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ERIC Number: EJ779574
Record Type: Journal
Publication Date: 2007-Oct
Pages: 5
Abstractor: ERIC
Reference Count: 15
ISSN: ISSN-1529-8957
Transcending Boundaries
Sanders, Mavis G.
Principal Leadership, v8 n2 p38-42 Oct 2007
Families and schools have traditionally been viewed as the institutions with the greatest effect on the development of children. Communities, however, have received increasing attention for their role in socializing youth and ensuring students' success in a variety of societal domains. School-community partnerships can be defined as the connections between schools and individuals, organizations, and businesses that are forged to directly or indirectly promote students' social, emotional, physical, and intellectual development. Within this definition of school-community partnerships, community is not constrained by the geographic boundaries of neighborhoods; "community" refers more to the "social interactions that can occur within or transcend local boundaries". One program, the National Network of Partnership Schools, requires that all member schools create or identify an action team for partnerships. Action teams consist of a school administrator, teacher representatives, parent and community representatives, and other interested stakeholders who are responsible for planning and implementing school, family, and community partnership activities to achieve important school goals. The team approach has several advantages over the more traditional approach of having a single individual responsible for implementing a schoolwide partnership program. (Contains 1 figure.)
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A