BenardB. (1991). Fostering resiliency in kids: Protective factors in the family, school and community.Portland, OR: Northwest Regional Educational Laboratory, Western Regional Center for Drug-Free Schools and Communities.
2.
BrabeckM.M., & BrownL. (With Christian, L., Espin, O., Hare-Mustin, R., Kaplan, A., Kaschak, E., Miller, D., Phillips, E., Ferns, T., & Van Ormer, A). (1997). Feminist theory and psychological practice. In WorellJ., & JohnsonN. (Eds.), Shaping the future of feminist psychology: Education, research and practice (pp. 15–36). Washington, DC: American Psychological Association.
3.
BoyerE. (1990). Scholarship reconsidered: Priorities of the professoriate.Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
4.
ChibucosT.R., & LernerR.M. (1999). Serving children and families through community-university partnerships: A view of the issues. In ChibucosT. R., & LernerR.M. (Eds.), Serving children and families through community university partnerships: Success stories (pp. 1–11). Norwell, MA: Kluwer Academic.
5.
CicchettiD., & TothS.L. (1999). Transactional ecological systems in developmental psychopathology. In LutharS.S., BurackJ.A., CicchettiD., & WeiszJ.R. (Eds.) Developmental psychopathology: Perspectives on adjustment, risk, and disorder (pp. 317–349). Cambridge, U.K.: Cambridge University Press.
6.
ColemanJ.S., CampbellE.Q., HobsonC.J., McPartlandJ., MoodA.M., WeinfeldF.D., & YorkR.L. (1966). Equality of educational opportunity.Washington, DC: National Center for Education Statistics (DHEW).
7.
CrowsonR.L., & BoydW.L. (1993). Structures and strategies: Toward an understanding of alternative models for coordinated children's services. Number 93–5b. Washington, DC: Office of Educational Research and Improvement.
8.
EcclesJ. (1999). The development of children ages 6 to 14. The future of children: When school is out, 9(2), 30–44.
9.
GergenK. J. (1991). The saturated self.New York: Basic Books.
10.
HarperW.R. (1905). The trend in higher education.Chicago: University of Chicago Press.
11.
HaycockK. (1998). Good teaching matters … a lot. Organization of American Historians Magazine of History, 13(1), 61–63.
12.
HodgkinsonH.L. (1989). The same client: The demographics of education and service delivery systems.Washington, DC: Institute for Educational Leadership.
13.
IanniF.A.J. (1990). The search for structure.New York: The Free Press.
14.
LernerR.M., & SimonL.A.K. (1998). University-community collaborations for the twenty-first century: Outreach scholarship for youth and families. Michigan State University Series on Children, Youth, and Families, Vol. 4. Hamden, CT: Garland Publishing.
15.
McLaughlinM.W. (2000). Community counts: How youth organizations matter for youth development.Washington, DC: Public Education Network.
16.
PittmanK.J., & CahillM. (1992). Pushing the boundaries of education: The implications of a youth development approach to education policies, structures and collaborations.Washington, DC: Academy for Educational Development.
17.
SandersW.L. (1998). Value-added assessment. School Administrator, 11(55), 24–27.
18.
TourseR.W.C., & MooneyJ.F. (Eds.). (1999). Collaborative practice: School and human service partnerships.Westport, CT: Praeger.
19.
WalshM.E., BrabeckM.M., & HowardK.A. (1999). Interprofessional collaboration in children's services: Toward a theoretical framework. Children's services: Social policy, research, and practice, 2(4), 183–208.
20.
WeissH.B., & LopezM.E. (1999). New strategies in foundation grantmaking for children and youth.Battle Creek, MI: Kellogg Foundation.
21.
WernerH. (1957). The concept of development from a comparative and organismic point of view. In HarrisD. (Ed.), The concept of development: An issue in the study of human behavior (pp. 125–148). Minneapolis: University of Minnesota Press.