Interlocking of School Education and Social Work : An International Comparison of Community Schools in New York and All-Day Schools in Zurich

Chiapparini, Emanuela (2017). Interlocking of School Education and Social Work : An International Comparison of Community Schools in New York and All-Day Schools in Zurich In: Professional Cooperation in All-Day Schools: WERA-IRN Conference, Extended Education from an International Comparative Point of View. Bamberg, Germany. November 30 – December 2, 2017.

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Several studies have confirmed that multi-professional cooperation (Fischer et al., 2013; Olk, Speck & Stimpel, 2011) influences the optimization of organizational processes at all-day schools. Furthermore, it relieves teachers and strengthens the self-perception of their profession. Finally, it facilitates a successful development of all-day schools. However, multi-professional cooperation is also described as a field of tension (Merten / Kaegi 2015) and high expectations are placed on a fruitful cooperative culture of teachers, social work staff and third-party providers at all-day school. The present symposium focuses on two aspects of multi-professional cooperation: First, we examine the meaning and understanding of professional cooperation from the perspective of the involved professionals on an abstract level. Second, on a concrete level, we consider the arrangement, the design and experience in all-day schools gained so far. Based on four research papers from Germany, Switzerland, Sweden and USA with qualitative and quantitative methodological approaches, the two aspects mentioned above are addressed and discussed. The fourth paper presents findings from a study on all-day schools in socially disadvantaged areas in New York (Children's Aid Society Community Schools). This contribution analyses the collaboration between teachers and social work staff and third-party providers. The aim of the symposium is to address and explore questions about successful and unsuccessful types of multi-professional cooperation in different all-day school concepts. It will access and evaluate their benefits and limits with regard to professional self-perception and understanding.

Item Type:	Conference or Workshop Item (Paper)
Division/Institute:	School of Social Work > Social Security focus area School of Social Work School of Social Work > Institute for Social Security and Social Policy
Name:	Chiapparini, Emanuela0000-0002-1796-088X
Language:	English
Submitter:	Emanuela Chiapparini
Date Deposited:	17 Dec 2019 16:23
Last Modified:	01 Dec 2022 21:45
Related URLs:	Publication
Additional Information:	Paper basiert auf folgende Publikation: Chiapparini, E. (2017). Verzahnung von Schulpädagogik und Sozialer Arbeit in den CAS Community Schools. Eine konzeptbezogene und empirische Studie zur Ganztagesbildung in sozialen Brennpunktquartieren in und ausserhalb New York City. Zürich: Zürcher Hochschule für Angewandte Wissenschaften. Retrieved from https://doi.org/10.21256/zhaw-1268
Uncontrolled Keywords:	361: Sozialarbeit und Sozialhilfe, 371: Schulen und schulische Tätigkeiten
URI:	https://arbor.bfh.ch/id/eprint/8613