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It argues that contemporary initiatives can better support individual and professional goals while strengthening family and community well-being. Drawing on community development literature and social support concepts, it applies the theory to universal pre-kindergarten in New York State and full-service schools in England.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/community-aware-education-policy-enhancing-individual-and-community-vitality-601706/601706/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/community-aware-education-policy-enhancing-individual-and-community-vitality-601706/601706.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does “community-aware” education policy mean in this paper?","Question",{"text":112,"@type":113},"It links education policy design and implementation with community development and social support principles, grounded in a thick conception of human need that accounts for relational context.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper contrast thick and thin conceptions of need?",{"text":117,"@type":113},"It argues that thick need better supports policy goals because it emphasizes relational and contextual factors, while thin need relies on an instrumental view focused narrowly on individuals.",{"name":119,"@type":110,"acceptedAnswer":120},"Which two policy cases are used to apply the theory?",{"text":121,"@type":113},"Universal pre-kindergarten in New York State (US) and full-service schools in England (UK).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601706,1792492812,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","education policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 24 Number 50 | April 25, 2016 | ISSN 1068-2341 |\n| --- | --- | --- |\n\n“Community Aware” Education Policy: Enhancing Individual and Community Vitality  \nHope Casto  \nSkidmore College  \nUnited States  \n&  \nBrian McGrath  \nNational University of Ireland, Galway  \nUnited Kingdom  \n&  \nJohn W. Sipple  \nCornell University  \nUnited States  \n&  \nLiz Todd  \nNewcastle University  \nUnited Kingdom  \nCitation: Casto, H., McGrath, B., Sipple, John W., & Todd, L. (2016) .“Community Aware”education policy: Enhancing individual and community vitality. Education Policy Analysis  \nArchives, 24(50). [http://dx.doi.org/10.14507/epaa.v24.2148](http://dx.doi.org/10.14507/epaa.v24.2148)  \nAbstract: This paper advances the theoretical and applied connection between education policy and community development. We call this community-aware education policy, and it is based on Dean’s (2012) conception of human need that is thick (i.e. , accounts for a relational context), rather than relying solely on a thin conception (i.e. , instrumental view with an individualistic focus) . It is our contention that contemporary policy initiatives can be better designed and implemented so that individual and professional goals are attained while family and community well-being are enhanced. Using literature from the field of community development highlighting social support concepts, we “thicken” the concept of social policy to arrive at our theory of community-aware education policy. This theory is then applied to two cases in different national policy contexts: universal pre-kindergarten in New York State (US) and full-service schools in England (UK) . Ultimately, we argue for a thick approach to need that results in the provision of a range of services and activities to serve children in schools better, and also the communities in which they reside.  \nKeywords: community development; policy; rural education; social support; schools; extended schools; pre-kindergarten; ‘thin’ and ‘thick’ need  \nPolítica educativa de “Consciencia Comunitaria”: Aumentando la vitalidad individual y comunitaria  \nResumen: En este trabajo explora las conexiones teóricas y aplicadas entre la políticaseducativas y desarrollo comunitario. Llamamos esta propuesta política educativa deconsciencia comunitaria basados en la idea de Dean (2012) sobre necesidades humana que son “densas”(es decir, en relación con un contexto relacional), en lugar de concepciones“leves”(visiones instrumentales con enfoques individuales) . Sostenemos que los esfuerzos políticos contemporáneos pueden ser mejor diseñados e implementados de manera que los objetivos individuales y profesionales se obtengan mientras que el bienestar familiar y comunitario mejoren. Basados en la literatura sobre desarrollo comunitario y resaltando conceptos sociales, que agregan “densidad” al concepto de la política social para llegar a nuestra teoría política educativa de consciencia comunitaria Esta teoría se aplica luego a dos casos en diferentes contextos de política nacional: educación inicial universal en el Estado de Nueva York (EE.UU.) y escuelas de servicio completo en Inglaterra (Reino Unido) . En última instancia, argumentamos a favor de un enfoque “denso” sobre las necesidades que resulte en la prestación de una amplia gama de servicios y actividades para servir mejor a los niños en las escuelas y las comunidades en las que residen.  \nPalabras clave: desarrollo comunitario; política; educación rural; apoyo social; escuelas de tiempo completo; educación inicial  \nPolítica educativa de “Consciência Comunitária”: Aumentando a vitalidade doindivíduo e da comunidade  \nResumo: Este trabalho acadêmico da suporte às conexões teóricas e aplicadas entre política educativa e desenvolvimento da comunidade (em termos de teoria e aplicação) . Chamamos esta política educativa de comunidade-consciente, e é","cbCaipSXpxkPtxaV","https://ap.wps.com/l/cbCaipSXpxkPtxaV","pdf",737501,"English","# Introduction\n## Theoretical framing: thick versus thin need\n## Community development and social support concepts\n## Application to two national policy cases","[{\"question\":\"What does “community-aware” education policy mean in this paper?\",\"answer\":\"It links education policy design and implementation with community development and social support principles, grounded in a thick conception of human need that accounts for relational context.\"},{\"question\":\"How does the paper contrast thick and thin conceptions of need?\",\"answer\":\"It argues that thick need better supports policy goals because it emphasizes relational and contextual factors, while thin need relies on an instrumental view focused narrowly on individuals.\"},{\"question\":\"Which two policy cases are used to apply the theory?\",\"answer\":\"Universal pre-kindergarten in New York State (US) and full-service schools in England (UK).\"}]","Community Aware Education Policy - Enhancing Individual and Community Vitality | PDF",1792093281,76]