T�tulo: Partnering for Progress: Boston University, the Chelsea Public Schools, and Twenty Years of Urban Education Reform (Hc) (Research in Educational Policy: Local, National, and Global)
Editor: Information Age Publishing
Fecha de publicaci�n: 2009
Idioma: Ingl�s
ISBN 10: 1607521237
ISBN 13: 9781607521235
Encuadernaci�n: Encuadernaci�n de tapa dura
Estado: New

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Sinopsis

A volume in Research in Educational Policy: Local, National, and Global PerspectivesSeries Editor Kenneth K. Wong, Brown UniversityFor decades, education researchers have understood that school/university partnerships can be beneficial foreducation reform. K-12 institutions derive benefits from working with professors and university students, andhigher education institutions use local schools as sites for teacher training and school improvement research.Partnerships between universities and entire school districts for the explicit purpose of school districtturnaround are extremely rare, however. This is one reason why the longstanding partnership between BostonUniversity and the Chelsea Public School District is truly one of a kind. In 1989 Boston Universitycommitted itself to the day to day management of Chelsea’s schools, which were beleaguered with financial,managerial, and social problems. After twenty years and in large part thanks to that Partnership, the ChelseaPublic Schools, once the lowest performing in Massachusetts, have become some of the state’s highestperforming urban schools.In this collection, scholars from Boston University, the Chelsea Public schools, and abroad examine the history the Boston University/Chelsea PublicSchools Partnership and the important changes that are now a part of its legacy. Contributors examine both some of the promises fulfilled and some ofthe pitfalls encountered along the way, and they do so with an eye to how the Boston University/Chelsea experience can inform other school districtsand universities interested in forging partnerships. How does a university take fiscal and managerial responsibility for a struggling school district andwhat are the challenges inherent to such a unique relationship? What specific resources can a university bring to a struggling school district and howdoes a school district in turn contribute to the betterment of the university? Also, how does a longstanding partnership survive and thrive in the midstof a dynamic federal and state education reform climate?The lessons outlined in this volume should be informative for researchers, policy makers, and schooland university leaders interested in the possibilities that school/university partnerships hold for trueeducation reform.

Rese�a del editor

A volume in Research in Educational Policy: Local, National, and Global Perspectives Series Editor Kenneth K. Wong, Brown University For decades, education researchers have understood that school/university partnerships can be beneficial for education reform. K-12 institutions derive benefits from working with professors and university students, and higher education institutions use local schools as sites for teacher training and school improvement research. Partnerships between universities and entire school districts for the explicit purpose of school district turnaround are extremely rare, however. This is one reason why the longstanding partnership between Boston University and the Chelsea Public School District is truly one of a kind. In 1989 Boston University committed itself to the day to day management of Chelsea's schools, which were beleaguered with financial, managerial, and social problems. After twenty years and in large part thanks to that Partnership, the Chelsea Public Schools, once the lowest performing in Massachusetts, have become some of the state's highest performing urban schools. In this collection, scholars from Boston University, the Chelsea Public schools, and abroad examine the history the Boston University/Chelsea Public Schools Partnership and the important changes that are now a part of its legacy. Contributors examine both some of the promises fulfilled and some of the pitfalls encountered along the way, and they do so with an eye to how the Boston University/Chelsea experience can inform other school districts and universities interested in forging partnerships. How does a university take fiscal and managerial responsibility for a struggling school district and what are the challenges inherent to such a unique relationship? What specific resources can a university bring to a struggling school district and how does a school district in turn contribute to the betterment of the university? Also, how does a longstanding partnership survive and thrive in the midst of a dynamic federal and state education reform climate? The lessons outlined in this volume should be informative for researchers, policy makers, and school and university leaders interested in the possibilities that school/university partnerships hold for true education reform.

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