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Journal articles on the topic 'School and community projects'
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1
Green, Terrance L. "School as Community, Community as School: Examining Principal Leadership for Urban School Reform and Community Development." Education and Urban Society 50, no. 2 (December 21, 2016): 111–35. http://dx.doi.org/10.1177/0013124516683997.
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For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document data. Concepts from social capital theory are used to guide the analysis. Findings indicate that the principal’s actions to support urban school reform and community improvement included the following: positioned the school as a social broker in the community, linked school culture to community revitalization projects, and connected instruction to community realities. The study concludes with implications for practice and future research.
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Hurtig, Janise. "Parents Researching and Reclaiming "Parent Involvement": A Critical Ethnographic Story." Practicing Anthropology 30, no. 2 (April 1, 2008): 19–23. http://dx.doi.org/10.17730/praa.30.2.hk88v7h76340335t.
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For the past eight years I have worked with parents in neighborhood schools in a large urban school district, teaching writing workshops and leading community research and evaluation projects. I do this work through a small, university-based program called the Community Writing and Research Project (CWRP). The CWRP partners with schools and community organizations to offer personal narrative writing workshops, publish magazines of participants' writings, organize public readings, and teach participants to become writing workshop teachers. We also provide training and guidance to parents, teachers, staff of community organizations, and other local groups in conducting participatory research. School-based research projects are defined, designed, and carried out by the parents and other neighborhood residents, who are the project researchers or program evaluators.
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Kulikauskienė, Roma. "PROJECT MANAGEMENT IN UPPER-SECONDARY SCHOOL." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 1 (March 5, 2009): 36–41. http://dx.doi.org/10.48127/spvk-epmq/09.1.36.
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The present school feels lack of qualified and competent staff. The success of school activities de-pends on the competence of teachers as they are responsible for the quality of students’ qualification. Due to the absence of any structure of activities, a teacher plays different roles including the development of indi-vidual curricula and improvement of school activities. They also work as advisers on the learning process and professional career, the evaluators of internal audit, launch projects, participate in international events etc. The project concentrates and involves school community, helps teachers with increasing their quali-fications and implementing ideas in practice. On the other hand, projects assists in providing possibilities of receiving additional financial support and dealing with complex educational problems. An important point is that projects actively involve teachers. Key words: project management, school activities, school community, upper-secondary school.
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Hoffmann, John P., and Jiangmin Xu. "School Activities, Community Service, and Delinquency." Crime & Delinquency 48, no. 4 (October 2002): 568–91. http://dx.doi.org/10.1177/001112802237130.
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A common observation is that lack of involvement in communities is linked to a host of social problems, including delinquency. In response to this observation, youth are increasingly encouraged to volunteer for community service projects. Involvement in school activities is also seen as a way to attenuate delinquency. Yet little research has examined the simultaneous and unique impact of school involvement and community activities on delinquency. Using linked individual-level and school-level data, the authors investigate the impact of school and community activities on delinquency. The results indicate that community activities are related negatively to delinquency, especially in schools that are perceived as unsafe. However, race/ethnicity and percentage of minority students in the school condition the impact of school activities on delinquent behavior. In high-minority schools, African American students who participate in school activities are involved in more delinquent behavior, yet those in low-minority schools are less involved in delinquent behavior.
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DePetris, Thea, and Chris Eames. "A Collaborative Community Education Model: Developing Effective School-Community Partnerships." Australian Journal of Environmental Education 33, no. 3 (November 2017): 171–88. http://dx.doi.org/10.1017/aee.2017.26.
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AbstractDespite school-community partnerships having much potential to provide educational organisations with authentic teaching and learning opportunities through community-based action projects, they remain under-utilised largely due to the structural constraints and pressures faced by teachers. This study helps fill a gap in scholarly discourse about the specific ways in which school-community partnerships can effectively be developed by providing an in-depth account of an 18-month pilot project with the aim to develop a conservation education program (Kids Greening Taupō) through a partnership structure in Aotearoa New Zealand. An evaluation of the pilot project was conducted using an ethnographic approach, which sought stakeholder perspectives about the program's developmental process through an interpretive lens. Qualitative data were collected through participant observation, semi-structured interviews and document analysis, and then thematically analysed. The findings provided in this article illuminate stakeholder insights and perspectives about the structures established and processes utilised over the three broad stages of program planning, implementation and maintenance, and the resultant environmental initiatives and programs. Through this study, a Collaborative Community Education Model has emerged that may serve as a potential framework or starting point for those interested in creating a new school-community partnership or to modify an existing one.
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Olusa, Adekemi Opeyemi. "Impact of Community Social Development Projects on Community Improvement: Case of Ibule-Soro Community, Ondo State, Nigeria." Journal of Infrastructure Development 13, no. 1 (June 2021): 7–20. http://dx.doi.org/10.1177/09749306211023615.
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Infrastructure is important to livability of any community, hence efforts have been made by the government and the communities to provide these infrastructures. This is because it is evident that only government cannot provide all the needed infrastructures, so there is need for collaborative efforts which is done by participation of the community in the implementation of the provision of infrastructure. The collaborative effort was adopted by the Community and Social Development Projects (CSDP), a World-Bank assisted project. This study was carried out in Ibule-Soro community, in Ifedore Local Government Area, Ondo State. In all, 400 buildings were identified in the community by the community leaders out of which 10% were selected, which gave a sample size of 40 for the questionnaire administration; discussion session was held with the leaders of the community. Concept of community development and CSDP was critiqued. Findings revealed that the community is not poor, as 65% of the respondents earned above N30,000 which is the minimum wage in Nigeria, this may be due majorly to the fact that 85% of the respondents are engaged in one or the other activity like government employment, private sector or self-employed. Also, 65% of the respondents submitted that the community heard about CSDP through the community leader. It took less than six months between when the community informed the office and when the office responded to the community. The projects implemented in the community are renovation of the block of six classrooms in the Jooro high school and extension of 31 electric poles in Ibule-Soro community. The projects have lots of positive impact on the community as it has enhanced increase in the number of students’ enrolment at Jooro high school and the electric poles extension has improved the electric voltage in the community. The use of the participatory approach to implementation of community projects was recommended for adoption in similar future projects.
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Matos, Brenda Teresa Porto de. "Modeling School Uniforms for Public Schools of Blumenau." European Journal of Multidisciplinary Studies 5, no. 1 (May 19, 2017): 485. http://dx.doi.org/10.26417/ejms.v5i1.p485-485.
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This text aims to present one of the extension projects in development at the Federal University of Santa Catarina (UFSC), Center of Blumenau that is integrated with the Regional Development and Social Interaction Axis, which acts in the interface among the five courses of the center, specially engineering. This axis is responsible for proposing and organizing social interaction activities as well as encouraging cooperative relationships with social groups, economic and productive sectors as well as the community in general, as it is foreseen in the Pedagogical Projects of the Courses (PPCs). The intention of these practices is to build with students and teachers some activities and strategies of intervention in communities, institutions, associated developments or enterprises of the region that result in some knowledge/product for the involved groups, helping the future engineers to operate with a sociotechnical approach.This project in focus, entitled “Modeling school uniforms for public schools of Blumenau”, started in April 2016 and it is to be completed in April of this year, consists of a research and intervention experience in the school community, which is being carried out by two textile engineering fellows, under the guidance of professors from the areas of sociology and textile engineering. The aim is to propose new uniform models for the municipal public network, from the data collection performed through the application of questionnaires with the students of the nine schools that composed the sample group. This model proposal seeks to meet the demands formulated in a socially and ecologically committed way. The technical sheet and drawing results will be delivered to the Education Department of Blumenau, the project partner, and to the schools that are the object of the research and intervention. Therefore, this project expresses a materialization of the link of the "uniform artifact" to the sociotechnical network, giving visibility to the acronym STS (Science, Technology and Society) and bringing the field of social sciences closer to that of the exact sciences.
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Kamau, Stephen J., Charles M. Rambo, and John Mbugua. "Primary schools’ development in Somaliland – The role of Community Education Committees." Rwanda Journal of Social Sciences, Humanities and Business 2, no. 2 (April 5, 2021): 6–24. http://dx.doi.org/10.4314/rjsshb.v2i2.2.
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The study sought to determine the methods used to participate the community in school infrastructure projects. It also examined the extent and effectiveness of the community education committee participation process. Done as a cross-sectional survey using mixed methods of inquiry, the study targeted 1002 respondents consisting of 920 headteachers and 82 officers in charge of District Education (DEOs) in Somaliland. The sample comprised 257 headteachers and 22 DEOs. Multi stage sampling was used. Purposive sampling was used to draw a sample of regions, stratified random sampling to draw a sample of headteachers while simple random sampling was used to draw a sample of DEOs. Pilot testing of the questionnaire was done on 28 headteachers. DEOs were interviewed while Headteachers filled questionnaires. Reliability of the questionnaire was ensured using Cronbach alpha. Empirical literature review, peer review and pilot testing were used to ensure validity. The response was received from 20 DEOs and 247 headteachers. Thematic analysis was used to analyse interview data collected from DEOs. Headteachers data collected by questionnaire were analysed using descriptive statistics. Participating the community in decision-making, offering free labour and and fundraising were the leading methods of participating communities in school infrastructure projects. Communities perceived full ownership of completed school infrastructure projects. Community members were satisfied with the schools‘ participation process. Most schools had realized their community participation goals. The CEC process was just one of the numerous ways the community participated in school infrastructure projects. The CEC participation method was largely working and realising its goals. More school development could be realised if the CEC participation process was further strengthened.
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Barger-Anderson, Richael A. "Project K.I.D.S. C.A.N.: Service-Learning in the Classroom and Community." Rural Special Education Quarterly 21, no. 2 (June 2002): 29–33. http://dx.doi.org/10.1177/875687050202100204.
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Project K.I.D.S. C.A.N. (Keep Involving Dassa Students in Community and Nature) offered the opportunity for many to serve the needs of each other through restoring an outdoor nature trail and beautification projects on school and community properties. The sites of the project were Dassa McKinney Elementary School, the community nature trail, and the Veteran's Memorial in the local town of West Sunbury, Pennsylvania. Students in the learning and emotional support classrooms at Dassa McKinney Elementary school were the primary participants. General education peers, along with high school students, teachers, administrators, parents, and community members were partners. In this article, sustainability and evaluation methods are discussed. Definitions of service-learning and evidence of support are offered. Through the use of service-learning, this article demonstrates how Project K.I.D.S. C.A.N. strengthened ties in a rural community along with meeting curricular objectives.
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Björk, Pasi, and Jorma Halonen. "The World of Friendship Forest." Open Schools Journal for Open Science 1, no. 3 (May 20, 2019): 32. http://dx.doi.org/10.12681/osj.20389.
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The World of Friendship Forest project is located in the Finnish town of Salo, where the School of Uskela, Anjalankatu Unit has implemented various smaller projects in their nearby forest to engage students in meaningful and interesting activities which provide benefit for the whole town community. The school provides special education for grades 1 to 9 (ages 7 to 16) and the European Project Open Schools for Open Societies ( OSOS) projects so far have involved 60 students in total. The students of the school have extensive learning difficulties and behavioural and emotional troubles. Most students have a low socioeconomic status. Majority of the students also have low self-esteem. From the point of view of students’ overall development, it has been important to provide them with socially significant activities and to provide students with experiences of success and sense of togetherness. The main partners in the project have been the sports office of the town and schools of Tupuri and Uskela, Kavilankatu unit and the University of Turku.
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Pádua, Karla Cunha, Jeffrey Hoff, and Peter Fry. "The school as a project for the future: a case study of a new Pataxó Village School in Minas Gerais." Vibrant: Virtual Brazilian Anthropology 12, no. 2 (December 2015): 273–309. http://dx.doi.org/10.1590/1809-43412015v12n2p273.
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Abstract This article presents reflections of indigenous teachers about the role of the school in a new Pataxó indigenous community settlement in the state of Minas Gerais. The data was collected in "narrative interviews" with teachers from this community who attended the first Intercultural Education for Indigenous Educators (FIEI) course offered by the Federal University at Minas Gerais. In these narratives, both the indigenous school and FIEI are seen as a collective project of and for the community. The school occupies a central position in the articulation between traditional ways of producing knowledge and the formulation of projects for the future.
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Jungay, Ted Ian D., and Romeo M. Guillo. "PROMOTING EDUCATIONAL STAKEHOLDER VOLUNTEERISM IN THE DIVISION OF BATANGAS CITY, PHILIPPINES." International Journal of Research -GRANTHAALAYAH 7, no. 5 (May 31, 2019): 10–20. http://dx.doi.org/10.29121/granthaalayah.v7.i5.2019.818.
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This study aimed to promote volunteerism among educational stakeholders to support public secondary school programs in the Division of Batangas City. It determined the projects, activities and programs (PAP’s) undertaken by the public schools that need the assistance of the stakeholders, and the extent of the stakeholders’ support along school affairs- its organizational set and policies, projects and activities, student services and facilities. It also delved about the problems met by the public schools in promoting volunteerism among their stakeholders. The study made use of descriptive method with the survey questionnaire, interview and documentary analysis as data gathering instruments. The respondents were 18 school heads, 258 teachers and 74 parents of the 18 public secondary schools. The study revealed that the respondents often supported school projects, activities and programs undertaken by the school. Extra-curricular activities for music and arts were seldom supported. Educational stakeholders also supported school organization set up, policies, school projects, student services and school facilities to a great extent. The main problem encountered in the promotion of volunteerism among stakeholders was that many of the community people come from low-income families thus they hardly provide financial assistance to school which was rated moderately serious.
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Ambretti, Antinea, Antonio Borgogni, Rodolfo Vastola, Simone Di Gennaro, Vladimir Medved, and Francesca D'Elia. "Integrated school-community projects to promote motor activity through possible alignment with professionals." EDUCATION SCIENCES AND SOCIETY, no. 2 (December 2016): 79–90. http://dx.doi.org/10.3280/ess2-2016oa3999.
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The physical education in primary school try to pursue a twofold purpose: on the one hand it enrich the motor luggage learners, proposing qualitatively effective motor activities; in the other hand, it try to train teachers in extra-curricular perspective. The proposed projects, in recent years, emphasized the indissoluble marriage between motor and pedagogy. The school, in fact, according to the Ministerial Directions, actively proposes a structure of ludic-motor-sporting nature initiatives aimed at spreading a culture of movement, in a teaching and educational perspective. In this regard, projects born from the signing of memoranda of understanding between MIUR and CONI want to promote a culture of movement in children, which is essential for a complete student training. The project activities promoted tend to introduce a new cultural paradigm, in which it urged the teachers' skills and educational existing resources, with the continued collaboration between school and territory.
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Ortega Torres, W. Eduardo, M. Alejandra Vahos Anaya, and José A. Sánchez Medina. "School and community. The Colombian experience with Student Social Service Projects." IJERI: International Journal of Educational Research and Innovation, no. 14 (July 9, 2020): 304–23. http://dx.doi.org/10.46661/ijeri.4986.
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One of the most difficult problems that the school is currently facing is that it generates encapsulated knowledge and learning processes that are disarticulated from the characteristics of the context which defines students. Against this background, it is proposed that learning- service can become an alternative that manages to articulate the knowledge of the school with the community in order to generate authentic learning processes. Based on these premises, this article presents a practical study on Student Social Service Projects (SSSP), as an alternative to overcome the dualistic school-community vision. The SSSP is a state requirement that every student from public or private education in Colombia must meet in the upper grades and which, from the theory, is recognized as a scenario of articulation between the school, the community, and the individual. However, the findings show a series of difficulties that have limited its educational scope and reveal a historically fragmented and lacking national educational system, from which the school needs to be rethought and re-signified to strengthen the learning and training processes of students.
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McNamara, Judith, Catherine Campbell, and Evan Hamman. "Community Projects: Extending the Community Lawyering Model." International Journal of Clinical Legal Education 21, no. 2 (November 5, 2014): 106. http://dx.doi.org/10.19164/ijcle.v21i2.385.
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Law schools in Australia and the United Kingdom are increasingly adopting clinical legal education (CLE) as an important part of their curriculum. Models of CLE are emerging in those jurisdictions which draw on local experience and the strong tradition of CLE and community lawyering in the United States. The purpose of this article is to examine the pedagogy that underlies CLE and to consider how it can be applied to newly emerging models of CLE.
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Morriss, Mary, Susan Mann, and Tess Byrnes. "SAFE Schools: Developing Community Health Partnerships." Australian Journal of Primary Health 6, no. 2 (2000): 102. http://dx.doi.org/10.1071/py00024.
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The SAFE (Safe Accident Free Environment) Schools Project is an innovative injury prevention project which focuses on health and safety issues relevant to the City of Onkaparinga catchment area. Specifically, this project was relevant for the education of school students as it linked with the nationally developed school curriculum, Health and Physical Education Statement and Profile (Curriculum Coorporation, 1994), in particular the components relating to 'Safety, Community Practices and Health of Populations' (Curriculum Coorporation, 1994). The project used a collaborative approach to involve students at primary school level in learning how to identify and respond to safety hazards that affect their everyday lives. Local primary schooI staff, a community health team from Noarlunga Health Services (NHS), community members and key people from local service agencies worked together to involve the students in a creative and practical way in learning about safety hazards. Students developed skills in identifying and reporting safety hazards in their school and local community with opportunities to develop and work with a process that provides positive action in regard to safety hazards.
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Bina Tieng’o, Eliada Werungu. "Community Perception on Public Primary Schools: Implications for Sustainable Fee Free Basic Education in Rorya District, Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 1 (May 26, 2020): 32–47. http://dx.doi.org/10.46606/eajess2020v01i01.0004.
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Despite the involvement of community participation in various development projects over the years in Tanzania, little is known of its implications on sustainability of fee free basic education in rural public primary schools. A mixed method exploratory approach, informed by ecological systems theory, employed questionnaires, FGD and interview schedules to selected parents and School Management Committee members of public primary schools in Rorya District, Tanzania. The study focused on the value of public primary school education, advantages of Fee Free primary education, perceptions of parents and School Management Committee members on community participation and relationship between parent’s perception on the value of public primary education and participation in project-based support to education. The respondents exhibited heterogeneous negative perceptions with a positive correlation between parent’s perception on the value of public primary education and participation in project-based support to education (r =.510, p=000<0.01). The larger majority 64.3% of parent respondents with grade 7 education was deemed a factor that influenced negative perception. The researcher recommends that the Government authorities need to impart community economic productivity skills; the District Authorities further need to conduct community awareness on the importance of participation. Finally, the Ministry of Education in collaboration with the other stakeholders should mobilize funds and sensitize communities on the value of primary education and the importance of their participation in community development programs to support education.
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Torres-Harding, Susan, Ashley Baber, Julie Hilvers, Nakisha Hobbs, and Michael Maly. "Children as agents of social and community change: Enhancing youth empowerment through participation in a school-based social activism project." Education, Citizenship and Social Justice 13, no. 1 (February 1, 2017): 3–18. http://dx.doi.org/10.1177/1746197916684643.
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School-based social activism projects have much potential to foster civic engagement, self-efficacy, and positive youth development. Social activism projects may also be a means by which children, a group that is disempowered due to their age and dependence on adults, might seek to positively impact social and community problems. The current study evaluated elementary school age children’s (K-7th grade) participation in grassroots campaigns, which are year-long school-based activism projects that are a component of their school’s comprehensive social justice curriculum. Results found that even young children could successfully and meaningfully participate in these school-based activism projects. Additionally, students’ participation in these projects was characterized by a high level of enthusiasm and also facilitated a sense of community and empowerment in these children.
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Webber, Melinda, Tracy Riley, Katrina Sylva, and Emma Scobie-Jennings. "The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys." Australian Journal of Indigenous Education 49, no. 1 (October 16, 2018): 77–88. http://dx.doi.org/10.1017/jie.2018.16.
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When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successfully to identify talents and benefit the student achievement and engagement of Māori boys in two rural Northland, New Zealand secondary school contexts. The project aimed to implement Treaty of Waitangi-responsive and place-based science practices by improving home–school–community relationships through the authentic engagement of whānau and iwi into the schools’ planning, implementation and evaluation of a REAPS unit. As a result of this innovation, teachers’ perceptions of Māori boys shifted, their teaching practices changed, more junior secondary Māori boys were identified as gifted by way of improved academic performance, and iwi and community members were engaged in co-designing the inquiry projects. Our research indicated that the local adaptation of the REAPS model was effective in engaging and promoting the success of gifted and talented Māori boys.
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Popetz, Kimberley. "Turning Privies into Class Projects." Advances in Archaeological Practice 3, no. 3 (August 2015): 301–12. http://dx.doi.org/10.7183/2326-3768.3.3.301.
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AbstractJefferson Patterson Park and Museum worked with a local high school class to conduct an analysis of artifacts from a nineteenth-century privy excavated more than 30 years ago. The project filled a specific request from the school system, which asked for help in creating an in-depth endeavor that would allow the students to develop new skills and expand their understanding of local history. For the Museum, it completed one small piece of a decades-old project and allowed us to live out our mission in a compelling way. Students and staff produced a community exhibit, posters, and the final research report on this feature. This paper explores the dynamic that empowers the co-creative process to construct not only a good end product but also demonstrable gains for those involved. It establishes that the strength of the co-creative process lies in the purposeful sharing of power and authority for the betterment of our community members.
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Ellis-Robinson, Tammy, and Jessica Wayde Coles. "School, university and community collaboration to promote equity through inclusive cultural competence." education policy analysis archives 29 (March 29, 2021): 44. http://dx.doi.org/10.14507/epaa.29.4670.
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In a series of action-research forums university researchers/faculty, school, family, and community stakeholders engaged collaboratively to explore and identify effective practices and ongoing needs related to the development of inclusive cultural competence for pre-service and in-service teachers, and the institutions that develop and employ them. Forum participants discussed plans for future collaborative projects focused on equity and social justice in local schools and community organizations. The collaborative relationships extended beyond the forums to include additional projects focused on equity. Researchers used a qualitative analysis of forum input and researcher field notes, including deductive category application of codes derived from literature and modeling of intersections of theory and forum output to identify problem areas, analyze themes of best practice, and formulate ideas for future action.
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Vare, Paul. "Exploring the Impacts of Student-Led Sustainability Projects with Secondary School Students and Teachers." Sustainability 13, no. 5 (March 4, 2021): 2790. http://dx.doi.org/10.3390/su13052790.
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Secondary school students are granted few opportunities to change their world, yet they are expected to engage fully as citizens the moment they leave school. This issue is growing starker with multiple global crises contributing to mental health concerns. This situation stimulated a practical education for sustainability project designed to promote student agency by supporting small, student-led, community-based projects, planned and supported within the secondary school context. This research ran alongside the project in order to investigate (a) the impact of implementing these projects on the students involved and (b) the implications of this for their teachers. The research approach was based on Cultural-historical Activity Theory, which explores the learning generated through multi-layered interactions within a given activity system. In stimulating student agency, it was clear that the project had challenged existing practice. Students sensed a shift in power relations, remarking on how teachers respected and listened to their opinions. Those teachers who appeared more authoritarian appeared to experience the greatest transformation although ceding power did not come naturally, particularly where this challenged notions around teacher responsibility. In this way, teachers’ professionalism threatened to become the means by which they withheld power from their students. Implications of this for schools and policy are considered.
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Rahm, Jrène, Annie Malo, and Michel Lepage. "Youth-voice driven after-school science clubs: A tool to develop new alliances in ethnically diverse communities in support of transformative learning for preservice teachers and youth." Alterstice 6, no. 1 (December 5, 2016): 39–51. http://dx.doi.org/10.7202/1038277ar.
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In this paper, we draw on data collected in the context of a three-year action research project that involved the development of after-school science clubs in three high schools in ethnically diverse communities, made possible through a partnership between a university, the schools and the community. We document the evolution of a youth-voice driven science club over time and the kind of transformative learning it supported for youth who are for the most part first-generation immigrants growing up in an underserved urban centre. We also explore how the alliance between the university, the school and the community enriched the learning ecologies of the participating youth and how it was experienced by the instructors and preservice teachers who pursued service learning projects in the clubs as part of their university course work in education. We show how such diverse experiences offer rich insights into ways of building alliances among schools, community resources and the university to support equity-driven practices that are inclusive and supportive of ethnically diverse youth with complex immigration histories.
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Spencer, Ben, Susan Bolton, and Jorge Alarcon. "The Informal Urban Communities Initiative: Community-Driven Design in the Slums of Lima, Peru." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 9, no. 1 (April 30, 2014): 92–107. http://dx.doi.org/10.24908/ijsle.v9i1.5262.
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The Informal Urban Communities Initiative is a design activism, service learning and research program based in Lomas de Zapallal, an informal urban settlement in northern Lima, Peru. The initiative focuses on the design, implementation, monitoring and evaluation of community-driven interventions in the built environment and, in response to priorities articulated by community members, places particular emphasis on the integrated, interdisciplinary design of public green space. It aims to effect positive and sustainable change in Lomas de Zapallal, to build the capacity of designers to work effectively with poor urban communities and to gather evidence that informs best practices in project design and implementation in these contexts. The paper presents a descriptive overview of three Informal Urban Communities Initiative projects completed at the Pitágoras School; a primary school park, a secondary school stair and garden and a secondary school classroom. Reflecting upon the positive and negative lessons these projects provide when considered in tandem, the paper argues that community driven processes, multi-scalar interventions, interdisciplinary collaboration and long term, in-depth engagement are essential components of effective design practice and education in informal urban communities.
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Davies, Alun, Grace Mwango, Bernard Appiah, James J. Callery, Vu Duy Thanh, Nozibusiso Gumede, Robert Inglis, et al. "Initiating a network to support engagement between health researchers and schools: recommendations from an international meeting of schools engagement practitioners held in Kilifi, Kenya." Wellcome Open Research 4 (November 18, 2019): 180. http://dx.doi.org/10.12688/wellcomeopenres.15556.1.
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Engagement between health researchers and local schools, or School Engagement, has become incorporated into the engagement strategies of many health research institutions worldwide. Innovative initiatives have emerged within Wellcome Trust-funded African and Asian Programmes (APPs) and elsewhere, and continued funding from the Wellcome Trust and other funders is likely to catalyse further innovation. Worldwide, engagement between scientists and schools is well-described in the scientific literature (1-4), however, engagement between health researchers and schools is much newer, particularly in Africa, and rarely documented in the academic literature. In November 2018 the KEMRI-Wellcome Trust Research Programme (KWTRP) hosted an international meeting in Kilifi, Kenya, drawing on an emerging community of School Engagement practitioners towards exploring the broad range of goals for School Engagement, learning about the breadth of evaluation approaches and exploring the usefulness of a practitioner network. The workshop was attended by 29 participants representing 21 institutions in 11 countries and comprised: engagement staff from Wellcome Trust-funded Africa and Asia Programmes (AAPs); facilitators of previously funded Wellcome Trust African School Engagement projects; collaborators of Wellcome Trust funded school engagement projects; and long-established UK and Africa-based School Engagement with research projects. Workshop sessions combining small group discussions with plenary presentations, enabled a range of goals, activities and evaluation approaches to be shared. This report summarises these dicussions, and shares the possible function of a network of School Engagement practitioners. Four broad goals for schools engagement emerged: contributing to science education; capacity strengthening for health research; contributing to goals of community engagement; and health promotion. These aimed ultimately at improving health, but also at supporting development in low- and middle-income countries through promoting science-career uptake. Practitioners identified a range of benefits for creating a network to strengthen School Engagement practice: sharing experiences and resources; facilitating capacity strengthening; and fostering collaboration.
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Olkhovaya, T. A., and S. V. Pankova. "Priorities of a Regional University Educational Activities Modernization." Higher Education in Russia 27, no. 10 (December 3, 2018): 108–14. http://dx.doi.org/10.31992/0869-3617-2018-27-10-108-114.
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The article is focused on the problem of educational programs modernization on the basis of principles of project-oriented training and students’ involvement in solving scientific-research and industrial-technological tasks relevant for the region. Special attention is paid to the multilevel career guidance work at Oreburg State University (special projects such as pre-university education centre “Applicant”, University Computer School, University physics and maths school, “University Saturdays”). The task of creating a complex of educational and intellectual products that ensure high competitiveness of university graduates is considered. For this purpose, the University reali- zes two educational projects: “School of leadership” and “Going to study at OSU”. These projects implement project-oriented training, involve employers in educational process. As a result, students present their own business projects with financial support. Special course of technological entrepreneurship is aimed at development of business thinking, business planning, management skills, key competences to start a business or to conduct innovation projects at companies. Modernization of educational practices gives considerable topical relevance to the question of young teachers and researchers retention at the University, their integration in academic community.
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Robinson, Lorna. "East Oxford Community Classics Centre News." Journal of Classics Teaching 16, no. 31 (2015): 43–44. http://dx.doi.org/10.1017/s2058631015000082.
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It has been another very busy year so far at the East Oxford Community Classics Centre at Cheney School. In September, two exciting new courses started: a brand new community A Level Latin course and a Classics enrichment course for Year 9s at Cheney School. We have also been running a range of projects and events. This report details some of what we have been up to, and some of the exciting things we have planned for the future.
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Blythe, Charlotte, Niki Harré, Sindra Sharma, Victoria Dillon, Briar Douglas, and Amandia Didsbury. "Guiding Principles for Community Engagement: Reflections on a School-Based Sustainability Project." Journal for Social Action in Counseling & Psychology 5, no. 3 (July 20, 2018): 44–69. http://dx.doi.org/10.33043/jsacp.5.3.44-69.
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This article describes an action research project in which community psychologists worked with a school community to promote environmentally sustainable practices. Our research team had five guiding principles: strengths-based, empowerment, role modeling, communication, and measurement and feedback. Here we describe a phenomenological study of how we experienced our principles and how key participants from the school perceived our professional practice. Each research team member completed a self-reflective survey and key staff and students from the school were interviewed. Amongst other benefits, the principles were valuable in promoting coherence within the research team, guiding decision-making and providing a framework for critical reflection. Recommendations are given for researchers and community practitioners interested in initiating sustainability projects with local organizations or using a similar principles-based approach in other collaborative endeavors.
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Albarracín, Lluís, and Núria Gorgorió. "Mathematical Modeling Projects Oriented towards Social Impact as Generators of Learning Opportunities: A Case Study." Mathematics 8, no. 11 (November 15, 2020): 2034. http://dx.doi.org/10.3390/math8112034.
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This paper presents a case study carried out at an elementary school that led to a characterization of mathematical modeling projects aimed at generating social impact. It shows their potential as generators of mathematical learning opportunities. In the school project, upper-grade students (sixth grade, 11-year-olds) studied the way in which the rest of the students at the institution traveled from their homes to school. Its purpose was to identify risk points from the standpoint of road safety and to develop a set of recommendations so that all the children could walk safely to school. In our study, we identified, on the one hand, the mathematical learning opportunities that emerged during the development of the project and, on the other, the mathematical models created by the students. We discuss the impact of the project on the different groups in the school community (other students, parents, and teachers). We conclude with a characterization of the mathematical modeling projects oriented towards social impact and affirm that they can be generators of mathematical learning opportunities.
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Church, Abere Sawaqdeh, David K. Marcus, and Zachary K. Hamilton. "Community Service Outcomes in Justice-Involved Youth: Comparing Restorative Community Service to Standard Community Service." Criminal Justice and Behavior 48, no. 9 (April 23, 2021): 1243–60. http://dx.doi.org/10.1177/00938548211008488.
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Traditional mandated community service (CS) typically consists of picking up trash or performing manual labor, distanced from the community. Some juvenile justice programs have begun to implement restorative community service (RCS) programs that enable youth to complete meaningful CS projects in a shame-free manner alongside community members. This study compared RCS with a standard community service (SCS) program in two counties in Washington State on psychosocial outcomes, including attitudes, peer relationships, school conduct, academic performance, and substance use. Recidivism was also examined. RCS was associated with reduced substance use and fewer school conduct difficulties compared with SCS, and also positively influenced peer relationships and attitudes. These findings suggest that adding a restorative component to CS may improve psychosocial outcomes for justice-involved youth, but there was no evidence that adding a restorative component to CS led to reduced recidivism. Additional systematic studies are needed to determine whether these findings replicate.
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Nistor, Gheorghița, and Cristian-Laurențiu Dumitru. "Preventing School Exclusion of Students with Autism Spectrum Disorder (ASD) through Reducing Discrimination: Sustainable Integration through Contact-Based Education Sessions." Sustainability 13, no. 13 (June 23, 2021): 7056. http://dx.doi.org/10.3390/su13137056.
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Students with autism spectrum disorder (ASD) are discriminated against and stigmatized by the school community. The objective of this study is to analyze the school inclusion process of students with ASD by reducing discrimination and stigmatization through contact-based education sessions. This can be achieved through school projects. In the present study, discrimination and stigmatization toward children with ASD were analyzed in high school students (N = 141) through Haghighat’s standardized stigmatization questionnaire (SSQ1). In the active group, a student diagnosed with ASD also participated in the awareness activities of the problems faced by the students with ASD and the contact-based education (CBE) sessions carried out in the classroom. The results showed significant differences in reducing discrimination and stigmatization in high school students, both in the control group and especially in the active group. It was observed that the development of CBE (inclusion of the student with ASD in activities) led to the creation of a supportive school community, demonstrating that the activities carried out within the SucCESS Project achieved their purpose. The SSQ1 can be applied to high school students, and together with CBE activities, it can be used in school inclusion projects for children with ASD or mental disabilities.
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Burkholder, Tara. "Medical Schools Win Grants For Community Projects." Psychiatric News 41, no. 8 (April 21, 2006): 24. http://dx.doi.org/10.1176/pn.41.8.0024.
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Reinisch, Courtney E., Rachel Lyons, Margaret Quinn, and Sarah Kelly. "From Capstone to Community: Translating a Capstone Project to a Community Setting as a Component of a Comprehensive Program to Address Childhood Obesity." Clinical Scholars Review 8, no. 2 (2015): 160–63. http://dx.doi.org/10.1891/1939-2095.8.2.160.
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Across the nation, doctor of nursing practice programs require a final project for partial completion of the degree. What happens to these projects after the degree is conferred? This article seeks to describe how a group of nursing faculty used a capstone project to address the needs of the local community in an underserved inner city middle school to have physical and nutrition education curriculum introduced. A completed capstone project served as a framework for the physical activity component of a health and fitness curriculum. The overall program goal was to serve as a childhood obesity intervention by increasing student’s active time and improving nutrition behaviors. For this article, the needs assessment, partnership, and translation of a capstone project will be described.
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Guarini, Maria Rosaria, Pierluigi Morano, and Francesco Sica. "Historical School Buildings. A Multi-Criteria Approach for Urban Sustainable Projects." Sustainability 12, no. 3 (February 3, 2020): 1076. http://dx.doi.org/10.3390/su12031076.
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It is recognized, in Europe and elsewhere, that there is a need to implement sustainable urban intervention policies based also on the recovery of existing public real estate assets. In Italy, the schools are a significant part of public property. At this time (2019), many buildings destined for teaching need to be redeveloped, both from a structural and plant engineering point of view, and with regard to the management of the spaces available for teaching and social activities. Although, there have been many attempts by the legislator to regulate the modus operandi in the school construction field, it is clear that there is a lack of a unique regulatory system in which the technical and functional-managerial aspects relating to the same school are considered together. On this basis, with this study a multi-criteria evaluation protocol to support intervention planning for the redevelopment of existing school buildings is proposed. The study defines an evaluation framework with which we can establish the design priorities to be carried out in accordance with the building features and community needs. The evaluation framework is tested on a renewal project regarding a school building located in the historic center of Rome (Italy).
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Johnson, Janet L. "Effectiveness and Successful Program Elements of SOAR’s Afterschool Programs." Journal of Youth Development 1, no. 3 (March 1, 2007): 63–71. http://dx.doi.org/10.5195/jyd.2007.374.
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Project SOAR provided after-school programs that afforded expanded learning opportunities to help students succeed in local public schools and to contribute to the general welfare of the community. Program components focused on building students’ academic skills and positive attitudes, aided by teachers, mentors, parent education, and local agencies. Instructional programs were conducted to help reduce drug use and violence. Activities included academic assistance, technology training, mentoring, service learning projects, and education in life skills and the arts. Parent involvement was encouraged. Behavioral and academic outcomes—especially at the high school level—were analyzed to determine program effectiveness regarding academic achievement, dropout rates, and rates and frequency of suspensions. Successful program elements and strategies are noted.
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Foletta, Gina. "Projects: The National Math Trail." Mathematics Teacher 95, no. 1 (January 2002): 78. http://dx.doi.org/10.5951/mt.95.1.0078.
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During the past few school years, teachers and students across the country have been taking virtual walks along the National Math Trail, which can be found at www.nationalmathtrail.org. The K–12 Internet-based project invites students and teachers to submit community-based mathematics problems, along with photographs, illustrations, audio or video content, or Web pages. These submissions are posted to the National Math Trail map throughout the year. International submissions are also being solicited, and appropriate maps are created.
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Stafford, Ian. "Every Body Active: A Sports Council National Demonstration Project in England." Adapted Physical Activity Quarterly 6, no. 2 (April 1989): 100–108. http://dx.doi.org/10.1123/apaq.6.2.100.
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The 1981 Education Act implies that, in England, provided certain conditions are satisfied, schoolchildren with special needs should be taught in an integrated setting (Advisory Centre for Education, 1981). In 1982 the English Sports Council set up national demonstration projects to promote mass participation in sport throughout all sections of the community. Every Body Active (E.B.A.) is such a project, based at Sunderland Polytechnic, and it focuses on the participation and integration of young people (11–24 years) with physical or sensory disabilities in community sport and recreation and school physical education. The project is divided into two phases. The research phase, initiated in January 1987, ran for a period of 15 months during which data were collected in order to establish needs. Subsequently several schemes were established to be undertaken in the implementation phase, initiated in April 1988. The focus of this paper is the physical education scheme and the research findings that preceded its formation. On the basis of the research phase, a physical education scheme has been implemented that focuses on a special school for pupils with physical disabilities, its physical education program, and links with mainstream schools and external community sport and recreation agencies.
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Trott, Carlie D. "Reshaping our world: Collaborating with children for community-based climate change action." Action Research 17, no. 1 (March 2019): 42–62. http://dx.doi.org/10.1177/1476750319829209.
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This paper documents a collaborative, multi-site participatory action research project in collaboration with children to act on climate change within local community settings. The project was an after-school program that combined hands-on climate change educational activities with photovoice, a participatory action research method that uses digital photography as the basis for problem identification, group dialogue, and social change action. Grounded in transformative sustainability learning theory and integrated with an arts-based participatory action research methodology, the program was designed to strengthen children’s climate change awareness and sense of agency through youth-led action projects. After describing the program, this article details the collaborative action projects designed and carried out by 10- to 12-year-olds in each community (e.g., policy advocacy, tree-planting, community garden) as well as how the program facilitated children’s constructive climate change engagement through children’s enjoyment and agentic action. The critical importance of participatory process and collaborative action in strengthening children’s sense of agency is discussed.
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LaBanca, Frank. "Developing an Inquiring Community of Practice: Case Stories From One Middle School’s Efforts for Partnership." LEARNing Landscapes 10, no. 1 (October 1, 2016): 135–52. http://dx.doi.org/10.36510/learnland.v10i1.725.
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At a start-up urban magnet middle school, we are committed to a student-centered inquiry-based learning environment that values extended project-based learning. In order to make projects relevant, we work with community members to harness their expertise in the design, execution, and evaluation of student work. We recognize that partnerships that allow community members to showcase their own talents, skills, and knowledge forge meaningful relationships that enhance student learning.
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Marinell, William. "Voices Inside Schools: Capturing Authenticity, Transforming Perception: One Teacher's Efforts to Improve Her Students' Performance by Challenging Their Impressions of Self and Community." Harvard Educational Review 78, no. 3 (September 1, 2008): 529–48. http://dx.doi.org/10.17763/haer.78.3.804g42hvt1630022.
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In this Voices Inside Schools essay, William Marinell describes the efforts of a public school teacher to improve her students' writing by attempting to increase their connectivity to their community. By designing photojournalism projects that prompt students to capture their authentic experiences, the teacher hopes to challenge the students'negative perceptions of their community, which she believes have a negative effect on her students' performance in school. Marinell elaborates on the personal and pedagogical dilemmas that the teacher faced while engaged in this work and how her instructional objectives and pedagogical approaches evolved as she gained an appreciation for the complex issues that arise when teachers and students attempt to depict their community.
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Hendricks, Kristin, Risa Wilkerson, Christine Vogt, and Scott TenBrink. "Transforming a Small Midwestern City for Physical Activity: From the Sidewalks Up." Journal of Physical Activity and Health 6, no. 6 (November 2009): 690–98. http://dx.doi.org/10.1123/jpah.6.6.690.
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Background:Jackson, Michigan (population 36,000) started active living interventions to help solve residents' low physical activity levels. Jackson's experience can serve as a case study for beginning similar efforts in smaller communities.Methods:In 2003, Jackson began a 3-prong community intervention utilizing the 5P model to increase safe physical activity opportunities and encourage walking and biking for short trips. The focus included work on projects at 1) elementary schools, 2) worksites, and 3) city-wide networks.Results:Evaluation results show changes in attitudes toward active transportation (8% increase in children who thought walking to school was “safer” postintervention), intentions to try active transportation (43% of Smart Commute Day participants “would” smart commute more often postevent), and increased physical activity (the percentage of students walking to school more than doubled at 3 of 4 intervention schools). In addition, a community level observational study was conducted at 10 locations in the city in 2005 and 2006. The number of people seen using active transportation increased from 1,028 in 2005 to 1,853 people in 2006 (a 63% increase).Conclusions:Local community-driven projects to increase walking and biking can be effective by utilizing a variety of interventions, from the individual to the policy level.
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Crump, Eric. "Technotreachery: Play in Filtrates School." About Campus: Enriching the Student Learning Experience 1, no. 1 (March 1996): 20–23. http://dx.doi.org/10.1002/abc.6190010105.
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Eric Crump is the learning technologies coordinator for the University of Missouri-Columbia Learning Center. He is working on a number of projects, all exploring ways to use computer networks to create new learning environments and to complement conventional learning environments. His pet projects at the moment are the Online Writery, an online community of student writers; Rhetnet, an experimental scholarly cyberjournal on rhetoric and writing, and the MU Institute for Instructional Technology, a mechanism for effecting technological and pedagogical change on campus. If you would like to contact Eric to inquire about the nuts and bolts of on-line learning or about his views on learning and the academy, you can send e-mail to him at wleric@showme.missouri.edu .
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Baker, Nancy J., Madison Cutler, and Elizabeth Sopdie. "Perceived Influence of Medical Students’ Community Health Assessment Projects." Family Medicine 52, no. 8 (September 2, 2020): 586–91. http://dx.doi.org/10.22454/fammed.2020.381413.
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Background and Objectives: To achieve overall health, physicians must understand how community and population health impacts individual health. Although several US medical schools have incorporated community health assessment project requirements into traditional curricula, examples in longitudinal integrated clerkships are unknown. This study was designed to assess alumni perceptions of the influence of community health assessment projects, a core component of the University of Minnesota Rural and Metropolitan Physician Associate Program’s (RPAP/MetroPAP) 9-month longitudinal integrated curriculum. Methods: This 2018 study consisted of a descriptive cross-sectional survey of 480 RPAP/MetroPAP alumni who completed 457 community health assessment projects between 2004/2005 and 2016/2017. The authors administered a 14-item survey requesting date and location of RPAP/MetroPAP 9-month placement, name of project, source of project idea, and perception of project influence on professional activities. Quantitative data were collected using 4-point Likert scales. We collected qualitative data with open text boxes. Results: The survey response rate was 42.29% (203/480). A key finding was alumni perceived project ideas arising from community partners had greater impact on their acquisition of several community engagement skills. One-half reported projects influenced their professional activities, evidenced by ongoing community engagement, interest and participation in public health and preventive health initiatives, efforts to learn about specific health issues, social determinants of health and patient advocacy. Conclusions: This exploratory study suggests medical student community health assessment projects enhance community engagement and soliciting project ideas from community partners increases student acquisition of community engagement skills.
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Puts, Kerrie, and Jan Mattrow. "Healthy Primary School Canteens." Australian Journal of Primary Health 6, no. 1 (2000): 111. http://dx.doi.org/10.1071/py00012.
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Initiated by Berwickwide Community Health Service (BCHS), the Healthy Canteens Project commenced in June 1997. Initiatives were completed in December 1999. BCHS focused on primary school canteens as potential leading advocates for healthy eating within the primary school setting and the broader school community. The Health Promoting Schools concept (National Health and Medical Research Council, 1996) was a main guiding framework in this project with particular attention in the areas of 'Organisation Ethos and Environment' and 'Partnerships'. Schools were encouraged to examine and develop a healthy canteen environment and to network with other health/welfare agencies and schools. Although not addressed in detail due to limited resources, the importance of the third area of focus in the Health Promoting Schools concept, 'Curriculum', was emphasised where possible throughout the project. The project targeted key people with an interest and a role in the school canteen, to ensure greater involvement and more likelihood of positive outcomes. A 'healthy canteen' was defined as one that was safe, clean, profitable and providing a range of high nutritional value foods. Strategies were directed at enabling schools to work towards meeting this definition. Approaches used in the project included community consultation and participation, structural change, a review of settings, health education, intersectoral collaboration, skill development, policy development and striving for sustainability. The project highlighted the importance of community participation during the planning, implementation and evaluation stages of a project. It also showed that the formation of partnerships between organisations and across sectors greatly increases an initiative's chances of reaching its target group and achieving positive outcomes.
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Jessee, Nathan, Kourtney K. Collum, and Richard D. Schulterbrandt Gragg. "Community-based Participatory Research: Challenging “Lone Ethnographer” Anthropology in the Community and the Classroom." Practicing Anthropology 37, no. 4 (September 1, 2015): 9–13. http://dx.doi.org/10.17730/0888-4552-37.4.9.
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Despite a rich history of collaborative and engaged scholarship and the recent “participatory turn” in anthropology few anthropology departments train students in the philosophy or methods of collaboration. Graduate training is typically characterized by conventional classroom-based lectures and individualized projects, while participatory research is thought of as something scholars can do later in their careers. The 2013 Health Equity Alliance of Tallahassee (HEAT) Ethnographic Field School disrupted this paradigm. The Field School used a community-based participatory research (CBPR) framework to train graduate students and community stakeholders in applied research methods through participation in an established community/university research partnership, examining race, racism, and health outcomes. The Field School was comprised of a racially, economically, and educationally diverse, intergenerational, multicultural, and multiethnic group of participants. Reflecting on this experience, we challenge the myth of the “lone ethnographer” and argue for a reorientation in anthropological methods training towards transdisciplinary, participatory, and collaborative ethnographic methods.
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Bradea, Adela. "Some aspects of school seen as a Professional Learning Community." Practice and Theory in Systems of Education 11, no. 4 (November 1, 2016): 241–49. http://dx.doi.org/10.1515/ptse-2016-0023.
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AbstractEach school is part of the community and at the same time, a provider of education services. This makes school a Learning Community for both teachers and students. While in the case of students this is a mission accomplished, in that of teachers’ things seem to be a bit more difficult. The latter ones should see themselves as members of a Professional Learning Community (PLC), where each teacher should cooperate with the other to achieve common goals, engage in common research activities for the progress of their school, take part in evaluating school results and propose plans to improve them etc. This research aimed to identify teachers’ perception of the role of school as a Professional Learning Community, to identify how school boards support and encourage this idea through participative management and to identify lines of joint research in which teachers are involved. The instrument used was a questionnaire having 30 close-ended items, administered to pre-university teachers from Bihor county, Romania. The implementation period was January to June 2016. The results show that there is collaboration between the same subject area teachers, who form committees to discuss, analyse and propose solutions. The research has also showed that more effort is required to improve collaboration between more experienced teachers and those who are at the beginning of their career, to improve collaboration between different subject area teachers by getting them to engage in joint projects, but above all, there is a need for a greater involvement of teachers, of school boards in managing schools so that participative management is achieved.
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Ahmed, Fasih, Sana Hussan, and Muhammad Safiullah. "Elementary Education and Language Teachers’ Professional Development Needs: The Context of Pakistan." Global Regional Review I, no. I (December 30, 2016): 85–96. http://dx.doi.org/10.31703/grr.2016(i-i).07.
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Teachers professional development is central to meet the ever-growing challenges at the elementary school level. In this article we describe the development and use of Teachers Development Scale at the elementary school level in Pakistan. An exploratory factor analysis (n=274) showed two basic dimensions of teachers professional development: community development, and individual development. Community-based developments included collaborative projects, participation in conferences, and system of educators for proficient advancement. On the other hand, individual developments related to improvement in course work, coaching, observation visits to other schools and qualification degree programs. The implication of the study identifies constraints and suggestions for educators, educationists and instructor mentors.
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Ćurko, Bruno, and Antonio Kovačević. "European projects related to ethical education in primary and secondary schools." Metodički ogledi 25, no. 2 (2019): 85–107. http://dx.doi.org/10.21464/mo.25.2.5.
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Through the Erasmus+ Program, in Key Activity 2 – “Strategic Partnerships in Education and Training” (KA2) – association for promotion of non-formal education, critical thinking and philosophy in practice “Petit Philosophy” has implemented or is implementing seven projects closely related to ethical education. The characteristics of these projects are that they are directed to ethical education in kindergartens and primary and secondary schools. Partners of “Petit Philosophy” in these projects were/are universities, primary and secondary schools, kindergartens, associations and institutions from thirteen countries (Austria, Germany, Slovenia, Italy, Spain, Hungary, Bosnia and Herzegovina, Greece, Ireland, the Netherlands, Slovakia, Latvia and Croatia). Project “ETHOS: Ethical Education in Primary and Pre-primary Schools for a Sustainable and Dialogic Future” is one of the first of these projects. ETHOS was successfully implemented under the Comenius Program from 2012–2014, and afterwards, projects under the Erasmus+ KA2 followed: ETHIKA – Ethics and Values Education in Schools and Kindergartens (2014–2017), LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society (2016–2019), AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators (2017–2019), COMET – A Community of Ethics Teachers in Europe (2017–2020), Integrating Ethics of Sport in Secondary School Curriculum (2017–2019), BEAGLE – Bioethical Education and Attitude Guidance for Living Environment (2018–2020) and TRACE – Traditional Children’s Stories for a Common Future (2018–2020). In this article, we will briefly present the projects’ activities, with particular emphasis on materials created for educators, teachers, and students.
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Taylor, Kristin Vanderlip. "Building school community through cross-grade collaborations in art." International Journal of Education Through Art 16, no. 3 (September 1, 2020): 351–70. http://dx.doi.org/10.1386/eta_00038_1.
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This qualitative study examines multiple collaborative art experiences across ages and classrooms during two years at a suburban public school in one of the largest school districts in the United States. Students in two middle-school elective art courses engaged in contemporary art education projects to strengthen visual and verbal communication skills as they partnered with younger peers in primary grades, including the following activities: collaborative earthworks, toy designs and mixed-up animal sculptures. These multi-age socially-constructive art experiences provided students with opportunities to build community across campus while interacting with each other and the artwork co-created. Observations and noted responses via reflection from students indicated positive impact on both communication and collaboration through bidirectional teaching and learning, with students in each age group requesting more opportunities for cross-grade collaborative experiences.
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Gezmet, Sandra. "The singularity (and no so much) of socio-community practices at the Monserrat National High School." Cuadernos de Extensión Universitaria, no. 4 (December 1, 2020): 79–102. http://dx.doi.org/10.19137/cuadex-2020-04-04.
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Pre-university high school Extension is permanently opening paths and setting academic school career. Although high school extension has its own specificities, it shares difficulties and concerns with the university extension. Curricular inclusion of ‘viable unpublished’ socio-communitarian projects in the Monserrat National High School, shows that it is possible that extension is not any longer an isolated, voluntary action, developed outside the institutional margins, but a concrete integral critical humanistic formation integrated to the curricula, and that it articulates classroom learning with learning in the territory through experience. If we think humanism as the interculturality and universalization of human dignity, then socio-communitarian projects (PSC) are humanizing, sensing, historicizing, problematizing, articulating, democratizing, dialogical, rights promoting, curricular spaces. They also approach social problems critically as object of knowledge providing social transformation.