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Table of Contents
An Overview of the Book; Acknowledgments; Contents; Author Information; List of Figures; Chapter 1: Introduction; Four Other Reasons for New School Designs; Beyond One Size Fits All Schools; Place-based Challenges for Conventional Schools; Toward New School Designs; Taking Stock of the Questions That Drive New Designs; A Boundary-Changing Design for Schools and Their Partner Organizations; Four Properties of New School Designs; Invention; Intentionality; Causality; Contrast
The International Context: A Summary View of the Research on School and Community Relationships in Challenging PlacesThe Social Geography for the New School Design; The Defining Features of This New School-Related Design; Delimitations: Contrasting Designs; From Designs on the Drawing Board to Improved Policy and Practice with a Sense of Urgency; References; Part I: Introduction to Part I; Chapter 2: A Shared Rationale for New School Designs with Place-Based Differences; Getting Started: A School Improvement Configuration or a New Kind of Institution?; A School-Related Definition
The Children's Aid Society DefinitionA Community Learning Center Definition; A Definition Featuring Design Principles; The Community School Strategy; Beyond the Names and Definitions to a Shared Rationale; Growing International Convergence; Blaming Educators Instead of Examining Schooling and Place-Based Challenges; Eight Commonalties in the Rationale for New School Designs; Diverse People on the Move; Addressing Concentrated Disadvantage with Strengths-Based Language; A Terrible Trilogy of Poverty, Social Exclusion, and Social Isolation; A Fierce Competition for Young People's Time
A Social Responsibility Founded on a Moral Imperative The Limitations of an Inherited School Improvement Model; Developing New School Designs in Different Policy Environments; A Planning Triad with Three Evaluative Criteria; References; Chapter 3: A Framework for Planning and Evaluating the New Design; A Multi-component Model with Unavoidable and Manageable Complexity; Introducing the Defining Features of This New School-Related Design; Academic Learning/Achievement as the Most Important Outcome; Developing Connections, Building Bridges, and Managing Complexity
Boundary Crossing Leaders and Coordinators An Important Combination of School-Based and School-Linked Programs and Services; A School-Centered Approach to Addressing Student Barriers; Innovative Strategies for Engaging Parents and Providing Family Support; Positive Youth Development; Comprehensive, Revealing, and Intervention-Useful Data Systems; Universities as Partners, Facilitators, Constraints, and Impediments; From a Core Technology to Core Technologies; Connecting the Components: A Holistic Design with Manageable Complexity; References
The International Context: A Summary View of the Research on School and Community Relationships in Challenging PlacesThe Social Geography for the New School Design; The Defining Features of This New School-Related Design; Delimitations: Contrasting Designs; From Designs on the Drawing Board to Improved Policy and Practice with a Sense of Urgency; References; Part I: Introduction to Part I; Chapter 2: A Shared Rationale for New School Designs with Place-Based Differences; Getting Started: A School Improvement Configuration or a New Kind of Institution?; A School-Related Definition
The Children's Aid Society DefinitionA Community Learning Center Definition; A Definition Featuring Design Principles; The Community School Strategy; Beyond the Names and Definitions to a Shared Rationale; Growing International Convergence; Blaming Educators Instead of Examining Schooling and Place-Based Challenges; Eight Commonalties in the Rationale for New School Designs; Diverse People on the Move; Addressing Concentrated Disadvantage with Strengths-Based Language; A Terrible Trilogy of Poverty, Social Exclusion, and Social Isolation; A Fierce Competition for Young People's Time
A Social Responsibility Founded on a Moral Imperative The Limitations of an Inherited School Improvement Model; Developing New School Designs in Different Policy Environments; A Planning Triad with Three Evaluative Criteria; References; Chapter 3: A Framework for Planning and Evaluating the New Design; A Multi-component Model with Unavoidable and Manageable Complexity; Introducing the Defining Features of This New School-Related Design; Academic Learning/Achievement as the Most Important Outcome; Developing Connections, Building Bridges, and Managing Complexity
Boundary Crossing Leaders and Coordinators An Important Combination of School-Based and School-Linked Programs and Services; A School-Centered Approach to Addressing Student Barriers; Innovative Strategies for Engaging Parents and Providing Family Support; Positive Youth Development; Comprehensive, Revealing, and Intervention-Useful Data Systems; Universities as Partners, Facilitators, Constraints, and Impediments; From a Core Technology to Core Technologies; Connecting the Components: A Holistic Design with Manageable Complexity; References