This excellent resource assists educators seeking to establish school-community partnerships to achieve goals for their schools and the students, families, and communities they serve.
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Editorial Reviews
Review
"A comprehensive guide to begin the process of involving community agencies and parents in the success of schools. Easy to read and gives step-by-step guidelines to making sure the pieces are in place for a successful community partnership." (Susan Catapano )
"A broad and insightful overview of theory, research, and practice in the field of school-community partnerships. The author looks at common collaborations and a variety of goals, from improved math skills to better school landscaping." (Curriculum Connections, Fall 2006 )
"The first comprehensive book written to guide educators and practitioners in the practical aspects of building school-community partnerships. Pushing us to move beyond a mere focus on parental involvement, Sanders calls for a broader understanding of engaging the community outside the school walls." (Harvard Educational Review, Summer 2006 )
"A broad and insightful overview of theory, research, and practice in the field of school-community partnerships. The author looks at common collaborations and a variety of goals, from improved math skills to better school landscaping." (Curriculum Connections, Fall 2006 )
"The first comprehensive book written to guide educators and practitioners in the practical aspects of building school-community partnerships. Pushing us to move beyond a mere focus on parental involvement, Sanders calls for a broader understanding of engaging the community outside the school walls." (Harvard Educational Review, Summer 2006 )
About the Author
Mavis G. Sanders is assistant professor of education in the School of Professional Studies in Business and Education, research scientist at the Center for Research on the Education of Students Placed at Risk (CRESPAR), and senior advisor to the National Network of Partnership Schools at Johns Hopkins University. She is the author of many articles on the effects of school, family, and community support on African American adolescents’ school success, the impact of partnership programs on the quality of family and community involvement, and international research on partnerships. She is interested in how schools involve families that are traditionally hard to reach, how schools meet challenges for implementing excellent programs and practices, and how schools define “community” and develop meaningful school-family-community connections. Her most recent book is Schooling Students Placed at Risk: Research, Policy, and Practice in the Education of Poor and Minority Adolescents (Lawrence Erlbaum, 2000). She earned her PhD in education from Stanford University.
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