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A community school differs from other public schools in important ways: it is generally open most of the time, governed by a partnership between the school system and a community agency, and offers a broad array of health and social services. It often has an extended day before and after school, features parent involvement programs, and works for community enrichment. How should such a school be structured? How can its success be measured? Community Schools in Action: Lessons from a Decade of Practice presents the Children's Aid Society's (CAS) approach to creating community schools for the 21st century. CAS began this work more than a decade ago and today operates thirteen such schools in three low-income areas of New York City. Through a technical assistance center operated by CAS, hundreds of other schools across the country and the world are adapting this model. Based on their own experiences working with community schools, the contributors to the volume supply invaluable information about the selected program components. They describe how and why CAS started its community school initiative and explain how CAS community schools are organized, integrated with the school system, sustained, and evaluated. The book also includes several contributions from experts outside of CAS: a city superintendent, an architect, and the director of the Coalition for Community Schools. Co-editors Joy Dryfoos, an authority on community schools, and Jane Quinn, CAS's Assistant Executive Director of Community Schools, have teamed up with freelance writer Carol Barkin to provide commentary linking the various components together. For those interested in transforming their schools into effective child- and family-centered institutions, this book provides a detailed road map. For those concerned with educational and social policy, the book offers a unique example of research-based action that has significant implications for our society.
Excerpt from A Hand Book Containing Suggestions and Programs for Community Social Gatherings at Rural School Houses It is earnestly hoped that teachers will not regard the Hand Book as a manual and follow it literally. One of the best things about the whole scheme is that it develops originality and leadership. There are many things that might be done and many ways of doing them that are not mentioned here. Let teachers discover the other and better things and work out the best ways of doing them. There are many agencies that would gladly cooperate with any teacher who takes up the work, but it will be vastly better for the teacher and the people to go ahead in their own way and see how much can be accomplished. I am confidently expecting some very valuable and interesting pro grams to be worked out in our schools during the ensuing year. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Excerpt from Public Schools in Their Relations to the Community: Read at a Meeting of the Association, April 1st, 1880 By this act, which is the foundation of our present city sys tem, all limitations as to the social condition of pupils, and even, in effect, the range of their studies, were removed. The control lers were empowered to provide such suitable books as they may deem necessary, and to establish a model school to qualify teachers, - since grown into our Girls' High and Normal School. A great step forward had been taken when this law could be passed, -a law in which the poor are not reminded of theirpoverty, except in necessary reference to previous legislation. And the good effect of the law was so marked, that after extend ing its operation to the whole State in 1834, in 1836 the control lers for Philadelphia were authorized to establish one Central High School for the full education of such pupils of the Public Schools as may possess the requisite qualifications; and it was further enacted that all such provisions (if any) in the 'act of 1818 and its supplements' as limit the benefits of the said public schools to the children of indigent parents. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from Establishing Industrial Schools Tee purpose of this book is to suggest to a State, a city, or to any community some concrete and practical methods of determining What sort of industrial and trade schools it needs, what should be taught in them, and how to select and pre pare the instructors who are to do the teaching. It endeavors to be specific, to consider details, and to base its conclusions upon trade conditions as interpreted by the best generally accepted principles of industrial education. It should not be confounded with any attempt to investigate and report on the educational systems now in existence or with suggestions for the modification of such systems, except as to the addition of trade instruction for men and women who are going to earn a living by a trade. It seeks to offer suggestions that may be fol lowed by action, that may be used as the basis oi actual school establishment rather than as a basis for written report. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from School and Community Service: Experiments in Democratic Organization Since the war was waged for the perpetuation of democracy, for the safeguarding Of democratic institutions, and for the strengthening of free peoples, it is self-evident that the United States not only must adhere to democratic ideals and policies in its relations with other nations, but it must also progressively apply the same principles within the nation. We committed ourselves, by our war or peace aims, to a program Of practical democracy at home. While the war was in progress no less than in times of peace, we were obligated to retain the democracy which we had so painfully acquired as well as to perfect and advance it farther. During the reconstruction period and after, we must continue and redouble our efforts. Experiments in democratic organization are being constantly made in this country. Two such experiments are partially described in this bulletin: the creation during the war Of Community Councils by the Council Of National Defense with the aid Of the us. Bureau of Education and other centralized agencies; and the creation of High School Councils or community centers in numerous neighborhoods in school districts Of Indiana to coordinate the activities of normal neighborhood life and of war service. The two experiments aimed from opposite directions to develop the processes of democratic organization: the one was projected and stimulated from the central government at Washington; the other was a spontaneous growth in local communities fostered by Indiana agencies. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from New Schools for Old: The Regeneration of the Porter School There are many reasons why an account of Mrs. Harvey's work should be given to the public. What she has accomplished in Porter Community has a vital message for everyone who is interested in democracy. She has built up a community able to deal with its own problems and to work together for a constructive realization of the ideals of our country. She has done this by a method that cannot fail to be helpful to every teacher and social worker. It is a method which takes what is at hand as foundation and builds ideals and character qualities that make for success in any environment. The specific reaction upon agricultural problems is the most spectacular result of the work. The school set in a farming region has already produced from a typical stagnated district a group of people enthusiastic over farming as a profession and equipped to turn their enthusiasm into prosperous, permanent farm homes. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Community Schools in Action: Lessons from a Decade of Practice presents the Children's Aid Society's (CAS) approach to creating community schools for the 21st century. CAS began this work in New York City more than a decade ago and today operates thirteen such schools in the low-income neighborhoods of Washington Heights, East Harlem, and the Bronx. Through a technical assistance center operated by CAS, hundreds of other schools across the country and the world are adapting this model. The contributors to the volume supply invaluable information about the selected program components based on their own experiences working with community schools. They describe how and why CAS started its community school initiative and explain how CAS community schools are organized, integrated with the school system, sustained, and evaluated.