The Politics, Problems, and Potential Promise of School-Linked Social Services: Insights and New Directions from the Work of William Lowe Boyd

Autor/inn/en	Fusarelli, Bonnie C.; Lindle, Jane Clark
Titel	The Politics, Problems, and Potential Promise of School-Linked Social Services: Insights and New Directions from the Work of William Lowe Boyd
Quelle	In: Peabody Journal of Education, 86 (2011) 4, S.402-415 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2011.597270
Schlagwörter	Integrated Services; Community Schools; Ecology; Social Services; Agency Cooperation; Politics of Education; Profiles; Resistance (Psychology); College Faculty; Educational Change; School Community Relationship; Public Schools; Educational History; Federal Legislation + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Ökologie; Social service; Soziale Dienstleistung; Soziale Dienste; Educational policy; Bildungspolitik; Charakterisierung; Profilanalyse; Resistenz; Fakultät; Bildungsreform; Public school; Öffentliche Schule; History of education; Bildungsgeschichte; Bundesrecht
Abstract	The purpose of this article is to illustrate Professor William L. Boyd's insights into the political ecology of schooling and his contributions and collaboration with others concerned about ensuring the well-being of students, families, and communities. Over his career, Boyd investigated the subtle and complex organizational constraints to school-linked coordinated services, including examining the reasons for the unrelenting resistance of public organizations to change, despite repeated efforts to reform them. We trace the history of the community schools movement and explore the influential, and at times prophetic, scholarly contributions of William L. Boyd to the research and discussion on the effectiveness, challenges, and future promise of this reform strategy. We hope that current and future researchers can learn from and build on his scholarship to develop new pathways to improve the lives of at-risk children. (Contains 5 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10