Titlebook: Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service; International Exempl Hal A. Lawson,Do

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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

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CURB

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

Flatter

Flatter

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

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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

avulsion

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

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