Community Collaboration: If It Is Such a Good Idea, Why Is It so Hard to Do?

White, Julie; Wehlage, Gary G.

doi:10.3102/01623737017001023

Cited by 78 publications

(33 citation statements)

References 1 publication

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“…Teen involvement in decision-making about programs that target their peers is viewed as important by some experts. For example, in a study of problems encountered in implementing change via community coalitions, White and Wehlage [19] report that the teen pregnancy prevention efforts of the Annie E. Casey Foundation's "New Futures" program had little impact. Despite the Foundation's emphasis on inclusiveness and collaboration, the authors noted a disjuncture between theory and practice.…”

Section: Intervention Selectionmentioning

confidence: 96%

Selecting, implementing, and evaluating teen pregnancy prevention interventions: Lessons from the CDC’s Community Coalition Partnership Programs for the Prevention of Teen Pregnancy

Shearer

Gyaben

Gallagher

et al. 2005

Journal of Adolescent Health

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Section: Intervention Selectionmentioning

confidence: 96%

Selecting, implementing, and evaluating teen pregnancy prevention interventions: Lessons from the CDC’s Community Coalition Partnership Programs for the Prevention of Teen Pregnancy

Shearer

Gyaben

Gallagher

et al. 2005

Journal of Adolescent Health

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“…For example, multilevel interventions that are community-based and culturally grounded complicate immensely the issue of how power is distributed across collaborators. By increasing multiple sources of influence over who shapes the work and how it is carried out (White and Wehlage 1995), consensus on both goals and strategies involves negotiations among multiple voices with differing degrees of resources, influence, and investment in the work itself (Moore 1977). All have their own justifiable agendas, interests, and assessments of how participation in the intervention might affect them and their standing in their communities of relevance.…”

Section: Heuristic Opportunities In Multilevel Community-based Culturmentioning

confidence: 98%

“…Here, appreciating disciplinary diversity is as important as diversity of communities and cultures to the success of multilevel interventions (e.g. see White and Wehlage 1995).…”

Section: Heuristic Opportunities In Multilevel Community-based Culturmentioning

confidence: 99%

“…Multilevel interventions pose the dual challenges of working both with specific community segments/organizations as well as their relationships with each other. As such, they involve creating settings to assess and negotiate the multiple and potentially conflicting values held by different stakeholders about the goals and processes of the intervention (White and Wehlage 1995).…”

Section: Specifics Of a Community Psychology Ecological Approachmentioning

confidence: 99%

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Multilevel Community‐Based Culturally Situated Interventions and Community Impact: An Ecological Perspective

Trickett

2009

American J of Comm Psychol

202

155

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The purpose of this paper is to apply an ecological perspective to the conduct of multilevel community-based culturally-situated interventions. After a discussion of the emerging consensus about the value of approaching such interventions ecologically, the paper outlines a series of questions stimulated by an ecological perspective that can guide further theory development in conducting multilevel interventions. These questions all derive from the importance of assessing the local community ecology where the intervention occurs. The paper concludes with a series of topics which, taken together, provide a roadmap for further conceptual development of multilevel interventions as vehicles for long-range community impact.

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“…Such collaboration might go a long way toward more effectively responding to the complex and multifaceted problems of children (White and Wehlage, 1995).…”

Section: Site-based Management Versus Site-based Planningmentioning

confidence: 99%

The limited value of planning in education: Getting back to the basics isn't all about curriculum

Engvall

1995

Urban Rev

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In these times of tight budgets and political intolerance for taxation, public schools, particularly urban public schools, will continually have to look for ways in which to spend less while dealing with ever-increasing societal problems. While the ability of schools to improve the overall "product" with less resources is highly suspect, this article addresses one way in which spending less might actually improve school performance.The best planners in the best schools should be the administration, teachers, students, parents, and the community at large, and not outside experts hired to improve a school's "comprehensive" or "strategic" plan. By forcing the segments of the public that have the largest stake in the educational outcomes of schools to work together to plan for the future, schools will improve the efficacy of their staffs, their students, and allow parents the self-satisfaction of playing an important role in their children's education. An important side effect of such a method may be an increasing awareness by the public of the difficulties that schools face, and perhaps a better understanding of the important need for higher expenditures."The truly educated person should understand how ambiguous are the goals of education, and how complex the means to be used to reach those goals" (Reich, 1989, p. 96). Different school districts and even different schools within the same district often have vastly different goals and vastly different personnel. It seems logical, then, that future planning that fairly and accurately understands the needs of a given district should come from within. Nevertheless, despite the ambiguity of the goals and the complexity of the means, many school systems have hired, at no small expense, outside planning organizations and/or individual planners. These outside planners are then expected to present

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Community Collaboration: If It Is Such a Good Idea, Why Is It so Hard to Do?

Cited by 78 publications

References 1 publication

Selecting, implementing, and evaluating teen pregnancy prevention interventions: Lessons from the CDC’s Community Coalition Partnership Programs for the Prevention of Teen Pregnancy

Selecting, implementing, and evaluating teen pregnancy prevention interventions: Lessons from the CDC’s Community Coalition Partnership Programs for the Prevention of Teen Pregnancy

Multilevel Community‐Based Culturally Situated Interventions and Community Impact: An Ecological Perspective

The limited value of planning in education: Getting back to the basics isn't all about curriculum

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