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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: Relationships With Community
Partnering with BusinessJournal ArticlesEJ666710 PS534030"Turning Points" to Success: A Case Study of Reform in a Charter Middle School. Author: Brown, Kathleen M.; Roney, Kathleen Availability: Journals Department, University of North Carolina Press, 116 South Boundary Street, Chapel Hill, NC 27514-3808; Tel: 919-966-3561; E-mail: uncpressjournals@unc.edu (annual subscription: ind. $28.00, inst. $40.00; single issue: $10.00). Journal Citation: Middle School Journal, v34 n3 p38-46 Jan 2003 Publication Date: 2003 ISSN: 0094-0771 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2003 Abstract: Describes the Carnegie Middle School (CMS), a North Carolina public charter school that uses the community as the classroom. Examines the school's emphasis on parental support and partnerships with neighborhood business and service organizations, as well as its unique features of accessibility, problem solving, teamwork, goal setting, and life skills. Specifically examines how CMS embodies the recommendations of the Carnegie Foundation's "Turning Points" report. (SD) Descriptors: Case Studies; *Charter Schools; Community Support; Goal Orientation; *Middle Schools; *Parent Participation; Parent School Relationship; *Partnerships in Education; Problem Solving; *School Community Relationship; Teamwork EJ666051 EA540757 Collaborative Partnerships in Community Education. Author: Tett, Lyn; Crowther, Jim; O'Hara, Paul Availability: http://www.readingmatrix.com Journal Citation: Journal of Education Policy, v18 n1 p37-51 Jan-Feb 2003 Publication Date: 2003 ISSN: 0268-0939 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2003 Abstract: Examines collaborative partnerships between UK community educators and the variety of partners with whom they work. Suggests that despite policy imperative promoting partnership working, collaboration is only one of many solutions to the problem of delivering effective services, and argues that there are a number of circumstances when it is best avoided. (Contains 28 references.) (Authors/PKP) Descriptors: *Educational Policy; Elementary Secondary Education; Foreign Countries; *Partnerships in Education; *School Community Relationship EJ621356 EA538094 The Computer Goes Home. Author: Cirone, Bill Availability: Journal Citation: American School Board Journal, v188 n2 p42-43 Feb 2001 Publication Date: 2001 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2001 Abstract: A partnership between local community, business, and education leaders and the Santa Barbara County Education Office spawned Computers for Families--a program putting computers in needy families' homes. Adjudicated youth at a residential boys' camp gain vocational skills when refurbishing donated computers for families' use. (MLH) Descriptors: *Computer Uses in Education; Elementary Secondary Education; *Family Programs; *Partnerships in Education; *Program Implementation; *School Business Relationship; Training EJ620946 CE537414 Teaching Essential Skills through Cooperative Partnerships. Author: Backes, Charles Availability: Journal Citation: ATEA Journal, v28 n2-3 p10-12 Dec 2000-Mar 2001 Publication Date: 2001 ISSN: 0889-6488 Language: English Document Type: Journal articles (080) Journal Announcement: CIJAUG2001 Abstract: Discusses the steps that are necessary to establish a partnership to teach and strengthen essential skills for the workplace: recognize need, locate partners, identify essential skills, identify strategies and standards, and evaluate instructional effectiveness. (JOW) Descriptors: Employment Potential; Job Skills; *Partnerships in Education; *School Business Relationship; Secondary Education EJ620848 UD522725 Democratic Communities and Business/Education "Partnerships" in Secondary Education. Author: Abowitz, Kathleen Knight Availability: Journal Citation: Urban Review, v32 n4 p313-41 Dec 2000 Publication Date: 2000 ISSN: 0042-0972 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2001 Abstract: Examines qualitative case study data of a partnership between corporate Cincinnati and an urban public secondary school, evaluating the partnership based on democratic criteria established by Deweyan pragmatism. The 10-year relationship did not always merit the label partnership, as business interests were at times the central focus. However, over time, both groups adapted and worked toward mutual goals. (SM) Descriptors: Democracy; *Partnerships in Education; *School Business Relationship; *Secondary Education; Urban Schools Identifiers: Cincinnati Public Schools OH; Dewey (John); *Pragmatism EJ619212 CE537331 The Giving and the Taking: Business-Education Partnerships Come of Age. Author: Glenn, Joanne M. Lozar Availability: Journal Citation: Business Education Forum, v55 n3 p6-8,10,12 Feb 2001 Publication Date: 2001 ISSN: 0007-6678 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Describes business-education partnerships and discusses how they have evolved. Looks at characteristics of model programs and tips for making partnerships work. (JOW) Descriptors: Models; *Partnerships in Education; *School Business Relationship; Secondary Education EJ606122 CE536171 Reaching Out to Tomorrow's Workers. Author: Ganzel, Rebecca Availability: Journal Citation: Training, v37 n6 p70-75 Jun 2000 Publication Date: 2000 ISSN: 0095-5892 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJNOV2000 Abstract: Describes Leadership Connections, a mentoring program that links corporate employees with high school students to give them first-hand knowledge of what the working world expects and gives them a head start on a few skills. Offers tips on starting a corporate mentoring program and a list of Web resources. (JOW) Descriptors: *Career Education; Corporations; High Schools; *Mentors; *School Business Relationship; *Secondary School Students EJ604515 CG555083 Workplace Education: A Survey of Employers on Experiential Education Programs. Author: Nagle, Rhea A.; Collins, Mimi Availability: Journal Citation: Journal of Career Planning & Employment, v60 n1 p39-42 Fall 1999 Publication Date: 1999 ISSN: 0884-5352 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJOCT2000 Abstract: More employers are turning to their internship and co-op programs to meet their hiring needs. Reports that NACE's first benchmark survey of experiential education programs reveals how employers structure and operate their "feeder" programs. Key findings suggest that organizations should resist the attempt to look at internships as a quick fix to their hiring needs. (Author/JDM) Descriptors: Career Guidance; *Experiential Learning; Internship Programs; *National Organizations; National Programs; Personnel Selection; *School Business Relationship EJ602949 CE535940 The Powerful Partnership of K-12 Education and Business. Special Report. Availability: Journal Citation: Training and Development, v54 n2 p57-60,63-64,66-68,70 Feb 2000 Publication Date: February 2000 ISSN: 1055-9760 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJSEP2000 Abstract: Announces the decision of the first year the committee of the National Malcolm Baldrige Quality Award has accepted applications from the education and health care fields. Details how companies and associations are working with educational institutions to produce a more literate, technologically skilled work force. (JOW) Descriptors: *Awards; Elementary Secondary Education; Labor Force Development; *School Business Relationship Identifiers: *Malcolm Baldrige National Quality Award EJ602918 CE535909 More Than Just a Job. Author: Maines, Pamela Rebecca Availability: Journal Citation: Techniques: Connecting Education and Careers, v75 n4 p34-35 Apr 2000 Publication Date: April 2000 ISSN: 1091-0131 Language: English Document Type: Journal articles (080) Journal Announcement: CIJSEP2000 Abstract: Discusses how educators can make sure that students participating in apprenticeship programs remember that they are still in school. Suggests methods of cooperating with employers, making connections, and helping students understand how the jobs they are training for fit into the big picture. (JOW) Descriptors: *Apprenticeships; *School Business Relationship; Secondary Education; Teaching Methods EJ602886 CE535877 Developing Successful Business Partnerships. Author: Perreault, Heidi Availability: Journal Citation: Business Education Forum, v54 n4 p30-32 Apr 2000 Publication Date: April 2000 ISSN: 0007-6678 Language: English Document Type: Journal articles (080) Journal Announcement: CIJSEP2000 Abstract: Examples of types of successful partnership agreements between a school district and community businesses illustrate that, although each has unique features, all include a commitment to improving student skills and abilities. (JOW) Descriptors: Educational Improvement; Elementary Secondary Education; *Partnerships in Education; Program Development; *School Business Relationship EJ601503 EF501892 Public Schools, Private Profits. Author: Kennedy, Mike Availability: Journal Citation: American School & University, v72 n6 p14-16,18,21-22 Feb 2000 Publication Date: 2000 ISSN: 0003-0945 Language: English Document Type: Journal articles (080) Journal Announcement: CIJAUG2000 Abstract: Explains why private companies and schools doing business with one another may be harmful to students. Problems uncovered from a decade of commercialization in the classroom are discussed as are issues of for-profit companies seeking to take over the operation of public schools, and one attempt to impose legislation to curtail commercialism. (GR) Descriptors: Elementary Secondary Education; *Privatization; *Public Schools; *School Business Relationship; *Student School Relationship Identifiers: *Commercialism EJ601185 EA536823 A Complete Turnabout. Author: Engeln, Jay Availability: Journal Citation: High School Magazine, v7 n6 p28-31 Feb 2000 Publication Date: 2000 ISSN: 1070-9533 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2000 Abstract: A principal with a facilitative leadership style explains how his high school in Colorado Springs transformed itself from undesirable to noteworthy via required community service, partnerships with businesses, participative governance, and positive media relations. Staff sought grants and outside resources to fund the transformation. (MLH) Descriptors: *Community Involvement; *Excellence in Education; Grants; High Schools; *Inclusive Schools; Institutional Survival; *Partnerships in Education; Principals; Public Relations; *Service Learning Identifiers: *Colorado (Colorado Springs); *Educational Renewal; Media Relations EJ598655 CE535603 School-to-Work Programs in the United States: A Multi-Firm Case Study of Training, Benefits, and Costs. Author: Bassi, Laurie J.; Ludwig, Jens Availability: Journal Citation: Industrial and Labor Relations Review, v53 n2 p219-39 Jan 2000 Publication Date: 2000 ISSN: 0019-7939 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2000 Abstract: Case studies of seven school-to-work programs sponsored by diverse businesses showed that firms paid at least some training costs, only partially recouped by hiring former apprentices. Although the imperfections of the U.S. labor market motivate company participation and financing of training, long-term benefits do not seem to outweigh costs. (SK) Descriptors: Apprenticeships; Case Studies; *Cost Effectiveness; *Education Work Relationship; Educational Finance; *Job Training; *Outcomes of Education; *School Business Relationship; Secondary Education EJ597112 EA536604 Standards-Based Academics: School-to-Career Institute Offers Promise as a National Model. Author: Clark, Charles S. Availability: Journal Citation: High School Magazine, v7 n3 p34-37 Nov 1999 Publication Date: 1999 ISSN: 1070-9533 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN2000 Abstract: At a southwestern Chicago high school, an institute sponsored by the Associated Equipment Distributors Foundation has boosted student achievement by linking honors-level academics and technical training to a guaranteed job. The construction equipment industry's willingness to invest time, equipment, know-how, and funds is key to program success. (MLH) Descriptors: Academic Achievement; College School Cooperation; *Education Work Relationship; *Employment Opportunities; High Schools; *Honors Curriculum; House Plan; Models; Philanthropic Foundations; Program Descriptions; *School Business Relationship; Technical Education Identifiers: *Chicago Public Schools IL EJ588861 SP527620 International Business Machinations: A Case Study of Corporate Involvement in Local Education Reform. Author: Mickelson, Roslyn Arlin Availability: Journal Citation: Teachers College Record, v100 n3 p476-512 Spr 1999 Publication Date: 1999 ISSN: 0161-4681 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJAN2000 Abstract: Examines several education-reform programs supported by the International Business Machines corporation in Charlotte, North Carolina, discussing a typology of corporate involvement, the complexities of corporate involvement, and the benefits and dangers of corporate involvement. Explains that most corporate involvement is very helpful, though some is benign and some is actually harmful to communities and their public schools. (SM) Descriptors: Case Studies; *Computer Uses in Education; *Corporate Support; *Educational Change; Educational Technology; Elementary Secondary Education; Private Financial Support; Public Schools; *School Business Relationship Identifiers: *IBM Corporation; North Carolina (Charlotte) EJ587647 EA536023 How Tax Abatements Have Worked for Us. Author: Guerrera, Peter P.; Krzynowek, Ron Availability: Journal Citation: American School Board Journal, v186 n6 p32-33 Jun 1999 Publication Date: 1999 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJAN2000 Abstract: Thanks to a supportive business community, the three villages comprising Cuyahoga (Ohio) School District have been able to run two major tax-abatement programs efficiently. Since the program's inception in 1985, the district's budget has increased from about $3 million to $10 million. Tips are provided. (MLH) Descriptors: *Economic Factors; Elementary Secondary Education; *Free Enterprise System; *Political Influences; *School Business Relationship; School Demography; *School Taxes Identifiers: *Ohio (Cuyahoga County) DocumentsED473406 EA032083Developing Effective Partnerships To Support Local Education. Author: Foley, Ellen Institutional Author: Brown Univ., Providence, RI. Annenberg Inst. for School Reform.(BBB35099) Availability: School Communities That Work, 895 Broadway, 5th Floor, New York, NY 10003. Tel: 212-375-9627; Fax: 212-375-9427. Annenberg Institute for School Reform, Brown University, Box 1985, Providence, RI 02912. Tel: 401-863-1897; Fax 401-863-1290; Web site: http://www.schoolcommunities.org. For full text: http://www.schoolcommunities.org/images/Partnerships.pdf. Sponsoring Agency: Carnegie Corp. of New York, NY. (QPX12280)@; Ford Foundation, New York, NY. (QPX27000)@; Pew Charitable Trusts, Philadelphia, PA. (BBB28123)@; Rockefeller Foundation, New York, NY. (BBB00165) Publication Date: June 2002 Language: English Document Type: Reports--Evaluative (142) Journal Announcement: RIESEP2003 Abstract: This paper describes the vision and goals of the School Communities That Work task force. This group envisions a new kind of school district: the local education support system. It marshals all of a city's resources to provide schools, students, and teachers with needed support and timely interventions; ensures that schools have the power and resources to make good decisions; and makes decisions and holds people throughout the system accountable with indicators of school and district performance and practices. The task force identified two approaches to forming effective partnerships in education, including assessing and aligning partner services to promote both results and equity, and considering all partners' current activities and future plans from a youth engagement and development perspective. Although these approaches are common to effective partnerships, they need strong, consistent leadership to sustain them. They also must begin with the desired results in mind, build civic capacity, distribute accountability among partners, make good use of data, be honest about partners' individual needs and resources, seek out and listen to students, form meaningful relationships with parents, and pool resources. Continuation of the system is achieved when partners reach out to new members and develop long-term structural and institutional supports. (RT) Geographic Source: U.S.; Rhode Island ED473404 EA032080 School Communities That Work for Results and Equity. Institutional Author: Brown Univ., Providence, RI. Annenberg Inst. for School Reform.(BBB35099) Availability: School Communities That Work, 895 Broadway, 5th Floor, New York, NY 10003. Tel: 212-375-9627; Fax: 212-375-9427. Annenberg Institute for School Reform, Brown University, Box 1985, Providence, RI 02912. Tel: 401-863-1897; Fax 401-863-1290; Web site: http://www.schoolcommunities.org. For full text: http://www.schoolcommunities.org/images/Results.pdf. Sponsoring Agency: Ford Foundation, New York, NY. (QPX27000)@; Pew Charitable Trusts, Philadelphia, PA. (BBB28123)@; Rockefeller Foundation, New York, NY. (BBB00165)@; Carnegie Corp. of New York, NY. (QPX12280) Publication Date: June 2002 Language: English Document Type: Reports--Evaluative (142) Journal Announcement: RIESEP2003 Abstract: The primary organizational structure for a city's schools is the district. Its critics, however, consider that dysfunction was designed into school districts structure by virtue of their history. District structure was built on the notions that intelligence was innate, that the "scientific management" model produced optimal results, and that schools should be separated from politics. Many district reform efforts have not worked. This paper offers a reform solution that achieves both positive educational results and equity in a "local educational support system" or "smart district." Such systems provide all schools in the "school community" support for results at scale, ensure equity, and emphasize community responsibility. Essential functions include providing schools, students, and teachers with needed support and timely interventions; ensuring that schools have the power and resources to make good decisions; and making decisions and holding people throughout the system accountable by using indicators of school and district performance and practices. Each of these functions must work in concert--none is sufficient on its own to ensure results and equity. Strong leadership and political will are needed to overcome resistance to change; brainpower is needed to design steps intelligently; and skills and constructive relationships are needed to implement such a system effectively. (Contains 28 references.) (RT) Geographic Source: U.S.; Rhode Island ED472646 EA032302 Business Partnerships with Schools: Policy Guidelines for Schools Seeking To Establish and Maintain Productive and Ethical Relationships with Corporations. Author: Larson, Kirstin Institutional Author: ERIC Clearinghouse on Educational Management, Eugene, OR.(SJJ69850) Availability: ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 541-346-2332; Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334; Web site: http://eric.uoregon.edu. For full text: http://eric.uoregon.edu/pdf/policyreports/PR%20Business%20Relations hips.pdf. Journal Citation: Policy Report, n2 Fall 2001 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2001 Language: English Document Type: Collected works--Serials (022); Guides--Non-classroom (055); ERIC product (071) Journal Announcement: RIESEP2003 Abstract: This report focuses on business partnerships with schools. Supporters of school-business partnerships point out many potential benefits to schools, students, businesses, employees, and the community at large, while critics warn against the harmful effects of what they term "schoolhouse commercialism." Topics addressed include corporate sponsorships, school-to-career activities, corporate involvement with technology use in the classroom, protection of students' privacy, commercialism on the Internet used in the classroom, ethics of commercial activities in schools, and partnership building. Sidebars augment the text with salient examples regarding market research and federal policy on the protection of human subjects, Milwaukee's education policies on school-business relationships, federal laws protecting student privacy, and policy guidelines for technology use in the classroom. To augment public funding for public education, educators are "selling" commercial access to their students. As businesses develop new strategies of gaining access to schools, schools need very clear district policies that address the legal and ethical complexities of school-business relationships. (Contains 28 references.) (RT) Descriptive Terms: Theme issue. Published annually. Geographic Source: U.S.; Oregon ED470016 EA032028 Boundary Crossings: Educational Partnerships and School Leadership. New Directions for School Leadership. The Jossey-Bass Education Series. Author: Cordeiro, Paula A., Ed. Institutional Author: Harvard Univ., Cambridge, MA. International Network of Principals' Centers.(BBB30889) Availability: Jossey-Bass, Inc., Customer Care Center-Consumer Accounts, 10475 Crosspoint Blvd., Indianapolis, IN 46256 ($28). Tel: 877-762-2974 (Toll Free); Fax: 800-597-3299; e-mail: customer@wiley.com; Web site: http://www.josseybass.com. Journal Citation: New Directions for School Leadership, n2 Win 1996 Publication Date: 1996 ISSN: 1089-5612 ISBN: BN- 0-7879-9862-1; Language: English Document Type: Collected works--Serials (022) Journal Announcement: RIEJUN2003 Abstract: In these times of shrinking budgets, scarce economic resources, intensifying criticism of the results of public schools, and increased demands on schools to provide more than traditional education, educational partnerships can serve as major resources to schools. The objectives of this sourcebook are to provide examples of the multitude of partnerships that exist between schools and other organizations and agencies, and to describe the challenges and potential that educational partnerships provide, and the leadership required for their creation and development. Nine chapters include: (1) "Introduction: Connecting School Communities Through Educational Partnerships" (Paula A. Cordeiro and Mary Monroe Kolek); (2) "Nurturing Partnerships Between Schools and Families" (Roy M. Seitsinger, Jr.); (3) "Partnerships Between Schools and Institutions of Higher Education" (L. Nan Restine); (4) "Strategies for Fostering Partnerships Between Educators and Health and Human Services Professionals" (Ellen Smith Sloan); (5) "Using the Arts to Integrate Knowledge: Partnerships Between Schools and Nonprofit Organizations" (Liane Brouillette); (6) "The Potential for Partnerships Between Schools and Religious Organizations" (Richard D. Lakes and Paula A. Cordeiro); (7) "A University, Business Foundation, and School Working Together" (Betty Merchant); (8) "Understanding the Organizational Dynamics of Collaborative Partnerships: Two Frameworks" (Bob L. Johnson, Jr. and Patrick F. Galvin); and (9) "The Implications of Partnerships for the Preparation and Professional Growth of Educational Leaders" (Paula A. Cordeiro and Karen S. Loup). (RT) Descriptive Terms: Theme issue. Published quarterly. Geographic Source: U.S.; Massachusetts ED469191 CE083627 Seven Principles of Success: A Primer for Business-Led Coalitions. Author: Theis, Audrey; Creticos, Peter; McMahon, Amanda Institutional Author: National Alliance of Business, Inc., Washington, DC.(BBB17805) Availability: National Alliance for Business, 1201 New York Avenue, Suite 700, Washington, DC 20005 (Item no. R7064). Tel: 800-787-7788 (Toll Free). For full text: http://www.bcer.org/projres/sevenpri.pdf. Sponsoring Agency: Department of Education, Washington, DC. (EDD00001)@; Department of Labor, Washington, DC. (FGK21436) Publication Date: 2000 Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAY2003 Abstract: Intended to help business-led coalitions master the seven principles of success in education and workforce development, this primer begins with a discussion of the problems stemming from the structural transition underway in the U.S. economy, an overview of the 21st century workforce system, and the potential role of business-led coalitions in finding effective solutions to workforce issues at the community level. The following seven principles of exemplary business-led coalitions are explained: (1) demand-driven; (2) business-led; (3) systems-focused; (4) competency-based; (5) outcome-oriented; (6) change-minded; and (7) data-informed. Presented next are a checklist of 25 questions to help coalition members maximize their use of the seven principles. Concluding the primer are profiles of the following seven exemplary coalitions, which represent the variety of coalition models at work across the United States and embody the seven principles of success: the Fresno Compact (Fresno, California); Future Works (Springfield, Massachusetts); the Omaha Community model (Omaha, Nebraska); the Business Coalition for Education Excellence (Trenton, New Jersey); the North Carolina Business Committee for Education; the Dallas-Fort Worth Work Coalition (Dallas-Ft. Worth, Texas); and the Vermont Chamber of Commerce Business Education Partnership (Montpelier, Vermont). Each profile includes a contact person and address. (MN) Descriptors: Check Lists; Competency Based Education; Definitions; Demonstration Programs; Economic Change; Educational Planning; *Educational Principles; Employment Patterns; Employment Problems; Guidelines; *Labor Force Development; Models; National Organizations; Nonprofit Organizations; *Partnerships in Education; Professional Development; Program Content; Program Descriptions; *School Business Relationship; *School Community Relationship; Secondary Education; Strategic Planning; *Success; Teacher Improvement; Work Environment; Work Experience Programs Descriptive Terms: Written with Shannon Dunphy, Tom Lindsley, Peter Koch, and Eleanor Mower. An education and workforce development publication from NAB's Business Coalition Network. Geographic Source: U.S.; District of Columbia ED468218 CE081021 Linking Educators' Professional Development to Workplace/Community Learning Experiences. TeachNET Educational Brief. Author: Sargent, Thomas A. Institutional Author: Wisconsin Univ., Madison. Center on Education and Work.(BBB30529) Availability: For full text: http://www.cew.wisc.edu/teachnet/publications/brief1p.pdf. Sponsoring Agency: National School-to-Work Opportunities Office, Washington, DC. (BBB33865)@; Office of Vocational and Adult Education (ED), Washington, DC. (EDD00013) Publication Date: December 2000 Report Number: No-1 Language: English Document Type: Information Analysis (070) Journal Announcement: RIEAPR2003 Abstract: Mindful of the need for quality professional development and its characteristics, large numbers of educators are self-selecting to participate in workplace/community learning (WCL) experiences. Viewed as an alternative to less desirable forms of traditional professional development, WCL displays characteristics of high-quality professional development and motivates increased interdependent learning among the parties involved. WCL experiences must include the following components: (1) an orientation to the WCL experience; (2) the experiential component; (3) the development of an action plan; and (4) engagement in connecting activities following the WCL experience. The following strategies help create conducive learning environments in WCL programs: (1) effective brokering of WCL opportunities; (2) communicating the experience's relevance in enhancing instructional practice; (3) recognizing time constraints; and (4) providing incentives for participation. Tasks associated with completing a project during a WCL experience should provide in-depth understanding of the following things: the business or organization; a workplace technology application; the use of academic skills in emerging careers; and other insights important to both educators and hosts. WCL providers have been proven to offer transformative and contextualized learning experiences providing insight into how the academic content and theories they teach are applied in settings beyond school. A WCL action planning checklist is included. (Contains 12 references.) (MN) Descriptors: Adult Learning; Check Lists; Community Education; Educational Benefits; Educational Objectives; Educational Trends; Elementary Secondary Education; Experiential Learning; *Faculty Development; Guidelines; Higher Education; *Linking Agents; Nontraditional Education; Program Content; Program Design; Program Development; *School Business Relationship; *School Community Relationship; Student Projects; *Teacher Improvement; Transformative Learning; Trend Analysis; *Work Experience Geographic Source: U.S.; Wisconsin ED468127 EA031846 The Paradox of Support: Charter Schools and Their Institutional Partners. Author: Jacobowitz, Robin Institutional Author: New York Univ., NY. Inst. for Education and Social Policy.(BBB33307) Availability: EdSource, 4151 Middlefield Road, Suite 100, Palo Alto, CA 94303-4743 ($5). Tel: 650-857-9604; Fax: 650-857-9618; Web site: http://www.edsource.org/. For full text: http://www.edsource.org/pdf/CivicReportFinal.pdf. Sponsoring Agency: Rockefeller Foundation, New York, NY. (BBB00165)@; Annie E. Casey Foundation, Baltimore, MD. (BBB32721) Publication Date: April 04, 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEAPR2003 Abstract: Nonprofit organizations, private foundations, and for-profit corporations interested in shaping public education regularly partner with charter schools in New York. State law allows charter schools to pursue external partners to help meet their fiscal, facilities, operational, and instructional needs. This qualitative study of 10 schools in New York City examines how the relationship between charter school and external partner affects school autonomy and the school's relationships with teachers, parents, and community members. Data were collected through interviews with school staff and representatives of partner organizations, and through observations of meetings, daily school operations, and school-related events. The samples studied suggest that the fiscal and operational burdens of running a charter school necessitate affiliation with an institutional partner. However, partnering brings its own set of problems, particularly unclear authority and accountability. The study reveals that a school's decision-making authority is limited, and its relationships with teachers, parents, and community members can become complicated when issues of authority and accountability are not absolutely clear. The study concludes that when institutional partners do not involve teachers, parents, and community members in creating a vision for the school, the potential for tension among the various stakeholders remains high. (WFA) Descriptors: *Accountability; *Charter Schools; Community Involvement; Elementary Secondary Education; Nontraditional Education; *Parent School Relationship; *Partnerships in Education; *Power Structure; *School Community Relationship Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Findings drawn from "Going Charter: New Models of Support" (2001). Geographic Source: U.S.; New York ED466301 PS030451 Tomorrow's Child: Benefiting from Today's Family-School-Community-Business Partnerships. Author: Ritter, Sandra H.; Gottfried, Susan C. Institutional Author: Southeastern Regional Vision for Education (SERVE), Tallahassee, FL.(BBB29512) Availability: SERVE Publications, 1203 Governor's Square Blvd., Suite 400, Tallahassee, FL 32301. Tel: 800-352-6001 (Toll Free); Fax: 850-671-6020; Web site: http://www.serve.org. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: April 2002 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEJAN2003 Descriptors: Agency Cooperation; At Risk Persons; Change Agents; Change Strategies; Childhood Needs; *Children; Early Childhood Education; Educational Environment; *Educational Improvement; Educational Opportunities; Elementary Secondary Education; *Family School Relationship; Government School Relationship; Homeless People; Migrant Education; *Partnerships in Education; Professional Development; Program Descriptions; *School Business Relationship; *School Community Relationship; Student Needs Contract Number: ED-01-CO-0015 Geographic Source: U.S.; Florida ED463173 SE065835 Characteristics of Enduring Partnerships. Author: Jenkins, Deborah Bainer Availability: U.S. Government Printing Office, Mail: Stop SSOP, Washington, DC 20402-0001. Tel: 866-512-1800 (Toll Free); Fax: 202-512-2250. For full text: http://www.house.gov/science. Publication Date: October 2001 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIESEP2002 Abstract: Why do some educational partnerships endure while others soon meet their demise? Leaders of partnerships (N=62) report perceived reasons for their team's endurance vs. decline during telephone interviews. Data suggest strong predictors of partnership endurance (i.e., qualities cited very frequently by interviewees as essential to partnering), moderate predictors, and low predictors of endurance. Similarly, data from teams that disbanded fell into strong, moderate, and low predictors of a partnership's demise. The data provide an "insider's view" to what it is like to participate in a partnership and to the dynamics of those relationships. It informs leaders in the partnership movement of the conditions deemed essential to establishing and nourishing partnerships that lead to school reform. (Contains 16 references.) (Author/MM) Descriptors: Academic Achievement; Cooperation; *Educational Change; Elementary Education; *Partnerships in Education; *Professional Development; *School Business Relationship; Science Education Identifiers: *Endurance Descriptive Terms: Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 24-27, 2001). Geographic Source: U.S.; Georgia ED463172 SE065834 Organizational Structure of Effective vs. Less Effective Partnerships. Author: Jenkins, Deborah Bainer Availability: U.S. Government Printing Office, Mail: Stop SSOP, Washington, DC 20402-0001. Tel: 866-512-1800 (Toll Free); Fax: 202-512-2250. For full text: http://www.house.gov/science. Publication Date: October 2001 Language: English Document Type: Information Analysis (070); Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIESEP2002 Abstract: Why do some educational partnerships endure while others soon meet their demise? Wright's (1994) model of group organization contrasts how different configurations are formed, solve problems, and endure in difficult contexts. When this model is applied to data gathered from group members about why their partnerships did or did not endure, it appears that enduring partnerships are often organized in a traditional Team configuration. However, partnerships organized as more diverse Packs may be more effective in troubled contexts or in difficult elementary school settings. (Contains 17 references.) (Author/MM) Descriptors: Academic Achievement; Cooperation; *Educational Change; Elementary Education; *Partnerships in Education; *Professional Development; *School Business Relationship; Science Education Identifiers: *Endurance Descriptive Terms: Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 24-27, 2001). Geographic Source: U.S.; Georgia ED462161 PS030093 Better Education Is Everybody's Business! How Business Can Support Family Involvement in Education. Institutional Author: Partnership for Family Involvement in Education (ED), Washington, DC.(EDD00115) Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 800-872-5327 (Toll Free); Web site: http://www.ed.gov/PFIE. Publication Date: 2000 Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIEAUG2002 Descriptors: Elementary Secondary Education; *Family Involvement; *Family School Relationship; Family Work Relationship; *Parent Participation; *Partnerships in Education; *School Business Relationship Identifiers: Business Community Relationship; Family Support Geographic Source: U.S.; District of Columbia ED461021 CE076425 The School-to-Work Revolution. How Employers and Educators Are Joining Forces To Prepare Tomorrow's Skilled Workforce. Author: Olson, Lynn Availability: Perseus Publishing, 11 Cambridge Center, Cambridge, MA 02142 ($14). Tel: 800-388-5656 (Toll Free); e-mail: info@perseuspublishing.com. Publication Date: 1997 ISBN: BN- 0-7382-0029-8; Language: English Document Type: Book (010) Journal Announcement: RIEJUL2002 Descriptors: *Apprenticeships; College School Cooperation; *Education Work Relationship; *Educational Change; *Partnerships in Education; Postsecondary Education; Program Effectiveness; Role of Education; *School Business Relationship; Secondary Education; Vocational Education; Geographic Source: U.S.; Massachusetts ED460298 CE082788 Getting Started: A Guide to School-to-Career Involvement for Health Care Employers. Author: Joseph, Ken; Nelson, Victoria; Hayes, Stacey Institutional Author: Jobs for the Future, Boston, MA.(BBB26977) Availability: Jobs for the Future, 88 Broad Street, Boston, MA 02210 ($12). Tel: 617-728-4446; Fax: 617-728-4857; e-mail: crivera@jff.org; Web site: http://www.jff.org/. For full text: http://www.jff.org/pdfs%20and%20downloads/gettingstarted.pdf . Sponsoring Agency: Commonwealth Fund, New York, NY. (BBB01441) Publication Date: December 1997 Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIEJUN2002 Descriptors: Abstracts; *Allied Health Occupations Education; Annotated Bibliographies; Career Education; Career Exploration; Check Lists; Cooperative Planning; Definitions; Demonstration Programs; *Education Work Relationship; Educational Cooperation; Educational Practices; Educational Strategies; Employers; Employment Qualifications; Experiential Learning; Field Trips; Guidelines; Health Occupations; Internship Programs; Job Shadowing; Job Training; Labor Market; Labor Needs; Learning Activities; Mentors; Models; Participation; *Partnerships in Education; Program Descriptions; Program Guides; Records (Forms); Resource Materials; *School Business Relationship; Secondary Education; Work Experience Programs Identifiers: *Employer Role; Return on Investment; Stakeholders Descriptive Terms: Edited and finalized by Michael Reilly, Lisa Hicks, and Ken Joseph. Geographic Source: U.S.; Massachusetts ED457566 EA031315 Creating a Revolution: From the Boardroom to the Classroom--New Partners in Education. Author: DeSchryver, David A. Institutional Author: Center for Education Reform, Washington, DC.(BBB33492) Availability: The Center for Education Reform, 1001 Connecticut Ave., NW, Ste. 204, Washington, DC 20036 ($8). Tel: 202-822-9000; Fax: 202-822-5077; Web site: http://www.edreform.com. Publication Date: July 1998 Language: English Pages: 9 Document Type: Reports--Descriptive (141) Journal Announcement: RIEMAR2002 Abstract: A growing number of private companies have emerged with the mission of providing educational services to public schools and districts. Partnerships between public schools and service companies, though not novel, only recently have become high-profile and prolific. Although welcomed by educational reformers, partnerships that involve outsourcing of services have met open resistance from teacher unions such as the National Education Association and the American Federation of Teachers. Reasons for this opposition may include the reshaping of education's culture of accountability to conform with stricter, more rigorous standards, and the threat of undermining educator job security. Actions taken by opponents of outsourcing to maintain the status quo include publishing anti-privatization materials, stopping city plans to turn over management of troubled schools to an educational management company, and stopping state legislation endorsing charter schools. Many parents, communities, and opinion leaders, however, are dissatisfied and angry with the slow pace of educational improvement. In 1990, the Association of Educators in Private Practice was founded to network and support private-practice teachers and private professionals in the teaching field. Although members' operations vary, they share a common perspective: keep a low profile, stay out of the political limelight, and let bigger educational management organizations open districts' doors and fight the battles pitched by hostile interests. (RT) Descriptors: Educational Improvement; Elementary Secondary Education; *Partnerships in Education; Politics of Education; Private Sector; Privatization; *Public Schools; *School Business Relationship Identifiers: *Reform Efforts Geographic Source: U.S.; District of Columbia ED457388 CE082431 Finding Common Ground: Local Intermediaries and National Industry Associations. Issue Brief. Author: Miller, Marc S. Institutional Author: Jobs for the Future, Boston, MA.(BBB26977); New Ways to Work, San Francisco, CA.(BBB24285) Availability: For full text: http://www.jff.org/pdfs%20and%20downloads/FindingCommon.pdf. Publication Date: May 2001 Language: English Pages: 13 Document Type: Reports--Research (143) Journal Announcement: RIEMAR2002 Abstract: Local school-to-work intermediaries and national industry associations share the goal of organizing employers to improve learning and career opportunities for young people. Each type of organization has much to offer the other. Local school-to-work intermediaries perform the following essential functions: convene local employers and other leaders; broker and/or provide services to workplace partners, educational institutions, young people, and the youth-serving system; ensure the quality and impact of local efforts; and promote policies to sustain effective practices in particular communities or regions. National industry-based organizations can aggregate the resources and energy of their members to achieve the following goals: recruit new workers into an industry; design programs that prepare young people for a particular industry and for career success extending beyond any one industry; create and disseminate curricula and standards for programs; and create and promote credentials of value to employers. National industry associations offer the following items: quality materials and programming; respected credentials; accelerated dissemination; and national- and state-level advocacy. Local school-to-work intermediaries offer the following items: access to key employers and leaders; local knowledge; pilot sites; and a local voice for advocacy. Greater collaboration between local school-to-work intermediaries and national industry association's promises significant benefits but will require overcoming several challenges, including the following: (1) school priorities often differ those of industry; and (2) local and national groups sometimes compete with employers and other key individuals at the local level. (MN) Descriptors: Academic Standards; Advocacy; Community Organizations; Credentials; Curriculum Development; Demonstration Programs; *Education Work Relationship; Educational Cooperation; Educational Improvement; Educational Planning; Guidelines; Innovation; Instructional Materials; *Linking Agents; *National Organizations; National Standards; Organizational Development; *Organizational Objectives; *Partnerships in Education; Position Papers; Postsecondary Education; Public Policy; *School Business Relationship; Secondary Education; Standard Setting; Young Adults; Youth Identifiers: Intermediaries Descriptive Terms: Publication of the School-to-Work Intermediary Project. Geographic Source: U.S.; Massachusetts ED457267 UD034406 New Tax Law Boosts School Construction with Public-Private Partnerships. The Heritage Foundation Backgrounder No. 1463. Author: Utt, Ronald D. Institutional Author: Heritage Foundation, Washington, DC.(BBB19698) Availability: Heritage Foundation, 214 Massachusetts Avenue, NE, Washington, DC 20002-4999. Tel: 202-546-4400; Web site: http://www.heritage.org/library/backgrounder/bg1463.html. Publication Date: August 08, 2001 Language: English Pages: 10 Document Type: Reports--Descriptive (141) Journal Announcement: RIEFEB2002 Abstract: This report describes a provision in a tax bill implemented in June 2001 that allows towns and cities to build public school facilities faster, better, and less expensively by forming public-private partnerships with qualified real estate investors and developers. Private sector investors can fund construction, then lease the facilities to public school systems at annual costs below the costs communities would incur if they built the schools themselves. Benefits of public-private partnerships include more timely school construction, lower costs through competition, and savings through maximum use of school facilities. Communities benefit from off-hour use of school facilities (e.g., for day care services, supplemental education programs run by private organizations, adult education programs, civic events, and religious events). Because the concept of public-private partnerships for school construction and ownership is flexible, various other innovative subcontracting arrangements could be devised to help address a community's educational and service needs (e.g., using the partnership approach to acquire state-of-the-art music facilities, to upgrade cafeteria kitchens, or to improve sports facilities). The report presents experiences with such partnerships in Canada, the United Kingdom, and the United States. It describes partnership schools as alternatives to smart growth restrictions. (SM) Descriptors: Elementary Secondary Education; Federal Legislation; Foreign Countries; *Partnerships in Education; Public Schools; *School Business Relationship; *School Construction; Urban Areas Identifiers: Canada; *Public Private Relationship; *Tax Exemptions; Tax Incentives; United Kingdom Geographic Source: U.S.; District of Columbia ED457252 UD034381 Partnerships 2000: A Decade of Growth and Change. Author: Ferguson, Maria Voles, Ed. Institutional Author: National Association of Partners in Education, Inc., Alexandria, VA.(BBB29986) Availability: National Association of Partners in Education, 901 North Pitt Street, Suite 320, Alexandria, VA 22314 ($17.95). Tel: 703-836-4880; Fax: 703-836-6941; e-mail: napehq@napehq.org; Web site: http://www.partnersineducation.org. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: June 2001 Language: English Pages: 121 Document Type: Numerical/Quantitative Data (110); Reports--Descriptive (141); Test/questionnaires (160) Journal Announcement: RIEFEB2002 Abstract: This report presents data from a survey of school partnerships that described the current national status of partnerships in schools, measured growth in partnerships through the 1990s, provided data on trends in partnership objectives and activities over 10 years, and related changes in partnerships to major education reform issues. Surveys were sent to 1,641 districts nationwide. Results show that over the past 10 years, partnerships have expanded significantly and are now involving community partners to address key issues such as school safety, professional development, technology, standards, and literacy. School districts are also partnering to improve graduation rates, school-to-work transition, and citizenship. The survey shows that school district partners have changed over the past 10 years. Small businesses and parent organizations are now the most prevalent of school partners, and community organizations are expanding this sponsorship greatly. School partnerships are supporting parents and families, a child's first teachers. Partnerships are responding to the changing needs of society and promoting a circle of giving among communities. Four appendixes present the technical design and methods, the survey, the measures, and the status, sponsors, and focus of partnerships. (Contains 29 charts, 6 tables, and 10 references.) (SM) Descriptors: Academic Achievement; Academic Standards; Dropout Prevention; Educational Change; Educational Environment; Educational Improvement; Educational Technology; Elementary Secondary Education; Faculty Development; Family School Relationship; Higher Education; Minority Groups; *Partnerships in Education; *School Business Relationship; *School Community Relationship; School Districts; School Safety; Service Learning; Special Education; Substance Abuse; Tables (Data); Violence Descriptive Terms: Photographs may not reproduce adequately. Contract Number: R215K000013 Geographic Source: U.S.; Virginia ED455967 PS029740 Ten Tips for Getting and Keeping Business Involved: An Illustrated Guide for Early Childhood Leaders. Author: O'Donnell, Nina Sazer; McJunkin, Carter Institutional Author: Families and Work Inst., New York, NY.(BBB29132) Availability: Families and Work Institute, 330 Seventh Avenue, 14th Floor, New York, NY 10001 (Pub. No. C20-02, $15, plus $5.50 shipping and handling). Tel: 212-465-2044; Fax: 212-465-8637; Web site: http://www.familiesandwork.org. Publication Date: 2001 ISBN: 1-888324-34-1 Language: English Pages: 36 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEJAN2002 Abstract: As national, state, and community attention focuses increasingly on school readiness and early literacy, more state and community leaders realize that business partners can contribute to creating early learning opportunities for all children in many important ways. This guide is intended to help early childhood leaders work effectively with business partners. The guide offers 10 tips drawn from research and interviews with business leaders on how to create and sustain early childhood partnerships. Each tip includes advice, quotations or short examples, and numerous drawings that illustrate basic do's and don'ts of working with business. Also included in the guide is a quiz providing an opportunity to identify what went wrong in each missed opportunity scenario, with suggestions for alternative actions. The 10 tips are: (1) make the right business case; (2) have clear vision, goals, and strategies; (3) know what to ask for; (4) understand business culture and avoid jargon; (5) find the right champions; (6) get business peers to help recruit others; (7) measure and report on results; (8) keep in touch and keep it brief; (9) encourage businesses to draw from multiple resources; and (10) publicly recognize business contributions. Two appendices discuss ways business can help early childhood education and list additional resources. (KB) Descriptors: Administrator Role; Change Strategies; *Child Advocacy; *Early Childhood Education; Leadership; *Partnerships in Education; *School Business Relationship; *School Community Relationship Descriptive Terms: Designed and illustrated by John Boose. Additional funding from the Lucent Technologies Foundation Universal Preschool Initiative. Target Audience: Administrators; Practitioners Geographic Source: U.S.; New York ED455423 CE082077 School-to-Work Progress Measures: A Report to the National School-to-Work Office for the Period July 1, 1997-June 30, 1998. Author: Medrich, Elliott; Merola, Linda; Ramer, Cathy; White, Robin Institutional Author: MPR Associates, Berkeley, CA.(BBB21249); Academy for Educational Development, Washington, DC.(FGK00112) Availability: For full text: http://www.stw.ed.gov/research/pm2000.pdf. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)@; National School-to-Work Opportunities Office, Washington, DC. (BBB33865) Publication Date: May 2000 Language: English Pages: 83 Document Type: Reports--Research (143); Test/questionnaires (160) Journal Announcement: RIEJAN2002 Abstract: Using the Progress Measures Survey, data was collected from 770 school-to-work (STW) partnerships in 34 states that encompassed almost 36,000 secondary schools with nearly 18 million students, nearly 178,000 employers, and almost 2,600 postsecondary institutions. Substantial gains were found in provision of STW opportunities in schools and modest gains in student participation. Regarding school-based learning activities, 78 percent of schools provided and 56 percent of students participated in activities using work-related curricula; 67 percent of schools provided and 39 percent of students participated in activities integrating academic and vocational curricula. Regarding work-based learning activities, 68 percent of schools provided and 8 percent of students participated in job shadowing; 39 percent of schools and 3 percent of students participated in mentoring; and 46 percent of schools and 3 percent of students participated in internships. Overall business participation was slightly down. Teachers benefited from employer participation through internships. Data showed depth and breadth of STW activities and number of students engaged in activities are directly related to length of time the partnership has been in operation. The significant increase in percentage of partnerships receiving cash funding from outside sources indicated increased attention to alternative funding mechanisms. (Appendixes include the STW Opportunities Act 1994, Title IV; types of partnerships; definitions; and survey.) (YLB) Descriptors: Adult Education; *College School Cooperation; *Education Work Relationship; *Educational Finance; Integrated Curriculum; Internship Programs; Mentors; National Surveys; Outcomes of Education; *Partnerships in Education; Program Effectiveness; Program Evaluation; *School Business Relationship; Secondary Education; Student Participation; Summative Evaluation; Vocational Education Identifiers: Job Shadowing; *School to Work Opportunities Act 1994 Contract Number: RC96107001 Geographic Source: U.S.; District of Columbia ED455410 CE082047 Developing Industry Linkages: Learning from Practice. Author: Misko, Josie Institutional Author: National Centre for Vocational Education Research, Leabrook (Australia).(BBB30590) Availability: National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia. Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vetreq@ncver.edu.au; Web site: http://www.ncver.edu.au (Cat no. 603; $22 Australian). For full text: http://www.ncver.edu.au/research/core/cp0066.pdf. Publication Date: 2001 ISBN: 0-87397-703-3 Language: English Pages: 36 Document Type: Reports--Research (143) Journal Announcement: RIEJAN2002 Abstract: Linkages between Australia's vocational education and training (VET) and technical and further education (TAFE) sectors and industry were examined through 13 case studies involving a variety of industrial sectors in South Australia, New South Wales, and Victoria. Special attention was paid to the processes established by school clusters to develop relationships with industry. The individual case studies focused on the following topics: scope and nature of the program; strategies for developing formal linkages with industry; training packages; training and assessment; and benefits and concerns. Jointly developed competencies and standards were a cornerstone of the connections between providers of training and industry sectors. Postcompulsory institutions and secondary school providers were also linked with industry in provision of workplace training in the form of work experience and more structured and formal vocational placements. Many schools clustered together to pool and share resources. In postcompulsory institutions (TAFE institutes, private VET providers), the linkages were generally reflected in development and implementation of industry training packages, the composition of course advisory groups, and partnerships between employers in delivery of apprenticeship and traineeship training. The major benefits derived from development of industry linkages for secondary and postsecondary providers were discussed along with concerns and policy implications. (MN) Descriptors: Academic Standards; Apprenticeships; Case Studies; Competence; Computer Assisted Instruction; Consortia; Cooperative Planning; Educational Benefits; Educational Policy; *Educational Practices; Educational Trends; Foreign Countries; Guidelines; Instructional Materials; *Linking Agents; Needs Assessment; *Partnerships in Education; Policy Formation; Postsecondary Education; Private Schools; Public Schools; *School Business Relationship; Secondary Education; Shared Resources and Services; Strategic Planning; Student Evaluation; Trainees; Training Methods; Trend Analysis; *Vocational Education; Work Experience Programs Identifiers: *Australia; *TAFE (Australia) Geographic Source: Australia; South Australia ED454414 CE081923 Getting Employers Involved: Improving Work-Based Learning through Employer Links. Report and Good Practice Guidelines. Author: Taylor, Sue Institutional Author: Learning and Skills Development Agency, London (England).(BBB36557) Availability: Learning and Skills Development Agency, Citadel Place, Tinworth Street, London SE11 5EH, United Kingdom. Tel: 020 7962 1066; Fax: 020 7840 5401; Web site: http://www.LSagency.org.uk. For full text: http://www.LSagency.org.uk/pubs/dbaseout/download.asp?code=R 1084/05/01/4000. Publication Date: 2001 ISBN: 1-85338-656-1 Language: English Pages: 38 Document Type: Guides--Non-classroom (055); Reports--Descriptive (141) Journal Announcement: RIEDEC2001 Abstract: This document presents guidelines for engaging employers in work-based learning programs offered by post-16 institutions in the United Kingdom. Chapter 1 explains why the guidelines are needed, how they were developed, and how they can be used. The following are among the topics examined in Chapters 2-6: (1) getting employers involved (benefits of employer involvement in improving learning and increasing employability; challenges facing training providers and employers; adopting a corporate approach and convincing employers of the business advantages of involvement in work experience programs; employer options for getting involved); (2) resources to do the job (sharing a commitment, developing good practice); (3) preparing for learning at work (making a good match, supporting needs, knowing the industry, keeping things simple); (4) supporting effective learning in the workplace (ideas for employers and training providers); and (5) supporting learners' personal development (strategies for employers and training providers). Chapters 2-6 each contain one or more case studies illustrating good practices. The bibliography lists 26 publications and World Wide Web sites. The following items are appended: a list of case study leaders and sites; 37 key actions for developing good practice; and lists of the employers involved in the study and the External Advisory Group. (Contains 26 resources.) (MN) Descriptors: Adult Learning; *Education Work Relationship; Educational Benefits; Educational Cooperation; Educational Practices; Educational Resources; Foreign Countries; Guidelines; Individual Development; Job Training; *Linking Agents; *Partnerships in Education; Postsecondary Education; Program Development; *School Business Relationship; *Vocational Education; *Work Experience Programs Identifiers: *United Kingdom Descriptive Terms: Formerly Further Education Development Agency (FEDA). Target Audience: Community; Practitioners Geographic Source: United Kingdom; England ED453366 CE081762 Capital Area Education and Careers Partnership School-to-Career Grant: An Assessment of Early Accomplishments, Constraints and Prospects. Author: O'Shea, Daniel P.; King, Christopher T. Institutional Author: Texas Univ., Austin. Center for the Study of Human Resources.(BBB10440) Availability: University of Texas at Austin, Lyndon B. Johnson School of Public Affairs, Ray Marshall Center for the Study of Human Resources, 3001 Lake Austin Blvd., Suite 3.200, Austin, Texas 78703-4204 ($3). Tel: 512-471-7891; Fax: 512-471-0585; Web site: http://www.utexas.edu/research/cshr/index.html. For full text: http://www.utexas.edu/research/cshr/pubs/CAECfullrept.pdf. For full text: http://www.utexas.edu/research/cshr/pubs/CAECP.htm. Publication Date: March 2000 Language: English Pages: 30 Document Type: Reports--Evaluative (142); Test/questionnaires (160) Journal Announcement: RIENOV2001 Abstract: The activities and services delivered under the School-to-Work Opportunities Act of 1994 by the Capital Area Education and Careers Partnership in Austin, Texas, during 1998 and 1999 were evaluated by an independent evaluator, using interviews with 24 persons involved in the project, site visits, and document analysis. The evaluation found that during its first 2 years of operation, the Partnership: (1) consistently progressed toward the attainment of annual objectives in each of its four major program areas (Career Awareness, School-Based Activities, Work-Based Activities, and Connecting Activities); (2) delivered goods and services directly to schools, expanding their interest in School-to-Career (STC); and (3) directly accomplished or contributed to the advancement of School-to-Career objectives in Travis County (Texas) by promoting regional, systemic, collaborative, and continuous improvement approaches throughout the STC initiative. The evaluation also reported the Partnership continues to face constraints beyond its control in implementing its STC initiative. It was recommended that in the third program year, the Partnership should: develop strategic approaches for building and maintaining the commitment of collaborators; broaden the concept of STC and advance systemic practices throughout the regional project; advance the sustainability of STC activities by developing new sources of funds; examine methods for engaging and retaining students and teachers in high tech career concentrations; and develop accountability. (Interview guide is included). (KC) Descriptors: Academic Education; Career Awareness; *Cooperative Programs; *Education Work Relationship; Educational Improvement; Educational Planning; Institutional Cooperation; *Partnerships in Education; Postsecondary Education; *Program Effectiveness; Program Evaluation; Program Implementation; Program Improvement; *School Business Relationship; Secondary Education; Technology Education; *Vocational Education; Work Experience Programs Identifiers: *School to Work Opportunities Act 1994; *Texas (Travis County) Descriptive Terms: Funded by an interagency agreement from the Capital Area Education and Careers Partnership to the Ray Marshall Center at the University of Texas. Geographic Source: U.S.; Texas ED452374 CE081641 Business-Industry Relationships and CTE. In Brief: Fast Facts for Policy and Practice No. 12. Author: Imel, Susan Institutional Author: National Dissemination Center for Career and Technical Education, Columbus, OH.(BBB36132) Availability: For full text: http://www.nccte.com/publications/infosynthesis/in- brief/inbrief12-busind.html or http://www.nccte.com/publications/infosynthesis/in- brief/inbrief12-busind.pdf. Sponsoring Agency: Office of Vocational and Adult Education (ED), Washington, DC. (EDD00013) Publication Date: 2001 Language: English Pages: 4 Document Type: Information Analysis (070) Journal Announcement: RIEOCT2001 Abstract: Developing and maintaining effective partnerships with employers has always been an important part of career and technical education (CTE). Recently, however, the need for and nature of these relationships have changed. Effective partnerships are no longer focused on specific activities and programs or employers merely donating resources or money; instead, employers are becoming actively involved in improving education. Traditional one-on-one pairing of schools and businesses is also being replaced by collaborations addressing educational improvement/reform and involving intermediaries. Three examples of intermediaries that foster development of education-business relationships are as follows: (1) the Gulf Coast Process Technology Alliance; (2) the Prosser School of Technology Heavy Equipment Operation Program; and (3) the Partnership for America's Future, Inc. All three examples involve multiple employers and educational institutions, provide applied learning opportunities, and offer valuable lessons about the following aspects of school-business partnerships: (1) planning and development; (2) implementation and management; (3) monitoring and evaluation; and (4) planning for the future. CTE educators can take the following steps to establish and maintain effective partnerships: (1) develop the partnership on the basis of mutual needs; (2) if possible, work with multiple employers; (3) involve all stakeholders; and (4) be sensitive to business culture. (Contains 11 references.) (MN) Descriptors: Case Studies; Change Agents; Change Strategies; Consortia; Cooperative Planning; *Cooperative Programs; Definitions; Education Work Relationship; Educational Change; Educational Cooperation; Educational Needs; *Educational Practices; Experiential Learning; Guidelines; *Linking Agents; Organizational Development; *Partnerships in Education; *Program Development; Program Evaluation; Program Implementation; *School Business Relationship; Secondary Education; Technology Education; Theory Practice Relationship Target Audience: Practitioners; Teachers Contract Number: V051A990004 Geographic Source: U.S.; Ohio ED451351 CE081475 Best Practices in School-to-Careers: The Manufacturing Industry. Institutional Author: Manufacturing Industries Careers Alliance, Washington, DC.(BBB36581); National Employer Leadership Council, Washington, DC.(BBB34456) Availability: NELC, 1201 New York Ave., NW, Suite 700, Washington, DC 20005 ($4). Tel: 800-787-7788 (Toll Free); Web site: http://www.nelc.org. For full text: http://www.nelc.org/resources/MICA.pdf. Sponsoring Agency: National School-to-Work Opportunities Office, Washington, DC. (BBB33865) Publication Date: 2000 Language: English Pages: 25 Document Type: Reports--Descriptive (141) Journal Announcement: RIESEP2001 Abstract: This booklet, which is part of a series demonstrating the scope of employer involvement in school-to-careers, highlights the efforts of six manufacturing employers and three "intermediary" organizations connecting workplace experiences to classroom learning for secondary education students. The introduction presents a series overview and lists the names, locations, and featured practice of the employers and organizations. The next sections examine manufacturing at the turn of the century; reasons why school-to-careers is an ideal strategy for addressing manufacturing skill needs; current manufacturing industry efforts to develop a skill standards and certification system; and how the employer participation model works with students and teachers. These employers and intermediaries and their best practices are profiled: (1) Caterpillar, Inc. (Peoria, Illinois); (2) The Timken Company (Canton, Ohio); (3) Kraft Foods, Inc. (Northfield, Illinois); (4) Maine Machine Products Company (South Paris, Maine); (5) Advanced Micro Devices (Austin, Texas); (6) Rochester Area Career Education Collaborative (Rochester, New York); (7) Eastman Chemical Company (Kingsport, Tennessee); (8) Connecticut Business and Industry Association (Hartford, Connecticut); and (9) Capital Area Training Foundation (Austin, Texas). The following items are also included: (1) an annotated list of eight organizations and resources; (2) a glossary; and (3) a discussion of steps to build on the National Employer Leadership Council's agenda. (MN) Descriptors: Academic Standards; Advisory Committees; Annotated Bibliographies; Career Awareness; Career Exploration; Case Studies; Change Strategies; Cooperative Planning; Demonstration Programs; *Education Work Relationship; Educational Change; Educational Cooperation; Educational Opportunities; *Educational Practices; Educational Resources; Employment Opportunities; Employment Qualifications; Entry Workers; Experiential Learning; Glossaries; Information Sources; Innovation; Internet; Job Skills; Job Training; Labor Needs; Linking Agents; *Manufacturing Industry; National Organizations; National Standards; Nonprofit Organizations; *Partnerships in Education; Professional Development; *School Business Relationship; Secondary Education; Skill Development; Student Certification; Systems Approach; Teacher Education; Transfer of Training; *Vocational Education; Work Experience Programs; World Wide Web Identifiers: Connecticut (Hartford); Illinois (Peoria); National Employer Leadership Council; New York (Rochester); Ohio (Canton); Texas (Austin) Descriptive Terms: For other documents in the "Best Practices in School-to-Careers" series, see CE 081 472-474. Geographic Source: U.S.; District of Columbia ED451350 CE081474 Best Practices in School-to-Careers: The Retail Industry. Institutional Author: National Retail Federation, Washington, DC.(BBB36580); National Employer Leadership Council, Washington, DC.(BBB34456) Availability: NELC, 1201 New York Ave., NW, Suite 700, Washington, DC 20005 ($4). Tel: 800-787-7788 (Toll Free); Web site: http://www.nelc.org. For full text: http://www.nelc.org/resources/Retail.pdf. Sponsoring Agency: National School-to-Work Opportunities Office, Washington, DC. (BBB33865) Publication Date: 2000 Language: English Pages: 22 Document Type: Reports--Descriptive (141) Journal Announcement: RIESEP2001 Abstract: This booklet, which is part of a series demonstrating the scope of employer involvement in school-to-careers, highlights the efforts of three retail employers and two "intermediary" organizations connecting workplace experiences to classroom learning for secondary education students. The introduction presents a series overview and lists the names, locations, and featured practices of the employers and organizations. The next sections examine the retail industry; reasons why school-to-careers is an ideal strategy for addressing retail industry skill needs; sales and service skill standards; and how the employer participation model works with students and teachers. These employers and intermediaries and their best practices are profiled: (1) the READY Program (Chicago, Illinois), which is helping employers provide a spectrum of opportunities for young people; (2) Sears (Albuquerque, New Mexico), which is helping prepare and hire from a trained pool of students; (3) Winn-Dixie (Jacksonville, Florida), which is highlighting career pathways from entry-level to vice president; (4) JCPenney (Dallas, Texas), which is taking part in curriculum development; and (5) Lancaster County Academy (Lancaster, Pennsylvania), which is serving all key partners. The following items are also included: (1) an annotated list of eight organizations and resources; (2) a glossary; and (3) a discussion of steps to build on the National Employer Leadership Council's agenda. (MN) Descriptors: Academic Standards; Advisory Committees; Annotated Bibliographies; Career Awareness; Career Development; Career Exploration; Career Ladders; Case Studies; Change Strategies; Cooperative Planning; Curriculum Development; Demonstration Programs; *Education Work Relationship; Educational Change; Educational Cooperation; *Educational Practices; Educational Resources; Employment Qualifications; Entry Workers; Experiential Learning; Glossaries; Information Sources; Internet; Job Skills; Job Training; Labor Needs; Linking Agents; Merchandising; National Organizations; National Standards; Nonprofit Organizations; *Partnerships in Education; *Retailing; Sales Occupations; *School Business Relationship; Secondary Education; Service Occupations; Skill Development; *Vocational Education; Work Experience Programs; World Wide Web Identifiers: Florida (Jacksonville); Illinois (Chicago); National Employer Leadership Council; New Mexico (Albuquerque); Pennsylvania (Lancaster); Texas (Dallas) Descriptive Terms: For other documents in the "Best Practices in School-to-Careers" series, see see CE 081 472-475. Geographic Source: U.S.; District of Columbia ED451349 CE081473 Best Practices in School-to-Careers: The Information Technology Industry. Institutional Author: Information Technology Association of America, Arlington, VA.(BBB30432); National Employer Leadership Council, Washington, DC.(BBB34456) Availability: NELC, 1201 New York Ave., NW, Suite 700, Washington, DC 20005 ($4). Tel: 800-787-7788 (Toll Free); Web site: http://www.nelc.org. For full text: http://www.nelc.org/resources/NABIT.pdf. Sponsoring Agency: National School-to-Work Opportunities Office, Washington, DC. (BBB33865) Publication Date: 2000 Language: English Pages: 28 Document Type: Reports--Descriptive (141) Journal Announcement: RIESEP2001 Abstract: This booklet highlights the efforts of five employers that rely on information technology (IT) workers and one "intermediary" organization connecting workplace experiences to classroom learning for secondary education students. The introduction lists the employers' and organizations' names, locations, and featured practices. The next three sections examine the IT industry; reasons why school-to-careers is an ideal strategy for addressing information technology industry skill needs; skills and certifications; and how the employer participation model works with students and teachers. These employers and intermediaries and their best practices are profiled: (1) The Kemtah Group (Albuquerque, New Mexico), which promotes school-to-careers experiences for under-represented populations; (2) The Gallup Organization (Omaha, Nebraska), which is helping students explore and understand the needs and demands of technology-driven workplaces; (3) EDS (Dallas, Texas), which gives students work-based opportunities; (4) Manpower, Inc. (Milwaukee, Wisconsin), which provides training and certification opportunities for students; (5) Intel Corporation (Santa Clara, California), which is working with teachers to make a difference through technology; and (6) Greater Louisville, Inc. (Louisville, Kentucky), which is building coalitions to connect work and learning. The following items are also included: (1) an annotated list of eight organizations and resources; (2) a glossary; and (3) a discussion of steps to build on the National Employer Leadership Council's agenda. (MN) Descriptors: Academic Standards; Adjustment (to Environment); Advisory Committees; Annotated Bibliographies; Career Awareness; Career Ladders; Case Studies; Change Strategies; Communications; Computer Oriented Programs; Computer Software Development; Computers; Cooperative Planning; Demonstration Programs; *Education Work Relationship; Educational Change; Educational Cooperation; Educational Practices; Educational Resources; Employment Qualifications; Entry Workers; Equal Education; Experiential Learning; Glossaries; Information Processing; Information Sources; Information Systems; *Information Technology; Internet; Job Skills; Job Training; Labor Needs; Linking Agents; National Organizations; National Standards; Nonprofit Organizations; *Partnerships in Education; *School Business Relationship; Secondary Education; Skill Development; Special Needs Students; Student Certification; Technical Occupations; *Vocational Education; Work Environment; *Work Experience Programs; World Wide Web Identifiers: California (Santa Clara); Kentucky (Louisville); National Employer Leadership Council; Nebraska (Omaha); New Mexico (Albuquerque); Texas (Dallas); Wisconsin (Milwaukee) Descriptive Terms: For other documents in the "Best Practices in School-to-Careers" series, see CE 081 472-475. Geographic Source: U.S.; District of Columbia ED451348 CE081472 Best Practices in School-to-Careers: The Hospitality Industry. Institutional Author: Hospitality Business Alliance, Chicago, IL.(BBB36579); National Employer Leadership Council, Washington, DC.(BBB34456) Availability: NELC, 1201 New York Ave., NW, Suite 700, Washington, DC 20005 ($4). Tel: 800-787-7788 (Toll Free); Web site: http://www.nelc.org. For full text: http://www.nelc.org/resources/NABHospitality.pdf. Sponsoring Agency: National School-to-Work Opportunities Office, Washington, DC. (BBB33865) Publication Date: 2000 Language: English Pages: 22 Document Type: Reports--Descriptive (141) Journal Announcement: RIESEP2001 Abstract: This booklet highlights the efforts of four hospitality employers and one "intermediary" organization connecting workplace experiences to classroom learning for secondary school students. The introduction presents a series overview and lists the names, locations, and featured practice of the employers and organizations. The next sections examine the hospitality industry, reasons why school-to-careers is an ideal strategy for addressing hospitality industry skill needs, and how the employer participation model works with students and teachers. These employers and intermediaries and their best practices are profiled: (1) Holiday Inn (Somerville, Massachusetts), which is introducing students to the workplace through hands-on experience; (2) Baltimore Convention Center and 72 local restaurants (Baltimore, Maryland), which give students job shadowing opportunities; (3) The Outback Steakhouse (Denver, Colorado), which is building a strong foundation in skills through mentoring; (4) Hyatt Hotel (Savannah, Georgia), which is demonstrating that teachers can be students too; and (5) The Hospitality Business Alliance and New Mexico, which are bringing educators together to learn about industry needs and trends. The following items are also included: (1) an annotated list of eight organizations and resources; (2) a glossary; and (3) a discussion of steps to build on the National Employer Leadership Council's agenda. (MN) Descriptors: Academic Standards; Advisory Committees; Annotated Bibliographies; Career Awareness; Career Exploration; Case Studies; Change Strategies; Demonstration Programs; Dining Facilities; *Education Work Relationship; Educational Change; Educational Cooperation; *Educational Practices; Educational Resources; Employment Qualifications; Entry Workers; Experiential Learning; Glossaries; *Hospitality Occupations; Hotels; Industry; Information Sources; Innovation; Internet; Job Skills; Job Training; Labor Needs; Linking Agents; Mentors; National Organizations; National Standards; Nonprofit Organizations; *Partnerships in Education; Professional Development; *School Business Relationship; Secondary Education; Skill Development; Teacher Improvement; *Vocational Education; Work Experience Programs; World Wide Web Identifiers: Colorado (Denver); Georgia (Savannah); *Hospitality Education; Job Shadowing; Maryland (Baltimore); Massachusetts (Somerville); National Employer Leadership Council; New Mexico Descriptive Terms: For other documents in the "Best Practices in School-to-Careers" series, see CE 081 473-475. Geographic Source: U.S.; District of Columbia ED449902 PS029196 Partners for Excellence: Families, Businesses and Communities Working Together for Schools. Satellite Town Meeting #74. {Videotape}. Institutional Author: Department of Education, Washington, DC.(EDD00001) Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free) (60-minute VHS tape. Order No. EK0298V). Governmental Status: Federal Publication Date: November 21, 2000 Language: English Pages: 0 Document Type: Guides--Non-classroom (055); Non-print media (100) Journal Announcement: RIEJUL2001 Abstract: Highlighting the impact of family and community involvement on student achievement, this videotape presents a satellite town meeting hosted by Secretary of Education, Richard Riley. The 60-minute video first notes the consensus in support of education, specifically higher standards, reasonable assessment, well-trained teachers, parent involvement, and a quality educational environment. The guest panelists then respond to a moderator's questions. In addition to Secretary Riley, guests on the panel are: a counselor to Secretary Riley; a representative of the Education Foundation; superintendent of public schools for Newport News, Virginia; executive director of the Frankfort Group Ministry; and the Chattanooga, Tennessee school district parent involvement coordinator, all of whom were also involved in an educational partnership. Questions the guests respond to include: (1) how community involvement improves education; (2) how community-based organizations work with parents; (3) how community-based organizations help school districts work together; (4) how student achievement is affected when community partnerships come into the schools; and (5) how faith communities can be involved. The video then features partnerships at work at an elementary school and at a high school in the Newport News district which were designated Blue Ribbon schools by the Department of Education. The Dept. of Education's Partnerships for Family Involvement in Education is then detailed. Questions from the town meeting audience include: (1) What are benefits of involvement for businesses? (2) How is a partnership managed/scheduled? (3) What roles do faith communities play? (4) What strategies involve parents historically unable to participate? and (5) How has the Partnerships for Family Involvement initiative helped local partnerships? Reiterating that all partnerships are to serve the students and that students should be included in finding solutions, the video concludes with steps for an effective partnership: (1) establish a clear vision; (2) focus on student achievement and school improvement; (3) connect partnerships with the schools; (4) increase family involvement; and (5) make a long-term commitment. (HTH) Descriptors: Community Involvement; Elementary Secondary Education; Family Involvement; *Family School Relationship; Mentors; Outreach Programs; *Parent Participation; *Partnerships in Education; Religious Organizations; *School Business Relationship; *School Community Relationship; Student Improvement; Tutoring; Videotape Recordings Identifiers: Department of Education; Electronic Town Meetings; Riley (Richard W) Geographic Source: U.S.; District of Columbia ED449319 CE081198 How To Have a Successful Groundhog Job Shadow Day. Institutional Author: America's Promise: The Alliance for Youth, Alexandria, VA.(BBB35771); National School-to-Work Opportunities Office, Washington, DC.(BBB33865); Junior Achievement, Inc., Colorado Springs, CO.(BBB35057); American Society of Association Executives, Washington, DC.(BBB35770) Availability: For full text: http://www.jobshadow.org/getstarted/howtoguide.pdf. Sample Shadow Day forms in Spanish: http://www.jobshadow.org/getstarted/spanishform.pdf. Governmental Status: Federal Publication Date: 2001 Language: English Pages: 66 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEJUL2001 Abstract: This guide, which is an updated version of the guide created for the Groundhog Job Shadow Day (GJSD) that was held on February 2, 1999, provides structured activities that classroom teachers and job sites can use to help students understand the importance and relevance of their education and see firsthand the range of knowledge, skills, and teamwork required by the workplace. The guide begins with guidelines for having a successful GJSD and frequently asked questions about GJSD. Presented next are activities and materials for employer participants in GJSD. The following are among the items included for employer use: a discussion of the role of employer participants; activities and materials for advance preparation for GJSD; a workplace coordinator checklist; workplace host guidelines; and suggestions for conducting GJSD lunch and wrap-up sessions. The remaining two-thirds of the guide consists of activities and materials for educators and student participants in GJSD. This final section includes: (1) a discussion of teacher, school coordinator, and student roles in GJSD; (2) activities and materials for advance preparation for GJSD; (3) teacher and study activities to be conducted before, during, and after the GJSD experience; and (4) miscellaneous consent and evaluation forms required for GJSD. (MN) Descriptors: Adjustment (to Environment); *Career Choice; Career Development; *Career Education; Career Exploration; Check Lists; *Classroom Techniques; *Education Work Relationship; Elementary Secondary Education; Guidelines; Job Search Methods; Learning Activities; Occupational Information; *Partnerships in Education; Records (Forms); *School Business Relationship; Vocational Education; Work Environment Identifiers: *Job Shadowing Descriptive Terms: For a 1998 edition of this guide, see ED 435 048. "Job shadow day is made possible through the anchor sponsorship of Monster.com and with the support of co-sponsor News Corporation." Target Audience: Community; Practitioners; Teachers Geographic Source: U.S.; District of Columbia ED443006 CE080456 Building Linkages: Making Integrated Standards Work for Education and Industry. Author: Hudis, Paula M. Institutional Author: MPR Associates, Berkeley, CA.(BBB21249) Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.ed.gov/offices/OVAE/bldlinks.pdf. Governmental Status: Federal Sponsoring Agency: Office of Vocational and Adult Education (ED), Washington, DC. (BBB18325) Publication Date: January 2000 Language: English Pages: 72 Document Type: Reports--Descriptive (141) Journal Announcement: RIEJAN2001 Abstract: This report is designed to help state and local policymakers and practitioners understand the goals behind integrating academic and technical standards and the processes three national partnerships used to develop, test, and implement them in the context of curriculum reform. The first chapter of the report defines and describes integrated standards and how they can serve the needs of both education and industry. Chapters two, three, and four provide detailed descriptions of integrated standards activities in the three Building Linkages consortia (the Health Science Collaborative, the Manufacturing Linkages Consortium, and the Far West Project). The final chapter identifies the challenges and opportunities facing the consortia as they move forward with their work to expand the use of these standards in education and industry. (Contains 10 references.) (KC) Descriptors: Academic Education; Articulation (Education); *Education Work Relationship; *Educational Needs; *Educational Practices; Health Occupations; Health Personnel; Industrial Education; *Institutional Cooperation; *Integrated Curriculum; Manufacturing; Postsecondary Education; *School Business Relationship; Secondary Education; Standards; Technology Education; Vocational Education Target Audience: Policymakers; Practitioners Contract Number: EA96009001 Geographic Source: U.S.; California ED442466 IR020307 The Politics of Connectivity--The Role of Big Business in the Education ICT Policy in the U.K. Author: Selwyn, Neil; Fitz, John Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 2000 Language: English Pages: 25 Document Type: Reports--Evaluative (142) Journal Announcement: RIEDEC2000 Abstract: This paper looks at private interest involvement in education Information and Communications Technology (ICT) policymaking and implementation in the United Kingdom, using the National Grid for Learning (NGfL), an initiative to connect every U.K. school to the Internet and create an online connected learning community of teachers and students with access to a host of approved resources and information within a managed learning grid, as a contemporary form. The extent to which businesses are getting involved in new policy forms and the nature that resulting government/industry links are taking are explored. The paper also examines how key players are emerging and the interests of some firms dominating over others. Above all, the paper is concerned with how the public/private foundation for the NGfL is working out in practice. The paper is based on a series of in-depth interviews with key actors in the formation and initial implementation of the NGfL initiative, including: officials from the coordinating government department, DfEE (Department for Education and Employment); officials from the quasi-government agency responsible for developing and delivering aspects of the initiative, the British Educational Communications and Technology Agency; policy advisors to the Prime Minister and DfEE; as well as key executives in information technology and telecommunications firms and their educational representative body, the British Educational Suppliers Association. (Contains 188 references.) (MES) Descriptors: Access to Information; Educational Cooperation; *Educational Policy; Elementary Secondary Education; Foreign Countries; Government Role; *Information Industry; *Information Technology; Internet; Interviews; *Policy Formation; Private Sector; Public Agencies; *School Business Relationship; *Telecommunications Identifiers: Access to Technology; *Business Role; Connectivity; Technology Implementation; United Kingdom Geographic Source: United Kingdom; Wales ED442176 EA030422 A Report on Educational Partnerships Supporting the Galileo Centre at Banded Peak School in Rocky View School Division. Author: Jacobsen, D. Michele; Gladstone, Brenda Availability: For condensed version: http://www.acs.ucalgary.ca/~iejll. Publication Date: January 1999 Language: English Pages: 12 Document Type: Reports--Descriptive (141) Journal Announcement: RIEDEC2000 Abstract: This report describes the school-business partnerships that have contributed to the success of the Galileo Center at Banded Peak School in Bragg Creek, Alberta, in its first full year of operation. It summarizes partnership activities and initiatives that have been implemented in the school and suggests directions for future linkages. The need for joint evaluation of the outcomes of an educational partnership are discussed, as well as ways in which educators and stakeholders can work together for the assessment of partnerships. The Galileo Center stresses the advancement of teaching practices by providing a working professional development school as a site for educational innovation, research, and technology. The center works to improve student learning and cultivate excellence in teaching by: (1) establishing a safe, caring community of inquiry; (2) encouraging teachers to develop innovative practices, share expertise, and collaborate with others; (3) conducting research and applying research; and (4) by fully realizing the leverage of technology on education. (Contains 12 references.) (DFR) Descriptors: *Cooperative Programs; Elementary Secondary Education; Foreign Countries; Laboratory Schools; *Partnerships in Education; Public Schools; *School Business Relationship; *School Community Programs Identifiers: *Rocky View School Division Number 41 AB Descriptive Terms: A condensed version of this report was published as an article in January 1999 by the International Electronic Journal of Leadership in Learning. Geographic Source: Canada; Alberta ED442175 EA030421 A Report on Educational Partnerships in Rocky View School Division. Author: Gladstone, Brenda; Jacobsen, D. Michele Availability: For condensed version: http://www.acs.ucalgary.ca/~iejll. Publication Date: January 1999 Language: English Pages: 13 Document Type: Opinion papers (120) Journal Announcement: RIEDEC2000 Abstract: Educational partnerships are an important strategy for increasing the authenticity and value of school for future citizens. In addition to the financial benefits that school-business partnerships bring to schools, there are a variety of teaching and learning benefits of making links with the community. This report outlines reasons why schools, businesses, industry, and other agencies should actively pursue educational partnerships, shares examples of successful and valuable educational partnerships, and concludes with an examination of some issues and concerns. The educational partnerships that have contributed to the success of the Galileo Center at banded Peak School in Bragg Creek, Alberta, are also examined. Educators and business representatives should discuss the variety of activities in which they will participate, as well as the mutual benefits of their collaboration. Some examples of partnership activities and school-to-work transition programs that potential partners may be interested in pursuing for mutual benefit include the following: (1) shared computer-based projects; (2) reading and math programs; (3) technical training; (4) guest speakers; (5) displaying and publishing student work; (6) extracurricular connections, and (7) educator and employee workshops. (Contains 24 references.) (DFR) Descriptors: *Cooperative Programs; Elementary Secondary Education; Foreign Countries; Partnerships in Education; Public Schools; *School Business Relationship; School Community Programs Identifiers: *Rocky View School Division Number 41 AB Descriptive Terms: A condensed version of this report was published as an article in January 1999 by the International Electronic Journal of Leadership in Learning. Geographic Source: Canada; Alberta ED441169 CE080208 Education Success = Business Success. Hearing before the Committee on Small Business. United States Senate, One Hundred Sixth Congress, First Session. Institutional Author: Congress of the U.S., Washington, DC. Senate Committee on Small Business.(BBB22662) Availability: U.S. Government Printing Office, Superintendent of Documents, Congressional Sales Office, Washington, DC 20402. Governmental Status: Federal Publication Date: May 25, 1999 ISBN: 0-16-058799-9 Report Number: Senate-Hrg-106-94 Language: English Pages: 154 Document Type: Legal/Legislative/Regulatory materials (090) Journal Announcement: RIENOV2000 Abstract: This document highlights a congressional hearing on expanding the debate on education to involve small businesses as active participants. Opening statements of the following three United States (U.S.) senators are provided: Christopher S. Bond, John F. Kerry, and Olympia J. Snow. Testimony includes witness testimony, prepared statements, and other materials from individuals representing the American Management Association, New York, New York; Ball Publishing, Inc., Greenville, Ohio, and the U.S. Chamber of Commerce, Washington, D.C.; Albert Seisler Machine Corporation, Mohnton, Pennsylvania, and the National Federation of Independent Business, Washington, D.C.; State Farm Insurance Companies, Bloomington, Indiana, and the National Alliance of Business, Washington, D.C.; Lexington/Rockbridge Chamber of Commerce, Lexington, Virginia; and Department of Education of the Commonwealth of Massachusetts. (YLB) Descriptors: Basic Skills; *Educational Improvement; Elementary Secondary Education; *Entrepreneurship; Hearings; Job Skills; Literacy Education; Postsecondary Education; *School Business Relationship; *Small Businesses; Success; Vocational Education Identifiers: Congress 106th Geographic Source: U.S.; District of Columbia ED440307 CE080090 Corporate Involvement in Education: Achieving Our National Education Priorities. The Seven Priorities of the U.S. Department of Education. Institutional Author: Department of Education, Washington, DC.(EDD00001) Availability: For full text: http://www.ed.gov/offices/OIIA/OIA. Governmental Status: Federal Publication Date: April 2000 Language: English Pages: 30 Document Type: Opinion papers (120); Reports--Descriptive (141) Journal Announcement: RIEOCT2000 Abstract: This packet contains a series of seven four-page brochures describing the seven national education priorities of the U.S. Department of Education and how business can become involved in achieving each standard. Each brochure includes a discussion of the standard profiled, suggestions for its applicability to business, and examples of how businesses are implementing programs to promote the standards. The seven standards discussed in the series are labelled: (1) High Standards for Achievement; (2) America Counts Program; (3) Reading Independence: America Reads Challenge; (4) Technology: America's Technology Challenge; (5) Safe and Drug-Free Schools; (6) Teacher Preparation Programs; and (7) College Readiness: Think College Early Programs. (KC) Descriptors: *Academic Standards; *Business Responsibility; *Education Work Relationship; *Educational Improvement; Elementary Secondary Education; *Futures (of Society); *School Business Relationship Identifiers: America Reads Challenge; Technology Innovation Challenge Grant Program Geographic Source: U.S.; District of Columbia ED440292 CE080065 Defining the Future or Reliving the Past? Unions, Employers, and the Challenge of Workplace Learning. Information Series No. 380. Author: Harris, Howard Institutional Author: ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.(BBB16032) Availability: Center on Education and Training for Employment, Center Publications, 1900 Kenny Road, Columbus, OH 43210-1090 (Order No. IN380, $8.50). Tel: 614-292-4277; Tel: 800-848-4815, ext. 24277 (Toll Free); Fax: 614-292-1260; Web site: http://cete.org/products/index.html. For full text: http://www.ericacve.org/fulltext.asp. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2000 Language: English Pages: 70 Document Type: ERIC product (071); Opinion papers (120) Journal Announcement: RIEOCT2000 Abstract: This document examines the current state of workplace learning within the context of the changing workplace of the late 20th century. The document begins with an overview of the evolution of employer-dominated training from Taylorism to the rise of human resource development during the late 1970s and 1980s. The development of the concepts of organizational learning and learning organizations is examined, and the differences between traditional training and training in learning organizations are highlighted. Also discussed are the extent of workplace organization in the United States, the current scope of private sector training and organizational learning, and the relationship between the purpose and implementation of training. The need for worker-centered learning is explained, and the uneasy ties between worker's education and adult education are explored. Examples of specific training initiatives of organized labor in the auto industry and elsewhere are used to consider the question of whether labor's participation in the design and delivery of workplace learning changes its scope and nature. The need for solid quantitative and qualitative research to determine whether organizational learning is compatible with the competitive demands of global free enterprise and whether worker-centered learning is a viable alternative to organizational learning is emphasized. (Contains 143 references.) (MN) Descriptors: Adult Education; Adult Learning; Case Studies; *Corporate Education; Economic Change; *Education Work Relationship; Educational History; Educational Needs; Educational Objectives; Educational Policy; Educational Research; *Educational Trends; Employer Employee Relationship; Employment Practices; Human Capital; *Industrial Training; Innovation; Job Training; Labor Force Development; Lifelong Learning; Literature Reviews; Needs Assessment; Organizational Change; Organizational Development; Partnerships in Education; Private Sector; Research Needs; *School Business Relationship; State of the Art Reviews; Training Methods; Trend Analysis; *Unions; Work Environment Identifiers: *Learning Organizations Contract Number: ED-99-CO-0013 Geographic Source: U.S.; Ohio ED440249 CE080003 It's the Economy, Stupid! Re-Thinking Learning and Skills. Author: Hughes, Chris Institutional Author: Further Education Development Agency, London (England).(BBB32754) Availability: Further Education Development Agency, Citadel Place, Tinworth Street, London SE11 5EH, United Kingdom. Tel: 020 7840 5302/4; Fax: 020 7840 5401; e-mail: publications@feda.ac.uk. For full text: http://www.feda.ac.uk. Publication Date: February 07, 2000 Language: English Pages: 29 Document Type: Opinion papers (120); Speeches/meeting papers (150) Journal Announcement: RIEOCT2000 Abstract: In England, vocational education and training (VET) does not exist as an institutionalized system as in Europe, where specialist institutions are tied to vocational qualifications, the labor market, and long-term objectives. Education has purposes other than to provide a skilled work force for the economy. However, the relationship between education and the economy remains vital because economies depend on individuals' ability to transform new knowledge into the innovations that generate new businesses and new jobs. Education for economic purposes must provide for increased productivity; deal with new technology and new skills; show how to exploit technology and knowledge; and provide training for innovation, evolution, and changing know-how. Vocational training providers must be viewed as informed providers with their own intelligent analysis of labor markets, skills development, and economic trends in their area. The state's role in reforming VET should be more strategic than tactical; it should set the framework. The new framework that the government is proposing for VET is an opportunity to contemplate expert, modern, front-line skills delivery by providers whose core business is learning and work, providing the just-in-time skills solutions for businesses facing intense and shifting pressures. (The complete transcript of this speech is included.) (MN) Descriptors: Change Strategies; *Delivery Systems; *Economics; *Education Work Relationship; Educational Change; Educational Demand; Educational Needs; Educational Objectives; Educational Planning; Foreign Countries; Government Role; Government School Relationship; *Job Training; Lifelong Learning; Needs Assessment; Position Papers; Postsecondary Education; *School Business Relationship; Systems Approach; Teacher Role; *Vocational Education Identifiers: Educational Marketing; *England; Europe; Global Economy Descriptive Terms: Abridgement and transcript of a speech made at a Royal Society of Arts (RSA) Oxford, Cambridge, and RSA Examinations (OCR) lecture (February 7, 2000). Geographic Source: United Kingdom; England ED439162 UD033356 From Service Provider to Partnership: A Manual for Planning, Developing, and Implementing Collaborations with the New York City Public Schools. Author: Horowitz, Robert Institutional Author: Manhattan Coalition of Community Schools of the Arts, New York, NY.(BBB35923) Availability: Manhattan Coalition of Community Schools of the Arts, 44 Barrou St., New York, NY 10014. For full text: http://www.nycommunityarts.org/manual.html. Sponsoring Agency: Andrew W. Mellon Foundation, New York, NY. (BBB11711)@; New York State Council on the Arts, New York. (BBB06388) Publication Date: 1998 Language: English Pages: 53 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEAUG2000 Abstract: This guide is designed to help art education providers develop sustained arts education partnerships in the New York City schools. Although the manual is written primarily for cultural and community organizations, it contains much useful information for school-based educators. In contrast to a service provider model, a partnership model requires greater commitment from the organization, with a sharing of responsibilities. Each manual chapter describes a successive stage in partnership planning and implementation. Following the introduction in chapter 1, chapter 2 describes the initial conceptualization of what a community or cultural organization can bring to a partnership. Chapter 3 identifies key components of initial planning, and chapter 4 describes more formal partnership planning. Partnership implementation and strategies for sustaining the partnership are covered in chapter 5. (SLD) Descriptors: *Art Education; *Cooperation; *Delivery Systems; *Partnerships in Education; *Program Development; Public Schools; School Business Relationship; *Urban Schools Identifiers: *New York City Board of Education Descriptive Terms: Photos may not reproduce clearly. Target Audience: Administrators; Practitioners; Teachers Geographic Source: U.S.; New York ED438953 PS028392 Mentoring Youth for Success. Author: Gray, William W.; Albrecht, Bryan Institutional Author: Wisconsin State Dept. of Public Instruction, Madison.(ZQU97875) Availability: Publication Sales, Wisconsin Department of Public Instruction, Drawer 179, Milwaukee, WI 53293-0179. Tel: 800-243-8782 (Toll Free); Web site: http://www.dpi.state.wi.us/pubsales. Governmental Status: State Publication Date: November 1999 ISBN: 1-57337-059-2 Language: English Pages: 32 Document Type: Guides--Classroom--Teacher (052) Journal Announcement: RIEAUG2000 Abstract: Work-based learning is a national educational initiative to provide avenues for all students to connect their educational goals and skills to occupational opportunities. The initiative's goal is to ensure a seamless transition from high school to meaningful, high-quality employment or further education. Mentors involved in work-based learning help students enrich their lives, enjoy learning, and experience success in the workplace. This report describes the partnership of Wisconsin business and industry with the public education system to help achieve a competent, competitive, and productive work force, and provides guidance in preparing and teaching workplace mentors. The guide describes mentorship, provides a common language for work-based learning, details work-based learning relationships and responsibilities, suggests roles for all stakeholders, offers guidance to develop constructive communication, and includes activities and exercises to prepare mentors. The material is designed to be presented as a half-day workshop or as a pair of 2-hour workshop sessions for prospective mentors. Section 1, "Mentoring," describes learning style differences, mentor-student relationships, roles and responsibilities, and communication strategies. Section 2, "Work-Based Learning," describes the options available in Wisconsin, the work-based learning environment, the learning plan, and evaluation of student learning. Section 3 includes lesson topics and relevant forms. (KB) De |