Role of the University in Building Schools for the Whole Child

View Sample PDF

Author(s): Mary E. Walsh (Boston College, USA), Anna N. Hamilton (Boston College, USA)and Quang D. Tran (Boston College, USA)
Copyright: 2020
Pages: 22
Source title: Emerging Perspectives on Community Schools and the Engaged University
Source Author(s)/Editor(s): Robert F. Kronick (University of Tennessee, USA)
DOI: 10.4018/978-1-7998-0280-8.ch003

Keywords: Education / Higher Education / Information Science Reference

Purchase

View Role of the University in Building Schools for the Whole Child on the publisher's website for pricing and purchasing information.

Abstract

An increasing number of university-K-12 partnerships are addressing the out-of-school challenges that can often constitute barriers to learning for students. This chapter describes the role that universities have played in shaping models of schooling that are intentionally designed to support the whole child and integrate services and enrichment opportunities to support students. It outlines how this university-K-12 collaboration has occurred in three major phases in which universities have: 1) helped to develop and/or implement new approaches on the ground, 2) refine these approaches utilizing developmental science and best practice, and 3) deepened the measurement of the effectiveness and efficiency of the models, as well as strengthening their scalability and sustainability.

The IRMA Community

Research IRM

Role of the University in Building Schools for the Whole Child

Purchase

Abstract

Related Content

IRMA Sponsors