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ERIC Number: ED392980
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 77
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-16-048511-8
A Guide to Promising Practices in Educational Partnerships.
Bodinger-deUriarte, Cristina; And Others
This guide, which is designed for individuals interested in establishing joint endeavors among schools, social service agencies, cultural institutions, businesses, industries, and/or institutions of higher education, illustrates promising practices supporting and reflecting partnership activities. Part 1 is divided into three sections detailing practices supporting partnership building in the following areas: needs assessments (educational, community, and participant-based needs assessments); project staffing (transition of key personnel and volunteer project managers); and initiating activities (identifying and recruiting partners, recruiting volunteers, and recruiting partners). Part 2 includes four sections in which promising practices representing partnership activities in the following areas are described: staff development (cross-agency training, teacher-tutor training, school-based master's degrees); student support services (peer tutor-mentors and business mentors and coaches); school-to-work transition (articulated curricula, job skills workshops, job shadows, health career internships, and business and instructional internships); and community involvement (parent education, resource directories, and public hearings). Concluding the guide is a profile of one promising partnership that encompasses many of the practices described. Appended are the names/addresses of the members of the Educational Partnership Study Group, which conducted the study out of which this guide grew. (MN)
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Institute for Educational Leadership, Washington, DC.; Southwest Regional Lab., Los Alamitos, CA.