Shumer, R., Duttweiler, P. C., Furco, A., Hengel, M., & Willems, G.
(2000). Shumer's self-assessment for service-learning.
St. Paul, MN : Center for Experiential and Service-Learning, University of Minnesota.
Swick, K. J., Winecoff, H. L., Kemper, R. N., Rowls, M. N., Freeman, N. N., & Somerindyke, J.
(1998). Service-Learning and Teacher Education. Linking Learning with Life.
program with the mission of mobilization of people from every sector of American life to build the character and competence of our nation's youth by fulfilling the Five Promises for young people
committed to empowering learners of all ages to take an active role in improving their communities; home of the Y.O.D.A. Program - Youth Organised for Disaster Action
The purpose of the Clearinghouse is to collect and disseminate information and materials related to service-learning for Learn and Serve America grantees and other programs involved in service-learning.
national network of members dedicated to advancing service-learning as a core part of every young person's education; concentrates on strengthening the impact of service-learning on young people's learning and development, especially their academic and civic preparation
created to provide young professionals (20-30-somethings) opportunities to develop the skills and capacity they need to pursue their interest in and advance their careers in service-learning
training and technical assistance to mentoring programs through a variety of services and conferences at The Northwest Regional Educational Laboratory (NWREL)
the nation's largest and most influential organization of early childhood educators and others dedicated to improving the quality of programs for children from birth through third grade
sponsors comprehensive and challenging research in order to help ensure that America's young children are successful in school and beyond and to enhance their quality of life and that of their families
working since 1983 to help stakeholders develop and evaluate strategies to promote the well being of children, youth, families, and their communities; within three areas that support children's learning and development: early childhood education, out-of-school time programming, and family and community support in education
advocates the involvement of parents and families in their children's education, fosters relationships between home, school, and community to enhance the education of all our nation's young people
Thornton, T. N., Craft, C. A., Dahlberg, L. L., Lynch, B. S., & Baer, K.
(2001). Best practices of youth violence prevention.
Atlanta, GA : National Center for Injury Prevention and Control.
developed by the U.S. Department of Homeland Security to help teachers and parents prepare children in grades 4-8 for natural disasters and other emergencies
nonprofit organization striving to decrease the potential for violence in our schools and communities by promoting meaningful student involvement, education and service opportunities in efforts to establish, support and grow SAVE chapters
UCLA Mental Health in Schools Training and Technical Assistance Center
(2001). After-school programs and addressing barriers to learning.
Los Angeles : UCLA Mental Health in Schools Training and Technical Assistance Center, UCLA Department of Psychology.
national association of local education funds (LEFs) advancing school reform in low-income communities across the country, with the mission to create systems of public education that result in high achievement for every child.
Duttweiler, P. C.
(2004). Systemic renewal: What works?.
In J. Smink & F. P. Schargel (Eds.), Helping students graduate: A strategic approach to dropout prevention (pp. 55-63). Larchmont, NY : Eye on Education.
Molnar, A.
(2002). School reform proposals: The research evidence.
Tempe, AZ : Education Policy Research Unit (EPRU), Education Policy Studies Laboratory College of Education, Division of Educational Leadership and Policy Studies, Arizona State University.
an independent executive branch agency of the federal government charged with monitoring national and state progress toward the National Education Goals