Collective Impact: What Does It Mean for Educational Leaders?

Autor/inn/en	Thompson, Rodney; Jocius, Robin
Titel	Collective Impact: What Does It Mean for Educational Leaders?
Quelle	In: AASA Journal of Scholarship & Practice, 14 (2017) 2, S.4-14 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Accountability; Educational Change; Outcomes of Education; Models; Partnerships in Education; School Community Programs; Program Implementation; Stakeholders; Community Organizations; Alignment (Education); Educational Objectives; Sustainability; Social Change; Strategic Planning; Ohio (Cincinnati); Tennessee (Nashville); South Carolina + Suchen Sie Ihr Suchwort? Verantwortung; Bildungsreform; Lernleistung; Schulerfolg; Analogiemodell; Hochschulpartnerschaft; Educational objective; Bildungsziel; Erziehungsziel; Nachhaltigkeit; Sozialer Wandel; Strategy; Planning; Strategie; Planung
Abstract	Due to local, state, and national accountability measures, school reform efforts have become critical of many legislative agendas. Local community members are getting off the sidelines and becoming part of the game to support local schools districts to become part of the solution. Across the United States, Collective Impact models, which propose bringing stakeholders together in pursuit of a common goal, have rapidly gained momentum across the United States as a major element in school reform efforts. This commentary explores how the concept of Collective Impact is leading to increased student outcomes and making a cultural change on local communities. (As Provided).
Anmerkungen	AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01