Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools

1. Front Matter

   Pages i-xviii

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2. Introduction

   • Hal A. Lawson, Dolf van Veen

   Pages 1-19

3. Introduction to Part I

   1. Front Matter

      Pages 21-22

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   2. A Shared Rationale for New School Designs with Place-Based Differences

      • Hal A. Lawson, Dolf van Veen

      Pages 23-47

   3. A Framework for Planning and Evaluating the New Design

      • Hal A. Lawson, Dolf van Veen

      Pages 49-75

   4. A Planning Framework for the Five Core Components

      • Hal A. Lawson, Dolf van Veen

      Pages 77-118

4. Introduction to Part II

   1. Front Matter

      Pages 119-126

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   2. Redesigning a Core Function of Schools: A Systemic, Evidence-Based Approach to Student Support

      • Mary E. Walsh, Maria D. Theodorakakis, Sarah Backe

      Pages 127-147

   3. Enhancing and Extending Full Service Community Schools in Saskatchewan, Canada: Educators Becoming Part of the Hub

      • Twyla Salm, Elaine Caswell, Shelley G. Storey, Alan Nunn

      Pages 149-171

   4. Community Schools in Ghent: Strengthening Neighbourhoods in Belgium (Flanders)

      • Lia Blaton, Piet Van Avermaet

      Pages 173-204

   5. Community Learning Centers in Quebec: Changing Lives, Changing Communities

      • Paule Langevin, Patricia Lamarre

      Pages 205-227

   6. Twenty Years of Community Schools in Groningen: A Dutch Case Study

      • Jeannette Doornenbal, Joke Kruiter

      Pages 229-252

   7. The Children’s Aid Society Community Schools: Research-Based, Results-Oriented

      • Hersilia Méndez, Jane Quinn, Drema Brown, Andrew Seltzer, Marinieves Alba, Janice Chu-Zhu et al.

      Pages 253-275

   8. From School to Children’s Community: The Development of Manchester Communication Academy, England

      • Alan Dyson, Kirstin Kerr, Lynne Heath, Patsy Hodson

      Pages 277-302

   9. The History and Development of a Partnership Approach to Improve Schools, Communities and Universities

      • Ira Harkavy, Matthew Hartley, Rita Axelroth Hodges, Joann Weeks

      Pages 303-321

5. Introduction to Part III: Promising Innovations and Going to Scale for Systems Change

   1. Front Matter

      Pages 323-325

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   2. Closing Two Achievement Gaps: Nominees for Practice and Policy Innovations

      • Hal A. Lawson, Dolf van Veen

      Pages 327-362

   3. Planning for Scale-Up, Scale-Out, Sustainability, Continuous Improvement, and Accountability

      • Hal A. Lawson, Dolf van Veen

      Pages 363-405

   4. The New Design as a Catalyst for Systems Change: Forging New Relationships with Universities and Governments

      • Hal A. Lawson, Dolf van Veen

      Pages 407-434

6. Back Matter

   Pages 435-437

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This book focuses on special organizational configurations for schools in diverse parts of the world. Some of these new organizational and institutional designs are called multi-service schools, others are called extended service schools and still others are called community learning centers. While these schools have different names and notable different characteristics, they belong in the same category because of a common feature in their design: they connect schools with once-separate community programs and services.Chief among the prototypes for these new organizational and institutional designs are the ones featured in the book’s title.  Some are called multi-service schools to indicate that they selectively provide some new programs and services. Others are called extended service schools to indicate that they serve young people beyond the regular school day, seeking influence and control over out-of-school time while enabling alternative teaching-learning strategies, and providing services other than typical “pupil support services.”   Still others are called community learning centers, a name that showcases the educational functions and priorities of schools and announcing priorities for adult learning and development.   Community schools, still called in some places full-service community schools, serves as a  prototype that increasingly positions schools as multi-purpose, multi-component, anchor institutions serving identifiable neighborhoods and entire rural communities. The book is structured to enhance understanding of these organizational prototypes and provides comparative social analysis. It also identifies knowledge needs and gaps as well as developmental territory for the future.

• Community programs and services
• Institution-building
• Organizational development strategies
• School models
• school-based programs
• school-based services

  

• Educational Administration and Policy St, University at Albany, State University Educational Administration and Policy St, ALBANY, USA

  Hal A. Lawson

• Netherlands Centre on Education and Yout , Amsterdam, The Netherlands

  Dolf van Veen

Hal A. Lawson is Professor of Educational Administration and Policy Studies and Professor of Social Welfare, University at Albany, State University of New York. Hlawson@albany.edu

Dolf van Veen is Head of the Netherlands Centre on Education and Youth Care, Honorary Professor at the University of Nottingham, England, and affiliated with Windesheim University of Applied Sciences, The Netherlands. D.van.veen@windesheim.nl    

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