Literaturnachweis - Detailanzeige
| Autor/inn/en | Lawson, Hal; Briar-Lawson, Katharine |
|---|---|
| Institution | Miami Univ., Oxford, OH. School of Education. |
| Titel | Connecting the Dots: Progress toward the Integration of School Reform, School-Linked Services, Parent Involvement and Community Schools. |
| Quelle | (1997), (69 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Change Strategies; Cooperative Planning; Delivery Systems; Disabilities; Educational Change; Educational Innovation; Educational Technology; Elementary Secondary Education; Family Programs; Family School Relationship; High Risk Students; Integrated Services; Models; Parent Participation; School Community Relationship |
| Abstract | This report describes the outcomes of research that investigated school reform, school-linked services, parent involvement, and community school programs in schools in 36 states. Results found that services were often added on to school sites without any intent to integrate them with school reform; teachers were not directly involved in services; co-locating service providers did not guarantee better quality of services; and technical assistance, capacity-building, and time for teachers were in short-supply. A model comprised of 10 strategies, "The Family-Supportive Community School," is presented to enhance learning experiences for all students, including students with disabilities. The strategies include: (1) parent empowerment and family support; (2) paraprofessional jobs and career ladders for parents; (3) school readiness, parent education, and family support; (4) caring classrooms that improve children's learning while enhancing teachers' and parents' efficacy; (5) improved classroom supports for teachers and children; (6) collaborative leadership; (7) educational communities; (8) neighborhood development and community organization; (9) simultaneous renewal of higher education; and (10) technology enhancement and use. Appendices include family support premises and principles of family-centered practice, and examples of knowledge needs and orientations of teachers, principals, service providers and parents in three kinds of schools. (Contains approximately 200 references.) (CR) |
| Anmerkungen | Institute for Educational Renewal, McGuffey Hall, Miami University, Oxford, OH 45056; telephone: 513-529-6926. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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