Typologizing School-Community Partnerships: A Framework for Analysis and Action

被引：53
作者：
Valli, Linda [1 ]
Stefanski, Amanda [2 ]
Jacobson, Reuben [3 ]
机构：
[1] Univ Maryland, Teacher Educ & Profess Dev, College Pk, MD 20742 USA
[2] Univ Maryland, Curriculum & Instruct, College Pk, MD 20742 USA
[3] Univ Maryland, Educ Policy Studies, College Pk, MD 20742 USA
来源：
URBAN EDUCATION | 2016年 / 51卷 / 07期
关键词：
school-community partnerships; community schools; full-service schools; FULL-SERVICE SCHOOLS; DEVELOPMENT PROGRAM; ELEMENTARY-SCHOOL; CHILDREN; COLLABORATION; LEADERSHIP; ENGAGEMENT; QUALITY; REFORM; HOME;
D O I：
10.1177/0042085914549366
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
School-community partnerships are currently in the forefront of place-based urban reform efforts. But the literature on these partnerships indicates a variety of models that require different commitments and resources. Through a close review of the literature, we developed a typology of four partnership categories organized from the least to the most comprehensive in purpose and design. This typology reveals different theories of action as well as the conditions that facilitate or obstruct various models of partnership implementation. We argue that such a typology is a useful tool in guiding systemic educational reform, research, and evaluation.
引用
收藏
页码：719 / 747
页数：29
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