Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Partnerships for Improving Schools

Partnerships for Improving Schools

Jones, Byrd
Maloy, Robert

Hardcover

Series: Contributions to the Study of Education, Book 24

Teaching Instruction

ISBN10: 0313255946
ISBN13: 9780313255946
Publisher: Praeger
Published: Mar 8 1988
Pages: 196
Weight: 1.00
Height: 0.50 Width: 6.14 Depth: 9.21
Language: English

There are so many ideas in this book that choosing a few to highlight here is as difficult as tasting only three items from a smorgasborg after a fast. . . . [Jones and Maloy's] comments will prompt knowing nods of the head from most who have experience with partnerships, and they provide starting points for novices' serious consideration. For example, the book raises critical questions about different approaches to partnerships. Should partnerships be primarily grass-roots efforts with little top-down control? If so, what issues are off limits to governance bodies? If partnerships can bring about improvements suggested, should they become a way of life for university-school relations? If so, how can long-term partnerships maintain the insider-outsider perspectives Jones and Maloy argue for so persuasively? . . . Partnerships for Improving Schools addresses these and many other questions. Most importantly, perhaps, it forcefull and directly reminds us that equity is the central criterion agains which to measure educational progress. Teachers College Record

In this volume Jones and Maloy present a comprehensive framework for viewing, understanding, and participating in school improvement partnerships. Based on their fifteen years of experiences with various collaborative projects, the authors demonstrate ways to sustain agreements over time through mutually beneficial activities between teachers and members of outside organizations. Interactive partnerships generate formal and informal learning for participants that lead to evolving understandings about personal behaviors and organizational climates, and the new purposes yield strategies and structures for educational reform.

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