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How Communities Build Stronger Schools: Stories, Strategies, and Promising Practices for Educating Every Child


reviewed by Beverly Hardcastle Stanford — 2003

coverTitle: How Communities Build Stronger Schools: Stories, Strategies, and Promising Practices for Educating Every Child
Author(s): Anne Wescott Dodd and Jean L. Konzal
Publisher: Palgrave/MacMillan, New York
ISBN: 0312238916, Pages: 347, Year: 2002
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The most innovative feature of the new Camden Hills Regional High School [in Maine] was included to make it more inviting to the community, a beautiful cafeteria that is open to the public from 7A.M. to 8 P.M.  So many community activities are scheduled in the school, the principal says, ‘This building is almost as busy every night as it is every day.’ Imagine the informal conversations that can happen anywhere just by opening some existing school cafeterias to the community. (p. 131) The above selection is taken from the book How Communities Build Stronger Schools:  Stories, Strategies, and Promising Practices for Educating Every Child, by Anne Wescott Dodd and Jean L. Konzal.  It is one of over 100 such examples the authors use in sidebars and text vignettes to illustrate key concepts, making the book an effective mix of promising theory, sound research, and moving (sometimes gritty) reality. The authors’ overarching message is that in today’s complex, change-demanding society, “to educate children effectively, schools need to build... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1354-1358
http://www.tcrecord.org ID Number: 11131, Date Accessed: 10/16/2018 3:12:22 PM

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About the Author
  • Beverly Hardcastle Stanford
    Azusa Pacific University
    E-mail Author
    BEVERLY HARDCASTLE STANFORD’s recent publications include Children and Stress: Understanding and Helping (2001, Association for Childhood Education International), which she co-edited with Kaoru Yamamoto, Becoming a Teacher, a textbook in its 6th edition (in press, Allyn & Bacon), which she co-authored with Forrest Parkey, and a research report, "Reflections of Resilient, Persevering Urban Teachers," which appeared in Teacher Education Quarterly in Summer 2001.
 
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