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ERIC Number: ED170912
Record Type: RIE
Publication Date: 1979-Apr
Pages: 23
Abstractor: N/A
Reference Count: 0
The Development of an Interagency Agreement: The Teacher Corps Youth Advocacy School Crime Intervention Program.
Schwartz, Henrietta S.; Schwartz, Bernard S.
The purpose of this investigation was to document the development, operation, and impact of an interagency agreement between two federal departments cooperating to create the School Crime Intervention Program, Activity I. The agencies involved were the U.S. Office of Education and the Law Enforcement Assistance Administration. Data were collected through interviews with key informants in the agencies and project directors, examinations of files, and nonparticipant observation of program-related events. Organizational theories and anthropological models were used to analyze the largely ethnographic data. Findings indicate that both agencies had common broad social goals in working with troubled youth. Necessary elements in collaboration referred to as the "transactional model" facilitated the program design and operation of the agreement. These included field-based readiness for the program, power and authority of the chief administrators, a transactional style of organizational management, frequent contacts between the key actors, and power and viability of the Student Initiated Activities Model. A number of other specific findings and recommendations resulted from the study. Recommendations included the formation of an interagency committee, encouragement of replications of the program, and clearer definition of the project director's role. Researchers concluded that the success of the interagency agreement was documented. (Author/JM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Federal Agencies; Law Enforcement Assistance Administration; Office of Education; School Crime Intervention Program; Teacher Corps; Youth Advocacy Project
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 8-12, 1979) ; Best copy available