The dual purpose of this article is to describe the design and implementation of a particular approach to dissemination and outreach used by the National Center on Education in the Inner Cities (CEIC). A major premise is that the growing problems facing today's children and families stem from a variety of economic, political, and health pressures and that they have significant implications for this nation 's capacity for education. Furthermore, the solutions to these problems are by nature complex, requiring the application of knowledge and expertise from many disciplines and professions. First, a Model for Outreach and Utilization is described, followed by a discussion of the application of the model by CEIC, with emphases on building on existing structures for information dissemination and training and technical support for research utilization. The article closes with next-step recommendations drawn from CEIC's experience in implementing the model.
Get full access to this article
View all access options for this article.
References
1.
Alves-Zervos, K.
, & Shafer, J. S. (1993). Syntheses of research and practice: Implications for achieving schooling success for children at risk (CEIC Publication Series No. 93-5). Philadelphia: CEIC.
2.
Anderson, L.
, Weinstein, T., Strykowski, B. F., & Walberg, H. J. (1994). A primer for analyzing educational effectiveness and efficiency. Philadelphia: Temple University Center for Research in Human Development and Education.
3.
CEIC.
(1993). Exploring educational resilience in the inner cities [Special issue]. CEIC Review, 2(1).
4.
CEIC.
(1994). School/community connections: Exploring issues for research and practice [Special issue]. CEIC Review, 2(2).
5.
CEIC.
(1995). Strategies for knowledge communication and utilization: Recommendations from a cross-cutting conference [Special issue]. CEIC Review, 4(1).
6.
Commission on Chapter 1.
(1992). Making schools work for children in poverty. Washington, DC: Council of Chief State School Officers.
7.
Constable, R.
, Flynn, J. P., & McDonald, S. (Eds.) (1991). School social work: Practice and research perspectives (2nd ed.). Chicago: Lyceum Books.
8.
Engst, A. C.
(1993). The Internet starter's kit. Indianapolis, IN: Hayden Books.
9.
Forsyth, P. B.
, & Tallerico, M. (Eds.). (1993). City schools: Leading the way. Newbury Park, CA: Corwin.
10.
Fuhrman, S.
(1993). Designing coherent education policy. San Francisco: Jossey-Bass.
11.
Fullan, M.
, & Stiegelbauer, S. (1991). The new meaning of educational change. New York: Teachers College Press.
12.
Klein, S. S.
, & Gwaltney, M. K. (1991). Charting the education dissemination system: Where we are and where we go from here. Knowledge: Creation. Diffusion. Utilization., 12, 241-265.
13.
Melaville, A. I.
, Blank, M. J., & Asayesh, G. (1993). Together we can: A guide for crafting a profamily system of education and human services. Washington, DC: U.S. Department of Education and U.S. Department of Health and Human Services.
14.
National Commission on Children.
(1990). Beyond rhetoric: A new American agenda for children and families. Washington, DC: Author.
15.
O'Day, J. A.
, & Smith, M. S. (1993). Systemic reform and educational opportunity. In S. Fuhrman (Ed.), The politics of curriculum and testing (pp. 233-267). London: Falmer.
16.
Oxley, D.
(1993). Organizing schools into smaller units: A planning guide. Philadelphia: Temple University Center for Research in Human Development and Education.
17.
Oxley, D.
(1994). Organizing schools into small units: Alternatives to homogeneous grouping. Phi Delta Kappan, 75,521-526.
18.
Reynolds, M. C.
, & Zetlin, A. G. (1993). A manual for 20/20 analysis: A tool for instructional planning (CEIC Publication Series No. 93-2). Philadelphia: CEIC.
19.
Reynolds, M. C.
, & Zetlin, A. G. (1995). Fostering resilience and teaming success in school: 20/20 analysis (CEIC Research Brief No. 101). Philadelphia: CEIC.
20.
Reynolds, M. C.
, Zetlin, A. G., & Wang, M. C. (1993). 20/20 analysis: Taking a closer look at the margins. Exceptional Children, 59, 294-300.
21.
Rich, D.
(1988). Megaskills. Boston: Houghton Mifflin.
22.
Rigsby, L. C.
, Reynolds, M. C., & Wang, M. C. (1995). School/community connections: Exploring issues for research and practice. San Francisco: Jossey-Bass.
23.
Saporito, S. J.
, & Yancey, W. L. (1994). Identifying exceptional schools. Philadelphia: Temple University Center for Research in Human Development and Education.
24.
Wang, M. C.
(1991). The Philadelphia Project: A Temple University initiative (Position Paper). Philadelphia: Temple University Center for Research in Human Development and Education.
25.
Wang, M. C.
(1993). Remaking inner-city education: A program of research and development at the National Center on Education in the Inner Cities. (Working Paper). Philadelphia: Temple University Center for Research in Human Development and Education.
26.
Wang, M. C.
(1995a). Next steps in inner-city education: Focusing on resilience development and learning success (Impact Report on the CEIC). Philadelphia: CEIC.
27.
Wang, M. C.
(1995b). Fostering resilience and learning success in schools: The Learning City Program (CEIC Research Brief No. 106). Philadelphia: CEIC.
28.
Wang, M. C.
, & Gordon, E. W. (1994). Educational resilience in inner-city America: Challenges and prospects. Hillsdale, NJ: Lawrence Erlbaum.
29.
Wang, M. C.
, Haertel, G. D., & Walberg, H. J. (1993a). Toward a knowledge base for school learning. Review of Educational Research, 63, 249-294.
30.
Wang, M. C.
, Haertel, G. D., & Walberg, H. J. (1993b). Synthesis of research: What helps students learn? Educational Leadership, 51(4), 74-79.
31.
Wang, M. C.
, Oates, J., & Weishew, N. (1995). Effective school responses to student diversity in inner-city schools: A coordinated approach. Education and Urban Society, 27, 484-503.
32.
Wang, M. C.
, & Reynolds, M. C. (Eds.). (1995). Making a difference for students at risk: Trends and alternatives. Thousand Oaks, CA: Corwin.
33.
Wang, M. C.
, Reynolds, M. C., & Walberg, H. J. (1991). Integrating second-system children: Alternatives to segregation and classification of handicapped children. In R. Constable, J. P. Flynn, & S. McDonald (Eds.), School social work: Practice and research perspectives (2nd ed., pp. 156-166). Chicago: Lyceum Books.
34.
Wang, M. C.
, Reynolds, M. C., & Walberg, H. J. (1993, March 24). Reform all categorical programs. Education Week, 64.
35.
Wang, M. C.
, Reynolds, M. C., & Walberg, H. J. (1995). Serving students at the margins. Educational Leadership, 52(4), 12-17.
36.
Wang, M. C.
, Reynolds, M. C., & Walberg, H. J. (1995). Handbook of Special and Remedial Education (2nd ed.). Oxford, UK: Elsevier Science Ltd.
37.
Wang, M. C.
, & Taylor, R. D. (in press). Social and Emotional Adjustment and Family Relations in Ethnic Minority Families. Mahwah, NJ: Lawrence Erlbaum.
38.
Wang, M. C.
, Walberg, H. J., & Reynolds, M. C. (1992). A scenario for better-not separate- special education. Educational Leadership,50(2), 35-38.
39.
Wang, M. C.
, Waxman, H., & Freiberg, H. J. (1994). Interim report of a study of inner-city elementary and middle schools. Philadelphia: CEIC.
40.
Wong, K. K.
, & Wang, M. C. (1994). Rethinking policy for at-risk students. Berkeley, CA: McCutchan.
41.
Yancey, W.
(1995). Community connection with education: City-specific ecologies of education (CEIC Research Brief No. 107). Philadelphia: CEIC.
