|Publication type:||Conference other|
|Type of review:||Not specified|
|Title:||Interlocking of School Education and Social Work. An International Comparison of Community Schools in New York and All-Day Schools in Zurich|
|Conference details:||WERA-IRN Conference «Extended Education from an International Comparative Point of View», Bamberg, Germany, 30 November - 2 December 2017|
|Subject (DDC):||361: Social work and welfare |
371: Schools and their activities
|Abstract:||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.|
|Fulltext version:||Published version|
|License (according to publishing contract):||Licence according to publishing contract|
|Published as part of the ZHAW project:||Community Schools in New York|
|Appears in collections:||Publikationen Soziale Arbeit|
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