by
Price, Hugh B.
Call Number
371.190973 22
Publication Date
2008
Summary
Describes how educators can collaborate with others to reverse poor motivation, reward student success, and realize higher achievement in even the most challenged school districts.
Format:
Electronic Resources
Relevance:
5.2463
by
Sanders, Mavis G.
Call Number
371.19 22
Publication Date
2006
Summary
'Building School-Community Partnerships' emphasizes the importance of community involvement for effective school functioning, student support and well-being, and community health and development. This book explores different types of school-community partnerships and offers a model outline for effective implementation.
Format:
Electronic Resources
Relevance:
5.2093
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by
White, Cameron, editor of compilation.
Call Number
371.19 23
Publication Date
2014
Summary
What is community? How important is community in the 21st century? Where might the idea of community 'fit' in education and schooling, teaching and learning? These are the questions and themes embedded in this book. The general critique is that community is an add-on in our schools and often is dismissed as a result of the individualistic and competitive nature of schooling today. Our focus is to provide critical investigations as to the possibility of community - and that we need community now more than ever! The concept of community education brings many ideas and issues to mind. Related themes include place-based, field-based, environmental, service learning, and outdoor education. Each has its own more narrow focus with community education perhaps an umbrella term than encompasses them all. Nevertheless, the suggestion here is that instead of community education serving as an extension or add-on to traditional approaches, it should be the focus of all education. What is often missing in teaching and learning are contexts and connections than make education meaningful. Community education engages participants in problem and issues-based approaches to the local community, thereby facilitating that local to global link. Instead of compartmentalized subjects, integrated approaches use what students and the community know or understand to develop further questions, solutions, or even problems. Community education offers efficacy in that it provides opportunities for collaboration in addressing local issues and problems. It enables the community to become the classroom, thus ensuring a more long-term connection to active rather than passive endeavors as citizens.
Format:
Electronic Resources
Relevance:
5.1370
by
White, Cameron, editor of compilation.
Call Number
371.19 23
Publication Date
2014
Summary
What is community? How important is community in the 21st century? Where might the idea of community 'fit' in education and schooling, teaching and learning? These are the questions and themes embedded in this book. The general critique is that community is an add-on in our schools and often is dismissed as a result of the individualistic and competitive nature of schooling today. Our focus is to provide critical investigations as to the possibility of community - and that we need community now more than ever! The concept of community education brings many ideas and issues to mind. Related themes include place-based, field-based, environmental, service learning, and outdoor education. Each has its own more narrow focus with community education perhaps an umbrella term than encompasses them all. Nevertheless, the suggestion here is that instead of community education serving as an extension or add-on to traditional approaches, it should be the focus of all education. What is often missing in teaching and learning are contexts and connections than make education meaningful. Community education engages participants in problem and issues-based approaches to the local community, thereby facilitating that local to global link. Instead of compartmentalized subjects, integrated approaches use what students and the community know or understand to develop further questions, solutions, or even problems. Community education offers efficacy in that it provides opportunities for collaboration in addressing local issues and problems. It enables the community to become the classroom, thus ensuring a more long-term connection to active rather than passive endeavors as citizens.
Format:
Electronic Resources
Relevance:
5.0645
by
White, Cameron, editor of compilation.
Call Number
371.19 23
Publication Date
2014
Summary
What is community? How important is community in the 21st century? Where might the idea of community 'fit' in education and schooling, teaching and learning? These are the questions and themes embedded in this book. The general critique is that community is an add-on in our schools and often is dismissed as a result of the individualistic and competitive nature of schooling today. Our focus is to provide critical investigations as to the possibility of community - and that we need community now more than ever! The concept of community education brings many ideas and issues to mind. Related themes include place-based, field-based, environmental, service learning, and outdoor education. Each has its own more narrow focus with community education perhaps an umbrella term than encompasses them all. Nevertheless, the suggestion here is that instead of community education serving as an extension or add-on to traditional approaches, it should be the focus of all education. What is often missing in teaching and learning are contexts and connections than make education meaningful. Community education engages participants in problem and issues-based approaches to the local community, thereby facilitating that local to global link. Instead of compartmentalized subjects, integrated approaches use what students and the community know or understand to develop further questions, solutions, or even problems. Community education offers efficacy in that it provides opportunities for collaboration in addressing local issues and problems. It enables the community to become the classroom, thus ensuring a more long-term connection to active rather than passive endeavors as citizens.
Format:
Electronic Resources
Relevance:
5.0645
by
Bodilly, Susan J.
Call Number
700.71073 22
Publication Date
2008
Summary
For more than 30 years, arts education has been a low priority in the nation's public schools. During fiscal crises in the 1970s and 1980s in America's urban centers, arts teaching positions were cut. More recently, arts education in schools has dwindled as schools try to increase test scores in mathematics and reading within the time constraints of the school day. Some communities have responded with initiatives aimed at coordinating schools, cultural institutions, community-based organizations, foundations, and/or government agencies to promote access to arts learning for children in and outside of school. The objective in this study was to investigate this phenomenon in six urban U.S. communities Alameda County (which includes Oakland and Berkeley) in Northern California. Boston, Chicago, Dallas, Los Angeles County, and New York City -- descriptively and comparatively analyzing how these efforts started, how they evolved, what kinds of organizations became involved, what conditions fostered or impeded coordination, and what strategies were used to improve both access to and quality of arts education. The evidence gathered (through a comparative case-study analysis based on site visits, a document review, and interviews with 120 experts across the six sites) is positive in that it documents signs of progress in promoting access to arts learning experiences for children, but it is also cautionary. When seen in light of the historical factors that have impeded access to arts learning in the past, the six efforts are, generally speaking, fragile. To succeed in the long run, coordinated efforts such as these must have committed and sustained leadership, supportive policy, and sufficient resources.
Format:
Electronic Resources
Relevance:
5.0641
by
Garner, Ruth.
Call Number
371.19 22
Publication Date
2002
Summary
There is an unsettledness now in after-school childcare. The stay-at-home mom years are largely over. Will children, even very young children, stay home alone or hang out with peers, risking loneliness or engaging in problem behavior? Will some new form of supervised care emerge? The authors in this collection have spent time in community after-school programs and have learned what happens there. The authors suggest that after-school programs can be an important part of a system of childcare--as long as we can find ways to build programs for small and scattered populations as well as for densely packed ones, and as long as the money to fund programs can be found. The money is important. Many of the programs discussed in this book are specifically targeted to children from families with low incomes. These are the families least likely to be able to pay for care. A reader leaves this book with both anxiety and hope about the future of childcare in the United States.
Format:
Electronic Resources
Relevance:
3.7234
by
Curwin, Richard L., 1944-
Call Number
371.0091732 22
Publication Date
2010
Summary
The bestselling coauthor of Discipline with Dignity examines problems common to urban schools and offers comprehensive, long-reaching strategies for engaging troubled and hard-to-reach youth.
Format:
Electronic Resources
Relevance:
3.1434
by
Smith, Jenny.
Call Number
372.37 22
Publication Date
2003
Summary
Engaging students in community change has far-reaching benefits that not only support but also extend beyond academic achievement. Students who participate in such efforts become better connected to their schools and communities while learning and practicing the principles of democratic citizenship.
Format:
Electronic Resources
Relevance:
3.0030
by
Kronick, Robert F.
Call Number
371.71
Publication Date
2002
Summary
A full service school is a school which serves as a central point of delivery, a single community hub for whatever education, health, social, human, or employment services have been determined locally to be needed to support a child's success in school and the community. This book focuses on keeping children in school by using preventive measures and providing enrichment for both children and families. Primary topics include definitions and practices of full service schools, a review of the literature and setting up, the organizational effects on schools from structure to stories, key steps in.
Format:
Electronic Resources
Relevance:
2.9870
by
Bodilly, Susan J.
Call Number
371.200973 22
Publication Date
2004
Summary
Dissatisfied with the results of earlier efforts to improve educational outcomes in U.S. schools, the Ford Foundation developed a program called the Collaborating for Education Reform Initiative (CERI) that provided grants to collaboratives of community-based organizations in urban settings as a way to address systemic barriers to high-quality teaching and learning. Eight collaboratives signed on, and, over four years, the RAND Corporation assessed the progress of the program. The authors of this report found that the eight sites made varying degrees of progress and, while none had reached the final outcomes desired, some of the collaboratives offered considerable promise. Although success is far from certain, by adopting such techniques as clear communication of expectations, engaging school staff, and using data to alter strategies as necessary, collaboratives stand a better chance of becoming self-sustaining and positively affecting student learning.
Format:
Electronic Resources
Relevance:
2.3533
by
Weiss, Karen G.
Call Number
378.1980973 23
Publication Date
2013
Format:
Electronic Resources
Relevance:
0.3686
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