Dissertations / Theses: 'School community'

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Cheung, Ting-kwok Kenneth. "Community-School in Shamshuipo : transactional relationship between School & Community /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953898.

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Law, Kwai-sun Jeffrey. "School community in new town housing estate : integrating the public school into the community /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948970.

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Silva, Luis Ernesto. "Community School." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33765.

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"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

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張鼎國 and Ting-kwok Kenneth Cheung. "Community-School in Shamshuipo: transactionalrelationship between School & Community." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31985683.

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Tashi, Sonam. "School-community partnerships: Bhutanese principals' impact on community involvement in schools." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/233666/1/Sonam_Tashi_Thesis.pdf.

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This study investigated the effect of School-Community Partnerships model for school improvement in Bhutan, and the challenges faced by both schools and communities in relation to the implementation of the policies and programs on democratic governance. Using qualitative methodology the study collected data from school and community leaders to understand how SCP may support the transition to new democratic leadership. The findings indicate a complex mix of variables such as, complementarity of national and school level leadership, cultural sensitivity and, empowerment and accountability which have capacity to strengthen SCP and thus require significant capacity development by the government.

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Aman, Aixle D. "Transformative Community School Practices and Impacts| A Tale of Two Community Schools." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606848.

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Students are coming to school with myriad issues that teachers and schools cannot address alone. ecological systems theory posits that the environments with which a child comes into contact, either directly or indirectly, can impact her or his development (Bronfenbrenner, 1979). With the support of community partner organizations in the local community, community schools can effectively respond to students’ needs and help them navigate the interconnected web of environments. Through interviews, focus groups, and a document review, this cross-site case study explored the practices that are employed by community school leaders (school staff and employees of community partner organizations) at two pilot high schools in the Los Angeles Unified School District (LAUSD), to implement six guiding principles of community schools.

The study also captured impacts of these practices through participants’ perceptions, documents, and the application of transformative leadership theory. The findings revealed that the pilot school model is a natural avenue for the community schools strategy, and that intentional practices and a shared vision by all stakeholders can result in transformative impacts on students and the school as a whole. District and school leaders could consider developing processes and systems for implementing a community schools strategy district-wide by providing funding for community school coordinators for school sites, working with school leaders to develop their shared decision-making skills, and leveraging the assets and resources of community partners.

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Erbes, Kristen M. "School/community-based management discursive politics in practice /." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765033351&SrchMode=2&sid=11&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233180076&clientId=23440.

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Donato, Eric G. (Eric Gonzalez). "The role of community schools in community empowerment : a historical case study of the Quincy Community School." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/65667.

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Law, Kwai-sun Jeffrey, and 羅貴申. "School community in new town housing estate : integrating the public school into the community." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hdl.handle.net/10722/209583.

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LeVee, Janet Whiting. "The wasting of dangerous minds : kids, schools, violence, and the community /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/6441.

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Olmos, Olivia. "Urban school design solutions Detroit's Chadsey/Munger, community centered opportunities /." This title; PDF viewer required. Home page for entire collection, 2010. http://archives.udmercy.edu:8080/dspace/handle/10429/9.

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Coe, Alice Elizabeth Silva Ruth D. "The parent participation discourse of a community school diverse ideas and perceptions about educational partnership at an inner city community school /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12098.

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Holmes, Marilyn. "Community Engagement: Home School Partnership." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198.

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Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school.

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Carter, Katherine Mildred. "Community Organizing and School Transformation." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013350.

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Across the country, community organizing has emerged as a strategy for engaging low-incoming communities and communities of color in school transformation. There is increasing recognition that this approach can be used to develop relationships, leadership, and political power to support systemic and long-lasting educational change. Oakland has a rich history of community-driven school reform. In the early 2000s, the mobilization of thousands of families across the city led to the passage of a new small autonomous school policy and the creation of over 30 new district schools through community-based design teams. However, since 2007, no new district schools have been authorized. Like many other urban districts, the charter sector has expanded, enrollment has declined, and the school district has turned to closing and consolidating schools, rather than opening new ones. This strategic leadership project sought to combine community organizing and design thinking frameworks to develop institutional and community support for a new dual language middle school as part of a PK-12 multilingual pathway of schools in the Oakland Unified School District. Throughout the capstone, I use Mark Moore’s strategic triangle framework (public value, operational capacity, and institutional support) to organize my research and analysis of this strategic project. I describe my leadership of the design team and some of the complexities that arose in our authorizing environment when we attempted to develop the new school through an existing district transformation process. The analysis includes implications for both new school design and school transformation work, and includes recommendations for how Oakland and other districts can more effectively facilitate communities to take leadership in school transformation.

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Rodríguez, Gina Elizabeth DeShera. "Community collaboration in school improvement /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.

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Bruner, Carl. "School improvement planning and the development of professional community /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7801.

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O'Sullivan, Casey. "Character education and school leadership: building a school community." Thesis, Boston University, 2004. https://hdl.handle.net/2144/27734.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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Thabe, Maesala. "The development of supportive school community plans by community volunteers." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52973.

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The purpose of this study was to gain insight into how community volunteers, in collaboration with teachers and the community, developed and implemented supportive school-community plans. The study forms part of the broader SHEBA (Supporting Home Environments in Beating Adversity) project (Ferreira & Ebersöhn, 2011-2013), which investigated the way in which community volunteers applied the asset-based approach in supporting vulnerable communities, by utilising school-based partnerships. I followed a Participatory Reflection and Action (PRA) methodological approach, relied on interpretivism as meta-theory and implemented a case study research design, as this allowed me to focus on a selected issue of a broader phenomenon. In selecting the case and participants I combined convenience and purposive sampling. Thirty eight community volunteers participated, who have been involved in the broader SHEBA project and have been supporting schools in high-risk communities in the Eastern Cape province, South Africa. For data generation and documentation I relied on PRA-based workshops, observation, field notes, and visual and audio-visual techniques. I analysed and interpreted the data by means of inductive thematic analysis. Four themes (with relevant sub-themes) emerged. The first theme relates to the roles of volunteers in school-community partnerships, indicating that community volunteers fulfilled four roles in the school-community. The second theme represents relevant partners in the school-community partnerships that were established. The third theme concerns the implementation phases of supportive school-community plans. The last theme relates to the challenges experienced by participants in school-community partnerships. Based on the findings of this study, I posit that community volunteers possess the necessary skills to formulate and develop supportive school-community plans that can address the needs of schools, families and the community at large. Volunteers are able to identify, mobilise and manage existing assets and can become resources to the school-communities they serve. This study therefore indicates the ability of volunteers to collaboratively construct knowledge, and provide direction to supportive school-community projects they initiate in collaboration with other stakeholders, in order to support those in need of help. In this way, community volunteers can support teachers, learners and the community in addressing challenges and pursuing positive change.
Dissertation (MEd)--University of Pretoria, 2015.
Educational Psychology
MEd

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Kamara, Martha Sombo. "Indigenous female educational leaders in Northern Territory remote community schools: Issues in negotiating school community partnerships." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/747417cbd4145faf5d3557179daa58dc69339949ca80d988e5ed776c180bb19c/1024975/64940_downloaded_stream_165.pdf.

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Over the years in the Northern Territory, there has been a growing interest among educators and Indigenous people in remote communities to improve community school leadership and school community partnerships as a means of improving Indigenous school outcomes. This study has investigated and recorded the stories of five Indigenous female school principals in the Top End of the Northern Territory on their leadership approaches in negotiating school community partnerships in their respective communities. The female principals are in many ways regarded as pioneering leaders of their remote community schools in their own right, and are held in high esteem in their communities - qualities which made them ideal participants for this study. The study utilised a Biographic Narrative Interpretive Methodology (BNIM) to record, interpret and analyse the data for the study. Three interviews were conducted with each participant over a period of time. While the study revealed that Indigenous female principals have achieved major advancements in their individual and collective ways in working collaboratively with school communities, they also experienced enormous challenges and constraints in their efforts to demonstrate good educational leadership and work in partnership with their communities. Some of the challenges included their roles as women in an Aboriginal community; balancing school leadership, family and community commitments; and, complexities of working with the mainstream. In narrating their stories, the female principals maintained that cultural values play a significant role in building such relationships and advocated for language and culture to be supported through commitment at the system level. Additionally, they revealed that community school leadership should be flexible and context bound as rigid bureaucratic structures are inappropriate for Indigenous community setting.;As such they advocated for culturally appropriate relationships between systems and local communities. Notably, among many other issues, they maintained that all appointments of principals in remote community schools must, at all times, be accompanied by adequate consultation and effective participation of community leaders and/or their relatives and community representatives. Such collaboration and cooperation between communities, schools, and the system is likely to improve relationships between schools and communities. Additionally, the Indigenous female principals in this study emphasised the importance of supporting dimensions of leadership, for example, shared leadership as a reflection and relatedness of their culture. Such dimensions they believe are required for developing and sustaining school community partnerships.

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Bertrand, Julie A. "New Brunswick approach to Comprehensive School Health: Healthy learners in schools and the community school." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28173.

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In this thesis, a multiple case study methodology and semi-structured interviews are used to identify and describe the barriers and facilitators to the implementation of a Comprehensive School Health (CSH) initiative, Healthy Learners in Schools (HLS), in two elementary schools within the same Francophone school district in New Brunswick, Canada. The first article in this thesis identifies five categories of factors that influence the implementation of HLS in the two schools. The second article provides evidence that another initiative, the Community School, is an effective way of implementing the CSH approach in schools. Overall, there was found to be large differences pertaining to school health promotion in the two schools involved in this study; many refinements of the implementation process are necessary if the provincial government's goals are to be met.

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Allain, Catherine A. "The role of the superintendent in a rural professional learning community." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009allain_c.PDF.

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Thesis (E.Ed.)--The Sage Colleges, 2009.
"A Doctoral Research Project presented to Associate Professor Daniel Alemu, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: professional learning communities; distributed leadership; superintendent; principal; teachers leaders; rural schools; leadership; leadership roles; leadership practice; vision; mission. Includes bibliographical references: (p. 59-65).

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Oakley, Hugh T. "Parental choice of elementary schooling alternatives in an affluent suburban community /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487263399026271.

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Darke, Stella Felicity. "School and community : a communitarian perspective." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393319.

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Sugati, Alsaleh. "Finding Intersection Between School and Community." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/86828.

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This thesis seeks to create an architectural response for learning spaces that gathers community. A school and community center are explored through the interaction at public and private zones, and day and night operation. The thesis develops a propositional response to the dualities through material, light, and scale. A particular focus within the study of light is the effort to minimize solar gains while improving daylight and view to the outside that is challenging in hot climates, such as in Jeddah, Saudi Arabia.
Master of Architecture
This thesis seeks to create an architectural response for learning spaces that gathers community. A school and community center are explored through the interaction at public and private zones, and day and night operation. The thesis develops a propositional response to the dualities through material, light, and scale. A particular focus within the study of light is the effort to minimize solar gains while improving daylight and view to the outside that is challenging in hot climates, such as in Jeddah, Saudi Arabia.

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Shauri, Janet Wangeci. "School-community relations : a case study." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/11032.

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Bibliography: leaves 76-79.
Insecurity in South African schools has reached great levels. To curb this problem, the National Director of Education through a new policy statement appealed for community participation in schools. This case study investigates the feasibility of this call by examining the features of school-community relations in a case study of a school.

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Coe, Alice Elizabeth. "The Parent Participation Discourse of a Community School: Diverse Ideas and Perceptions about Educational Partnership at an Inner City Community School." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12098/.

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Despite the widespread recommendation that schools "collaborate" with parents, little is found in the literature to elaborate on what this term or the common synonym "partnership" means, and further, how schools can invite diverse parental contributions to the table of educational discourse. The current study looks to contribute to the literature by analyzing the parent participation discourse in one community elementary school, utilizing critical discourse analysis and ethnographic observations. The findings reveal both school and parents' conceptions of the parents' partnership role as ancillary to that of the school's and the subsequent lack of true collaboration so advocated by the literature. Implications arise from this analysis which calls into question the examples of "collaboration" found in the literature, given the lack of theorizing regarding what collaboration inside of parent participation means. Contributions may shed light on the unintentional inequality of diverse parents in an effort toward true collaboration utilizing both the European American, middle class contributions of the educational institution alongside those of non-mainstream parents in creating an authentic educational atmosphere for diverse students.

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Park, Jong Pil. "Creating an autonomous school community : school-based management in Korea /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Shoemaker, Dennis. "Implementing change the first year of a superintendent in a rural community /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8719426.

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Rowley, Harriet Elizabeth Kate. "Schools and deprived communities : a case study of a community-oriented school." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/schools-and-deprived-communities-a-case-study-of-a-communityoriented-school(b2870b72-fbec-4417-8e54-62076f445ebd).html.

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The increase in intra-urban polarisation in Britain has seen the inter-linking of multiple problems amongst certain sections of society (Hills et al., 2010; Aldridge et al., 2012). Within the context of these processes, schools have frequently been positioned as a local regeneration delivery mechanism (Lupton, 2006) with the expectation that they can mobilise a response. However when compared to the totality of other social and economic factors at work, their capacity to do so is weak (Bernstein, 1970). Schools thus occupy a difficult position; rather than driving social change, they struggle to mitigate the relationship between deprivation, poor educational outcomes and poor life chances in general (Fabian Commission on Life Chances and Child Poverty, 2006; Cassen & Kingdon, 2007; Wilkinson and Pickett, 2009; Dyson, 2012).The community-oriented school approach has been adopted across a number of countries in an effort to tackle these issues (Dryfoos & Maguire, 2002; Dyson & Raffo, 2007). This thesis addresses the relationship between schools and their communities using the distinctive example of a school which took a community-oriented approach in an effort to tackle issues which beset the deprived community.Weston Academy opened in 2008 and was sponsored by the main social housing provider in the area, Weston Housing Trust. The school sought to not only improve standards of education but also provide services and support through a joined up approach. This study forms part of a three-year development and research partnership between Weston Academy and the University of Manchester. As a member of the research team, I conducted a longitudinal case study to explore the development of the school and used family case studies to track the impact of their efforts on community members’ lives. The research reveals that despite their promising approach, Weston Academy had limited impact. I recognise that although Weston Academy sought to improve standards, this over-shadowed their more community-focused efforts, meaning that they developed on two separate tracks. However, this study shows the effects of these actions were increasingly intertwined. I thus argue that the standardised nature of how schools operate ultimately restricts the extent they are able to tackle issues which beset deprived communities. I close with a consideration for what kinds of differences community-oriented schools might be expected to make in the future.

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McGrath, Caitriona. "The interaction of school and community : an analysis and comparative study of voluntary secondary schools, community/comprehensive schools and community colleges/vocational schools in Cork city and county." Thesis, University of Hull, 2009. http://hydra.hull.ac.uk/resources/hull:5751.

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This study attempts to investigate the interaction of school and community through a comparative study of second-level schools in Cork City and County. The Education Act 1998 sets the framework for the development of education as a partnership process involving pupils, teachers, parents, patrons, trustees/owners/governors, management bodies, local community (including voluntary social and business sector) and the state. The challenge is building partnership networks beyond the school where mutual interdependence is fostered and partnerships are inclusive of all persons in the dynamics of the interaction. The international perspective focuses on flexible learning styles and programmes which enable schools to connect more effectively with the wider diverse community of today. The study also follows the creative and innovative thinking on the developing interface between the school and changing society in Ireland. The focus here is on the school in the local community from inception to the present day. An in-depth questionnaire was designed with the specific aim of examining if schools were interacting with their community. This was distributed to second-level schools. Follow-up interviews were conducted among five representatives of the major stakeholders in the education process. The questionnaires elicited definite wide-ranging information and the interviews provided further clarification on issues pertinent to the study. The thesis concludes that the community/partnership dimension of education has gained much ground up to the present day although there are varying levels of interaction across the different sectors. The study also highlights the factors that either enhance or hinder the formation of meaningful strong proactive relationships and partnerships in the local community.

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Edwards, David Michael. "Congregating public facility investment of sustainable community: the school-centered community approach." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37290.

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Land development patterns have long been a reflection of not only consumer preferences but of public policy. To the extent that such policy has supported scattered, low-density and automobile-dependent development patterns, it has been found to be deficient. It is not only the private land developers who have created sprawl. Government agencies at all levels have also contributed to the problem in the ways they invest in public infrastructure devoid of a coordinated strategy. Schools, public recreational facilities, and branch libraries often are isolated from one another. Two case studies were used to demonstrate the manner in which planned, congregated public facilities came first and succeeded in providing the impetus to sustainable private sector response loosely following a master plan. The first case study examines the urban neighborhood of City Heights in San Diego, California, where a blighted, crime-ridden neighborhood was redeveloped with the construction of several public assets, all within a small, nine-block area. The result was the participation of the private sector in this neighborhood where ten years prior, there was private sector abandonment. The second case study examines the Town Center project located in Suwanee, Georgia. In this example, a city municipality took the helm as master developer, initiated 'place' in the form of an urban-style park, and thereby created the impetus for the subsequent investment by the private sector.

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Foster, Joseph B. "School consolidation and community cohesion in one rural Kansas community: Mount Hope." Kansas State University, 2015. http://hdl.handle.net/2097/19152.

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Master of Regional and Community Planning
Landscape Architecture/Regional and Community Planning
Katherine Nesse
Rural communities continue to consolidate and close schools across the country at an alarming rate. Debates surrounding school district consolidation have been known to cause deep tension throughout many communities. It is widely held that, schools in rural areas not only provide education, but create jobs, provide entertainment, and bolster social relationships within a region. Social relationships are necessary for the health and cohesiveness of any community. This in-depth case study of the rural community of Mount Hope identifies the change in cohesion over time. This research shows that there is a relationship between the closing and opening of the school and levels of community cohesion amongst some, but not all, of the groups. The key findings are that a range of social activities not directly related to the school have been affected by the closure. Personal interviews were conducted with local officials, school employees, group leaders, parents, and community members of Mount Hope. This study is relevant to planners, school administrators, and educators alike, as local communities across the state debate the value of district consolidation. The findings are beneficial to communities and school districts to help determine what is best for a community when considering school consolidation or closure.

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Stone, Kathleen. "Exploring Online Community College Course Completion and a Sense of School Community." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1288.

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Researchers have found low online course completion rates to be a complex problem in higher education. Meanwhile, theory on adult learners' online persistence highlights the importance of a sense of school community. At the small, rural focus community college (FCC) for this study, general education online course completion rates are lower than the national average. FCC has not addressed the low online course completion rates. Using Rovais' composite persistence model as the conceptual framework, this instrumental case study examined how students' experiences and perceptions of a sense of school community contribute to their ability to complete online general education courses. Semistructured interview data were gathered with a purposeful, criterion-based, sample of 9 adult online students taking online general education courses. The inductive data analysis utilized case and cross-case analysis, marking, cutting, and sorting of text until 4 themes emerged: interaction, sense of belonging, support, and educational values. The results led to a white paper recommending an orientation and community space, asynchronous video technology, and an online curriculum instructional designer. This study contributes to positive social change by providing FCC with program and policy change recommendations that support the colleges' goals of increasing access and success. Increased educational access and success for the local adult population creates informed citizens, contributes to economic growth, and provides a higher quality of life for the community.

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Suzzan, Sheri Lustig. "School Leaders' Use of Twitter to to Engage the School Community." Thesis, Hofstra University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600307.

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Social media and the ways in which educational leaders choose to utilize it their schools is at the forefront of professional development throughout numerous districts across Long Island and nationwide. While many districts have incorporated various models of social media such as Facebook, Twitter, and Instagram into their standard communication practice, many more are hesitant to venture into this type of contact with the school community for a variety of reasons. Historically, school leaders relied on letters to parents sent home either by US mail or in their child’s backpacks to convey times and locations of meetings and to send important messages (including, but not limited to school practice and policies and dates for upcoming events). In the past ten years, school leaders have begun using websites and email to send important messages out to the school community. This study involved an in-depth examination of the literature surrounding the importance of the home-school connection and how school leaders are using the social media platform of Twitter in an effort to strengthen this relationship. Further discussion included how the ideals of branding a business are beginning to emerge in the school setting in order for the leader to have the ability to tell their own school’s story rather then having others tell it for them. Three school leaders currently engaged in the daily use of Twitter were interviewed, as well parents and teachers in the school community. Pertinent documents were reviewed, including school district policy on the use of social media and an analysis of the “tweets” sent out by the school leader. The findings of this study revealed how school leaders use Twitter to engage the school community and “brand” their school by having the ability to control the information that is shared with the public

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Ramey, Rachel A. "Designing School Community: Changing Inner-City Middle School Culture Through Interiors." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5474.

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While the knowledge of disrepair in inner-city schools is fairly common, the impact that school facilities are having on students and faculty is not as widely known. More recently, the closing of inner city schools has greatly increased across the United States; Reduction in public school enrollment from 2006-2013: Detroit -63%, Cleveland -32%, Indianapolis -27%, D.C. -23%, L.A. -23%,etc. (Journey For Justice Alliance,2014). Due to budget cuts, threat of school closings from poor facility conditions, large class size, and pressure to raise test scores, inner city schools struggle to keep teachers (Journey For Justice Alliance,2014). Poor teacher retention along with a lack in care for educational facilities has created a toxic environment for inner-city students. Although there are many reasons that inner-city schools suffer, negativity within school culture seems to be a common denominator within many of these problems. With larger population percentages of minority, economically disadvantaged and disabled students, difficulties arise in communicating student-to-student and teacher-to-student (Bellwether Education Partner, 2016). The question becomes, how does one design a space to provide comfort, safety and communication in order to foster healthy relationships? This research will inform the design of a middle school that focuses on community and communication. The goal will be to design a school where flexibility and team work is made easier through furniture and layout solutions in order to foster growth and respect for students and teachers.

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Harris, Alison Marie. "School-community relationships, a Namibian case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29007.pdf.

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Englot, Stusick Erib B., and University of Lethbridge Faculty of Education. "The evaluation of school-based community conferences." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2007, 2007. http://hdl.handle.net/10133/554.

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This study evaluated the effectiveness of a school-based Community Conferencing program utilized in response to student acts of misconduct or violence. The satisfaction levels of the various participants involved, the effects on suspension and expulsion rates, the rates of recidivism, the types and follow through of restoration agreements made, and the offences that respond best to Community Conferences were examined. Role-specific surveys were administered to the various participants in 12 Community Conferences with 105 surveys completed immediately following the Conference and 70 surveys completed via telephone four weeks after the completion of the Conference. Data were analyzed using descriptive, qualitative, and chi-square methods of analyses. This study provides evidence for the success and satisfaction of incorporating this type of restorative programming into current philosophies and policies within school divisions as an alternative to zero tolerance policies. Participants in various roles reported satisfaction with several aspects of the Conference and its outcome, positive personal changes resulting from the Conference, and positive experiences overall regarding participation. Additionally, a potential decrease in the use of suspension and expulsion, provides further support for its use. The findings of this study provide a baseline for satisfaction levels, types of restoration agreements made, and rates of recidivism regarding school-based Community Conferences. Results can aid in the process of decision-making for those considering the use of restorative programming in schools. Due to the high rates of overall satisfaction, the model used in this research by the Edmonton Public School Division, along with the suggestions made by the researcher, can provide a representation upon which others can base implementation of a similar program.
xv, 306 leaves ; 29 cm. --

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38

Gritt, Sam. "The New York School as poetic community." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285102.

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Leach, Nicole. "School Community, Peer Bonds, and Perceived Competence." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404383377.

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Gardner, James A. Gardner. "Predictors of School Connectedness in Community Colleges." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1471524900.

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Lane, Marcie Lorin. "Securing supplemental revenue in private elementary school: A case study of one Jewish community day school." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/110.

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Private schools often face a gap between their tuition income and the cost of the educational program. Private school administrators, tasked with balancing the school budget, seek to fill this gap through the acquisition of supplemental revenue. Private school administrators have often reported feeling unprepared for the unique responsibilities of the position. In addition, both individual and organizational donors have been noted to assert influence on educational programs. This study adds to the literature specific to supplemental revenue practices for elementary private schools and was influenced by the field of social entrepreneurship. A qualitative case study approach was used. Through purposeful sampling, a private school site was selected in California with fewer than 200 elementary students, evidence of successful fundraising, and tuition under $10,000. The chosen site was a Jewish community day school operating a program for infants through sixth graders. It was the only Jewish school in the county and adjacent areas. Data was collected from ten participant interviews, multiple documents, the school website, and observations. Data components were coded for themes, and a constant comparative method of analysis was applied. The data revealed five themes: (a) systems, (b) purposes of fundraising, (c) constraints on supplemental revenue, (d) operational concerns, and (e) relationships. Thirteen conclusions were drawn from the study. Unanticipated elements included a culture of student fundraising for charity, the coexistence of separate fundraising arms within the school, restrictions religion brought to supplemental revenue efforts, the role tuition discounts played in creating the schools price-cost gap, and differences in donor motivation behind monument building and annual operational support. Recommendations were made for both practitioners and researchers, including the illustration of applying social entrepreneurship to private schools.

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Delp, Cynthia Dawn. "Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73217.

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The purpose of the study was to document and examine the experiences and perspectives of students and staff who were affected by the closure of Mount Rogers Combined School in 2010. Mount Rogers Combined School was established in Grayson County, Virginia, by the concerted efforts of volunteers and community members who valued education and considered schooling a top priority for the area. The original four-room school was built of rocks and housed grades 1 through 11, taught by four teachers, one of whom also served as the principal (Grayson County School Board [GCSB], 1993). In 1990, it was the smallest school in the Commonwealth of Virginia (United States Department of Agriculture, 1990). A review of early education in Virginia and early education in Grayson County is documented to place the study in historical context. A brief history of Grayson County is also included in this paper. The qualitative case study documents the experiences and perspectives of the students and staff who went through the school's closure. Both primary and secondary sources were used to complete the study including interviews of students and staff who worked at or attended the school, reviews of official records and documents found in archives, examination of personal manuscripts, inspection of artifacts, and study of general histories. School divisions close and consolidate schools to improve instructional programs for students, offset student enrollment declines, provide adequate facilities for learning, and for economic savings. Communication, developing relationships, transportation, extracurricular activities and course offerings are variables that should be considered when planning a school closure. While transportation and changes in relationships are particular challenges, the overall benefits for former staff members include better access to more resources and professional development opportunities. Former students tend to adapt better than staff members when schools close due to more course offerings and access to a broader range of extracurricular activities. The findings are aligned with the literature that was reviewed for the study.
Ed. D.

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Cauldwell, Natalie. "School and community members' perceptions of the effectiveness of school district efforts to reduce violence in schools /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988651.

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44

Essuman, Ato. "Perspectives on community-school relations : a study of two schools in Ghana." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2326/.

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In 1987, the Government of Ghana embarked on a process to decentralise education management to districts throughout the country as part of a programme of wider social and democratic governance reforms. A vital element of this reform was the prescription of active community participation in the affairs of schools within their localities. The establishment of school management committees (SMCs) was to create a new school governance landscape based on community participation, as well as devolution of power to the metropolitan, municipal and district assemblies. In this regard, considerable attention has been focused on central government‟s understanding of how this devolution of authority to communities and schools should work and how communities should assume responsibility for increased participation in schools. From the inception of this policy over two decades ago, there seems to have been no feedback through research findings or diagnostic policy reviews on how this new role of the community has been received, interpreted and executed in its engagement with schools, particularly in the rural poor and underserved areas. Mindful of this, this study sought to explore the multiple understandings of how community and school relations work, as well as the challenges and pressures which influence community – school relationships. The study employed the qualitative methods of interview and documentary analysis to collect data on the understanding and experiences of community – school relations from SMCs and PTAs; other members of the community; the school; and education management. The findings suggest that many of the theoretical and policy expectations about representation and participation in school improvement through the SMC and PTA concept are only evident in form and not in practice. Furthermore, in poor rural contexts, it is often the comparatively better educated and influential members of the community, including informal groups who become the new brokers of decision-making, and who through their actions close spaces for the genuine representation and participation of others. In some cases, SMCs seldom work as the de facto representatives of the community, as decisions are made and critical interactions occur outside this formal structure for community representation and engagement in school governance. This affects the visibility of SMCs and undermines their credibility and capacity to play their intended role. Moreover, the degree of community participation in schools appears to be shaped by the school fulfilling community expectations of schooling and on a „social contract‟ based on the principle of reciprocity. These findings support the view that the fate of schools is increasingly tied to and powerfully shaped by key players at the local level, and that this happens through more informal and traditional roles which are more trusted but not necessarily representative of the image presented by policy on community participation in school governance. The findings also highlight the threat to voluntarism, a key assumption of the policy on community participation and the importance of seeking ways in which schools can play a more active role as change agents in the community, thereby legitimising in the community‟s eyes their importance in the life of the community.

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Fortier, Denise Marie. "Building bridges developing effective school-family-community partnerships: an evaluation of the School District of Phillips, Wisconsin, Families and Schools Together Program /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fortierd.pdf.

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Leung, Yiu-kuen Derek. "School, community improvement programme in Sai Ying Pun." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953497.

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Nyesoah, Jean-Anna N. "Building community in the classroom." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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FISCHER, KATHRYN ROSS. "COMMUNITY AND PARENTAL INVOLVEMENT IN PUBLIC SCHOOLS: AN INVESTIGATION INTO THE EFFICACY OF THE LOCAL SCHOOL DECISION-MAKING COMMITTEES AT TWO CINCINNATI PUBLIC SCHOOLS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1028058188.

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Lowe, Cynthia Louise Altman. "Rural schooling in Georgia the experiences of a minority community service organization involved in local school decision-making activities /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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50

Hartzman, Marlene. "The political role of the principal in community/school system relations." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49789.

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As educational resources dwindle, school principals are increasingly finding themselves functioning as mediators in financial matters affecting their community and school system. How principals function in this role may impact on perceptions of their effectiveness and on the resources their schools receive. Principals functioning in this capacity need to be studied to identify effective and ineffective strategies for this political role. The purpose of this study is to determine whether notable differences in strategies can be identified between a principal in a school which was allocated more resources and one in a school receiving less. The study is a case analysis of two neighborhoods, in the same school district, that petitioned their school board for an increased allocation of resources. The behaviors of the two principals, their relationships with members of the neighborhoods and with the school system will be examined. By identifying these relationships and key behaviors, insights to effective strategies for principals to use when assisting communities that are petitioning school systems for additional resources are obtained.
Ed. D.
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Dissertations / Theses on the topic 'School community'

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