Hard to Believe It All Started on a Napkin!

2015 ◽  
pp. 98-116
Author(s):  
Lynn Ahlgrim-Delzell ◽  
Tracie-Lynn Zakas ◽  
Diane Browder ◽  
Jane Rhyne
Keyword(s):  
Public School ◽  
School System ◽  
University Partnerships ◽  
The Public ◽  
Severe Intellectual Disability ◽  
Rich Description ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Impact ◽  
Over Time

In an effort to investigate and identify effective instructional practices for students with moderate-to-severe intellectual disability, university researchers partnered with a local, public school system. This new knowledge generated by this partnership has impacted thousands of teachers and students locally, nationally, and internationally. This chapter provides a historical description of the partnership from both the public school and university perspectives over the past 13 years. Specifically, this chapter describes why the partnership was formed, what it took to get it started, how it was organized and reorganized over time, the actions needed to sustain it, and the impact upon the individuals who participated in the partnership. The authors present both the benefits and challenges of the partnership in hopes that such a rich description will encourage and inform others to replicate this partnership. The chapter ends with suggestions for future directions for the partnership and research on school-university partnerships.

Hard to Believe It All Started on a Napkin!

2016 ◽  
pp. 235-253
Author(s):  
Lynn Ahlgrim-Delzell ◽  
Tracie-Lynn Zakas ◽  
Diane Browder ◽  
Jane Rhyne
Keyword(s):  
Public School ◽  
School System ◽  
University Partnerships ◽  
The Public ◽  
Severe Intellectual Disability ◽  
Rich Description ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Impact ◽  
Over Time

In an effort to investigate and identify effective instructional practices for students with moderate-to-severe intellectual disability, university researchers partnered with a local, public school system. This new knowledge generated by this partnership has impacted thousands of teachers and students locally, nationally, and internationally. This chapter provides a historical description of the partnership from both the public school and university perspectives over the past 13 years. Specifically, this chapter describes why the partnership was formed, what it took to get it started, how it was organized and reorganized over time, the actions needed to sustain it, and the impact upon the individuals who participated in the partnership. The authors present both the benefits and challenges of the partnership in hopes that such a rich description will encourage and inform others to replicate this partnership. The chapter ends with suggestions for future directions for the partnership and research on school-university partnerships.

An End to Incrementalism? The Impact of Expenditure Restraint on Social Services Budgets 1979–1986

1989 ◽  
Vol 18 (2) ◽  
pp. 187-210 ◽  
Author(s):  
Aidan Kelly
Keyword(s):  
Social Services ◽  
Social Service ◽  
The Elderly ◽  
Activity Data ◽  
The Public ◽  
Total Budget ◽  
Service Departments ◽  
The Impact ◽  
The Relationship ◽  
Over Time

ABSTRACTThe theory of incrementalism is a long-standing and influential perspective on policy making and resource allocation in the public sector. Previous research on social services budgeting suggests that resources are allocated incrementally, although there has been some debate as to whether this would persist in an era of prolonged expenditure restraint. Incremental budgetary outcomes are operationalised as percentage changes in budgets pro-rata with percentage changes in the total budget, and as stable shares of total expenditure for each activity. Data for 99 English social service departments supports incrementalism in that budget shares change by only 1.8 per cent, but percentage allocations depart from pro-rata incrementalism by a mean of 74 per cent. The comparison of the two summary indices over time supports those who have argued that prolonged restraint would encourage non-incremental budgeting, but change in the agency's total budget does not consistently predict budgetary outcomes. The effect of restraint on incrementalism varies with the measure used and across the component activities of the measures, but there is enough evidence to suggest a significant decline in the level of incrementalism in social service departments. In particular, non-incremental budgeting is strongly associated with the growth of day centre expenditure on the mentally ill and the elderly before 1982–3, and after that with the pursuit of the ‘community care’ strategy within state provided services for the elderly and children. Incrementalism as a general theory of agency budgeting is limited in its ability to explain variations in the degree of incrementalism between agencies, between component budgets and over time. The conclusion suggests that further research should seek explanations for these variations in the varying balance of the competing forces which shape outcomes in welfare bureaucracies and in the relationship between these forces and the organisation's environment.

Social Work in the Public School System

1977 ◽  
Vol 58 (2) ◽  
pp. 111-118
Author(s):  
Alex Gitterman
Keyword(s):  
Social Work ◽  
Public School ◽  
Educational System ◽  
School System ◽  
School Personnel ◽  
System Change ◽  
Public School System ◽  
The Public

Parents, children, teachers, and other school personnel, all members of the educational system, need to be engaged in seeking system change

Sign in / Sign up

Export Citation Format

Share Document