In the 2013-14 school year, TASC entered the third year of its national demonstration of ExpandED Schools. Ten elementary and middle schools in New York City, Baltimore and New Orleans continued their partnerships with youth-serving community organizations, such as settlement houses or community development corporations. Together, principals,…

Schools have long recognized the importance of creating climates that are peaceful, laying the groundwork for good student academic learning. This article explores the work of a large urban school district as it applies a community violence prevention model developed by the local county public health department to create peaceful communities.…

The purpose of this study was to determine whether a school-based emotion regulation group program or a community-based emotion regulation group program for children in grades one through six identified as at risk for emotional and behavioral problems is most effective in improving student functioning. Outcome measures included emotional…

A model is presented for preparing community-based consultants to work on-site beside the staff of early childhood programs in order to improve the quality of these early childhood environments. The model provides measures of global quality in participating community-based programs, to determine the quality of care received before and after…

During 1985-86 the School Community Education Program (also known as the Umbrella Program), funded by the New York State Legislature, provided a variety of educational and training experiences to some 25,871 participants, including pre-kindergarten children and their parents; and students, teachers and supervisors from kindergarten through grade…

Some of the common characteristics associated with juveniles who become involved in gang activities are identified. Programs that attempt to alleviate the situations that lead to gang involvement and programs that deal with juvenile delinquents are discussed. The history of the juvenile justice system is also traced. Characteristics that can…

A study reviewed outcomes of 34 prevention programs for children (ages 5-18) that produce improvements in specific psychological symptoms or in factors directly associated with increased risk for child mental disorders. The following conclusions can be made regarding validated programs: (1) short-term preventive interventions produce time-limited…

This monograph describes 12 urban middle schools in 5 school systems as they work to apply the characteristics of successful communities to education. In some of these schools, racial segregation has been and continues to be a major feature. The Edna McConnell Clark Foundation (New York) has awarded grants of $400,000 each to school systems in:…

The report presents an objective third-party assessment of the WALKABOUT program. Now in its third year in Northern Westchester County, New York, this program offers an optional learning environment for Grade 12 students in which the skills and self confidence needed to be effective adults are nurtured. In order to attain WALKABOUT program goals,…

Part of a series on safe, drug-free, and effective schools, this monograph discusses developing school and community partnerships to assist students with behavior problems. It begins by offering a general description of the student with challenging behaviors and the determination of the students placement in the least restrictive environment.…

The papers contained in this document represent the keynote addresses, refereed and non-refereed conference papers from the 22nd National Conference of Society for the Provision of Education in Rural Australia (SPERA). The theme for this national conference was: Community Diversity and Innovation in Rural and Remote Education and Training. Keynote…