Titlebook: Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service; International Exempl Hal A. Lawson,Do

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https://doi.org/10.1007/978-3-642-15973-2lar because it dovetails with urban development. The authors reflect on the development and impact of community schools over the last 20 years, and they describe in detail the critical features of the original design, its implementation and scale-up in primary education, as well as the characteristi

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M. Pena,E.S. Ibragimova,M.K. Thompsoners provide technical assistance and capacity-building supports to colleagues in many nations, and they merit the lion’s share of the credit for the growing popularity of community school models. Instead of resting on their laurels, these visionary leaders have continued to pioneer important innovat

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https://doi.org/10.1007/978-1-349-11724-6e Manchester Communication Academy (MCA) has been designed to improve outcomes for children, families and community groups in one of the most disadvantaged neighbourhoods in the city of Manchester, England. The authors capture the distinctive features of what they call a work in progress. They illum

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https://doi.org/10.1007/978-1-349-11724-6 advanced, international exemplar. The main ideas merit attention and scale-up. For example, universities and other higher education institutions located in challenging urban neighborhoods and rural places have important resources to offer local children, families, communities, schools, and neighbor

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https://doi.org/10.1007/978-1-349-11724-6ement gap also merit attention: The gap between rich and poor students, one that indicates that, for too many young people in several parts of the world, the circumstances surrounding their births determine their life chances. Community schools, community learning centers, extended-service schools,

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