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Citation:

Sarason, S. B., & Lorentz, E. M. (1998). Crossing boundaries: Collaboration, coordination, and the redefinition of resources. San Francisco, CA: Jossey-Bass Inc. ED412660.

Annotation:
This book argues that if schools are to reform so that all students can be successful, they must embrace organizational theories used in both the private sector and the government. They must also be open to what other fields of endeavor, particularly community building and organization, can teach about crossing institutional and community boundaries to bring about school reform. It describes experiences using boundary crossing, collaboration, and coordination ideas gleaned from other disciplines to support school change. It makes the case that education theorists and reformers should apply lessons learned from government and the private sector to schools rather than wait for new customized education theories or rationales to emerge. Two promising approaches to school reform are also cited that the authors believe recognize that all relevant contributors and stakeholders should be included in planning and decision making, and that crossing boundaries and forming teams liberates creativity in people. These two approaches are Valley Interfaith in South Texas (IAF), which operates with the assumption that one builds on both the real and potential strengths and assets of families and communities to bring about change in schools; and Accelerated Schools, which is based on gathering information, making decisions, and building incentives for success at all levels in the school and draws on the talents of the staff, parents, and students.