Description |
1 online resource |
Contents |
An Overview of the Book; Acknowledgments; Contents; Author Information; List of Figures; Chapter 1: Introduction; Four Other Reasons for New School Designs; Beyond One Size Fits All Schools; Place-based Challenges for Conventional Schools; Toward New School Designs; Taking Stock of the Questions That Drive New Designs; A Boundary-Changing Design for Schools and Their Partner Organizations; Four Properties of New School Designs; Invention; Intentionality; Causality; Contrast |
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The International Context: A Summary View of the Research on School and Community Relationships in Challenging PlacesThe Social Geography for the New School Design; The Defining Features of This New School-Related Design; Delimitations: Contrasting Designs; From Designs on the Drawing Board to Improved Policy and Practice with a Sense of Urgency; References; Part I: Introduction to Part I; Chapter 2: A Shared Rationale for New School Designs with Place-Based Differences; Getting Started: A School Improvement Configuration or a New Kind of Institution?; A School-Related Definition |
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The Children's Aid Society DefinitionA Community Learning Center Definition; A Definition Featuring Design Principles; The Community School Strategy; Beyond the Names and Definitions to a Shared Rationale; Growing International Convergence; Blaming Educators Instead of Examining Schooling and Place-Based Challenges; Eight Commonalties in the Rationale for New School Designs; Diverse People on the Move; Addressing Concentrated Disadvantage with Strengths-Based Language; A Terrible Trilogy of Poverty, Social Exclusion, and Social Isolation; A Fierce Competition for Young People's Time |
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A Social Responsibility Founded on a Moral Imperative The Limitations of an Inherited School Improvement Model; Developing New School Designs in Different Policy Environments; A Planning Triad with Three Evaluative Criteria; References; Chapter 3: A Framework for Planning and Evaluating the New Design; A Multi-component Model with Unavoidable and Manageable Complexity; Introducing the Defining Features of This New School-Related Design; Academic Learning/Achievement as the Most Important Outcome; Developing Connections, Building Bridges, and Managing Complexity |
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Boundary Crossing Leaders and Coordinators An Important Combination of School-Based and School-Linked Programs and Services; A School-Centered Approach to Addressing Student Barriers; Innovative Strategies for Engaging Parents and Providing Family Support; Positive Youth Development; Comprehensive, Revealing, and Intervention-Useful Data Systems; Universities as Partners, Facilitators, Constraints, and Impediments; From a Core Technology to Core Technologies; Connecting the Components: A Holistic Design with Manageable Complexity; References |
Summary |
This book focuses on special organizational configurations for schools in diverse parts of the world. Some of these new organizational and institutional designs are called multi-service schools, others are called extended service schools and still others are called community learning centers. While these schools have different names and notable different characteristics, they belong in the same category because of a common feature in their design: they connect schools with once-separate community programs and services. Chief among the prototypes for these new organizational and institutional designs are the ones featured in the book's title. Some are called multi-service schools to indicate that they selectively provide some new programs and services. Others are called extended service schools to indicate that they serve young people beyond the regular school day, seeking influence and control over out-of-school time while enabling alternative teaching-learning strategies, and providing services other than typical "pupil support services." Still others are called community learning centers, a name that showcases the educational functions and priorities of schools and announcing priorities for adult learning and development. Community schools, still called in some places full-service community schools, serves as a prototype that increasingly positions schools as multi-purpose, multi-component, anchor institutions serving identifiable neighborhoods and entire rural communities. The book is structured to enhance understanding of these organizational prototypes and provides comparative social analysis. It also identifies knowledge needs and gaps as well as developmental territory for the future |
Bibliography |
Includes bibliographical references at the end of each chapters |
Notes |
Vendor-supplied metadata |
Subject |
School facilities -- Planning.
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Schools -- Design and construction
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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School facilities -- Planning
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Schools -- Design and construction
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Form |
Electronic book
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Author |
Lawson, Hal A., 1944- editor.
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Veen, Dolf van, editor.
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ISBN |
9783319256641 |
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3319256645 |
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3319256629 |
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9783319256627 |
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