LEADER 04032nam 22006734a 450 001 9910219988703321 005 20200520144314.0 010 $a1-280-12682-5 010 $a9786613530684 010 $a0-8330-4060-X 010 $a1-59875-073-9 035 $a(CKB)1000000000345777 035 $a(EBL)227824 035 $a(OCoLC)475935163 035 $a(SSID)ssj0000277758 035 $a(PQKBManifestationID)11195760 035 $a(PQKBTitleCode)TC0000277758 035 $a(PQKBWorkID)10241184 035 $a(PQKB)11513803 035 $a(Au-PeEL)EBL227824 035 $a(CaPaEBR)ebr10152602 035 $a(OCoLC)560201159 035 $a(MiAaPQ)EBC227824 035 $a(oapen)doab114586 035 $a(EXLCZ)991000000000345777 100 $a20040601d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aChallenges and potential of a collaborative approach to education reform /$fSusan Bodilly ... [et al.] 205 $a1st ed. 210 $aSanta Monica, CA $cRAND$dc2004 215 $a1 online resource (187 p.) 300 $a"MG-216." 311 08$a0-8330-3652-1 320 $aIncludes bibliographical references (p. 157-160). 327 $aPreface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE- Introduction; The Problem That Concerned the Ford Foundation; Prior Reform Efforts; Strategy Chosen by the Ford Foundation; Description of CERI Sites; Purpose and Audience of the Report; Methodology; Remainder of the Report; CHAPTER TWO- Literature Review, Indicators, and Methodology; Literature Review; Characteristics or Indicators of Progress; Methodology; CHAPTER THREE- History of CERI Reform; Request for Proposals; Profile of the Sites at the Start of CERI 327 $aRoles of Learning Communities Network and RAND Developing a Set of Common Characteristics for Well-Functioning Collaboratives; Second Round and Actions in Spring 2003; Implications; CHAPTER FOUR- Progress of Sites; Overview of Site Progress; Four Types of Experiences Emerged; Struggling Partnerships; Coordinated Partnerships; Collaboratives with Moderate Progress; Collaboratives with Significant Progress; Discussion; CHAPTER FIVE- Themes from CERI; Networking Was an Important First Step and a Challenge by Itself; Stakeholder Involvement Was Necessary 327 $aEffectively Involving School Staff Supported Progress Leads' Legitimacy Strengthened Collaborative Formation; The Manner of How Collaborative Members Worked Together Determined Growth; Leadership Style Played a Role in Collaborative Development; Building the Legitimacy of the Collaborative Proved Critical for Sustainment; Adeptly Using Information Helped Identify Key Issues; Regular Data Analysis and Reflection Enabled Beneficial Adaptation; Planning for Sustaining the Collaborative and Scaling Up the Reform Agenda Needed to Be Addressed Early; Summary; CHAPTER SIX- Conclusions and Observations 327 $aConclusions Observations on Improving Efforts at Collaborative Building; APPENDIX A- Collaborative Context; Bibliography 330 $aHow has the Collaborating for Education Reform Initiative fared at the sites that have adopted it? The authors found that, while none had met final goals, the collaboratives had varying degrees of success and some offered promise.. 606 $aSchool improvement programs$zUnited States$vCase studies 606 $aCommunity and school$zUnited States$vCase studies 606 $aEducation, Urban$zUnited States$vCase studies 615 0$aSchool improvement programs 615 0$aCommunity and school 615 0$aEducation, Urban 676 $a371.2/00973 701 $aBodilly$b Susan J$0879920 712 02$aRand Corporation. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910219988703321 996 $aChallenges and potential of a collaborative approach to education reform$91964937 997 $aUNINA