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ERIC Number: ED419858
Record Type: RIE
Publication Date: 1996
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Competing Models of Schools and Communities: The Struggle To Reframe and Reinvent Their Relationships. Publication Series No. 8.
Boyd, William L.
This paper discusses some theories and models of school-community relationships, especially those implied by the coordinated or collaborative services movement, which represents the effort to coordinate activities of schools and other human services agencies serving children and families, especially those at risk. Questions of the relative roles and responsibilities of families, schools, and communities are explored in light of the current social context. No single model of school-linked integrated services predominates, but research is beginning to clarify the features that make some programs more successful. School-linked services must not simply be add-ons to the school program, and they must shift emphasis from being program-centered to being family-centered. In addition, maximum responsiveness to the community must be assured through changes in the working relationship between service providers and the people they serve. Some emerging principles for interagency collaboration are outlined: (1) quality leadership is essential; (2) the commitment of asking for parent involvement in the planning and implementation of a school-linked center must be understood as meaning administrators must relinquish some power; (3) policies and practices must be culturally compatible; (4) long-term commitments to program development are required; (5) programs must be committed to the "nuts and bolts" requirements, and stable funding must be found for operating costs; (6) there need to be variations in the models developed so that programs are individualized to the needs and concerns of the school and community; and (7) integrated service projects must develop partnerships with local universities to provide technical assistance for program development and evaluation. (Contains 77 references.) (SLD)
Electronic version: http://www.temple.edu/LSS
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Atlantic Lab. for Student Success, Philadelphia, PA.; National Research Center on Education in the Inner Cities, Philadelphia, PA.