標(biāo)題: Titlebook: Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service; International Exempl Hal A. Lawson,Do [打印本頁(yè)] 作者: 冰凍 時(shí)間: 2025-3-21 19:11
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作者: 高歌 時(shí)間: 2025-3-21 23:15 作者: 瘋狂 時(shí)間: 2025-3-22 02:25
https://doi.org/10.1007/978-3-642-79268-7, defining features. These features enable them to be classified, analyzed, and promoted together, and then they can be joined as part of a growing international movement to develop new designs for schools. Like all new designs, this new school-related design can be introduced and evaluated with ref作者: 山間窄路 時(shí)間: 2025-3-22 04:35 作者: CURB 時(shí)間: 2025-3-22 12:02
Prevention of Nuclear Weapons Proliferationcomponents. In advanced exemplars, five defining components usually are evident. In no particular order, these components are health services, social services, extended or out-of-school time learning, positive youth development, and parent and family interventions. These five components are not isol作者: Flatter 時(shí)間: 2025-3-22 16:07 作者: Flatter 時(shí)間: 2025-3-22 19:55
https://doi.org/10.1007/978-3-642-75072-4usetts and called City Connects. Significantly, City Connects emerged from the lead author’s prior experience with community schools. The chapter author-leaders describe how they designed a systemic intervention to deliver services and enrichment opportunities to every student in the school. Their d作者: 拋物線 時(shí)間: 2025-3-22 21:54
I. Alexandrescu,H.-J. Franke,T. VietorThe exemplar described in this chapter provides an important, compelling example. Leaders designed it for the special needs, problems, and opportunities associated with the expansive frontiers of Saskatchewan, Canada. Inspired initially by the full service community schools initiative developed in S作者: avulsion 時(shí)間: 2025-3-23 05:27
https://doi.org/10.1007/978-3-642-15973-2pired initially by the community schools movement in the Netherlands, leaders for this innovation developed their own design and implementation strategy. These leaders’ developmental story covers 15 years and identifies key features of this approach as well as the different phases in its development作者: EWE 時(shí)間: 2025-3-23 08:42 作者: Innocence 時(shí)間: 2025-3-23 11:51
https://doi.org/10.1007/978-3-642-15973-2lar because it dovetails with urban development. The authors reflect on the development and impact of community schools over the last 20 years, and they describe in detail the critical features of the original design, its implementation and scale-up in primary education, as well as the characteristi作者: 雜役 時(shí)間: 2025-3-23 15:06
M. Pena,E.S. Ibragimova,M.K. Thompsoners provide technical assistance and capacity-building supports to colleagues in many nations, and they merit the lion’s share of the credit for the growing popularity of community school models. Instead of resting on their laurels, these visionary leaders have continued to pioneer important innovat作者: 欲望小妹 時(shí)間: 2025-3-23 18:33
https://doi.org/10.1007/978-1-349-11724-6e Manchester Communication Academy (MCA) has been designed to improve outcomes for children, families and community groups in one of the most disadvantaged neighbourhoods in the city of Manchester, England. The authors capture the distinctive features of what they call a work in progress. They illum作者: Phenothiazines 時(shí)間: 2025-3-24 01:53
https://doi.org/10.1007/978-1-349-11724-6 advanced, international exemplar. The main ideas merit attention and scale-up. For example, universities and other higher education institutions located in challenging urban neighborhoods and rural places have important resources to offer local children, families, communities, schools, and neighbor作者: Invigorate 時(shí)間: 2025-3-24 05:42
https://doi.org/10.1007/978-1-349-11724-6ement gap also merit attention: The gap between rich and poor students, one that indicates that, for too many young people in several parts of the world, the circumstances surrounding their births determine their life chances. Community schools, community learning centers, extended-service schools, 作者: Heart-Attack 時(shí)間: 2025-3-24 07:58 作者: biopsy 時(shí)間: 2025-3-24 11:37 作者: Intercept 時(shí)間: 2025-3-24 18:05 作者: 偏離 時(shí)間: 2025-3-24 19:48 作者: chalice 時(shí)間: 2025-3-25 02:17 作者: inferno 時(shí)間: 2025-3-25 06:01
978-3-319-79824-0Springer International Publishing Switzerland 2016作者: outskirts 時(shí)間: 2025-3-25 10:18 作者: laxative 時(shí)間: 2025-3-25 11:41 作者: 傲慢物 時(shí)間: 2025-3-25 19:32 作者: 歌劇等 時(shí)間: 2025-3-25 21:32
Prevention of Nuclear Weapons Proliferationovide a special depiction called a theory of change diagram. Figure 3.1 is designed and presented accordingly, and it lends coherence to planning, analysis, and evaluation-driven learning, knowledge generation and continuous quality improvement. This figure also provides a framework for identifying 作者: forbid 時(shí)間: 2025-3-26 02:05
Prevention of Nuclear Weapons Proliferationl adopt all of the strategies that are presented. To the contrary, the aim is to encourage newcomers and veterans to assess local needs, problems, strengths, and opportunities, while taking stock of public policy imperatives such as preparing all young people for work and citizenship in advanced, gl作者: 苦澀 時(shí)間: 2025-3-26 07:53 作者: V切開 時(shí)間: 2025-3-26 11:45 作者: 令人發(fā)膩 時(shí)間: 2025-3-26 14:01 作者: 發(fā)生 時(shí)間: 2025-3-26 18:13 作者: Jacket 時(shí)間: 2025-3-26 23:06 作者: 投射 時(shí)間: 2025-3-27 04:54
M. Pena,E.S. Ibragimova,M.K. Thompsonramework for twenty-first century community schools – which they call Community Schools 2.0. The authors conclude with an overview of the work that lies ahead as they move the community school idea into a more advanced phase, an analysis that reaffirms their international leadership.作者: 污穢 時(shí)間: 2025-3-27 08:47
https://doi.org/10.1007/978-1-349-11724-6as part of a wide-ranging set of partnerships with community agencies and representatives. Significantly, MCA represents a private sector investment in the development of new school designs, and it may be a harbinger for future developments in England and other nations because of the manifest needs 作者: Saline 時(shí)間: 2025-3-27 12:24
https://doi.org/10.1007/978-1-349-11724-6d their school and community partners seized this idea and then rolled up their sleeves to make it happen. For example, they pioneered and scaled-up important innovations such as academically-based community service—where professors teach their courses in local community schools and other community 作者: Kaleidoscope 時(shí)間: 2025-3-27 15:15 作者: DAMP 時(shí)間: 2025-3-27 20:27 作者: insurgent 時(shí)間: 2025-3-28 00:13
https://doi.org/10.1007/978-1-349-11724-6tributions to this important international agenda, while also benefiting higher education institutions in myriad ways, the idea of “outreach and engagement” has gained international salience. Examples of outreach and engagement strategies are provided, including many derived from the model of univer作者: Impugn 時(shí)間: 2025-3-28 03:58 作者: sebaceous-gland 時(shí)間: 2025-3-28 09:14 作者: 古董 時(shí)間: 2025-3-28 13:21
A Framework for Planning and Evaluating the New Designovide a special depiction called a theory of change diagram. Figure 3.1 is designed and presented accordingly, and it lends coherence to planning, analysis, and evaluation-driven learning, knowledge generation and continuous quality improvement. This figure also provides a framework for identifying 作者: 泥土謙卑 時(shí)間: 2025-3-28 16:21
A Planning Framework for the Five Core Componentsl adopt all of the strategies that are presented. To the contrary, the aim is to encourage newcomers and veterans to assess local needs, problems, strengths, and opportunities, while taking stock of public policy imperatives such as preparing all young people for work and citizenship in advanced, gl作者: 百靈鳥 時(shí)間: 2025-3-28 18:50
Redesigning a Core Function of Schools: A Systemic, Evidence-Based Approach to Student Supportmportant characteristics of particular schools at the same time that they emphasized an overall coherent design for City Connects; and (4) The special contributions of local higher education faculty and students to this new design, together with the benefits they have reaped. Importantly, these lead作者: arboretum 時(shí)間: 2025-3-29 01:47
Enhancing and Extending Full Service Community Schools in Saskatchewan, Canada: Educators Becoming Ptop shopping, they have pioneered the development of a comprehensive school-linked, community-based services system. They describe in detail how they have organized and mobilized local leaders and community health and social services providers for collective action. Special organizational structures作者: 下邊深陷 時(shí)間: 2025-3-29 05:12 作者: 發(fā)現(xiàn) 時(shí)間: 2025-3-29 11:12
Community Learning Centers in Quebec: Changing Lives, Changing Communitieslor-made for its locale. Even more impressive is the province-wide scale up: Leaders have progressively developed more than thirty such centers. Alongside their still-evolving lessons learned and evaluation findings, these leader-authors offer valuable lessons learned for newcomers and more experien作者: Asymptomatic 時(shí)間: 2025-3-29 14:06
Twenty Years of Community Schools in Groningen: A Dutch Case Study); and active participation of higher education institutes. This journey features the rationale for the new design; the relationships with the city, universities and other stakeholders; and last but not least, planning for sustainability, continuous improvement and accountability. Together these sev作者: 掃興 時(shí)間: 2025-3-29 15:51 作者: PSA-velocity 時(shí)間: 2025-3-29 21:25
From School to Children’s Community: The Development of Manchester Communication Academy, Englandas part of a wide-ranging set of partnerships with community agencies and representatives. Significantly, MCA represents a private sector investment in the development of new school designs, and it may be a harbinger for future developments in England and other nations because of the manifest needs 作者: Canopy 時(shí)間: 2025-3-30 00:48 作者: intrigue 時(shí)間: 2025-3-30 05:30
Closing Two Achievement Gaps: Nominees for Practice and Policy Innovationsionships among educators, community health and social service providers, parents and community leaders. Next phases also include needs to differentiate between partnerships among schools and other organizations and collaboration among people. Additionally, the examples extend to new ideas for how sp作者: Hippocampus 時(shí)間: 2025-3-30 09:22
Planning for Scale-Up, Scale-Out, Sustainability, Continuous Improvement, and Accountabilitying the new design from one nation to another. This chapter presents salient issues, frames related challenges, and offers recommended strategies for scale-up, scale-out, and later, for sustainability planning. Significantly, it draws on the exemplars presented in section two and presents a framewor作者: 品牌 時(shí)間: 2025-3-30 15:27 作者: 打折 時(shí)間: 2025-3-30 16:55 作者: 清晰 時(shí)間: 2025-3-30 22:56
Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service978-3-319-25664-1作者: 散布 時(shí)間: 2025-3-31 04:39 作者: 革新 時(shí)間: 2025-3-31 05:33
