Dissertations / Theses on the topic 'Community and school Victoria'

This thesis examines the settlement experience of the Bosnian Muslims in Victoria. Overall this research exploration takes places against background of the history of the immigration to Australia. The study covers migration patterns of Bosnian Muslims from post World War 2 periods to more recent settlement. The thesis provides contemporary insights on Bosnian Muslims living in a Western society such as Australia. The thesis excavates key issues about Islam and the Muslim communities in Western nations and argues that successful settlement is possible, as demonstrated by the Bosnian Muslim community. By adopting a socio-historical framework about settlement, the thesis reveals the significant, interconnected and complex aspects of the settlement process. Settlement of immigrants takes place within global, historical, economic, political, social and cultural elements of both the sending and receiving countries. Thus any study of settlement must examine theories and concepts on migration, settlement, religion, culture, integration and identity. The purpose for migration, the conditions under which migration takes place, the conditions of immigrant reception are fundamental in the context of Australia. Furthermore, Australia since the 1970s has adopted a policy of multiculturalism which has changed settlement experiences of immigrants. These elements are strongly analysed in the thesis both through a critical conceptual appraisal of the relevant issues such as migration, multiculturalism and immigration and through an empirical application to the Bosnian Muslim community. The theoretical element of the study is strongly supported by the empirical research related to settlement issues, integration and multiculturalism in Victoria. Through a socio-historical framework and using a ‘grounded theory’ methodological approach, field research was undertaken with Bosnian Muslim communities, Bosnian organizations and multicultural service providers. In addition, historical data was analysed by chronology. The data provided rich evidence of the Bosnian Muslims’ settlement process under the various governmental policies since World War 2. The study concluded that the Bosnian community has successfully integrated and adapted to the way of life in Australia. Different cohorts of Bosnian Muslims had different settlement patterns, problems and issues which many were able to overcome. The findings revealed the contributions that the Bosnian Muslim community has made to broader social life in Australia such as contribution to the establishment of multi-ethnic Muslim communities, the Bosnian Muslim community development and building social infrastructure. The study also concluded that coming from multicultural backgrounds, the Bosnian Muslims understood the value of cultural diversity and contributed to the development of Australian multiculturalism and social harmony. Overall conclusion of this research is that the different generations of Bosnian Muslims are well-integrated and operate well within Australian multiculturalism.

This thesis examines the settlement experience of the Bosnian Muslims in Victoria. Overall this research exploration takes places against background of the history of the immigration to Australia. The study covers migration patterns of Bosnian Muslims from post World War 2 periods to more recent settlement. The thesis provides contemporary insights on Bosnian Muslims living in a Western society such as Australia. The thesis excavates key issues about Islam and the Muslim communities in Western nations and argues that successful settlement is possible, as demonstrated by the Bosnian Muslim community. By adopting a socio-historical framework about settlement, the thesis reveals the significant, interconnected and complex aspects of the settlement process. Settlement of immigrants takes place within global, historical, economic, political, social and cultural elements of both the sending and receiving countries. Thus any study of settlement must examine theories and concepts on migration, settlement, religion, culture, integration and identity. The purpose for migration, the conditions under which migration takes place, the conditions of immigrant reception are fundamental in the context of Australia. Furthermore, Australia since the 1970s has adopted a policy of multiculturalism which has changed settlement experiences of immigrants. These elements are strongly analysed in the thesis both through a critical conceptual appraisal of the relevant issues such as migration, multiculturalism and immigration and through an empirical application to the Bosnian Muslim community. The theoretical element of the study is strongly supported by the empirical research related to settlement issues, integration and multiculturalism in Victoria. Through a socio-historical framework and using a ‘grounded theory’ methodological approach, field research was undertaken with Bosnian Muslim communities, Bosnian organizations and multicultural service providers. In addition, historical data was analysed by chronology. The data provided rich evidence of the Bosnian Muslims’ settlement process under the various governmental policies since World War 2. The study concluded that the Bosnian community has successfully integrated and adapted to the way of life in Australia. Different cohorts of Bosnian Muslims had different settlement patterns, problems and issues which many were able to overcome. The findings revealed the contributions that the Bosnian Muslim community has made to broader social life in Australia such as contribution to the establishment of multi-ethnic Muslim communities, the Bosnian Muslim community development and building social infrastructure. The study also concluded that coming from multicultural backgrounds, the Bosnian Muslims understood the value of cultural diversity and contributed to the development of Australian multiculturalism and social harmony. Overall conclusion of this research is that the different generations of Bosnian Muslims are well-integrated and operate well within Australian multiculturalism.

The release of Better Schools in Western Australia: A Programme for Improvement (1987), in line with other public sector agency reforms; contained a prescription for the restructuring of the Education Department of Western Australia from 11 bureaucratic to a corporate management system of school administration. These changes were intended to render the education system, and especially schools more flexible, responsive and accountable. Among the proposals for educational restructuring was a new opportunity for community participation through ''school based decision making groups." Contemporaneously, the education systems in Victoria and New Zealand were undergoing similar reforms. The research agenda for this thesis is based on two questions. The first research question is: In what ways did the reforms conducted by the governments in Western Australia, Victoria and New Zealand change the participation of the school community in school decision making in state schools during the period 1985-1993? The extent to which the new organisational structures, based upon corporate management, facilitated the admission of the school community into the school decision making process is investigated. In order to facilitate the analysis of policy, this thesis develops a conceptualisation of the notion of controversy. The controversy framework involves the investigation of a number of elements of a controversy - stimulus, context, events, issues, arguments, protagonists, constraints, consequences and closure. The use of this framework is intended to assist in educational policy analysis by highlighting and elaborating upon the interdependent elements, including power relationships, involved in educational policy formulation and implementation. The second research question is: How effective is controversy as a framing device for educational policy analysis? The adequacy of “controversy” as a framing device is evaluated at the conclusion of the thesis. In order to investigate the research problems a variety of data was gathered and analysed. Scrutiny of the major Government and Education Department policy documents us well as a review of literature such as journals, books, newspapers, and documents produced by organisations such as teacher unions, was undertaken. In the case of Western Australia face-to-face interviews were conducted. A series of video-taped interviews with major actors in the controversy in Western Australia was also used in the data gathering process. The data was then systematically ordered using the controversy framework which enabled comparison of the controversies in Western Australia, Victoria and New Zealand. The conclusions drawn focus upon the manner in which corporate management and genuine democratic community participation are antipathetic. Despite rhetoric to the contrary, the school community was unable to exert meaningful influence upon the direction being charted for government schools. As a framing device for educational policy analysis it is concluded that controversy, at this preliminary stage, appears to have merit end further use and refinement of this framework is recommended.

This qualitative research study aimed to investigate, through focus group action research, teachers’ experience of applying Community Action Projects (hereafter, CAP) in the discipline of Humanities in a Victorian Catholic secondary school. In the context of this study, emanating from the philosophies of a social reconstructionist curriculum framework, teachers facilitated CAP with students born between the years 1995 and 2002. In this study, this group of students are referred to as the ‘current learners’ while much of the recent discourse on generations most commonly refer to them as Generation Z. Located within the constructivist epistemology, and taking its theoretical perspective from interpretivism, this qualitative study took its theoretical impetus from symbolic interactionism as a way of examining and reflecting upon the interview transcripts from the focus group of five secondary school teachers in the discipline of Humanities. This perspective also aided the ability of the researcher to gain insight into the strengths and weakness’ of CAP and to understand the teachers’ perspective and experience of applying CAP into the Humanities curriculum. The researcher met with the focus group on three major occasions. The reflection upon the texts of this present study identified five key themes - experience and engagement for the learners; reflections of curriculum leading to action; perceptions about the current learners; challenges integrating CAP into the current school; and integrating CAP into the current curriculum. In addition, three issues were found that appeared to encroach on the integration of CAP: the current learners are not socially active; the structure of the curriculum; and the structure of secondary schools. First, the key issues were analysed against the existing theories about the current learners, and four key themes were discussed: the current learners as digitally literate; socially active; enjoy excitement and entertainment; and appear to have power and dynamism. Second, the issues were analysed against contemporary Catholic Church documents in relation to education and the responsibilities of teachers and the current learners. Third, the issues were analysed against the literature about the current curriculum ideologies, primarily based on Schiro’s (2008) four visions of education, more specifically, the social reconstruction curriculum ideology. Based on this ideology, the researcher put forward a curriculum construct in an attempt to represent the process of the social reconstructionist ideology. This process was employed by the focus group participants in their Humanities classroom with the current learners. The key issues were found to inhibit the successful integration of CAP in secondary schools. As a result of this investigation, the researcher put forward some recommendations to create positive experiences and practice for teachers responsible for integrating the project. These included compulsory community outreach for all students from Years 7 to 10 within the curriculum and across several subject areas. A further recommendation was that a substantial budget be set aside for the integration of CAP in secondary schools. It was also highly recommended that a leadership position be created to oversee the integration of CAP across several year levels. Finally, continued opportunities for professional development in social reconstructionist education, social justice, and community outreach were recommended in order to preserve the momentum of CAP.

"School began with a man under a tree, who did not know he was a teacher, discussing his realization with a few, who did not know they were students. The students aspired that their sons also listen to such a man. Spaces were erected and the first school became. It can also be said that the existence-will of school was there even before the circumstances of the man under the tree" Louis Kahn
Master of Architecture

Since its origins in the 19th century, modern schooling has been a continuously contested domain within nation states. Underlying this contestation dynamic lie competing value systems about the social purpose of education; competing values around which are generated different discourses, and which in turn generate inherently contradictory social and organisational structures. As reflected in other areas of society, the 20th century expansion of state-provided schooling has essentially developed around variations of a bureaucratic model Thus, organisational cultures based around bureaucratic values have come to permeate the enterprise of schooling on a world wide scale. Concomitantly, the value for education to be fundamentally associated with human emancipation from psychological, social, political, or economic states of being, persists as a recurring theme in modern schooling. Premised on these understandings, the thesis argues that the development of the practices of school psychology as a profession, like education in general, and special education in particular, has similarly been influenced by tensions between different and competing constellations of values. It is argued that throughout the 20th century, the pervasiveness of formal schooling systems suggest that schooling may be understood as a modernist cultural archetype. As a socially constructed reality, the phenomenon of schooling has become unproblematic the apparent cultural inevitability of formal schooling in the modern era can also be understood as a premise of a systemised way of looking at the world; that of bureaucratic consciousness. Dialectically, bureaucratic consciousness persists in influencing every manifestation of schooling; structurally through its organisational forms, and epistemologically through the institutionalization of teaching and learning. A particular illustration of the dialectical relationship between bureaucratic consciousness and the social forms and social practices of schooling is the school psychology profession which has developed as a part of school systems. The thesis argues that the epistemic archeology of psychology as a knowledge discipline can be traced through an earlier European intellectual and cultural tradition, but in the 20th century, has come to develop a symbiotic yet contradictory relationship with compulsory schooling in the modern nation state. The research study employs historical and fieldwork methods in a study of the development of the school psychology services within the Victorian Education Department, particularly between 1947 and 1987. The thesis also draws upon several usually distinct literatures; the philosophical and theoretical discourse of modernity and post modernity, the history and development of modern schooling, the ethnography of schooling, the international comparative literature on the school psychology profession, and the literature on action research in education practice and curriculum development, As a case study of Victorian school psychology, the research eschews a quantitative statistical approach in favour of qualitative investigatory genres, which have in turn been guided by the values of action research in education, as well as those of critical theory. The important focus of the thesis is its investigation of some aspects of the development and transformations within the Victorian state education bureaucracy, and the dialectical relationship that has persisted between the evolution of change processes and the shifting conceptions of school psychology practices in the 20th century. A history of the organisational development of school psychology services in Victoria constitutes an important part of the thesis. This is complemented by specific illustrations of how some school psychologists have been influenced by and have contributed towards paradigm shifts within the profession, shifts relating to how the changing nature of their work practices have come to be understood and valued by teachers and by school administrators. The work of J. R. MacLeod from the 1950s is noted in this regard. Particular attention is also drawn to the dialectical relationship between bureaucratic consciousness and school psychology's professional orientation in the 1980s. As a means of providing field data to explore this relationship, ethnographic case studies with two school communities are included as part of the fieldwork of the thesis, and are based upon the author's own work in the mid 1980s. These case studies provide a basis for conceptually refraining the school psychologist's professional experience within schooling systems, and an opportunity to examine how competing value systems impact upon the work of the school psychologist. The thesis concludes with some observations about bureaucratic transformations within educational organisations, and about the future relationship of the school psychology profession with schooling systems, as framed by the theoretical parameters of the modernist /post modernist debate. The issue of competing value systems within the administration of public education is re-examined as is the value of promoting human empowerment in the ongoing work of the school psychologist. Finally, some scenario building with reference to the future of school psychology in Victoria in is undertaken.

This is a case study of the development of the Buddhist Education in Victorian Schools program in state primary schools. It is located alongside the theoretical and policy frameworks of Australian state schooling and a growing but disparate international movement that is applying meditative techniques and principles with roots in the Buddha- Dharma in secular and pluralist education. The meta-ethics of wisdom and compassion, it is argued, are the foundation for spiritual education, personal development and positively engaged citizenship in the Dharma. These are also and congruent with the intrinsic aims of education.

The concept of palliative care as an holistic approach to the management of patients with incurable conditions has its roots in the hospice movement. It has since grown into an established field of practice for health professionals of all disciplines and has been recognised as a medical specialty since 1987. Palliative care remains relatively underdeveloped in the paediatric setting for a number of reasons. Firstly, death in childhood is now relatively rare due to the advent of antibiotics, immunisation and advances in the treatment of malignancies. This means that any health professional's individual exposure to palliative care issues is limited, making the development and maintenance of skills difficult. Secondly, the traditional model of palliative care, as a path to be taken when all curative options have been explored, does not adequately serve children and adolescents where the transition to palliative care may be less clear due to a broader range of diagnoses and patterns of disease progression. Children also present added dimensions to palliative care including developmental, ethical and physiological considerations. The involvement of parents as care givers and decision makers further increases the complexity of providing palliative care. Research is lacking and the evidence on which to base practice is limited. Nevertheless, there are theoretical constructs that can be utilised to build a framework for research in this area. The works of Glaser and Strauss, Corr and Copp on theories of death and dying coupled with earlier works by Freud, Erikson and Piaget on theories of childhood development provide a suitable theoretical framework. Corr's 'task' based model described in 1992 allows us to view the process of providing pediatric palliative care from many different perspectives, and thus provides for a rich multi-dimensional model of pediatric palliative care to be constructed. This study was done to analyse and investigate the knowledge, attitudes and needs of both providers and recipients of palliative care in a major tertiary paediatric hospital, the Royal Children's Hospital (RCH), Melbourne, Australia and, in addition, to examine various models of delivery of paediatric palliative care in use around the world, and to identify from the literature the constituents of care that make up 'best practice' as regards paediatric palliative care. From this investigation it is hoped to develop a model of care that will best serve the RCH and its patients.

In this thesis the role of Victorian local government has been explored from a community perspective. Often referred to as the sphere of government closest to the people, this dissertation has explored the potential for local government to positively impact on residents’ quality of life and provide opportunities for citizen engagement and participation in key issues and within a diversity of fields. As a level of government it is contended that Victorian local government has six roles: democratic; governance; service provision; community building; advocacy and community planning. These roles have been reviewed from the following perspectives: the context within which Victorian local government undertakes these roles; the limitations or barriers that impede achievement of these roles; how these roles benefit the community and what proposals could be introduced to enhance their implementation. The examination of Victorian local government’s role has also been examined within its historical, political and financial context. A qualitative research method was utilized in this thesis. The relevant literature has been examined and discussed within the context of the four perspectives as listed above. Thirty-one in-depth, semi-structured interviews with opinion leaders were undertaken and analyzed. As a result of the research for this thesis a number of key recommendations have been identified that would progress the effectiveness of Victorian local government’s role. These recommendations focus on the enhancement of local government’s image, increased facilitation of citizen engagement, a review of the legal and political framework within which local government operates and in particular local government’s relationship with the state government, enhancement of local government’s financial capacity, changes to the electoral structure, additional training for elected representatives and senior officers, the evelopment of a range of performance indicators, the need for local government to operate on a more regional basis and a review of organizational structures.

In this thesis the role of Victorian local government has been explored from a community perspective. Often referred to as the sphere of government closest to the people, this dissertation has explored the potential for local government to positively impact on residents’ quality of life and provide opportunities for citizen engagement and participation in key issues and within a diversity of fields. As a level of government it is contended that Victorian local government has six roles: democratic; governance; service provision; community building; advocacy and community planning. These roles have been reviewed from the following perspectives: the context within which Victorian local government undertakes these roles; the limitations or barriers that impede achievement of these roles; how these roles benefit the community and what proposals could be introduced to enhance their implementation. The examination of Victorian local government’s role has also been examined within its historical, political and financial context. A qualitative research method was utilized in this thesis. The relevant literature has been examined and discussed within the context of the four perspectives as listed above. Thirty-one in-depth, semi-structured interviews with opinion leaders were undertaken and analyzed. As a result of the research for this thesis a number of key recommendations have been identified that would progress the effectiveness of Victorian local government’s role. These recommendations focus on the enhancement of local government’s image, increased facilitation of citizen engagement, a review of the legal and political framework within which local government operates and in particular local government’s relationship with the state government, enhancement of local government’s financial capacity, changes to the electoral structure, additional training for elected representatives and senior officers, the evelopment of a range of performance indicators, the need for local government to operate on a more regional basis and a review of organizational structures.

Community interventions are a recent development in the field of prevention. This study sought to address the current gap in this area, between scientific knowledge and community practice, through an understanding of practitioners’ experiences of implementation. A case study was undertaken to explore the context and complexity of implementation processes. Data was collected concurrently with the implementation of a community intervention located in rural Victoria, Australia, which aimed to reduce early school leaving. Implementers’ perspectives on a guide to best practice, developed from the academic literature, were sought. Concepts from systems theory and ecological approaches were combined to create a framework suitable for the analysis of the data. The intervention was viewed as an open system. Its progression from being a subsystem of the funded organization to a subsystem of both the funded organization and the community was examined. Factors such as meeting community needs and community members as program staff were found to facilitate community acceptance. The interactions within and between the subsystems of the intervention and the community were also explored. School retention rates were suggestive of some level of impact on school leaving. Additional positive outcomes were the facilitation and/or strengthening of links between community subsystems, and a perceived change within the funded organization. This thesis goes some way towards bridging the gap between science and practice in this field. Findings contribute to the debate regarding flexibility versus fidelity and a greater understanding of the unique challenges faced by rural interventions.

This thesis examines work stress in the Community Services Sector (CSS) in Victoria. Psychological injuries are extremely high in the CSS (WorkSafe Victoria), and yet there has been no research specifically addressing this issue in the sector. Further, there has been little research that examines workers’ perspectives of work stress. The thesis thus focuses on the ‘missing voices’ of workers by outlining what workers have to say about work stress, its causes and its effects. In order to place this research into both its historical and socio-political contexts, the genealogical roots of work in the CSS are examined and the impact of neo-liberalism on the sector critically assessed.

Triestine migration to Australia is the direct consequence of numerous disputations over the city's political boundaries in the immediate post-World War II period. As such the triestini themselves are not simply part of an overall migratory movement of Italians who took advantage of Australia's post-war immigration program, but their migration is also the reflection of an important period in the history of what today is known as the Friuli Venezia Giulia Region. By examining the migrant experience of both first and subsequent generations of Triestines in the Australian city of Melbourne in a historical context, this study highlights the importance of both the past and the present experience in the process of migrant settlement and identity construction.

In 2015, the Truth and Reconciliation Commission made their final recommendations for Canadian society to address cultural genocide: by affirming stories of survivors, taking personal and professional inventory of their practices and making concrete steps to meet the Calls to Action. In particular, the TRC recognized damage done by museums and art galleries to perpetuate colonialism and yet, believed that these institutions could be sites of justice, particularly in relation to arts and artists The Art Gallery of Greater Victoria, an institution steeped in colonialism and under pressure to create accountable relationships with Indigenous communities, began to act by revamping their education program for school age children entitled the Gallery in the Schools art program. My study asked Indigenous artists and educators to contribute their ideas for a new art program. I used a blended research of community based and decolonizing research models, contextualized within decolonizing and critical theoretical frameworks. Overall, research findings suggest that process is as important as the end product in the context of reconciliation and decolonization. Significantly, relationships were esteemed over the concept of reconciliation. These finding further imply that a successful art program would ground pedagogical content within a critical historical framework, be informed by a fluid understanding of identity and search out possibilities of hope. The theoretical implications of this study support increased contributions by Indigenous artists as key policy makers, who will challenge the deeply embedded power structures of institutions and offer alternative ways to share power and support Indigenous envisioned futures.
Graduate

This research investigates the roles that adult community education (ACE) providers and programs play in the development of social and cultural networks for people from culturally and linguistically diverse (CALD) backgrounds in a regional community context. Within the milieu of the Shire of Campaspe, a rural area in northern Victoria, there has emerged the issue of ‘new’ social diversity due to recent decades of internal population mobility and international migration to regional areas. Australian regional communities like Campaspe are growing and diversifying within a complex framework of ecological, economic, historical, social and human factors. This thesis explores the main themes emerging from this one regional context where adult education plays a role in facilitating social capital development for people from diverse cultural backgrounds. It shows individuals from a range of cultural backgrounds utilise adult education as a space to explore their own social and cultural isolation. Migration experiences, gender, life-stage and length of residence in Australia, all influenced the ACE experiences of the individuals who participated in the research. ACE organisations were able, in limited ways to respond to the needs of local adult learners but the providers also experienced difficulty in adapting to the complex individual needs of local people.

The Irish session is a musical, social and cultural experience that has emerged from international popularisation and globalisation. In New Zealand today, communities of Irish music enthusiasts maintain links to an international arena, and the session is valued as a context for musical enjoyment and the affirmation of Irish identity. Throughout my research I immersed myself in Wellington’s vibrant Irish music scene with fieldwork techniques that included participant observation, sound recordings, and performance. The major part of this study took place in two local Wellington pubs - Molly Malone’s and Kitty O’Shea’s – but I also observed sessions in other New Zealand cities and in Ireland. The similarities and differences between the two Wellington sessions were examined in detail and my research included extensive interviews with the participants. In addition to exploring Irish sessions in the context of two Wellington pubs, this thesis explores session instrumentation and repertoire, and aspects of cultural identity that include the participant’s experiences with Irish music. This thesis also examines how individual session members actively contribute and link their musical training and background to a transnational Irish music community. By studying the individual and musical identities of those actively involved in the community, this thesis reveals that Irish music in Wellington is an active and dynamic scene made up of enthusiasts with a variety of musical and cultural backgrounds. With music as its heart, the Wellington session community, is simultaneously localised in New Zealand but extends outward and connects with Irish communities globally.

This thesis examines the relationship between the various left groupings that constituted the opposition to the war in Vietnam in the late 1960s and early 1970s. The focus is on how the newer radical groups of this period interacted with and influenced the established Left and peace movement. The work concentrates on opposition to the war within the Australian State of Victoria, drawing upon interviews with participants as well as written material from primary and secondary sources.

This thesis seeks to make a contribution to the debate about the role of ICT in education, by exploring schooling and pedagogical perspectives, identifying elements demanding systemic attention and defining a vision that is relevant and challenging to Australian education. Examining the notion of what e-confidence means for students, teachers, school leaders and schools enables a consideration of what strategies can be deployed for achieving this in all Australian schools.

School gardens are a place to increase food literacy and food system education, empowering students to take control over their own health and food system. The core components of sustainable school gardens use have been identified within the literature. This study aimed to describe school gardens in School District 61 (SD61) on South Vancouver Island and explore what school stakeholders identified as important to supporting their school garden and what elements of sustainable garden integration were present. To address these questions a school garden survey and observation tool was adapted by a stakeholder group from existing instruments and administered to 24 schools in SD61. Sixteen schools completed the survey (response rate of 64%), and there were 22 garden observations conducted. Descriptive statistics were used to explore the data. The analysis showed that professional development, volunteerism, school garden irrigation, courses that allow teachers and students regular time in the garden, District policy were the weakest supported areas for school gardens, while educational material, administration buy-in, garden committee, networks, technical assistance, and garden upkeep were the highest supported areas. Overall, SD61 could offer further organizational and physical infrastructure, resources, and support to strengthen the institutionalization of gardens. Further research is required, specifically on the surveying, monitoring and evaluation of gardens in order to make continued adjustments to program delivery to ensure their use and longevity.
Graduate
2019-11-27

碩士
臺東師範學院
教育研究所
91
School and Community Consciousness vs. Community Development Chung-Wen Hsu Abstract “A school community and a community school”, this is the primary objective of the present education reform. This means that the education reform has to go beyond the barrier of the school campus, and it should be the reform that integrates family, school, and community together. In a community, the parent’s attitude affects the development of school education, and the school, source of education for the community children and the site for many community activities and leisure events, it will directly affects the shaping of community cultural values and development. The researcher chose the school community of the Public Fenglee Elementary School in Taitung City as the subject of this study and used both qualitative and quantitative research methodologies. School faculty and community members comprise the study samples. The study delved into their recognition with community development and general evaluation of the society. We also gathered information regarding community development dilemmas and improvement suggestions. We also evaluated the school’s contributions and support in the social development drive. Our study likewise delved into and examined the feasible behaviors the school may take towards community responsibility. A comparative study was conducted to understand their similarities and differences, as well as to understand the social development consensus. The comprehensive study discovered: A. In the “social organization and activity participation” and “community neighborhood network” variables of the community in question, the average score of teachers and community members were on the low side; whereas in the “satisfaction with life” and “community consciousness” variables, they posted satisfactory scores. In general, the scores indicated that although community participation and neighborhood networking of community members are still wanting, majority of the community members are strongly concerned about the community. B. Participation in “more community activities and community organizations” could enhance the individual’s recognition with the community, thus individual gains a higher satisfaction with life. Moreover, a high “satisfaction with life” is conducive for fostering “community consciousness”; however no significant correlation was noted between “community neighborhood network” and “community consciousness”. C. Schoolteachers have a high-degree of enthusiasm for the school’s sense of social responsibility. In the community service aspect: parents believed that it is very important that the school provides children with learning opportunities, whereas teachers hoped to take a more active role in the growth education activities of the community. D. The aspired role of the school in community organization operations is: supplier of community development information and the educator and trainer of organization leaders. E. The aspired role of the school in community development is: education and knowledge expert (knowledge), activity sponsor (manpower), and resource provider (material). Finally, the study proposed specific suggestions made on the basis of the research findings provided a reference for future school community development promotion and community development studies. Keywords: school, community consciousness, community development