Artykuły w czasopismach na temat „School learning community”
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Daniel, Julia, Karen Hunter Quartz i Jeannie Oakes. "Teaching in Community Schools: Creating Conditions for Deeper Learning". Review of Research in Education 43, nr 1 (marzec 2019): 453–80. http://dx.doi.org/10.3102/0091732x18821126.
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The community school strategy calls on teachers, families, and school staff to take on new and more challenging roles to collaboratively address existing educational inequities. For example, deepened family and community engagement in the schools can help incorporate the rich funds of community knowledge and experience, both in the classroom and in making plans and decisions about the school. As school and community stakeholders work together, they can develop learning opportunities and access to services that support student learning and development. Community schools are particularly well-positioned to take advantage of research-backed strategies like integrated supports that help students come to class more prepared to learn, hands-on and innovative teaching and learning opportunities to deepen and extend learning, and sustainable workplace conditions to promote teacher satisfaction and retention. Embracing the link between learning and community, teachers and community school staff ensure that students and communities have opportunities to access rich, challenging, and culturally relevant curriculum and pedagogy, while accessing resources and supports. This expanded conception of what it means to teach in a community school presents new ways for researchers to study and help advance the field as well as the larger community schools movement.
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Prawat, Richard S. "Learning community, commitment and school reform". Journal of Curriculum Studies 28, nr 1 (styczeń 1996): 91–110. http://dx.doi.org/10.1080/0022027980280105.
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Woods, Peter. "Teaching and Learning, School and Community". British Journal of Sociology of Education 20, nr 3 (wrzesień 1999): 419–29. http://dx.doi.org/10.1080/01425699995353.
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Carpenter, Daniel. "School culture and leadership of professional learning communities". International Journal of Educational Management 29, nr 5 (8.06.2015): 682–94. http://dx.doi.org/10.1108/ijem-04-2014-0046.
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Purpose – The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures. Design/methodology/approach – A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice. Findings – This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts. Originality/value – This study builds on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. Much of the literature calls for specific case studies to identify issues in the implementation of effective practice. This study is important to the community as specific cases that may inform educational leaders on mechanisms that may be leveraged to ensure successful implementation of policies and procedures outline in school culture and professional learning community literature.
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Prasertcharoensuk, Thanomwan, i Napinrat Tapkhwa. "Schools, Parents, and Community Partnership Enhancing Students’ Learning Achievement". Contemporary Educational Researches Journal 6, nr 1 (16.07.2016): 30. http://dx.doi.org/10.18844/cerj.v6i1.593.
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This research aimed to investigate the level of schools, parents and community partnership to enhance the students’ learning achievement classified by school size, and to find guidelines where schools, parents and community participate towards students’ learning achievement. A total of 1,109 respondents constituting school administrators, teachers, parents and community under the Office of Khon Kaen Primary Educational Service Area 1 were involved. This study employed explanatory mixed-method research design. The data analyzed utilizing descriptive type of research and statistical tools such as: mean value, standard deviation and content analysis. The result revealed that in overall, schools, parents and community had participated. It’s found that the most participated part was on implementation, and the least participated part was on evaluation. Regarding school size, it revealed that different size of school caused the difference between the administrating partnership statistically significant at 0.01 level, and after making a comparison of student learning’ achievement, it found that the quality was not statistically significant at 0.05 level. To achieve the students’ learning achievement, the school should provide chances for parents and community to share their ideas, create an evaluating and tracking system to indicate the efficiency of administration, to accelerate, to simplify, and to mobilize the educational resources. The school, parents, and community should show honesty, reliability and respect to each other, and learn to be good leaders and followers which will lead to a good team-working. Improve profession standards and ethics, including establishing teachers’ connection. Keywords: parent-community partnership, students’ learning quality, primary school
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Morriss, Mary, Susan Mann i Tess Byrnes. "SAFE Schools: Developing Community Health Partnerships". Australian Journal of Primary Health 6, nr 2 (2000): 102. http://dx.doi.org/10.1071/py00024.
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The SAFE (Safe Accident Free Environment) Schools Project is an innovative injury prevention project which focuses on health and safety issues relevant to the City of Onkaparinga catchment area. Specifically, this project was relevant for the education of school students as it linked with the nationally developed school curriculum, Health and Physical Education Statement and Profile (Curriculum Coorporation, 1994), in particular the components relating to 'Safety, Community Practices and Health of Populations' (Curriculum Coorporation, 1994). The project used a collaborative approach to involve students at primary school level in learning how to identify and respond to safety hazards that affect their everyday lives. Local primary schooI staff, a community health team from Noarlunga Health Services (NHS), community members and key people from local service agencies worked together to involve the students in a creative and practical way in learning about safety hazards. Students developed skills in identifying and reporting safety hazards in their school and local community with opportunities to develop and work with a process that provides positive action in regard to safety hazards.
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Darling-Hammond, Linda. "Commentary: Professional Learning: A Community of Practice for Great Schools". LEARNing Landscapes 9, nr 1 (1.09.2015): 23–28. http://dx.doi.org/10.36510/learnland.v9i1.742.
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In this interview, Linda Darling-Hammond describes the optimal way in which professional learning can be developed and implemented for teachers and school leaders. She emphasizes that teachers need to collaborate within a school and also have the opportunity to be part of a community with other schools. She explains that schools that are most successful are those where teachers, parents, and community organizations create relationships that support students inside and outside the school. As information access increases, she hopes that schools will be able to give students the skills to "learn how to learn" in order to use that information to contribute constructively to society.
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Damgaard Knudsen, Lars Emmerik, i Anne Marie Øbro Skaarup. "Open School as embodied learning". International Journal of Education Through Art 16, nr 2 (1.06.2020): 261–70. http://dx.doi.org/10.1386/eta_00030_3.
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Open School is a collaboration between community schools and organizations introduced in Denmark as part of the school reforms of 2014. Through a qualitative research project contemplating Open School as a pedagogical phenomenon, we discovered that practitioners in and around schools perceived this programme very differently. The authors engaged in this study from an aesthetical perspective through mobilizing arts-based research modes. Across the different interpretations of Open School, students’ embodied learning was a common feature as they actively used their bodies while visiting a beach, bunker, theatre, museum and gallery. In this visual article, we present the artwork generated during an investigation of embodied learning in the Open School programme. It consists of drawings, photos and collages gathered in six separate frames, each accompanied with a short lyrical text to provoke readers’ perceptions.
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Watson, Kathy, i Dianne Roberts. "Promoting Home–Community–School Links". Australian Journal of Indigenous Education 24, nr 1 (kwiecień 1996): 1–5. http://dx.doi.org/10.1017/s1326011100002180.
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Minimbah is an Aboriginal word whichmeans ‘place of learning’. Since self-management in 1987 by the local Aboriginal Management Committee, the school Director, Dianne Roberts has promoted parent, staff and community input at this place of learning. Improved parental involvement in this Aboriginal preschool was essential following the policy change from outside control to self-management.
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Gonzalez, Juan, F. W. (BUD) Wagner i Dennis Brunton. "Community Service Learning at Putnam High School". Equity & Excellence in Education 26, nr 2 (wrzesień 1993): 27–29. http://dx.doi.org/10.1080/1066568930260208.
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Sajid Masood, Ghazal Khalid Siddiqui i Huma Lodhi. "Assessment of Professional Learning Community in Private Schools of Lahore". Journal of Business and Social Review in Emerging Economies 6, nr 2 (30.06.2020): 619–28. http://dx.doi.org/10.26710/jbsee.v6i2.1201.
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The purpose of the study was to investigate existence of professional learning community (PLC) in five private schools of Lahore. The researcher used an instrument Professional Learning Community Assessment Revised developed and revised by Olivier, Hipp, and Huffman (2010) to collect data from 800 teachers from five private reputed schools of the Lahore. The sample was selected conveniently because of very limited to no access to certain schools. With response rate of 80% and reliability of .951 in local context the data were analyzed. The analysis revealed existence of all dimensions of PLC in all five schools of the Lahore. Supportive condition (structure) was perceived as dominant dimension of the PLC. Insignificant difference was identified between perceptions of male and female teachers. Moreover ANOVA revealed that in Heaven school and Custodian school two dimensions of the PLC, shared and supportive leadership and shared values and vision are practiced better than other three schools: Shining star, Grammar, and Hospitality. This research has identified existence of PLC in private schools of the Lahore and invites researchers to explore the same in public schools and further investigate relationship of PLC with school effectiveness, students’ achievement, teachers’’ professional development and other variables.
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Boles, Ramy, Leshawn Benedict, Joyce Lui, Roxanne Wright i Fok Leung. "Assessing community organization needs for medical school Community Service-Learning". Journal of Contemporary Medical Education 10, nr 2 (2020): 55. http://dx.doi.org/10.5455/jcme.20191124110830.
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Sutherland, Ian E. "Learning and growing: trust, leadership, and response to crisis". Journal of Educational Administration 55, nr 1 (6.02.2017): 2–17. http://dx.doi.org/10.1108/jea-10-2015-0097.
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Purpose The purpose of this paper is to explore the nature of trust in a school community related to the leadership response to crisis. Design/methodology/approach This study was a multiple-source qualitative study of a single case of a PreK-12 international school called The Learning School. Findings The findings revealed the nature of how leadership influences and is influenced by context and community. These led to a discussion about two shifts, the focus on self to focus on others and the collective community, and a shift from a focus on self-preservation and protection to learning and growing together as a community. Communication, decision making, and collaboration in the community played a significant role in the community learning and growing from the crisis. Research limitations/implications The study was limited by the nature of the topic, crisis in schools. The nature of crisis limits the ability to engage in inquiry before the crisis, and the inquiry was limited to the specific case that occurred in a unique context. The author proposes future cross-case research to develop an understanding of school and leader responses to crisis varies across individuals and contexts, and culture. Originality/value While there is a growing literature about trust, it is difficult to study schools in crisis due to the limitations of the topic and sensitivity of issues of crisis in schools. This study gives insight into the dynamics of leadership and trust in a school in crisis.
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Frosch, Emily, i Mitchell Goldstein. "Relationship-Centered Advising in a Medical School Learning Community". Journal of Medical Education and Curricular Development 6 (styczeń 2019): 238212051982789. http://dx.doi.org/10.1177/2382120519827895.
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Background: Medical schools are required to have formal advising structures; however, there are limited data on how to optimally meet that mandate. Learning communities (LC), with their emphasis on longitudinal relationships, offer a unique scaffold for advising. Program description: The Johns Hopkins School of Medicine (JHSOM) LC focuses on curricular and extracurricular longitudinal connections between students and advisors. A core component of the LC is a relationship-centered advising (RCA) model drawing from best practices in physician–patient relationships, life coaching, and social contract theories. The key elements of the model include dyadic and small group advising, while the LC structure allows for faculty development in these domains. Relationship-centered advising approaches the collaborative advising work between students and advisors through explicit valuing of personal experiences, mutual respect, and earned trust. Framing the advising relationship in this way allows it to grow with the student along their medical school journey. Program evaluation & results: Student and faculty satisfaction with this model is high. Data from annual, anonymous student evaluations consistently indicate high degree of trust in and satisfaction from these relationships. Discussion: Relationship-centered advising aims to create a relationally anchored platform on which students can develop their personal and professional identities. This LC-based advising model is adaptable across schools regardless of structure and resources.
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Ginanto, Dion Efrijum. "Increasing Global Awareness through Professional Learning Community: A Study from LATTICE". International Journal of Language Teaching and Education 2, nr 2 (31.07.2018): 71–86. http://dx.doi.org/10.22437/ijolte.v2i2.4965.
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Using three components of PLCs by DuFour (2004), I explored the learning communities at LATTICE (Linking All Types of Teachers to International, Cross-cultural Education). DuFour (2004) argued that PLCs is a form of learning communities held at the school level to improve the school quality. It means PLCs happen in the school context. However, Easton (2011) contended that learning community could happen inside or outside schools. This paper intends to analyze a learning community at LATTICE in creating more global perspective teachers. The study found that PLC s can also occur outside schools by including participants other than teachers. Based on the interviews and observations analysis, this study found that LATTICE did reflect PLCs and significantly helped K-12 educators foster their global understanding.
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Wahyudi, Wahyudi, Muhammad Chamdani, Kartika Chrysti Suryandari i Rokhmaniyah Rokhmaniyah. "Accompaniment Learning Media Development to Increase The Elementary School Teacher Competence". Social, Humanities, and Educational Studies (SHEs): Conference Series 2, nr 1 (19.12.2019): 419. http://dx.doi.org/10.20961/shes.v2i1.38442.
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<em>One of the problems faced by elementary school teachers is the problem of making and using learning media in schools.This is due to the lack of readiness of human resources about understanding media in learning. For this purpose the community service activities are: (1) increasing the competence of elementary school teachers about learning, (2) developing learning media in elementary schools, (3) structuring learning media in elementary schools. This Community Service activity uses the design of the transfer of science and technology from the university to the stakeholders which includes: (a) workshops, (b) training and mentoring. This dedication activity was carried out in the activities of the Teachers Working Group Cluster "Banyumudal" in Kebumen District year 2019. The results of these community service activities are: (1) improvement of teacher competency about learning media in elementary schools, (2) products of various types of learning media in elementary schools, (3) the formation of "Mini Laboratory" for learning in elementary schools</em>
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Bradea, Adela. "Some aspects of school seen as a Professional Learning Community". Practice and Theory in Systems of Education 11, nr 4 (1.11.2016): 241–49. http://dx.doi.org/10.1515/ptse-2016-0023.
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AbstractEach school is part of the community and at the same time, a provider of education services. This makes school a Learning Community for both teachers and students. While in the case of students this is a mission accomplished, in that of teachers’ things seem to be a bit more difficult. The latter ones should see themselves as members of a Professional Learning Community (PLC), where each teacher should cooperate with the other to achieve common goals, engage in common research activities for the progress of their school, take part in evaluating school results and propose plans to improve them etc. This research aimed to identify teachers’ perception of the role of school as a Professional Learning Community, to identify how school boards support and encourage this idea through participative management and to identify lines of joint research in which teachers are involved. The instrument used was a questionnaire having 30 close-ended items, administered to pre-university teachers from Bihor county, Romania. The implementation period was January to June 2016. The results show that there is collaboration between the same subject area teachers, who form committees to discuss, analyse and propose solutions. The research has also showed that more effort is required to improve collaboration between more experienced teachers and those who are at the beginning of their career, to improve collaboration between different subject area teachers by getting them to engage in joint projects, but above all, there is a need for a greater involvement of teachers, of school boards in managing schools so that participative management is achieved.
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Godfrey, Sango Mesheck. "Challenges Impacting Community Participation and Their Effect on Teaching and Learning: a Case Study of Rural Areas". European Scientific Journal, ESJ 12, nr 25 (30.09.2016): 345. http://dx.doi.org/10.19044/esj.2016.v12n25p345.
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This study sought to investigate challenges impacting community participation in schools and their effect on quality of education. The study was carried out in a qualitative paradigm in which a case study facilitated access to in-depth feelings, views, and opinions of community members and educators regarding their participation in providing education. Data were generated through focus group discussions with parents of children in the schools, community members without children in the schools, School Development Committee (SDC) members, and the teachers. In addition, data were generated through in-depth interviews with community leaders and school heads, observation as well as analysis of school documents such as minutes of SDC meetings, staff meetings, financial records, and children’s progress records. Data were transcribed and analysed manually through the cut and paste technique. The study found out that communities were involved in providing primary education through preparing children for school by providing food, school uniforms and stationery. Parents were also involved in children’s homework, as well as monitoring teacher and children’s attendance. In addition, parents were involved in preparing schools for children through providing labour and materials for constructing classrooms. Further, parents financed school budgets, and were involved in school governance. Challenges impacting community participation were centred on parents’ low standard of living, community attitude towards education, family income level, and school-community relations. Impact of community participation on teaching and learning included the following: hungry learners, narrow curriculum, unmotivated teachers, high rate of absenteeism and drop out, as well as ineffective school administration. The study recommended development and implementation of strategies for uplifting community standard of living through increasing family income levels and availability of food. The study, further recommends government policy on parent orientation on school processes and school based study sessions for parents and school children respectively. Government policies that prohibits the practice of sending away of children from school for non payment of levies should be reinforced.
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Charalambous, Chryso, i Maria Yerosimou. "Drama, Music and Media in Heritage Language Learning". Journal of Education Culture and Society 6, nr 2 (2.01.2020): 370–81. http://dx.doi.org/10.15503/jecs20152.370.381.
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This paper discusses the role that drama, music and media can play in heritage language learning. The authors will present findings from a project that took place in a community Greek school in London and explore how creative approaches can enhance students' heritage language learning, by bringing together different disciplines as well as different environments such as school, home and community. The project was part of Critical Connections: Multilingual Digital Storytelling Project, a collaboration between Goldsmiths, University of London and different community and mainstream schools in four countries.
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Bennett, Barbara. "Creating a School Community for Learning and Healing". New Educator 3, nr 4 (listopad 2007): 323–34. http://dx.doi.org/10.1080/15476880701653444.
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Sigurðardóttir, Anna Kristín. "Professional Learning Community in Relation to School Effectiveness". Scandinavian Journal of Educational Research 54, nr 5 (październik 2010): 395–412. http://dx.doi.org/10.1080/00313831.2010.508904.
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Allen, Rodney F. "Bibliographic Resources for School-Based Community Service Learning". Social Studies 88, nr 5 (wrzesień 1997): 220–24. http://dx.doi.org/10.1080/00377999709603782.
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Darian-Smith, Kate, i Nikki Henningham. "Site, school, community". History of Education Review 43, nr 2 (30.09.2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.
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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
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Nurhafni, Nurhafni, Almasdi Syahza, Auzar Auzar i Nofrizal Nofrizal. "Strategi Pengembangan Program Sekolah Adiwiyata Nasional di Tingkat SMA Kota Pekanbaru". Dinamika Lingkungan Indonesia 6, nr 1 (9.01.2019): 45. http://dx.doi.org/10.31258/dli.6.1.p.45-54.
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School is an important vehicle for educating and fostering people to understand and understand a science. In realizing a caring and cultured school, the school community needs to be involved in various environmental learning activities. In addition, schools are also expected to involve the surrounding community in conducting various activities that benefit both the school community, the community and the environment. These activities include creating extracurricular / curricular activities in the field of participatory-based environment in schools, participating in environmental action activities carried out by outsiders, building partnership activities or initiating the development of environmental education in schools, management and development of school supporting facilities. . School is a community that consists of students, teachers, principals, and administration and employees which is one of the effective mediums for learning and awareness of school residents. So that individuals, ranging from teachers, students and workers are involved in efforts to stop the rate of environmental damage caused by human hands. Creating a caring and cultured school requires a school management strategy that supports the implementation of environmental education by all school members in accordance with the basic principles of the Adiwiyata Program which is participatory and sustainable.
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Hassan, Roslizam, Jamilah Ahmad i Yusof Boon. "Professional Learning Community in Malaysia". International Journal of Engineering & Technology 7, nr 3.30 (24.08.2018): 433. http://dx.doi.org/10.14419/ijet.v7i3.30.18347.
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The professional learning community (PLC) is a platform for teachers to share their opinions and experiences especially with respect to the quality of teaching and learning processes (PdP). This partnership gives teachers more added value because they have the opportunity to improve their self-esteem and to keep in pace with the developments in the education world. This concept paper will discuss a number of issues related to PLCs such as PLC's background and development, PLC definitions, the development of PLC concept, PLC models and the issues and challenges that exist in implementing PLC. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After examining all matters related to PLC, it can be concluded that PLC is a form of partnership that every school teacher needs to practice either in the context of education in Malaysia or anywhere in order to drive excellence in a school. With a lot of challenges nowadays regarding the implementation of PLC, this issue needs to be addressed so that the quality of teachers can be enhanced and will further influence the students' academic achievement.
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Trilaksono, Teddy, Ambara Purusottama, Ifa Hanifah Misbach i Irfan Hary Prasetya. "Leadership change design: a professional learning community (PLC) project in eastern Indonesia". International Journal of Evaluation and Research in Education (IJERE) 8, nr 1 (1.03.2019): 47. http://dx.doi.org/10.11591/ijere.v8i1.15662.
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<span>A professional learning community (PLC) is a long-term sustainable program that can replace professional development (PD) to enable teachers to become teacher leaders and school principals to become instructional leaders. Using a case study from the establishment of the PLC project in 10 schools of Eastern Indonesia (Saparua island, Maluku), this research develops a progressive leadership change model through an ADDIE instructional design that changes school leadership. The research aims to investigate how to identify the most effective leadership change model by exploring differrent forms of learning communities between school principals and teachers. Using an action research approach to solve the problem, the data were collected over a 10-month period when the PLC project activities took place and embedded them as empirical materials that complement each other. The findings show that the leadership change design through PLC runs effectively if value alignment occurs between school principals and teachers after the open environment is established. The data also highlight that aligned values must be embedded as school identities, whereas a school principal must act as a change leader in order to ensure that these changes are sustainable. This study concludes by proposing policy recommendations for policy makers and education stakeholders on how to develop PD and PLC in <br /> Indonesian schools.</span>
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Karmila, Nita, i Ade Wijaya. "IMPLEMENTATION OF SCHOOL BASED MANAGEMENT IN TAMBILUNG ELEMENTARY SCHOOL". JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 4, nr 1 (29.03.2020): 71–73. http://dx.doi.org/10.33751/jhss.v4i1.2044.
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This research aims to determine the extent of the successful implementation of school-based management in Tambilung Elementary School which is one of the small schools in Bogor Regency. This research is a descriptive qualitative research that provides in-depth explanations of data and information related to the implementation of school-based management in terms of three core components namely 1) School Management, 2) Active, Creative and Enjoyable Learning, and 3) Community Participation. From the results of the study it can be concluded that the implementation of school-based management in Tambilung Elementary School has only reached 83.62% which, if elaborated, the success of each component, namely: the school management component 85.89%, the learning activity component amounted to 76.19% and the component of community participation in the implementation of school-based management is 88.80%.
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Nyatuka, Benard Omenge. "A survey of school-family-community partnerships in Kenya". Journal of Professional Capital and Community 2, nr 4 (16.10.2017): 229–43. http://dx.doi.org/10.1108/jpcc-04-2017-0010.
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Purpose The creation of sound school-family-community partnerships is being widely acknowledged as it strengthens school programs, family practices, student learning and behavior, as well as development. Active participation of parents and communities in the school tends to reduce the traditional unidirectional accountability of teachers as a sole party responsible for learners’ success. Furthermore, such collaboration is said to cultivate new hope about schools and education, especially among rural communities. However, key stakeholders in education claimed that school-family-community partnerships were weak in primary schools in Kakamega County, Kenya (Ministry of Education (MOE), 2010). The paper aims to discuss these issues. Design/methodology/approach This study was designed to generate relevant empirical evidence. The study was guided by the Social Capital Theory (Field, 2003; Horvat et al., 2003; Coleman, 1994; Bourdieu and Wacquant, 1992) whose central thesis is that social networks are a valuable asset, as interaction enables people to build communities, commit themselves to each other, and knit the social fabric. Using stratified random sampling, a sample of 361 primary school teachers in 34 schools drawn from a population of 8,964 teachers in 848 primary schools, cutting across the 12 districts in the county, was involved in the study. A questionnaire was developed and used to collect the teachers’ views of school-family-community partnership practices in the schools. The data generated were analyzed and presented by means of such descriptive statistics as frequencies, percentages, and the mean. Findings The findings revealed gaps with respect to collaboration among schools, families, and the community as the key focus in this study. Results indicated that the school-family-community partnerships in the county remained at a transactional rather than a transformational level. In light of the findings, relevant policy recommendations were proposed to improve practice, with particular attention to providing meaningful professional learning as well as desirable student outcomes. Originality/value This is one of the largest county-level studies in Kenya directly addressing teacher-family partnerships and illuminating the ways in which schools can build internal capacity for effective family engagement.
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Boylan, Colin, i Andrew Wallace. "Engaging with Learnscapes: Connecting Community and School". Australian Journal of Indigenous Education 38, nr 1 (styczeń 2009): 94–102. http://dx.doi.org/10.1375/s1326011100000636.
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AbstractLearnscapes are places where learning has been designed in ways that enhance the interaction with an environment (Tyas-Tunggal, 1997). A small rural primary school has creatively adopted a Learnscape as a significant focus to engage with its community. Within the school the Learnscapes Program works from the classroom to the playground and from there to the broader community to create a new place for learning. The Learnscapes Program allows cross curriculum boundaries to emerge and in the case of this school facilitates active participation with the school community, in ways that reengage culture, the community and curriculum. The experiences of this rural school as it promotes learning across the whole community through the exploration of Indigenous culture using Learnscapes are documented.
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Henry, Wesley. "Identifying and Allocating Resources for Learning Improvement". Theory & Practice in Rural Education 9, nr 1 (30.05.2019): 61–73. http://dx.doi.org/10.3776/tpre.2019.v9n1p61-73.
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This article investigates efforts by rural superintendents and rural principals to identify and leverage the local resources available to them to support learning improvement agendas within their schools. This study investigates practices within a diverse range of rural schools located in Washington State to understand how resources can be identified and allocated to best support student learning. In addition, this article explores the importance of family and community engagement in administrators' school improvement agendas. The conceptual framework for this study is informed by literature investigating resource allocation for educational improvement. This study was designed to better understand how rural education leaders identify, leverage, and allocate supports and resources, particularly those available within their immediate communities, to meet the needs of their staff and students. The rural schools represented in this study demonstrate trends in student achievement gains, despite challenges facing rural schools, such as increasing economic stratification in rural communities and diseconomies of scale in operating small schools and districts. Administrators meet these challenges by (a) maximizing teacher's instructional time through assuming duties often performed by nonadministrative personnel in other settings, thereby reaffirming the particularly multifaceted nature of rural school leadership; (b) forging formal and informal partnerships within the immediate community and geographic region to support student learning; and (c) leveraging the interconnected nature of rural communities in ways that increase community engagement in schools. Thoughtful community engagement strategies help manage the external politics of resource distribution within schools and ultimately materialize support for student learning.
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Jamil, Mohd Fadzil, i Mohd Izham Mohd Hamzah. "THE EFFECTS OF DISTRIBUTED LEADERSHIP ON TEACHERS’ COLLECTIVE EFFICACY AND PROFESSIONAL LEARNING COMMUNITY". International Journal of Educational Best Practices 3, nr 2 (27.11.2019): 10. http://dx.doi.org/10.31258/ijebp.v3n2.p10-27.
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Distributed leadership offers a new-thinking in transforming the school's leadership. Teachers' collective efficacy and professional learning community have been identified to have a strong influence on improving the teaching quality of teachers. This article examines the effects of distributed leadership of secondary school administrators on teacher collective efficacy and professional learning community. The literature suggests that distributed leadership perspective is a good alternative strategy to improve the quality of educational institutions, but empirical evidence showing the effects of distributed leadership on teachers’ collective efficacy and professional learning community that can improve the quality of teacher’s teaching is limited. Data were collected from 592 teachers working in secondary schools in Negeri Sembilan, Malaysia. Distributed leadership of secondary school administrators were determined with Distributed Leadership Inventory developed by Hulpia (2009) while teachers’ collective efficacy was determined using the Collective Efficacy Scales developed by Goddard and Hoy (2003) and professional learning community was determined with the School Professional Staff as Learning Community Questionnaire developed by Hord (1996). Data analysis was done based on Structural Equation Modeling using AMOS software. Regression weight, variance and squared multiple correlations tests were used in data analysis. In conclusion, a strong positive relationship was revealed between distributed leadership of secondary school administrators on teachers’ collective efficacy and professional learning community. Distributed leadership of secondary school administrators was also a significant predictor of teachers’ collective efficacy and professional learning community.
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Al Shammari, Iqbal, Janet Testerman i Florentina Halimi. "Exploring Teachers’ Attitudes towards Teachers’ Learning Community in Government Schools in Kuwait". Journal of Educational and Social Research 10, nr 1 (10.01.2020): 206. http://dx.doi.org/10.36941/jesr-2020-0019.
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Teachers’ learning communities (TLC) provide life-long learning experience for teachers to acquire and improve their teaching. One case of TLC in a government school in Kuwait is described and analyzed. Results gained from this research study indicated positive attitudes towards TLCs. However, lack of teachers’ willingness to apply what they learn, and the lack of the school leadership support, and teachers’ autonomy were some of the challenges facing the successful creation of TLC. School leaders should foster the application of TLCs in schools by ensuring teachers’ willingness to participate, encouraging teachers’ interaction, providing effective leadership support, and motivating teachers to apply what they learn in their classrooms.
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Furqon, Ahmad. "School Based Teacher Development Study About a School as Professional Learning Community". Educational Administration Research and Review 3, nr 1 (8.12.2019): 10–21. http://dx.doi.org/10.17509/earr.v3i1.21712.
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The teacher's understanding of CPD is still very low. The main objective of this research is to obtain a picture of school-based teacher development through PLC in the continuous professional development in schools.The research method used is qualitative method. Pre-field includes literature review and field survey. Phase of field work, researcher entered the field in order to collect data. In the data analysis phase the researcher conducts a series of qualitative data analysis process up to the interpretation of the data. In addition, the process of data triangulation compared with library theory. While the evaluation and reporting stage conducted consultation and guidance and reporting of research results.The research findings indicate that the elements of PLC forming are commitment, responsibility, usefulness, collaboration collegial, as well as school culture and climate. While the role of the principal in this PLC is as an instructional leader, motivator, and facilitator. The conclusion of the research shows that PLC is able to promote CPD which leads to improving the quality of learning service.
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Marais, Petro, i Alena van Schalkwyk. "Open Distance Learning Community Engagement: Identifying the Needs of a Community School". Journal of Human Ecology 48, nr 1 (październik 2014): 171–79. http://dx.doi.org/10.1080/09709274.2014.11906786.
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Hartono, Tri, i Dhenis Agus Saputro. "Pengembangan Desain Pembelajaran PAI Di Pondok Pesantren Kreatif Agro Nuur El-Falah Salatiga". Nazhruna: Jurnal Pendidikan Islam 2, nr 2 (26.08.2019): 290–309. http://dx.doi.org/10.31538/nzh.v2i2.331.
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Islamic boarding school is a place for students to live and study, especially religious knowledge. The development of Islamic boarding schools should start from the learning system, learning methods or learning media to support the achievement of learning objectives of Islamic religious education. Besides boarding schools also need to develop existing local potential through entrepreneurship or skills for students as provisions after returning to the community. Like Agro Nuur Islamic Boarding School El-Falah Salatiga, which always tries to innovate in institutions or learning. In this Islamic Boarding School Institution is always renewing the organizational structure per year, as well as making an academic calendar Islamic Boarding School. In the Islamic Religious Education learning design Agro Islamic Boarding School Nuur El-Falah has at least two unique things compared to Islamic boarding schools in general, namely this cottage implements Learning Design Takror and Study Design of the Book of the Koran Extra. This learning design is a form of boarding school innovation to increase the spirit of students in learning. In terms of instructional media, Agro Nuur El-Falah Islamic Boarding School combines classical learning systems with modern systems, so that in practice they continue to use traditional methods such as sorogan and bandongan but are also often supported by modern equipment such as computers and LCDs. Besides this the cottage also develops the local potential of agriculture as a provision for the students to deal with future life in the community.
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Vitale, Sarah E. "Community-Engaged Learning and Precollege Philosophy During Neoliberalism". Teaching Philosophy 42, nr 4 (2019): 389–410. http://dx.doi.org/10.5840/teachphil20191025114.
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Precollege philosophy programs provide young people with alternative spaces to ask questions and develop critical perspectives on their experiences, but neoliberal school management practices make the creation of these spaces increasingly difficult. Relying on my own experience as an instructor of a community-engaged course that focuses on precollege philosophy, I investigate how college and university professors and students can create philosophical learning opportunities for high school students without participating in the culture of volunteerism demanded by neoliberal logic. I argue that the work my university students perform in the community-engaged course is a win-win that undermines neoliberalism’s assault on education by providing high school students with a valuable opportunity while helping my students achieve important skills.
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Bahadur Bhujel, Chandra. "The Role of Principal in Improvement of School Performance: A Qualitative Study in Community School of Nepal". Research Journal of Education, nr 71 (8.01.2021): 1–10. http://dx.doi.org/10.32861/rje.71.1.10.
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This study aims to explore the role of the principal’s leadership in the improvement of school performance in community schools and to identify the major challenges faced by principals of community schools while improving school performance. A qualitative approach and phenomenology research design was used in this study. Interview and Focus Group Discussions schedule were used to collect data from the field, 5 principals were the respondents for interview and 20 principals of different community schools were involved in focused group. The data were analyzed using qualitative data management software Atlas ti. The determination and taking self-initiative is a crucial role for community school principals to maintain school enrollments, education quality, and collecting funds for school performance. Principals have adopted several noticeable strategies to increase education quality. Some of the ways and means adopted by the successful schools are maintaining constant discipline in school encouraging students and teachers by rewards and appreciation, consistent observing and supervision of class conduction, student attendance and teacher’s consistency, coaching classes for feeble and interested students, parent-teacher communication, contests and competitions between the cluster and individual. Every principal faces some of the biggest frustrations to control student behavior, recruiting teachers and cooperation between staff, promote personalized learning, improve the teaching and learning environment, student retention, and parents’ support in the improvement of the school. The study further recommended that principals and teachers should be given sufficient training to improve the school’s performance.
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Bahadur Bhujel, Chandra. "The Role of Principal in Improvement of School Performance: A Qualitative Study in Community School of Nepal". Research Journal of Education, nr 71 (8.01.2021): 1–10. http://dx.doi.org/10.32861/rje.71.1.10.
Pełny tekst źródłaStreszczenie:
This study aims to explore the role of the principal’s leadership in the improvement of school performance in community schools and to identify the major challenges faced by principals of community schools while improving school performance. A qualitative approach and phenomenology research design was used in this study. Interview and Focus Group Discussions schedule were used to collect data from the field, 5 principals were the respondents for interview and 20 principals of different community schools were involved in focused group. The data were analyzed using qualitative data management software Atlas ti. The determination and taking self-initiative is a crucial role for community school principals to maintain school enrollments, education quality, and collecting funds for school performance. Principals have adopted several noticeable strategies to increase education quality. Some of the ways and means adopted by the successful schools are maintaining constant discipline in school encouraging students and teachers by rewards and appreciation, consistent observing and supervision of class conduction, student attendance and teacher’s consistency, coaching classes for feeble and interested students, parent-teacher communication, contests and competitions between the cluster and individual. Every principal faces some of the biggest frustrations to control student behavior, recruiting teachers and cooperation between staff, promote personalized learning, improve the teaching and learning environment, student retention, and parents’ support in the improvement of the school. The study further recommended that principals and teachers should be given sufficient training to improve the school’s performance.
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Bao, Hoang Tinh, Barbara Rogoff, Carolyn Goodman Turkanis i Leslee Bartlett. "Learning Together: Children and Adults in a School Community". TESOL Quarterly 40, nr 4 (1.12.2006): 877. http://dx.doi.org/10.2307/40264323.
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Hee Kyu Kim. "Theoretical Implications of Learning Organization to Build School Community". Journal of Educational Idea 27, nr 1 (kwiecień 2013): 69–91. http://dx.doi.org/10.17283/jkedi.2013.27.1.69.
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Hlapanis, Giorgos, i Angelique Dimitracopoulou. "The School‐Teacher's Learning Community: matters of communication analysis". Technology, Pedagogy and Education 16, nr 2 (lipiec 2007): 133–51. http://dx.doi.org/10.1080/14759390701406745.
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Hayes, Debra, i Andrew Chodkiewicz. "School–community links: supporting learning in the middle years". Research Papers in Education 21, nr 1 (marzec 2006): 3–18. http://dx.doi.org/10.1080/02671520500445409.
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Seo, Kyounghye. "The School-Based Teacher Learning Community Movement in Korea". Journal of Educational Studies 50, nr 2 (30.06.2019): 1–28. http://dx.doi.org/10.15854/jes.2019.6.50.2.1.
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Gowan, Meghan, Claire Fialkov i David Haddad. "Strengths-based Learning in a Kenyan Primary School Community". AI Practitioner 21, nr 1 (1.02.2019): 35–44. http://dx.doi.org/10.12781/978-1-907549-38-0-7.
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Mus, Sumarlin, i Andi Mappincara. "Manajemen Pembelajaran Boarding School". PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran 3, nr 1 (15.05.2019): 24. http://dx.doi.org/10.26858/pembelajar.v3i1.8632.
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The boarding school learning system requires students to stay in one dormitory. Therefore, teachers or educators more easily control the character development of students. Curricular, curricular, extracurricular activities, both in schools, dormitories and the community environment are monitored by the teachers for a full day. The suitability of the boarding system lies in all student activities programmed, arranged and scheduled clearly. This is the basis for researchers to examine how the learning management of schools that apply boarding schools. The research method used to find out the entrepreneurial competencies of principals is by a qualitative approach with principals, teachers, and students. Data collection is done by in-depth interviews. The results of this study concluded that, the implementation of learning at Pesantren Putri Ummul Mukminim had carried out the concept of Fullday school in learning by doing indoor and outdoor learning as a development of the theory gained in the classroom then applied outside the classroom / school.
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Suprapto, Suprapto, i Mohammad Viktor Farid Hakim. "Approach to Strengthen Community Participation of Teaching-Learning Process in Primary School". AL-ISHLAH: Jurnal Pendidikan 13, nr 2 (30.07.2021): 843–47. http://dx.doi.org/10.35445/alishlah.v13i2.604.
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The purpose of the study was to get the approach of community participation in Islamic Primary School North Ampenan. The participation of all parties greatly influences the success of the implementation of teaching and learning as an educational process in schools. The research method was used qualitatively. The data were collected through observation, interviews, and questionnaires. The participants involved were principals, teachers, parents, and school committees. Data analysis techniques consist of data reduction, data presentation, and concluding. While checking the validity of the data consists of credibility, dependability, confirmability, and transferability. The study results indicate that the approach required is centralized participation which refers to lifelong learning and integrated services. Various activities or community participation actions greatly influence implementing the education process at SDI Ampenan Utara, Mataram. The research implications are seen in the development of various community participation actions in building school quality.
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Bouillion, Lisa M., i Louis M. Gomez. "Connecting school and community with science learning: Real world problems and school-community partnerships as contextual scaffolds". Journal of Research in Science Teaching 38, nr 8 (październik 2001): 878–98. http://dx.doi.org/10.1002/tea.1037.
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Friedlander, Elliott W., Nicole Arshan, Sen Zhou i Claude Goldenberg. "Lifewide or School-Only Learning: Approaches to Addressing the Developing World’s Learning Crisis". American Educational Research Journal 56, nr 2 (23.08.2018): 333–67. http://dx.doi.org/10.3102/0002831218792841.
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This cluster randomized controlled trial tested the impact of school-only and lifewide-learning (LWL) approaches to supporting early-grade learning over 2 years in rural Rwanda. We compare school-only and LWL treatments with a business-as-usual control condition and with each other. Schools in both treatment groups received reading materials and teacher training. LWL villages also received support to enrich home and community literacy ecologies. Student reading assessments, administered across 21 sectors (analogous to U.S. school districts), showed that both treatments positively impacted learning. LWL produced a greater impact, particularly in oral comprehension, reading fluency, and reading comprehension. However, nearly one third of the students lacked basic skills at endline, indicating that further efforts are needed to address the learning crisis in the least-developed countries.
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Anderson-Butcher, Dawn, Anthony Amorose, Samantha M. Bates, Aidyn L. Iachini, Annahita Ball i Tasha Henderson. "Driving School Improvement Planning with Community and Youth Collaborative Institute School Experience Surveys (CAYCI-SES)". Children & Schools 42, nr 1 (styczeń 2020): 7–17. http://dx.doi.org/10.1093/cs/cdz028.
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Abstract The aim of this article is to describe the Community and Youth Collaborative Institute School Experience Surveys (CAYCI-SES). The CAYCI-SES measures are free and available to use with permission. The tools include valid and reliable surveys, assessments, and scales to help school stakeholders to identify and assess school climate and other conditions for learning. The CAYCI-SES gather data about the school environment across stakeholder groups and the broader school–family–community context known to influence student learning and youth development. For example, the measures include four survey versions: elementary school student, middle/high school student, parent/caregiver, and teacher/school staff. The CAYCI-SES also are valuable evaluation tools used to inform school planning and improvement efforts. This article describes each of the CAYCI-SES surveys and provides an overview of the process used for psychometric testing and instructions for implementation. Authors also discuss examples of schools and districts that have used the measures and implications for how school social workers may use the survey findings to address or identify needs, improve outcomes, and guide school improvement efforts.
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Banjarmasin, Syahrir. "FAKTOR-FAKTOR YANG MEMPENGARUHI IMPLEMENTASI PERMENDIKBUD NO.75 TAHUN 2016 DI SMK NEGERI BANJARMASIN". dia 17, nr 1 (17.06.2019): 46–65. http://dx.doi.org/10.30996/dia.v17i1.2874.
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ABSTRACTOne example of the administration of education which involves the role and function of the School Committee can be observed in the city of Banjarmasin. Banjarmasin City Education Office seeks to change so that each school has facilities and infrastructure that can support teaching and learning activities outside of school through the School Committee. Good facilities and infrastructure facilities can support teaching and learning activities outside of school so that it is expected that each student can gain additional skills and knowledge from teaching and learning processes outside of school. Through community school committees can carry out various roles in the implementation and quality control of education services through the role of individuals, groups, families, professional organizations, employers, and social organizations. The study of strategies for developing community participation in education funding at State Vocational Schools in Banjarmasin as a result of the implementation of Permendikbud Nomor 75 Tahun 2016 and analyzing what factors make the implementation of Permendikbud Nomor 75 Tahun 2016 difficult to implement uses qualitative methods based on George C Edward's theory III produced findings that funding in schools that were previously with a collection system with the amount of payment that has been determined and agreed based on the school committee meeting, then with the implementation of the Permendikbud, it could no longer be done because the community meant that the contribution was voluntary, may contribute and may not. Based on these problems, the school is trying to find new breakthroughs to increase community participation in education funding to support funding in schools by developing Production Units (UP) and the community is expected to be directly involved in utilizing products produced by vocational students so that the problem of lack of funding at school can be overcome.