Date of Award

2026

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

James C Coviello

Second Advisor

Catherine C DiMartino

Third Advisor

Weedens E Blanchard

Abstract

This qualitative case study aims to explore the perceptions and experiences of elementary-aged students when participating in community-school partnerships to provide educators with strong methods of supporting students’ academic, social, and emotional development. The study is conducted in an elementary school in proximity to New York City that includes a diverse racial and ethnic demographic student body. The elementary school’s commitment to participating in community-school partnerships has prompted efforts to incorporate service-learning projects for the students. Through interviews, observations, and analysis of school documents, this study examines the experiences of students, teachers, parents, and the school leader during community service activities. Additionally, student perceptions were primarily analyzed to understand the connection to academic motivation. Bem’s self-perception theory (1972) connected to this study where participants understood their own attitudes and emotions through observations and reflections of their experiences. Findings reveal positive student perceptions, with social and academic connections. The school leader and teachers highlighted the classroom connections, while the parents emphasized social development. Additionally, the school leader noted the community service involvement to be a powerful path to student development. By maintaining community-school partnerships such as community service, this elementary school allows these service-learning projects to be accessible to all students. While participants offered positive outlooks, challenges were highlighted by the teachers in the study, which included the need for time and resources to maintain the classroom connection. Employing a qualitative case study approach, this study aims to produce findings to help school leaders explore the benefits of community-school partnerships for elementary-aged students.

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