Abstract
The school-community movement is pe culiarly a product of the past decade, but has not yet been recognized in many pro fessional programs of teacher education. This article outlines the essentials of a balanced program and suggests specific kinds of community experiences needed by teachers today. Mr. Olsen has written widely in the school-community field, was for five years Supervisor of School and Community Relations in the Washington State Office of Public Instruction, and is now Associate Professor of Educational Administration at the University of Texas, Austin.
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