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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.
Three policy innovations at the heart of this book - the Common
Core State Standards (CCSS), new Annual Professional Performance
Review (APPR), and data driven instruction (DDI) provide a timely
opportunity to join school and district improvement and policy
implementation research with improvement science. This book is not
just a collection of findings about odds-beating schools (those
with higher than predicted student performance trends and higher
than average poverty and diversity) and their journeys to implement
these innovations. It also provides timely perspectives regarding
policy innovations and how they might disrupt practice in desirable
or undesirable ways. This book offers readers insight into how
educators at every boundary-classroom, school, and district
interact to make meaning of innovations, both individually and
collectively; and also how their meanings and values influence
innovation implementation outcomes. The story includes details how
policy innovations were tailored to school and district office
priorities; the features of these schools' structures, climates,
and routines that were conducive to implementation; and how these
innovations were able to penetrate the classroom boundaries.
Three policy innovations at the heart of this book - the Common
Core State Standards (CCSS), new Annual Professional Performance
Review (APPR), and data driven instruction (DDI) provide a timely
opportunity to join school and district improvement and policy
implementation research with improvement science. This book is not
just a collection of findings about odds-beating schools (those
with higher than predicted student performance trends and higher
than average poverty and diversity) and their journeys to implement
these innovations. It also provides timely perspectives regarding
policy innovations and how they might disrupt practice in desirable
or undesirable ways. This book offers readers insight into how
educators at every boundary-classroom, school, and district
interact to make meaning of innovations, both individually and
collectively; and also how their meanings and values influence
innovation implementation outcomes. The story includes details how
policy innovations were tailored to school and district office
priorities; the features of these schools' structures, climates,
and routines that were conducive to implementation; and how these
innovations were able to penetrate the classroom boundaries.
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.
Redesigning Physical Education is a bold and innovative manifesto
for the fundamental redesign of physical education for the
twenty-first-century world. Aiming at better outcomes for children,
better working conditions for teachers, and innovative solutions to
the decline of school PE, it calls for a transnational collective
action project based on new research frameworks, stressing the
fundamental importance of health-enhancing, life-enriching active
participation for all children and young people. Action-oriented
and evidence-based, the book examines the key challenges driving
change, including the equity agenda, institutionalization, outcome
and accountability based teaching, and physical activity
requirements in schools. With a truly international scope, the text
explores perspectives from the USA, Canada, Scotland, England,
Wales, Ireland, New Zealand, Australia, and Italy. This is
important reading for students and academics studying and working
in physical education, kinesiology, public health, and children's
physical activity. It is also a valuable resource for pediatric
exercise specialists, especially sport and exercise psychologists.
Redesigning Physical Education is a bold and innovative manifesto
for the fundamental redesign of physical education for the
twenty-first-century world. Aiming at better outcomes for children,
better working conditions for teachers, and innovative solutions to
the decline of school PE, it calls for a transnational collective
action project based on new research frameworks, stressing the
fundamental importance of health-enhancing, life-enriching active
participation for all children and young people. Action-oriented
and evidence-based, the book examines the key challenges driving
change, including the equity agenda, institutionalization, outcome
and accountability based teaching, and physical activity
requirements in schools. With a truly international scope, the text
explores perspectives from the USA, Canada, Scotland, England,
Wales, Ireland, New Zealand, Australia, and Italy. This is
important reading for students and academics studying and working
in physical education, kinesiology, public health, and children's
physical activity. It is also a valuable resource for pediatric
exercise specialists, especially sport and exercise psychologists.
As novel, complex social problems increase, especially those
involving vulnerable people who reside in challenging places, the
limitations of conventional research methods implemented by just
one or two investigators become apparent. Research and development
alternatives are needed, particularly methods that engage teams of
researchers in real world problem solving while simultaneously
generating practice- and policy-relevant knowledge. Research
methods that effectively tap the expertise of everyday people,
especially those impacted by these targeted social problems, are a
special priority because academic researchers often lack
experiential knowledge that stems from direct, everyday encounters
with these vexing problems. Participatory action research (PAR)
responds to these manifest needs. It provides a methodological
structure and operational guidelines for preparing and deploying
people from various walks of life as co-researchers, and it
provides a proven strategy for generating practice- and
policy-relevant knowledge as problem-solving in real world contexts
proceeds.
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