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The New & Noteworthy section features an annotated list of papers, organizations, and initiatives related to the issue’s theme.

Cibulka, J. G., & Kritek, W. J. (Eds.). (1996). Coordination among schools, families, and communities: Prospects for educational reform. Albany, NY: State University of New York Press. Improving coordination among schools, families, and communities poses many challenges. This book provides information on the diverse goals of the coordinated service movement and the problems of reconciling competing goals within the movement.

Denham, C., & Etzioni, A. (1997). Community schools. Washington, DC: The Communitarian Network. This paper presents a broad-based overview of community schools and defines the integral components which support such schools and the services that they provide for children and families. In addition, the paper describes why community schools and school-linked services are necessary, how such entities are best supported, as well as what steps should be taken to ensure the survival and growth of these community services.

Gestwicki, C. (1997). Home, school and community relations: A guide to working with parents (3rd edition). Albany, NY: Delmar Publishers. This updated edition addresses the complex diversity of families and teaching situations that exist, sensitizing readers to the pressing needs of today's families and to the importance of involving them in the educational institution that cares for their children.

Illback, R. J., Kalafat, J., & Sanders, D. (1997). Evaluating integrated service programs. In R. J. Illback, C. T. Cobb, & H. M. Joseph (Eds.), Integrated services for children and families: Opportunities for psychological practice. Washington, DC: APA Books. The concept of integrated services represents an attempt to “re-engineer” the service delivery system in child welfare, child mental health, education, public health, juvenile justice, and related fields. This book highlights the historical, conceptual, and theoretical/empirical foundations; provides examples of the approach in a variety of practice settings; and considers issues of organizational change, training, program evaluation, and leadership. Special emphasis is placed on how psychologists can expand or enhance their practice based on these ideas.

John S. and James L. Knight Foundation. (1996). Learning to collaborate: Lessons from school-college partnerships in the Excellence in Education Program. Miami, Florida: Author. This report summarizes the findings of a recent study of sixteen of the partnerships between higher education institutions and public schools which comprise the John S. and James L. Knight Foundation-funded Excellence in Education Program. Using examples from the projects studied, this report presents lessons learned in project design, implementation, and evaluation. The report concludes with a summary of the implications of the lessons. Appendices provide information on the projects, summarize the lessons, and chart the special topics and issues addressed by the projects in the report.

Kelley, C., & Kahne, J. (1995). Designing effective school-linked service programs: lessons from collaborative programs for children with disabilities. Journal of School Leadership, 5, 163–182. This article explores recent research on school- linked service programs for children with disabilities. Deriving much of their content from experience with such programs, the authors present findings on funding, parent involvement, and accountability issues and discuss the implications of such issues on the development and success of school-linked service programs for youth who are at-risk.

Lawson, H., & Briar-Lawson, K. (1997). Connecting the dots: Progress toward the integration of school reform, school-linked services, parent involvement and community schools. The Danforth Foundation and the Institute for Educational Renewal at Miami University. In this monograph, the authors describe the relationship between school reform, school-linked services, parent involvement, and community school programs, based on observations from various schools and community outreach programs. The paper then offers examples of five different models of programs serving children and families in addition to crucial lessons learned from such initiatives. The authors emphasize the importance of integrating these services, or “connecting the dots,” and conclude by proposing methods to support further integration, counter potential challenges, and facilitate development and evaluation.

Wagner, M., Fiester, L., Reisner, E., Murphy, D., & Golan, S. (1997). Making information work for you: A guide for collecting good information and using it to improve comprehensive strategies for children, families, and communities. Washington, DC: U.S. Department of Education. Good information is a valuable resource in facing the challenges of designing and implementing comprehensive strategies to improve results for children and families. This guidebook is intended to help partners in comprehensive strategies to generate good information as they try to remake services, organizations, systems, and communities. It offers principles, processes, and tools for using evaluation to focus comprehensive strategies on the shared goal of the partners—improving the lives of children and families. The guidebook employs a theories of change approach to setting out the goals of a comprehensive strategy, charting a course toward meeting them, and documenting short-range, interim, and longer-term results as partnerships pursue their strategies.

Zetlin, A., Ramos, C., & Valdez, A. (1996). Integrating services in a school-based center: An example of a school-community collaboration. Journal of Community Psychology, 24(2), 97–107. This is an account of how an inner-city elementary school established a school-based service integration center for supporting non-educational child and family needs that influence students' ability to function at school.

Caroline Schaefer, Research Assistant, HFRP

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