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The process of youth development, or an adolescent's pathway to young adulthood, spans multiple domains -- cognitive, physical, social, and emotional -- and calls for an equally comprehensive approach to framing and addressing youth issues. Community-level stakeholders and systems are ideally positioned to deliver the holistic, coordinated resources that positive youth development requires; it is here, in these local settings, that young people can access the kind of services, supports, and opportunities that promote long-term wellbeing. In the ideal, young people growing up in a community supportive of youth development would benefit from educational opportunities, health and human services, recreational activities, and other resources that were both comprehensive and integrated. However, the core concepts of positive youth development can be difficult to communicate in a clear and succinct manner. Also, the systems that serve young people tend to function independently of each other. And, in the policy arena, young people are disadvantaged by negative stereotypes and the fact that they wield no political power, especially if they are poor. As a result, most communities provide limited or unaligned resources for youth and focus instead on addressing specific youth problems or deficits. In this study, I focused on community collaboratives and their potential to reshape local attitudes and approaches to youth. A structured and intentional process of collaboration can build civic capacity to support a comprehensive array of resources for young people by introducing a shared vision that emphasizes youth development as a critical dimension of community well being, securing political will for communitywide reforms that enhance youth development, and reinforcing collective decision-making to coordinate the delivery of supportive services. I asked: How did aspects of community context facilitate the emergence of community collaboratives? To what extent and under what conditions did community collaboratives generate civic capacity to support youth development? Did community collaboratives mobilize community support in ways that contributed to their own sustainability? Interviews, observations, and record data from California collaboratives in Daly City, Redwood City, and the South Coast region informed my analysis and highlighted three critical inputs for collaborative work: structural support from a local institution, local stakeholders who are willing to lead collaborative work, and pre-existing interagency relationships. I also found that embedding the collaborative structure within public agencies, asking public leaders to own collaborative work, and facilitating multi-sector dialogue helped to build civic capacity for youth development. And I saw that civic capacity contributed to sustainability by establishing a broad leadership base, creating a clear succession plan, facilitating joint budgeting, and providing a way to engage key stakeholders in redefining collaborative priorities. These findings contribute to a deeper understanding of how collaboratives can change the way that communities frame and address youth issues, opportunities and resources. They also have practical implications for practitioners, policymakers, and funders who wish to support collaborative work. First, new or emerging collaboratives may benefit from organizational capacity-building, leadership development, and efforts to secure organizational-level commitments during the early stages of collaborative work. Also, this study underscores the need to maximize the particular contributions of different stakeholder groups: public stakeholders wield influence and resources while grassroots involvement confers legitimacy. And, the cases suggest that collaborative founders or funders should anticipate sustainability issues from the outset and use civic capacity to their advantage by structuring their work in a way that renews and reinforces the elements of civic capacity over time.
Most contemporary public managers will work in some type of collaborative or networked arrangement at some time in their professional careers. More and more work in public administration and policy is now being done in collaborative formats, and while there are many studies, articles, and cases describing successful endeavors, a good deal of confusion persists about what, exactly, makes them work. What are the best practices? This book focuses on the processes, protocols, and incentives needed for successful collaborative endeavors. Moving beyond new public governance theories and the limits of new public management, Chandler uniquely focuses on the facilitative skills and tools that members and facilitators need for success in collaborative work. Written by an author with both academic and practical experience in organizing, developing, leading, and facilitating public-private collaboratives, this book has both an academic thrust and an action focus, drawing on case studies from the fields of health and human services to highlight important theoretical and/or practice points. Making Collaboratives Work is required reading for undergraduate and graduate public-administration students of collaborative management, nonprofit administration, organizational theory and practice, communications, public policy, and leadership. The book is also ideally suited to public administrators and nonprofit managers asked to work in public-private partnerships and collaboratives to solve complex problems.
The Practice Improvement Collaboratives (PIC) program was designed to help improve substance abuse treatment by expanding the adoption of evidence-based practices through the collaborative efforts of providers, researchers, and policymakers. In the 11 case studies [Arizona, California, Florida, Georgia, Illinois, Iowa, Louisiana, New York, Oregon] presented in this publication, PIC participants describe their activities and accomplishments, challenges, and lessons learned during the 12-month developmental phase of the program.
In recent years, foundations have begun to come together in groups to take on shared initiatives and agendas. Hopkins argues that these funder collaboratives are more than a collection of isolated experiments. Instead, they provide a window into a dramatic and promising new stage in the development of organized philanthropy.
The collaborating for Education Reform Initiative (CERI) provided grantees with funds, guidance, and technical assistance to develop collaboratives and carry out activities to improve teaching and learning.
The Ford Foundation developed the Collaborating for Education Reform Initiative, providing grants to collaboratives in urban settings to improve the quality of teaching. Eight sites signed on, and the RAND Corporation assessed their progress. The authors found that, while none had met final goals, the collaboratives had varying degrees of success and some offered promise. By adopting such techniques as clear communication of expectations and involvement of school staff, collaboratives stand a better chance of success.
This book presents comprehensive results from case studies of three innovations in mathematics education that have much to offer toward understanding current reforms in this field. Each chapter tells the story of a case in rich detail, with extensi ve documentation, and in the voices of many of the participants-the innovators, the teachers, the students. Similarly, Volume 2 of Bold Ventures pre sents the results from case studies of five innovations in science education. Volume 1 provides a cross-case analysis of all eight innovations. Many U.S. readers certainly will be very familiar with the name of at least if not all of the mathematics innovations discussed in this volume-for one example, the NCTM Standards-and probably with their general substance. Much of the education community's familiarity with these" arises from the pro jects' own dissemination efforts. The research reported in this volume, however, is one of the few detailed studies of these innovations undertaken by researchers outside the projects themselves.