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ERIC Number: ED470428
Record Type: RIE
Publication Date: 2001
Pages: 143
Abstractor: N/A
ISBN: ISBN-0-8077-4017-9
The Learning Connection: New Partnerships between Schools and Colleges.
Maeroff, Gene I., Ed.; Callan, Patrick M., Ed.; Usdan, Michael D., Ed.
The educational chasm between schools and colleges is an indication of dysfunction. It is becoming increasingly recognized as a major impediment to the successful education of all students. High standards and improved schools and colleges will ultimately depend on the extent to which this gap is narrowed. This book describes 12 programs that are attempting to overcome the disadvantages of this separation. These case studies are organized around five themes--governance, equity, standards, teacher preparation, and community building. Thirteen chapters include: (1) "The Boston University--Chelsea Partnership" (Lee D. Mitgang); (2) "An Alliance in Pueblo" (Janet Bingham, Sam Bingham, and Dave Curtin); (3) "Equalizing Opportunity in California" (Kenneth R. Weiss); (4) "Middle College High School in Memphis" (Mickie Anderson); (5) "The El Paso Collaborative for Academic Achievement" (Duchesne Paul Drew); (6) "Maryland's K-16 Partnership" (Mike Bowler); (7) "PASS: Oregon's New Path to College" (William Graves); (8) "Georgia's P-16 Initiative" (Ernie Suggs); (9) "Professional Practice Schools in Cincinnati" (Lonnie Harp); (10) "Jackson State's Effort to Help Teachers in Mississippi" (Monique Fields); (11) "Penn and West Philadelphia" (Dale Mezzacappa); and (12) "Trinity Helps Hartford Struggle Back" (Rick Green). The concluding chapter identifies policy issues and the directions that should be pursued to initiate and support promising collaborative programs. An appendix contains relevant questions to consider. (RT)
Teachers College Press, P.O. Box 20, Williston, VT 05495-0020 ($20.95). Tel: 800-575-6566 (Toll Free); e-mail:; Web site:
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A