BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

More documents

Recommendations

Info

113. The willingness of the Mott Foundation to consider annual grant requests from the Board of Education, and to ultimately fund most of these requests within a 5 million dollar ceiling, has enabled the Flint Board to continue pioneering in programs and processes in the field of community education. This rather sizeable supportive grant, in the first years, proved to be more of a hindrance for the spread of the concept than an asset. As few communities had this kind of support, the Flint Board of Community Education soon took great care to point out that approximately 7 million dollars have usually come from other sources, primarily through local taxes. However, nearly half of the 50 programs offered today in Flint would have to be cut if there were no foundation support. In addition, one of the most interesting features, the "Request Program Grant" (offering 5 000 dollars to individual schools to carry out innovative concepts or experimental programs and apply new technologies both in the classroom and in overall community activities) might not exist without Mott Foundation money. New Haven, Connecticut 114. Community education, however, does not require large amounts of money before co-operation can begin. For a long period of time, New Haven, a university city with 135 000 inhabitants, operated on a modest budget. Only in 1962 did Conte School establish a new type of community education facility that included shared recreational space and new buildings designed specifically for community use, including a public library and swimming pool. A health center within the complex serves both school and neighbourhood. Two clubrooms, one assembly room and a small kitchen have been provided for Senior Citizens. Out-migration of white middleclass to the suburbs, decrease in school population and financial cutbacks, have recently forced the New Haven Board of Education and the Parks and Recreation Department (which jointly finance the operational costs) to close Conte School during the weekend. However, two further community school centers have been planned and implemented on public park land in recent years. 115. An evaluation of programs in 1973-74 involved 400 parents, 225 staff and 1 700 students in an examination of attitudes and concepts of the Community School Program; the New Haven Public School System came to the following conclusions: 90
"Almost without exception, the various samples of individuals involved were highly complimentary of the efforts of the program. Nowhere in the data is there any significant tendency to view the components of the program as unsatisfactory, excepting in areas where the inquiry focused on a need for additional resources and materials. The respondents evidenced considerable morale relative to their own schools or the schools which were attended by their children. The responses were characterised by a high degree of realism (e.g. we don't see the need for additional secretarial service as important). Perhaps the most unusual aspect of this endeavour is the general tendency of the responses obtained in- the inquiry to reflect a difference of opinion in regard to the often heard comments that, (1) children view their schools negatively, (2) parents are down on the schools, and (3) staff morale is at its lowest ebb. These are not warranted according to the present data. This does not mean, of course, that there is not room for improvement. Inter-agency communication, the involvement of parents and staff in program decisions and the need to clarify the nature of administrative and board support remain to be improved upon. Furthermore, in order for specific improvements to occur, it will be necessary to focus upon the identification of those factors which would result in these improvements. Attitudes and concepts should be comprehensively viewed in relation to achievement and also between community schools and non-community schools." The evaluation does not include facilities aspects. It shows, however, an overall contentedness with the way community education has developed. Both Flint and New Haven have achieved a fair amount of stability in the co-ordination of services during decades of development and growth of the concept. East Windsor 116. East Windsor, New Jersey, is an upper middle-class and middle-class suburb of New York, a low density residential area in the neighbourhood of Princeton, and one of the few communities in the country which is still growing. In contrast to Flint and New Haven, "community education" programs only started recently. The fast and successful introduction of the concept, however, has been possible because, of a long-standing history of inter-agency and inter-governmental co-operation, in addition to recently planned change. East Windsor provides an example in between "organic 91
Page 1 and 2:
OECD BUILDING FOR SCHOOL AND COMMUN
Page 3 and 4:
OECD PROGRAMME ON EDUCATIONAL BUILD
Page 5:
PREFACE CONTENTS THE DEVELOPMENT OF
Page 8 and 9:
strictly speaking a case study repo
Page 11 and 12:
INTRODUCTION 1. Change and the deve
Page 13 and 14:
different groups within the communi
Page 15 and 16:
Congress passed the National Defens
Page 17 and 18:
programs continued through the 1940
Page 19 and 20:
36. There are now approximately 1 1
Page 21 and 22:
Secretary of the Department of Heal
Page 23:
53. All of these trends have combin
Page 27 and 28:
INTRODUCTION CONTENT OF STUDY 1. Th
Page 29 and 30:
is available on these projects, thi
Page 31 and 32:
school to widen its uses to include
Page 33 and 34:
In 1935 financial support for commu
Page 35:
GLOSSARY OF TERMS 19. Mainly for th
Page 38 and 39:
the study, depends largely on the a
Page 40 and 41: to the acceptability of uses. State
Page 42 and 43: Background Information THE PURPOSE-
Page 44 and 45: -P- -P- Center a) Dana P. Whitmer H
Page 46 and 47: 4> C^ Table 5 ACHIEVEMENTS AND PROB
Page 48 and 49: Figure 1 PLAN OF DANA P. WHITMER HU
Page 50 and 51: Figure 2 PLAN OF THOMAS JEFFERSON J
Page 52 and 53: Figure 3 PLAN OF PAUL LAURENCE DUNB
Page 54 and 55: VJl 4> Figure 3 PLAN OF PAUL LAUREN
Page 56 and 57: came out was what the community wan
Page 58 and 59: social pressures and economic condi
Page 60 and 61: Figure 4 TEAM TEACHING ORGANISATION
Page 62 and 63: ut the ungraded home base system al
Page 64 and 65: Figure 6 SITE PLAN OF DANA P. WHITM
Page 66 and 67: however, at the seam between large
Page 68 and 69: Figure 8 DIAGRAM OF SPACE USAGE FOR
Page 70 and 71: agencies, but also an office for pa
Page 72 and 73: 71. The author then proceeds to ana
Page 74 and 75: districts in the United States to t
Page 76 and 77: the inner city were changed to acco
Page 78 and 79: 86. He organised marathon basketbal
Page 80 and 81: school, (the largest In New Jersey,
Page 83 and 84: Part Two CO-ORDINATION ON A CITY-WI
Page 85 and 86: was conducted, neither of these pla
Page 87 and 88: 30% use empty schools for new purpo
Page 89: ORGANIC GROWTH OF THE COMMUNITY SCH
Page 93 and 94: supermarket has proved to be an exc
Page 95 and 96: - working at a large enough scale;
Page 97 and 98: 126. The list of projects dedicated
Page 99 and 100: and to specific measurable educatio
Page 101 and 102: ii) Problems and Barriers 133. Desc
Page 103 and 104: Figure 13 ORIGINAL PROPOSAL FOR A M
Page 105 and 106: open warehouse space into highly pe
Page 107 and 108: 107 PEB Secretariat
Page 109 and 110: parts of the community. He often co
Page 111 and 112: tion of new teachers; staff develop
Page 113 and 114: iii) produce a detailed planning pr
Page 115 and 116: problems associated with them. None
Page 117 and 118: 158. Even though the intention to d
Page 119 and 120: Figure 14 THE ORGANISATIONAL UNITS
Page 121 and 122: e) Examples of Cases Implemented 16
Page 123 and 124: - and the indoor recreation buildin
Page 125 and 126: Figure 16 FLOOR PLAN OF MACK SCHOOL
Page 127 and 128: Figure 17 FLOOR PLAN OF BRYANT SCHO
Page 129 and 130: of its curriculum, it also sets an
Page 131 and 132: Meeting to select new staff and str
Page 133 and 134: iii) in terms of process: - the pro
Page 135 and 136: BIBLIOGRAPHIC REFERENCES PUBLISHED
Page 137 and 138: Ann Arbor, Michigan CASE STUDY MATE
Page 139 and 140: "How to Get the New Jersey- High Sc
Page 141:
Pontiac, Michigan "Whitmer Human Re
Page 145 and 146:
INTRODUCTION 1. Co-ordination of sc
Page 147 and 148:
student comes out of the educationa
Page 149 and 150:
Part One INDICATIONS OF CHANGE Resu
Page 151 and 152:
neighborhoods there at all, at leas
Page 153 and 154:
HUMAN RESOURCES CENTER, PONTIAC, MI
Page 155 and 156:
44. Such a design was somewhat exce
Page 157 and 158:
assignments, etc.(l) Thus education
Page 159 and 160:
47. The remainder of this paper wil
Page 161 and 162:
Part Two CO-ORDINATION OF FACILITIE
Page 163 and 164:
54. The impact on co-ordination was
Page 165 and 166:
59. Turned into a method, it is as
Page 167 and 168:
citizens and users have been involv
Page 169 and 170:
j) The planners and architects will
Page 171 and 172:
GAME 1. Developing an Inventory The
Page 173 and 174:
FIRST NEIGHBORHOOD CENTER, GANANDA
Page 175 and 176:
Making Maps 69. Every community and
Page 177 and 178:
Children Making Maps RE-USE OF THE
Page 179 and 180:
ANN ARBOR, MICHIGAN Children and pa
Page 181 and 182:
citizens to walk in off the street
Page 183 and 184:
design. Two young people from the c
Page 185 and 186:
89. Gradually a design for the buil
Page 187 and 188:
and representatives of the communit
Page 189 and 190:
IX. Final Town Meeting. The followi
Page 191 and 192:
III. Third day. Team executes desig
Page 193 and 194:
user/needs are being properly met,
Page 195:
120. Perhaps the most radically new
Page 198 and 199:
125. The reasons for this growing c
Page 200 and 201:
134. But a new building (or even a
show all

BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?