional EDO y profesora del Departamento de Pedagogía Aplicada de la Universitat Autònoma de Barcelona. Becada por el Ministerio de Eco- nomía, Industria y Competitividad para el desarrollo de su tesis doctoral. Sus líneas de trabajo se centran en el liderazgo para el desarrollo organizativo y los procesos de cambio institucional. ORCID: 0000-0002-1608-2552 JOSÉ LUÍS MUÑOZ MORENO. Doctor en Calidad y Procesos de Innovación Educativa (Univer- sitat Autònoma de Barcelona). Pedagogo y profesor del Departamento de Pedagogía Aplicada de la Universitat Autònoma de Barcelona. Es investigador del Equipo de Desarrollo Organizacional EDO y las principales líneas de investigación en las que trabaja son: la mejora y el desarrollo orga- nizacional de las instituciones socioeducativas y la inclusión y la participación educativa. ORCID: 0000-0003-2572-4155 ANNA TARRÉS VALLESPÍ. Sociologa y licenciada en Ciencias de la Información (Universitat Au- tònoma de Barcelona). Profesora en la Universitat Autònoma de Barcelona y en la Universitat Oberta de Catalunya y colabora con el Grupo de investigación sobre Diversidad y Sociedades Complejas (ERDISC). Actualmente, acaba su tesis doctoral sobre trayectorias de éxito del alum- nado de incorporación tardía (NAMS) en el sistema educativo. Ha sido profesora en la Universi- dad Ramon Llull y trabajado en el Panel de Desigualdades Sociales de la Fundación Jaume Bofill. Beca 2011 de la European Science Foundation en el National Educational Panel Study (Bamberg, Alemania). ORCID: 0000-0002-9732-5439 [PARTNERSHIPS BETWEEN SCHOOLS AND SOCIO-EDUCATIONAL SUPPORT ORGANIZATIONS AROUND SCHOOL…] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2019) 34, 155-169] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0