Relevant bibliographies by topics / Secondary Schools Community Extension Project

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Secondary Schools Community Extension Project'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Secondary Schools Community Extension Project.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Secondary Schools Community Extension Project"

1

Torres Leal, Eddie Ivan, and Nadia Fabiana Ramírez Benites. "School setting and cultural identities. Story of an extension project in a secondary school within Rosario Qom community in Argentina." Educación, Lenguaje y Sociedad 15, no. 15 (June 1, 2018): 1–27. http://dx.doi.org/10.19137/els-2018-151507.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shek, Daniel T. L., Cecilia M. S. Ma, and Qiuzhi Xie. "Evaluation of a community-based positive youth development program based on Chinese junior school students in Hong Kong." International Journal of Adolescent Medicine and Health 29, no. 1 (February 1, 2017): 5–13. http://dx.doi.org/10.1515/ijamh-2017-3002.

Full text
Abstract:
Abstract This study investigated students’ evaluations of a positive youth development program entitled Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social program) in Hong Kong. The participants were 19,790 Secondary 1, 2 and 3 students who joined this program at the extension phase of the project. They were required to complete a subjective outcome evaluation form to indicate their perceptions of the program content, instructors, and effectiveness. Results showed that the students evaluated this program positively. Amongst the students in the three grades, Secondary 1 students evaluated the program most favorably whereas Secondary 3 students had the relatively least favorable evaluation. In addition, the program content and instructors accounted for approximately 35% of the variance in program effectiveness. The findings generally imply the successful implementation of this program in the community-based phase.
APA, Harvard, Vancouver, ISO, and other styles
3

Donna G., Magallanes. "GETTING THROUGH THAT INVISIBLE WORD: LESSONS FROM STRUGGLING READERS." SCIENTIFIC JOURNAL OF TAN TRAO UNIVERSITY 7, no. 20 (May 7, 2021): 7–18. http://dx.doi.org/10.51453/2354-1431/2021/478.

Full text
Abstract:
The Sagayen National High School (SNHS) in Asuncion, Davao del Norte, has not been exempted from the enduring struggle caused by the perennial problem in reading. The result of the Philippine Informal Reading Inventory (PIRI) conducted to its Grade 7 students has provided a backdrop of the reality that besets our students in the secondary schools. The College of Teacher Education and Technology, through the Bachelor of Secondary Education (BSED) Department, answers the challenge via the “Summer Big Brother/Sister: Learning is Fun Project”, a project in the Integrated Reading Enhancement Approach to Developing Readers (i-READR) Program: A Community Extension Program to a Participatory Action Research. This was designed to eventually transform frustration-level readers into “grade-level” readers, implemented in three years. Through Participatory Action Research (PAR), the Project provides for these identified “frustration-level” readers to develop the necessary skills not just to “make sense” of the written word but, more importantly, overcome the invisible yet more serious consequences of their condition. This is in consonance with PAR, which, according to McTaggart (1997), encourages capacity development and capacity building of all who participate. Findings reveal that struggling readers have more serious social problems that are caused by their inability to read. Enhancements in the existing reading program are also necessary to cater to the growing reading-related needs of the learners.
APA, Harvard, Vancouver, ISO, and other styles
4

Tavares, Mara Garcia, João Marcos De Araujo, Weyder Cristiano Santana, Arthur Mayrink Elizeu, Lucas De Amaral Silva, Josimar Dos Santos Ladeira, Mayura Marques Magalhães Rubinger, Lúcio Antônio Oliveira Campos, and José Lino Neto. "ABELHAS SEM FERRÃO: EDUCAÇÃO PARA CONSERVAÇÃO – INTERAÇÃO ENSINO-PESQUISA-EXTENSÃO VOLTADA PARA O ENSINO FUNDAMENTAL." REVISTA BRASILEIRA DE EXTENSÃO UNIVERSITÁRIA 7, no. 2 (November 10, 2016): 113–20. http://dx.doi.org/10.36661/2358-0399.2016v7i2.3128.

Full text
Abstract:
Resumo: O projeto de extensão universitária em interface com a pesquisa “Abelhas sem Ferrão: Educação para Conservação” foi elaborado a partir dos conhecimentos gerados com pesquisas com abelhas nativas, com a missão de enriquecer o processo pedagógico, socializar o saber e possibilitar meios para a interação com a comunidade. O presente artigo relata a experiência vivida por alunos de três escolas da rede pública de Viçosa (MG). As atividades desenvolvidas foram: trilhas para localização de ninhos de abelhas no campus da Universidade Federal de Viçosa (UFV) e no entorno das escolas, visita ao Apiário Central da UFV, oficinas, palestras, minicurso e acompanhamento de duas colônias de abelhas sem ferrão instaladas nas escolas. Os alunos também apresentaram os resultados de suas atividades nas escolas e na Feira do Conhecimento de Viçosa. Após análise dos questionários avaliativos utilizados, verificou-se que o desconhecimento inicial dos participantes sobre as abelhas brasileiras deu lugar a um considerável volume de novas informações e interesses sobre o tema. Além dos alunos, as professoras de Ciências das escolas participaram ativamente das atividades e consideraram que, além de propiciar oportunidades de aprendizagem para os estudantes, o projeto enriqueceu seus conhecimentos e estreitou as relações entre a comunidade escolar e a UFV. O projeto constituiu, ainda, excelente oportunidade de formação para pós-graduandos e graduandos. Como base nas trocas de experiências que ocorreram, verificou-se que a utilização de atividades não formais de educação é muito importante para um ensino mais eficiente. Palavras-chave: Educação Ambiental, Ensino-Aprendizagem, Extensão Universitária, Modelo Biológico. Education for conservation of stingless bees: an interaction of Education-Research-Extension for elementary and secondary education Abstract: The extension project interfaces with research initiative entitled “Abelhas sem Ferrão: Educação para Conservação” (Stingless Bees: Education for Conservation) and it was conceived from the previous knowledge generated by researches on stingless or native bees in Brazil. This initiative had the purpose of enriching the pedagogical process, knowledge sharing and enabling the interactions with the local community. This study provids an account of the students’ experiences from three public schools of Viçosa (MG) with the aforementioned bee varieties. The activities included: trail walking with the objective of locating stingless bee hives at the campus of Universidade Federal de Viçosa -UFV (Federal University of Viçosa) and around the schools, visit to the Central Apiary at UFV, workshops, lectures, a short duration course and the monitoring of two colonies of stingless bees kept in the schools. Students also presented the results of their activities at their schools and at ‘Feira do Conhecimento de Viçosa’ (Viçosa's Knowledge Fair). After analyzing the questionnaires used as part of the research method of this project, it was concluded that the initial lack of knowledge of the participants involved on the stingless bees had given place to a considerable amount of new information and interest on the subject. Besides the students, science teachers actively participated in the activities and considered that, in addition to promoting learning opportunities for students, the project enriched their own knowledge and narrowed the relationship between the school community and the UFV. The project was also an excellent training opportunity for graduate and undergraduate students. Considering the exchanges of experience that took place during the project, the parts involved were able to realize that the use of non-formal educational activities is a significant approach for a more efficient education. Key-words: Environmental Education, Teaching and Learning, University Extension, Biological Model. Educación para la conservación de las abejas sin aguijón: Interacción Enseñanza-Investigación-Extensión volcada a la educación básica y secundaria Resumen: El proyecto de extensión universitaria en interfaz con la investigación científica “Abelhas sem Ferrão: Educação para Conservação” (Las abejas sin aguijón: Educación para la Conservación) fue desarrollado a partir del conocimiento generado por la investigación sobre las abejas nativas, con la misión de enriquecer el proceso educativo, socializar el conocimiento y ampliar formas de interacción con la comunidad. En este sentido, este artículo describe la experiencia de los estudiantes de tres escuelas públicas de la ciudad de Viçosa, del estado de Minas Gerais, Brasil. Las actividades que se desarrollaron fueron: senderos para localizar los nidos de abejas en la Universidad Federal de Viçosa (UFV) y alrededor de las escuelas, visita al Apiário Central de la UFV, talleres, conferencias, cursos cortos y acompañamiento de dos colonias de abejas sin aguijón instaladas en las escuelas. Los estudiantes también presentaron los resultados de sus actividades en sus escuelas y en la Feria del Conocimiento de Viçosa. Después de la evaluación de las encuestas se verificó que la falta inicial de conocimiento de los participantes sobre las abejas sin aguijón había dado lugar a una considerable cantidad de nueva información e interés sobre el tema. Los profesores de ciencias de las escuelas participaron activamente en las actividades y consideraron que, además de proporcionar oportunidad de aprendizaje para los estudiantes, el proyecto ha enriquecido sus conocimientos y estrechado la relación entre la comunidad escolar y la UFV. El proyecto fue también una excelente oportunidad de formación para los estudiantes de grado y posgrado. Teniendo en cuenta el intercambio de experiencias que han tenido lugar, vemos cómo el uso de espacios no formales de enseñanza son importantes para una educación más eficiente. Palabras-clave: Educación Ambiental, Enseñanza y Aprendizaje, Extensión Universitaria, Modelo Biológico.
APA, Harvard, Vancouver, ISO, and other styles
5

Lasic, Slavica, and Leonie Kenny. "Theatre and Peer Education: An Innovative Approach to Health Promotion." Australian Journal of Primary Health 8, no. 3 (2002): 87. http://dx.doi.org/10.1071/py02048.

Full text
Abstract:
This paper describes a health promotion project with young people from three secondary schools in the western metropolitan region of Melbourne. The project uses drama as a tool to promote social connectedness with family, peers, schools, and community. It draws on the results of an evaluation based on the production of "At All Costs". Drama facilitators from Footscray Community Arts Centre worked with students to workshop and develop issues and themes relevant to young people, Interviews, focus groups, and surveys were conducted to evaluate the benefits and impact of the project on the performers and audience of one of the secondary schools involved.
APA, Harvard, Vancouver, ISO, and other styles
6

Abdulkariem, Ahmad. "Involving the Local Community in the Protection of the Heritage and Archaeology of Cyrene." Libyan Studies 44 (2013): 103–6. http://dx.doi.org/10.1017/s0263718900009699.

Full text
Abstract:
AbstractA project is being set up at Shahat to involve the local community in the protection of the archaeological heritage, by educating and informing the community through a series of lectures in secondary schools and guided on-site visits.
APA, Harvard, Vancouver, ISO, and other styles
7

Nicolici, Nadina Carmen. "ENGLISH FOR THE COMMUNITY – DESCRIEREA PROIECTULUI –." Journal of Pedagogy - Revista de Pedagogie LXIX, no. 1 (June 2021): 155–75. http://dx.doi.org/10.26755/revped/2021.1/155.

Full text
Abstract:
This article is the general presentation of the project “English for the Community” set up by British Council Romania in partnership with the Romanian American Foundation (RAF), and which has as target group about 150 teachers of English as a foreign language in nine counties in Romania, who teach in schools located in villages or small towns. The first stage of the project took place from 2018 to 2020, and a second stage began in March 2021, and it will last until 2023. There are presented details related to the general aim of the project: to provide professional development for the Romanian EFL teachers who teach in lower and upper secondary schools located in areas which have potential to develop ecotourism. The article includes information about the way in which the project has been organized from the beginning up to now, the areas where it takes place, how it has been developing, which steps have been taken, and the impact it has not only on the members of the target group, but on the whole community as well. A special focus is on Teacher Activity Groups (TAGs), an innovative method for Romania, in the benefit of the teachers directly involved in the project. All these are further illustrated by testimonials provided by the members of the target group, the trainers, and the direct and indirect beneficiaries of the program.
APA, Harvard, Vancouver, ISO, and other styles
8

Mouchantaf, Maha. "Lost in Translation: The Implementation of Community Service in Lebanese High-schools Following Decree No.8924." Journal of Language Teaching and Research 11, no. 2 (March 1, 2020): 184. http://dx.doi.org/10.17507/jltr.1102.06.

Full text
Abstract:
In 2012, the Lebanese Ministry of Education and Higher Education (MEHE) issued Decree No. 8924. Entitled “Project Community Service in Public and Private Secondary Schools”, the decree states that all schools should apply a mandatory 60-hour community service program across the three secondary school years. There have been scattered efforts to study how the Decree is being implemented across Lebanon, with no exhaustive and thorough study yet documented. This research sought to fill part of that gap by examining the experience of ten private Catholic schools. The research results were congruent with global educational policy implementation research and suggested future lines of inquiry specific to Lebanon.
APA, Harvard, Vancouver, ISO, and other styles
9

Patton, George C., Sara Glover, L. Bond, Helen Butler, Celia Godfrey, Gayle Di Pietro, and Glen Bowes. "The Gatehouse Project: A Systematic Approach to Mental Health Promotion in Secondary Schools." Australian & New Zealand Journal of Psychiatry 34, no. 4 (August 2000): 586–93. http://dx.doi.org/10.1080/j.1440-1614.2000.00718.x.

Full text
Abstract:
Objective: The objective of this paper is to outline the conceptual background and strategy of intervention for a systematic and sustainable approach to mental health promotion in secondary schools. Method: The conceptual origins of the Gatehouse Project are described in terms of the epidemiology of adolescent mental health problems, attachment theory, education reform research and health promotional theory and practice. The elements of health promotional work are described in terms of structural change and priority setting; implementation at multiple levels within the participating schools is described. Results: The conceptual framework of the Gatehouse Project emphasises healthy attachments with peers and teachers through the promotion of a sense of security and trust, effective communication and a sense of positive self-regard based on participation in varied aspects of school and community life. A school social climate profile is derived from a questionnaire survey of students. An adolescent health team uses this information to set priorities for change within the school. Interventions may focus on the promotion of a positive social climate of the whole school or in the classroom. Curriculum-based health education is also used and based on materials that are relevant to the normal developmental experiences of teenagers. These are integrated into the mainstream curriculum and incorporate a strong component of teacher professional development. Lastly, the intervention promotes linkage between the school and broader community with a particular emphasis on the needs of young people at high risk of school drop-out. Conclusions: Educational environments are complex systems undergoing continuous and simultaneous changes. The Gatehouse Project will provide unique information on the relationship between the social environment and the emotional wellbeing of young people. More importantly it outlines a sustainable process for building the capacity of schools to promote the social and emotional development of young people.
APA, Harvard, Vancouver, ISO, and other styles
10

Shek, Daniel T. L., and Rachel C. F. Sun. "Evaluation of the project P.A.T.H.S. (extension phase) based on the perspective of the program participants." International Journal of Adolescent Medicine and Health 25, no. 4 (December 1, 2013): 405–13. http://dx.doi.org/10.1515/ijamh-2013-0038.

Full text
Abstract:
Abstract Subjective outcome evaluation data were collected from 236 schools (n=87,943 students) after students had participated in the Tier 1 Program in the second year of the Extension Phase of the Project P.A.T.H.S. in Hong Kong. Using schools as the units of analysis, results showed that the program and implementers were perceived in a positive manner and approximately four-fifths of the participants regarded the program as helpful to them. There were some significant grade differences in the subjective outcome evaluation findings with small effect size. Multiple regression analyses showed that whereas perceived qualities of the program positively predicted perceived effectiveness of the program, perceived qualities of implementers negatively predicted program effectiveness. The present study suggests that irrespective of cohorts at different times, junior secondary school students perceived the program to be beneficial to them. The theoretical and practical implications of the present findings are discussed.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Secondary Schools Community Extension Project"

1

Wingi, Hereuwar Walipe, and n/a. "A review and analysis of Secondary Schools Community Extension Project (SSCEP)." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20061110.163118.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vulliamy, G. "The implementation of an educational innovation in Papua New Guinea : Outstations in the secondary schools community extension project." Thesis, University of York, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354410.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mgijima-Msindwana, Mirriam Miranda Nomso. "Implementing Educational Innovations: The case of the Secondary School Curriculum Diversification Programme in Lesotho." University of the Western Cape, 1991. http://hdl.handle.net/11394/8434.

Full text
Abstract:
Philosophiae Doctor - PhD
Between 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: Poor interpretation of SSCDP goals; Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of managing change in three areas: shifting focus from an adoption to an implementation perspective. Recognising implementation as a process dependent on a mutual linkage relationship among participants. Recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.
APA, Harvard, Vancouver, ISO, and other styles
4

Jackson, Mona M. "Competency-based computer applications for secondary schools and community colleges." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1048.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Potberg, Conrad Alexander. "Factors contributing to school effectiveness in a disadvantaged community in the Western Cape : a case study." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1989.

Full text
Abstract:
Thesis submitted in fulfilment of the requirements for the degree DOCTOR OF EDUCATION in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014
Educational inequality still exists in South Africa and permeates lower socio-economic communities. Improving the situation in schools serving poorer communities is essential. Intense interest in school effectiveness through research and policy could provide impetus for school improvement. The study aims to understand what makes a school effective within a disadvantaged community. To address school ineffectiveness, the study proposes a substantive theory developed from within a disadvantaged community. The study further focused on determining the effect of the social conditions on the effectiveness of the school. Disadvantaged communities are characterised in the study by aspects such as weak socio-economic conditions, poverty and high unemployment rates. The theoretical underpinnings of general systems theory (von Bertalanffy, 1950) and the theory of practice (Bourdieu, 1977) were used to conceptualise the study. The conceptual constructs of these theories were used as analytical tools in the study. The research study was based within an interpretive paradigm. The study made use of qualitative approaches as part of a case study research methodology. The case study is a high school in a poor community with black learners on the periphery of Cape Town. The sample used in the study included the school management team, school governing body, teachers, alumni and current Grade 12 learners. The data collection process involved interviews, both semi-structured and focus group interviews with the principal, the SMT, teachers and parents. Data was collected from learners by means of closed and open-ended questionnaires. The results of the research study have identified five critical factors that contribute to the effectiveness of the school in a disadvantaged community: effective leadership, cross-collaboration and communication, high expectations, effective teaching and development, and supportive learning field. The study further found that cross-field factors have a major influence on learners and schools in becoming effective. The cross-field factors refer to the influence of leadership and teachers on the learners. The study contributes to existing knowledge of school effectiveness, but particularly in the context of disadvantaged communities in the Western Cape. The substantive theory on school effectiveness was developed within a relevant context to address ineffectiveness. The study concludes with recommendations pertaining to leadership, collaboration, expectations, teaching, the learning environment and motivation of teachers. Recommendations were made to improve the practice of making schools effective in disadvantaged communities.
APA, Harvard, Vancouver, ISO, and other styles
6

Heddleson, Lucia. "TINKERING WITH EMERGING ADULTHOOD: BONDING FACULTY BEHAVIORS CULTIVATING LIFE PROJECTS FOR AT-RISK EMERGING ADULT STUDENTS." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1559751731605712.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Secondary Schools Community Extension Project"

1

Crossley, Michael. The policy of SSCEP: Context and development. Papua New Guinea, Oceania: Educational Research Unit, University of Papua New Guinea, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vulliamy, Graham. A comparative analysis of SSCEP outstations. Port Moresby: Educational Research Unit, University of Papua New Guinea, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Danzer, Gerald A. People, space, and time: The Chicago Neighborhood History Project : an introduction to community history for schools. Lanham, MD: Published for the Chicago Metro History Fair by the University Press of America, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Project, Exemplary Schools. Technical report: Corktown Community High School : Toronto, Ontario. Toronto: Canadian Education Association, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Project, Exemplary Schools. Technical report: Georges Vanier Secondary School. Toronto: Canadian Education Association, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Project, Exemplary Schools. Technical report: Balancing diversity and community : a large urban high school adopts the mini-school approach : case study of Vancouver Technical Secondary School. Toronto: Canadian Education Association, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Project, Exemplary Schools. Technical report: St. Benedict Catholic Secondary School : a case study. Toronto: Canadian Education Association, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Project, Exemplary Schools. Technical report: New Norway School. Toronto: Canadian Education Association, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Project, Exemplary Schools. Technical report: Holding open the doors : Kildonan East Collegiate. Toronto: Canadian Education Association, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Project, Exemplary Schools. Technical report: Kisti nootin : Peguis Central High School. Toronto: Canadian Education Association, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Secondary Schools Community Extension Project"

1

Claudino, Sérgio. "Project We Propose!" In Handbook of Research on Education for Participative Citizenship and Global Prosperity, 350–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7110-0.ch015.

Full text
Abstract:
In 2011, the Institute of Geography and Spatial Planning (IGOT), University of Lisbon, launched the We Propose! project. In the subject of upper-secondary school geography, making a case study that focuses more in particular on local problems is compulsory. However, it would go against school routines. The We Propose! project was designed in order to encourage work on a case study and it has taken up the challenge of promoting young people's territorial citizenship by means of overhauling school practices and forging partnerships among universities, schools, and the community, especially the municipalities in local government. Pupils have to identify what the problems are in their own residential areas, carrying out field work on them and putting forward proposals to help solve them. Their proposals are then shared with the local community. Apart from Portugal, it has now been disseminated in Spain, Brazil, Mozambique, Colombia, and Peru.
APA, Harvard, Vancouver, ISO, and other styles
2

Murgulets, Lyudmila, and Mats Johansson. "Reality-Based Learning." In Business Community Engagement for Educational Initiatives, 248–70. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6951-0.ch013.

Full text
Abstract:
This chapter describes the experience of the project on the adaptation of the Swedish model of training through entrepreneurship in the north-west region of Russia. The model was developed by the Swedish Foundation for Entrepreneurship Training and has been used in Swedish schools for over 20 years. The chapter's co-author served as the project manager in Russia from the Stockholm School of Economics. In addition, the co-author participated in the development of a short course, “Understanding the Life of Business,” for secondary school teachers. The chapter describes the concept, the specifics of its application in Russia, presents all stages of the project work, the results obtained, and the current situation.
APA, Harvard, Vancouver, ISO, and other styles
3

Favaretto, Alida, Iola De Monte, and Carmela Billotta. "RESCUE." In Handbook of Research on Didactic Strategies and Technologies for Education, 336–52. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch029.

Full text
Abstract:
The RESCUE project (Retention in Secondary education: a European Network), carried out within the VETPRO mobility action funded by the E.U. Programme “Lifelong Learning,” has implemented the school-family alliance under a new European dimension. Parents, headmasters, teachers from two vocational schools in Treviso, psychologists, and a voluntary organization for educational support have been involved in a mobility entailing a visit to some highly reputed European schools. The project has intended to explore innovative practices apt to improve the concept of joint responsibility among all the members of the school community, with a special focus on retention (seen as the contrast to the drop-out problem), namely on the permanence of the students within the training cycles until attainment of adequate educational levels.
APA, Harvard, Vancouver, ISO, and other styles
4

Hall, Cynthia, Regina Easley, Joniqua Howard, and Trina Halfhide. "The Role of Authentic Science Research and Education Outreach in Increasing Community Resilience." In Cases on the Diffusion and Adoption of Sustainable Development Practices, 376–402. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2842-7.ch014.

Full text
Abstract:
Active, multi-dimensional learning is needed to establish higher-level scientific inquiry. Researchers who are engaged in scientific discovery are a valuable resource to communicate the link between science, society, and sustainability. Nontraditional settings like faith-based organizations and hobbies can play an important role in fostering greater scientific understanding. This chapter highlights the role that community structure (social, racial, and economic demographics) plays in developing successful project components by considering various theoretical frameworks to communicate sustainability principles to underserved communities. The researchers in these case studies presented the topics of ocean acidification and healthy soil to inner-city communities in Tampa, FL and Philadelphia, PA by utilizing authentic science research activities. Learners maximized the opportunities to construct new hypotheses and improve decision-making related to environmental stewardship behaviors and food security issues. A secondary but transformative outcome was increased interest in STEM fields among youth in cities with traditionally low performing schools.
APA, Harvard, Vancouver, ISO, and other styles
5

Bown, Oliver, Philip Gough, and Martin Tomitsch. "Learning Design Through Facilitating Collaborative Design." In Collaboration and Student Engagement in Design Education, 209–29. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0726-0.ch010.

Full text
Abstract:
This chapter presents a project in which students taking an undergraduate course on Design Thinking participated in a university widening participation project, visiting local schools from a low socioeconomic status background and engaging the school students in a design exercise. The project aimed to draw on the value of service learning, learning through an engaged and socially meaningful task, with tertiary students learning to facilitate design, following principles of co-design, in a community of stakeholders, and secondary students gaining contact with university life, seeing an undergraduate perspective on design, and receiving education in design thinking. Tertiary students were asked to develop design thinking toolkits that would support their design facilitation process. The authors present the results of a study of the project, based on students' assignment submissions, and a focus group following the activity.
APA, Harvard, Vancouver, ISO, and other styles
6

Murray, Cecilie. "Imagine Mobile Learning in your Pocket." In Wireless Technologies, 2060–88. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-101-6.ch807.

Full text
Abstract:
Students and teachers are embracing mobile technologies in their social lives. How is this reflected in K-12 schools? This chapter examines the experiences of students and teachers in a range of mobile learning projects in the K-12 environment. Four research projects highlight the experiences of students and teachers as they grapple with mobile technologies and the wireless environment, with implementation and technical issues, with learning approaches and pedagogical innovations. The projects focused on Literacy, Mathematics and cross-curricular learning with Australian primary and secondary students as well as students in international collaborative projects. In each project, students demonstrated improved attitudes to school, greater engagement and participation in learning and enhanced performance. Teachers learned a diversity of approaches to classroom management and curriculum planning, and demonstrated significant pedagogical change. The benefits of mobile learning were also reflected in the community, with parents taking greater responsibility and interest in their children’s learning opportunities.
APA, Harvard, Vancouver, ISO, and other styles
7

Murray, Cecilie. "Imagine Mobile Learning in your Pocket." In Mobile Technologies and Handheld Devices for Ubiquitous Learning, 209–36. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-849-0.ch012.

Full text
Abstract:
Students and teachers are embracing mobile technologies in their social lives. How is this reflected in K-12 schools? This chapter examines the experiences of students and teachers in a range of mobile learning projects in the K-12 environment. Four research projects highlight the experiences of students and teachers as they grapple with mobile technologies and the wireless environment, with implementation and technical issues, with learning approaches and pedagogical innovations. The projects focused on Literacy, Mathematics and cross-curricular learning with Australian primary and secondary students as well as students in international collaborative projects. In each project, students demonstrated improved attitudes to school, greater engagement and participation in learning and enhanced performance. Teachers learned a diversity of approaches to classroom management and curriculum planning, and demonstrated significant pedagogical change. The benefits of mobile learning were also reflected in the community, with parents taking greater responsibility and interest in their children’s learning opportunities.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Secondary Schools Community Extension Project"

1

Kováč, Milan. "Co-invention Project in the Physics Curriculum on the Lower Secondary School." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8766.

Full text
Abstract:
As an integral part of the innovation of Physics Curriculum, we consider involvement of a co-invention project - a small teamwork of the pupils on the tasks developed by themselves - project, lasting 10-15 teaching hours, with focused goal oriented on innovation of a product. Pupils are scaffolded in well-designed learning environment, by well-designed printed material and specially trained physics teacher in an equipped physics laboratory. As our endeavour to meet such a goal, we have started by initial pilot projects, in which 13-years old pupils constructed products from a very limited material, using a limited equipment. The project itself is directed to take into consideration each of the sights - scientific (physics as a school subject, part of the sciences, how does the nature work); engineering (physics as a school subject, part of the technology education); collaborative design (work of small teams, which consider also whole school community and experts from out of schools environment) and discussing entrepreneurial practices (considering usable products, create marketing plan). The pupils are systematically lead to develop each of these four sights via six stages - idea generation, activity (planning, designing), knowledge seeking, evaluation of invention, justifying solution, knowledge building. Such a complex activity performed by 13 years old pupils can be considered as too ambitious. Of course, we are modifying whole physics education and we are preparing pupils to be able to work in teams, discuss, measure physical quantities, articulate their ideas and work with various sources of information. In the article, we proudly inform about happy pupils, which like physics (and also school subject - physics) and prove their knowledge on a higher level than their peers, after one year of testing our new methodologies. Moreover, we start to measure the level of their engineering competences and hypothesize, that it should be developed better, than of their peers educated by traditional means.
APA, Harvard, Vancouver, ISO, and other styles
2

Liao, Gene Y., Chih-Ping Yeh, and James O. Sawyer. "Multidiscipline Learning Materials for Hybrid Electric Vehicle Technology." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41045.

Full text
Abstract:
World competition and stringent United States fuel economy goals and emission regulations for the 21st Century vehicle have pressured the automotive industry to design and evaluate advanced automobiles at an accelerated rate. The industry consensus is that the Hybrid Electric Vehicle (HEV) is the currently available technology for increasing propulsion system efficiency and decreasing pollutant emissions. However, HEVs operate much differently than conventional vehicles. Therefore, existing design techniques and guidelines developed for conventional powertrains do not apply well to hybrid vehicles. There is a need for training automotive technicians and engineers as well as educating students in this new and emergent technology of HEV. This paper describes a funded project whose goal is to fill this need by developing multidiscipline learning materials for HEV technology. This project targets engineering/engineering technology students in 4-year universities, automotive technology students in community colleges, automotive engineers and technicians in industries, and technology teachers in secondary schools.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Secondary Schools Community Extension Project' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography