Literaturnachweis - Detailanzeige
| Autor/inn/en | Kolbe, Lloyd J.; Allensworth, Diane D.; Potts-Datema, William; White, Douglas R. |
|---|---|
| Titel | What Have We Learned from Collaborative Partnerships to Concomitantly Improve Both Education and Health? |
| Quelle | In: Journal of School Health, 85 (2015) 11, S.766-774 (9 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4391 |
| DOI | 10.1111/josh.12312 |
| Schlagwörter | Partnerships in Education; School Community Programs; Health Education; Government Role; State Government; Federal Government; Shared Resources and Services; School Health Services; Holistic Approach; Health Promotion; Cooperation |
| Abstract | Background: Collaborative partnerships are an essential means to concomitantly improve both education outcomes and health outcomes among K-12 students. Methods: We describe examples of contemporaneous, interactive, and evolving partnerships that have been implemented, respectively, by a national governmental health organization, national nongovernmental education and health organizations, a state governmental education organization, and a local nongovernmental health organization that serves partner schools. Results: Each of these partnerships strategically built operational infrastructures that enabled partners to efficiently combine their resources to improve student education and health. Conclusions: To implement a Whole School, Whole Community, Whole Child Framework, we need to purposefully strengthen, expand, and interconnect national, state, and local collaborative partnerships and supporting infrastructures that concomitantly can improve both education and health. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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