TY  - BOOK
AU  - Bodilly,Susan J.
AU  - Karam,Rita
AU  - Orr,Nate
TI  - Continuing challenges and potential for collaborative approaches to education reform
T2  - Rand Corporation monograph series
SN  - 9780833051523
AV  - LB2806 .B63 2011eb
U1  - 371.2/07 22
PY  - 2011///
CY  - Santa Monica, CA
PB  - Rand
KW  - School improvement programs
KW  - Educational change
KW  - Community organization
KW  - Social movements
KW  - Community and school
KW  - Enseignement
KW  - Réforme
KW  - Organisation communautaire
KW  - Mouvements sociaux
KW  - Relations école-collectivité
KW  - community organizations
KW  - aat
KW  - social movements
KW  - EDUCATION
KW  - Decision-Making & Problem Solving
KW  - bisacsh
KW  - Teaching Methods & Materials
KW  - Arts & Humanities
KW  - fast
KW  - Electronic books
KW  - Electronic books (www)
N1  - Includes bibliographical references (pages 99-101); Ch. 1: Introduction -- ch. 2: Approach, concepts, and development of indicators -- ch. 3: Progress toward collaborative functioning and sustainment -- ch. 4: Progress toward goals -- ch. 5: Conclusions and observations
N2  - The Ford Foundation began the Collaborating for Education Reform Initiative (CERI) in 1997-1998 by issuing grants and providing grantees with funds, guidance, and technical assistance to develop collaboratives and carry out activities to improve teaching and learning. CERI's collaborative activities were directed at three possible community groups: the district, a feeder pattern or cluster of schools in a district, and the larger community, such as parents and voters. After restructuring, the foundation ceased giving technical assistance and laid down a new set of goals for grantees: Develop interorganizational linkages to become a well-functioning collaborative and achieve financial independence; develop and implement plans for improving the quality of teaching and learning; develop and implement plans for systemic changes in policy to support improved teaching and learning; and develop a unique voice for underserved communities to air concerns about educational services. RAND Corporation researchers assessed (1) whether grantees showed progress toward the desired outcomes, (2) what lessons came out of the grantees' experiences, and (3) whether the foundation created financially sustainable collaboratives to promote education improvement. The researchers found that the restructured effort yielded functioning collaboratives with varying abilities to meet their goals and that those abilities were influenced by such factors as strong leadership and a positive funding environment. They also found that collaboratives can grow out of deliberate foundation efforts, though the process is not straightforward and their financial sustainability in a bad economy is uncertain
UR  - https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=360838
ER  -