LEADER 05458nam 2200733 a 450 001 9910219978503321 005 20240514011540.0 010 $a0-8330-5164-4 035 $a(CKB)2670000000079380 035 $a(EBL)683232 035 $a(OCoLC)714123009 035 $a(SSID)ssj0000467998 035 $a(PQKBManifestationID)12176071 035 $a(PQKBTitleCode)TC0000467998 035 $a(PQKBWorkID)10497318 035 $a(PQKB)11035415 035 $a(MiAaPQ)EBC683232 035 $a(Au-PeEL)EBL683232 035 $a(CaPaEBR)ebr10456446 035 $a(oapen)doab114919 035 $a(EXLCZ)992670000000079380 100 $a20110204d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aContinuing challenges and potential for collaborative approaches to education reform /$fSusan J. Bodilly, Rita Karam, Nate Orr 205 $a1st ed. 210 $aSanta Monica, Calif. $cRand Education$d2011 215 $a1 online resource (126 p.) 225 0 $aRand Corporation monograph series Continuing challenges and potential for collaborative approaches to education reform 300 $a"Sponsored by the Ford Foundation." 311 08$a0-8330-5152-0 320 $aIncludes bibliographical references. 327 $aCover; Title Page; Copyright; Preface; Contents; Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE Introduction; Background on the Initiative; The History of CERI 1 (1998-2003); The History of CERI 2 (2004-2009); Purpose and Approach; Remainder of the Monograph; CHAPTER TWO Approach, Concepts, and Development of Indicators; Approach; Data Sources; Documents; Yearly Site Visits with Interviews, Focus Groups, and Informal Observations; The Urban Partnership Program and CERI 1 Phone Survey; Administrative Data; Analysis; Study Limitations; Literature Review 327 $aInterorganizational LinkagesExpectations for Implementation; Implications; Indicators of Progress; CHAPTER THREE Progress Toward Collaborative Functioning and Sustainment; Overview of Progress Toward Collaborative Function and Sustainment; The Alianza, Puerto Rico; Ask for More, Jackson, Mississippi; Austin Interfaith, Austin, Texas; DC VOICE, District of Columbia; Grow Your Own, Chicago, Illinois; Urban Partnership Program and Former Collaborating for Education Reform Initiative 1 Sites; Summary of Progress Made, Enablers, and Constraints 327 $aCollaborative Efforts Are Highly Susceptible to Constraints and Changes in the EnvironmentLeadership Change Affected Collaborative Growth; Inclusiveness in Leadership Plays an Important Role in Collaborative Building and Growth; Building the Legitimacy of the Collaborative Proved Critical for Growth and Sustainment; Information Developing and Sharing and Joint Decisionmaking Supported Collaborative Function; Conflicts Among Partners Affected Some Efforts; Fundraising Needed to Be Attended to Early; CHAPTER FOUR Progress Toward Goals; Summary of Activities Undertaken; Were Choices Reasonable? 327 $aSummary of Progress Toward GoalsThe Alianza; Promote Quality in Teaching and Learning; Promote Policies That Lead to Quality in Teaching and Learning; Ask for More; Promote Quality in Teaching and Learning; Promote Policies That Lead to Quality in Teaching and Learning; Become a Voice for Collaboration; Austin Interfaith; Promote Quality in Teaching and Learning; Promote Policies That Lead to Quality in Teaching and Learning; Become a Voice in the Community; DC VOICE; Promote Policies That Lead to Quality in Teaching and Learning; Become a Voice for the Community; Grow Your Own 327 $aPromote Policies That Lead to Quality in Teaching and LearningCross-Site Themes on the Implementation of Activities; The Criteria Used for Choosing an Intervention Played a Large Role in Its Success; Regular Needs Assessment and Reflection Enabled Beneficial Adaptation of Interventions; Use of Collaborative Approaches to Implementation Facilitated Progress; Collaboratives Faced Challenges in Implementing Activities with Dwindling Foundation Support; Intervention Implementation Was Affected by the Political and Economic Context; CHAPTER FIVE Conclusions and Observations 327 $aFindings and Conclusions 330 $aThe Ford Foundation's Collaborating for Education Reform Initiative (CERI) provided grantees with funds, guidance, and technical assistance to develop collaboratives and carry out activities to improve teaching and learning. A second effort, CERI 2, laid down a new set of goals for grantees. RAND Corporation researchers evaluated the initiative. 606 $aSchool improvement programs 606 $aEducational change 606 $aCommunity organization 606 $aSocial movements 606 $aCommunity and school 615 0$aSchool improvement programs. 615 0$aEducational change. 615 0$aCommunity organization. 615 0$aSocial movements. 615 0$aCommunity and school. 676 $a371.2/07 700 $aBodilly$b Susan J$0879920 701 $aKaram$b Rita$01051265 701 $aOrr$b Nate$01051266 712 02$aFord Foundation. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910219978503321 996 $aContinuing challenges and potential for collaborative approaches to education reform$92481642 997 $aUNINA