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ERIC Number: ED436595
Record Type: Non-Journal
Publication Date: 1999
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
New Roles for Community Services in Educational Reform. Publication Series No. 5.
Crowson, Robert L.; Boyd, William Lowe
The rediscovery of a role in extending social organization and bringing "order" to distressed neighborhoods has become an educational reform motif in the United States. A full-service school that links education and other support services can contribute to the social capital needed to improve children's learning. While it is a laudable concept, the full-service school is in conflict with many 20th century traditions, such as bureaucratization, professional distancing, fragmented and categorical programming, and only weak partnerships among educators and families and communities. The results of coordinated children's service initiatives in the United States have been mixed, with evidence that the changes promised by the concept of full-service schooling threatens many institutionalized features of U.S. schooling. Even more demanding is the idea that the schools should now play an active role in the revitalization of their communities. The added issues addressed in a transition toward "enterprise" schools performing this reform function are major. To accomplish these goals will take a serious rethinking of school, community, and family connections. The issue comes down to a question of how to join aspects of the two competing strategies, professional coordinated services and community development and empowerment, into workable approaches for schools in partnership with parents, community organizations, and other agencies. The best answer is to encourage experimentation to explore the potential of enterprise schools and alternative strategies to the joining of the two strategies. (Contains 59 references.) (SLD)
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.