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Emerging Perspectives on Community Schools and the Engaged University最新文献

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The Disciplining and Professionalization of Community Engagement 社区参与的纪律和专业化
Emerging Perspectives on Community Schools and the Engaged University Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-0280-8.ch013
A. Falk, J. Willer
{"title":"The Disciplining and Professionalization of Community Engagement","authors":"A. Falk, J. Willer","doi":"10.4018/978-1-7998-0280-8.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-0280-8.ch013","url":null,"abstract":"Efforts are underway to professionalize the field of community engagement and to build the discipline of community engagement. This work requires the articulation of the knowledge, skills, values, and ethical standards that distinguish community engagement from related fields. It also requires cross-sector collaboration and communication as well as valuing community engagement in different contexts. This chapter provides an overview of the Master's Program in Community Engagement at Merrimack College and has been written collaboratively by the director of the program and a student in the program. The authors contend that the disciplining and professionalization of community engagement requires the establishment of academic programs and departments which develop and disseminate knowledge. With the disciplining and professionalization of community engagement, the field will be better positioned to prepare community engagement practitioners equipped with the skills and expertise necessary to engage in communities in collaborative, respectful, and responsible ways.","PeriodicalId":350360,"journal":{"name":"Emerging Perspectives on Community Schools and the Engaged University","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128177530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Community Schools 社区学校
Emerging Perspectives on Community Schools and the Engaged University Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-0280-8.ch015
R. Kronick
{"title":"Community Schools","authors":"R. Kronick","doi":"10.4018/978-1-7998-0280-8.ch015","DOIUrl":"https://doi.org/10.4018/978-1-7998-0280-8.ch015","url":null,"abstract":"This closing chapter is about community schools from both local and national perspectives. This chapter adheres to the Penn Concepts that the most important work of Universities is the solving of social problems, and that universities should deal with the universal problems of local communities. The concept of community schools based on Kronick's model of systems theory, collaboration, and prevention is presented. The importance of theory and practice is discussed using the Chicago School of Sociology as an exemplar of the contributions of George Herbert Mead, Charles Horton Cooley, William I. Thomas, Everett Hughes, and Erving Goffman. These scholars opened the doors to engaged research and set a path that Kronick has followed since 1971.","PeriodicalId":350360,"journal":{"name":"Emerging Perspectives on Community Schools and the Engaged University","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129931095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Transforming Schools, Communities, and Universities 改造学校、社区和大学
Emerging Perspectives on Community Schools and the Engaged University Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-0280-8.ch007
I. Harkavy, R. Hodges, Joann Weeks
{"title":"Transforming Schools, Communities, and Universities","authors":"I. Harkavy, R. Hodges, Joann Weeks","doi":"10.4018/978-1-7998-0280-8.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-0280-8.ch007","url":null,"abstract":"The chapter describes the university-assisted community school approach developed by Penn's Netter Center for Community Partnerships with its school and community partners 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 partners, and helps solve locally-manifested, universal problems such as health inequities and unequal education. Academically-based community service is presented as a core strategy for engaging the Penn's academic resources with the schools and community. Penn's evolution towards becoming a democratic anchor institution is discussed to highlight the importance of engaging the full resources (academic and economic) of the university in community partnerships. Providing concrete examples from nearly 35 years of work, the authors argue that university-assisted community schools is a promising approach to significantly improve schooling, communities, and universities.","PeriodicalId":350360,"journal":{"name":"Emerging Perspectives on Community Schools and the Engaged University","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126575271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Service Learning as a Scholarly Pursuit 服务学习是一种学术追求
Emerging Perspectives on Community Schools and the Engaged University Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-0280-8.ch012
Sylvia Turner
{"title":"Service Learning as a Scholarly Pursuit","authors":"Sylvia Turner","doi":"10.4018/978-1-7998-0280-8.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-0280-8.ch012","url":null,"abstract":"This chapter will show how one of the top scholars programs at the University of Tennessee incorporates meaningful service-learning into its curriculum. Their model, which includes academic courses, service dialogues, and service, promotes greater scholar engagement in the community and undoubtedly enhances the classroom experiences for its students. Following the practices of many of the earlier movements, the program tries to recognize the valuable resources, the human competence, and the rich cultural legacies in the schools and communities in which they serve. It is a constant and dynamic process of assessment and reflection that will hopefully transform not only the scholars but the communities they serve.","PeriodicalId":350360,"journal":{"name":"Emerging Perspectives on Community Schools and the Engaged University","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114268227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Community Schools 社区学校
Emerging Perspectives on Community Schools and the Engaged University Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-0280-8.ch008
S. Freeland
{"title":"Community Schools","authors":"S. Freeland","doi":"10.4018/978-1-7998-0280-8.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-0280-8.ch008","url":null,"abstract":"This chapter explores the connection between a school's efforts to engage with parents and community members and the academic achievement of its students. The author examines two case studies from Tennessee- the charter school model within the state-run Achievement School District in Memphis, and the community school model in Knoxville. The chapter begins with an explanation of key terms, followed by an introduction of each case study. Next, the author compares student academic achievement within each educational model, demonstrating that the community schools have achieved greater gains than the charter schools. The author then analyzes survey and interview data from parents and community members to compare each educational model's parental and community engagement efforts. Ultimately, the author concludes that in Tennessee, the community school model has been more effective than the charter school model in improving student academic achievement in large part because of its emphasis on meaningful engagement with parents and community members.","PeriodicalId":350360,"journal":{"name":"Emerging Perspectives on Community Schools and the Engaged University","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129112611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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