The Promise of University-Assisted Community Schools to Transform American Schooling: A Report from the Field, 1985-2012

Autor/inn/en	Harkavy, Ira; Hartley, Matthew; Axelroth Hodges, Rita; Weeks, Joann
Titel	The Promise of University-Assisted Community Schools to Transform American Schooling: A Report from the Field, 1985-2012
Quelle	In: Peabody Journal of Education, 88 (2013) 5, S.525-540 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2013.834789
Schlagwörter	College School Cooperation; Partnerships in Education; Educational Change; Change Strategies; Community Schools; Education Service Centers; Community Education; Improvement Programs; School Community Relationship; Achievement Gains; Educational Practices; Pennsylvania + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Bildungsreform; Lösungsstrategie; Community school; ; Gemeindeschule; Gemeinschaftsschule; Education; Service center; Service centers; Service centre; Service centres; Pädagogisches Zentrum; Gemeinschaftserziehung; Nachbarschaftserziehung; Effizienzsteigerung; Achievement gain; Leistungssteigerung; Bildungspraxis
Abstract	This article explores the university-assisted community school approach as it has been developed at the University of Pennsylvania with its school and community partners in West Philadelphia since 1985, as well as adapted nationally. The approach is grounded in John Dewey's theory that the neighborhood school can function as the core neighborhood institution that provides comprehensive services, galvanizes other community institutions and groups, and helps solve the myriad problems schools and community confront in a rapidly changing world. Building on Dewey's ideas, the authors argue that all colleges and universities should make solving the problem of the American schooling system a very high institutional priority; their contributions to its solution should count heavily both in assessing their institutional performance (by themselves and others) and be a critical factor when responding to their requests for renewed or increased resources and financial support. Providing concrete examples from over 20 years of work in West Philadelphia, as well as from initiatives across the country, this article explores the potential of developing university-assisted community schools as an effective approach for school reform, pre-Kindergarten through higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10