Explores concepts and principles of service learning. Presents guidelines for programs and the connection between service learning and educational reform. Proposes that service learning can improve articulation between K-12 and community schools. (SK)

Model early education programs in Brattleboro, Vermont, and Leadville, Colorado, identify ingredients for success: serve families as well as children, collaborate with social service agencies, secure diverse funding, have universal eligibility, make programs part of the school system, seek parent input, and deal fairly with competitors. (SK)

A framework for applying the vision-building process to community education includes (1) rationale for change and need for clear vision; (2) community profile; (3) new values and beliefs; (4) divergent thinking; (5) creating the vision; (6) building the roadmap; (7) enabling participation; and (8) restructuring communities. (SK)

To promote positive relationships between communities and schools, programs must find a way to communicate with an increasingly diverse audience. The role of a community education/school community-relations director should be envisioned as a series of processes that complement one another. (JOW)

Briefly summarizes some of the work of 18 education pioneers who contributed to the development of the community education movement, beginning with Jon Amos Comenius in 1632 and continuing through the efforts of such contemporary American educators as Frank J. Manley and W. Fred Totten. (JG)

Describes how the community educator can develop an effective working relationship with his Congressman. (Author/DN)

Reviews research indicating the effectiveness of parent participation in the schools on increased student achievement. Argues that the most effective community involvement occurs at the policy level. (IRT)

A survey of the University of South Carolina's AmeriCorps project solicited the opinions of participating college students aged 19-22 and young adults aged 23-35. Their community service experience built self-esteem, developed leadership skills, and fostered compassion. (SK)

Challenges facing community educators include how to help communities create social capital and how to support families in creating better living and learning environments. Changing the institutional culture and creating communities within schools are important steps toward meeting the challenges. (JOW)

St. Louis Public Schools established 15 community education centers to provide comprehensive educational services, changing the way administrators and staff operate. The program had to overcome resistance to change, ensure that mission and purpose were understood by all, recognize that change and trust take time, and deal with differences that may…

Community education must address issues that affect a variety of cultures at different levels. Public school desegregation processes offer opportunities for restructuring schools to be more responsive to community needs, for enhancing race relations, and for improving the economic viability of a community. (JOW)

Dropout prevention programs in schools must work with the community to meet the needs of students and families. Types of parent and school-community involvement include parenting, communicating, volunteering, learning at home, and representing other parents. (JOW)