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dc.contributor.authorHaig-Brown, Celia
dc.contributor.authorJames, Carl E.
dc.date.accessioned2019-03-15T20:45:16Z
dc.date.available2019-03-15T20:45:16Z
dc.date.issued2001-03-01
dc.identifier.citationUrban Education, 36(2) (2001): 226-255.en
dc.identifier.issn1552-8340
dc.identifier.urihttp://hdl.handle.net/10315/35990
dc.identifier.urihttps://doi.org/10.1177/0042085901362005en_US
dc.descriptionPostprint upload.en_US
dc.description.abstractThis study uses interviews to explore students’ perspectives of a university path program, one initiative of a university-school partnership. Responses show that the abstraction of the program lives in concrete and personal dimensions for students as they move from high school to university in the same neighborhood. Advanced placement work at the university and the secondment of faculty from the school board blur distinctions between school and university. Most striking is the students’ desire to contribute to the community that has supported them and is most closely associated with their families, the school, and the university that lies, at least geographically, within community bounds.en
dc.language.isoenen
dc.publisherUrban Educationen
dc.title“Returning the Dues:” Community and the Personal in a University-School Partnershipen_US
dc.typeWorking Paperen
dc.rights.journalhttps://journals.sagepub.com/home/UEXen_US
dc.rights.articlehttps://journals.sagepub.com/doi/abs/10.1177/0042085901362005en_US


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