The purpose of this study is to determine the sound steps or procedures for the administrator to follow in organizing a community school. It will attempt to show ways of utilizing to the fullest possible extent the resources of the community.

South African society is currently negotiating a new future. As a result, the sense of identity amongst all groups in South Africa may be undergoing change. This dissertation attempts to identify what type of sense of identity exists in pupils in four different school environments. These schools ranged from a racially integrated to an isolated and racially separate school. A review of the traditional literature on the self (or sense of identity), reveals that it does not allow for the possibility of change in a sense of identity, or the role that language and the social environment plays in the development of a sense of identity. As a result, Harrean and Sampsonian type thinking was used as the theoretical base of the research. Further, discourse analysis was the method of research used. Different schools were found to exhibit different senses of identity, and the implications of this are discussed. / Psychology / M.A. (Psychology)

The purpose of the study was:1. To develop an inventory of music teacher roles which pertained to the setting, community schools of the arts (CSAs).2. To discover how music teachers perceive their actual job roles vs. their ideal job roles in CSAs.An instrument was structured using the roles found in the work of Onderdonk (1995), Barnes (1972), Moller (1981), White (1964), and input from experts. Roles were categorized into three areas: community, school, and professional. The population of teachers was drawn from member schools of the National Guild of Community Schools of the Arts (NGCSA) for the year 2005-2006. The final study population consisted of 139 CSA teachers from 16 schools across the USA.Overall, teachers indicated that roles in the professional category were and should be performed more often than community and school roles. The school and community categories were deemed equal to each other (actually and ideally). Teachers indicated that community, school, and professional roles in CSAs were complex, consisting of 31 roles (7 community, 10 school, and 14 professional). A ranked and tiered inventory of the 31 valid roles and a portrait of the CSA music teacher were created. As an aggregate, teachers ideally desired to increase the frequency with which they performed the following roles: Advocate, Attendee of Faculty/Committee Meetings, Attendee of School Activities, Performer/Demonstrator/Coach, and Student/Lifelong Learner. As an aggregate, teachers desired to decrease the frequency with which they performed the role of School Leader. Teachers indicated balance in regard to modeling, performing, parental education, discipline, tradition, and leadership.Implications for CSA administrators, personnel of the National Guild of Community Schools of the Arts, teacher educators and trainers, and future research include: finding paths to develop part-time leaders, developing content for coursework and professional development specific to CSA teachers, and promoting awareness that investment in current/future teachers should be given similar value and energy to fundraising efforts. In order to educate/train future CSA teachers, coursework which includes preparation as instrumental/pedagogical experts, as well as content which provides training in educational philosophy, history, curriculum development, role modeling, culture, and technology were recommended.

The purpose of this research is to investigate and describe parents’ perceptions of the private community school at Hareeng Enghs/i Medium Community School in Leribe district. The study uses the conceptual framework of parental choice of school. This is done with a view that parents’ choice of schooling is related to the assumption that the private community school has a good learning environment. Because the parents assume that the school is good, the study shifted to explore the question of what makes a good learning environment. In order to obtain an exhaustive examination, data was derived from three sets of questionnaire. Data was obtained using openended questionnaires from a sample of Hareeng English medium Community school parents and teachers, andPhelane public school teachers. The results show that the parents’ choice in this study is not informed by the idea that the school is either public or private. Instead the study found that parents’ choice is influenced by the idea that the school has a good learning environment. When analysis of parents’ understanding of a good learning environment is done, the study discovered that parents’ understanding though educational, is not consistent with the literature on school quality.

Thesis advisor: M. Brinton Lykes / Today in the United States there is epidemic poverty plaguing childhood for many of our nation's children. Census data for 2000 indicates that there were about 72 million people under the age of 18 living in the United States and more than 11.6 million of these children were living below the poverty line. That means that at least one out of every six children in this country was living in poverty. More alarming is the realization that 77% of these children living in poverty lived in families that had at least one working adult. These were not children from families that were lazy, unable to find work, unmotivated, or unable to work due to illness, drug use, or some other circumstances but rather children from families that were working and still not able to make enough money to support their families in a healthy way. These children are in a situation not of their own making. For many, this is not a condition that they are surviving for a brief period of time but rather a societal context in which they are challenged to grow up. Eighty percent of children who are poor one year are still poor the following year. This is not a problem that will just go away by itself. / Thesis (BA) — Boston College, 2003. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Education, Lynch School of. / Discipline: College Honors Program.

Adverse childhood experiences (ACEs) influence student learning, behavior, and lifelong health and success. About one in four children have experienced at least one traumatic event (e.g., household dysfunction, neglect, and/or abuse) before the age of four, and that rate more than triples for children living in poverty. Trauma sensitive schools have been disseminated as a way to address this need, but there is little research on the topic. This study sought to improve understanding about adoption of trauma sensitive practices in a representative sample of the 77 elementary-level community schools in New York City and to identify facilitators and barriers to adoption of these practices. Thirty schools were randomly-selected, and interviews were conducted with 23 (76.7%) community school directors. Comprehensive Educational Plans were reviewed to supplement the interviews. The measurements and data analysis were informed by the Behavioral Health and Public Schools Framework (The Framework). Diffusion of Innovation Theory was used to classify facilitators and barriers. Data analysis comprised both deductive and inductive approaches. The findings indicated that community schools have adopted some practices aligned with the Framework, though services and resources are not delivered in strategic and coordinated ways. School cultures, priorities, and goals are not always well aligned with trauma sensitive practices. There is a wide range of experience among staff and agencies responsible for driving the adoption of trauma sensitive practices, and this is a barrier to adoption of coordinated school-wide approaches. Consequently, while community schools are a promising model, many social-emotional, mental health, and other needs of children and families persist. Schools are clearly an important social institution within society to foster upward social mobility and increase the chances for youth and children to develop in healthful fulfilling ways and contribute to the democratic society in which they live. But given the unequal and unfair distribution of access to educational resources, employment, housing, health care, income among other social resources, long-term efforts by communities as well as government policies, and investments are needed to ameliorate the traumatic experiences that continue to affect children and families and to prevent the intergenerational trauma that has occurred for centuries.

Em Pelas Ondas do Rádio: Cultura Popular, Camponeses e o MEB analisamos a participação de camponeses do nordeste brasileiro no Movimento de Educação de Base. A perspectiva da tese é a de demonstrar como os trabalhadores envolvidos com as escolas radiofônicas elaboraram ações para manutenção e reprodução da escola em sua comunidade, visando obter os benefícios necessários à reprodução e melhoria de seu modo de vida. A partir de representações políticas e culturais singulares, dentre as quais vigoraram: um sentido para escola, um papel para o sindicato e para participação política, preceitos do direito de uso da terra e dos direitos do trabalho, assim como, sentidos múltiplos para o uso do rádio como meio de comunicação, informação e lazer, os camponeses do MEB, foram coadjuvantes da proposição católica modernizadora de inícios de 1960. Isto posto, queremos demarcar que a ação do camponês nordestino e seu engajamento político, seja no MEB, nos sindicatos rurais, nas Juventudes Agrárias Católicas (JAC´s), no MCP, e nas mais diversas instâncias dos movimentos sociais do período, não se apartaram do processo modernizador. Neste sentido, consideramos que a modernização brasileira foi pauta das instituições, organismos políticos e partidos, assim como, do movimento social, instância em que ela foi ressignificada a partir de elementos da vida material, que envolviam diretamente, no momento em questão, a problemática do direito a terra, do direito a educação e cultura e dos direitos do trabalho. / In this On the radio waves: popular culture, peasants and the Basic Education Movement we analyze the participation of peasants of the Brazilian northeastern region in the Basic Education Movement. The focus of this thesis is to demonstrate how the labors involved with broadcast schools have elaborated actions for maintaining and spreading the schools in their communities, in order to achieve the necessary means to improve their way of life. Peasants of the Basic Education Movement have been coadjuvant of the modernizing catholic proposition of the early 1960s, by means of quite peculiar political and cultural representations. Some of these representations were: a meaning for the school, a role for the union and for the political participation, precepts of the land use rights and labor rights, and the multiple meanings of the radio as a mass communication, information and leisure medium. This study intends to stress that the actions - and the political enrollment - of the northeastern peasant could not ever be separated from the modernizing process. The connection can be observed in different social movements of the period, such as the Basic Education Movement, rural unions, the Catholic Agrarian Youth and the MCP. In this sense, we consider that, if the Brazilian modernization was a guideline for the institutions, political organisms and parties for the social movement, such a modernization was a guideline of demands based on elements of material life. Those elements included, by that time, the agrarian reform, the educational issue and labor urgencies

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1981. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Includes bibliographies. / by Patricia Elizabeth Thompson. / M.C.P.

Em Pelas Ondas do Rádio: Cultura Popular, Camponeses e o MEB analisamos a participação de camponeses do nordeste brasileiro no Movimento de Educação de Base. A perspectiva da tese é a de demonstrar como os trabalhadores envolvidos com as escolas radiofônicas elaboraram ações para manutenção e reprodução da escola em sua comunidade, visando obter os benefícios necessários à reprodução e melhoria de seu modo de vida. A partir de representações políticas e culturais singulares, dentre as quais vigoraram: um sentido para escola, um papel para o sindicato e para participação política, preceitos do direito de uso da terra e dos direitos do trabalho, assim como, sentidos múltiplos para o uso do rádio como meio de comunicação, informação e lazer, os camponeses do MEB, foram coadjuvantes da proposição católica modernizadora de inícios de 1960. Isto posto, queremos demarcar que a ação do camponês nordestino e seu engajamento político, seja no MEB, nos sindicatos rurais, nas Juventudes Agrárias Católicas (JAC´s), no MCP, e nas mais diversas instâncias dos movimentos sociais do período, não se apartaram do processo modernizador. Neste sentido, consideramos que a modernização brasileira foi pauta das instituições, organismos políticos e partidos, assim como, do movimento social, instância em que ela foi ressignificada a partir de elementos da vida material, que envolviam diretamente, no momento em questão, a problemática do direito a terra, do direito a educação e cultura e dos direitos do trabalho. / In this On the radio waves: popular culture, peasants and the Basic Education Movement we analyze the participation of peasants of the Brazilian northeastern region in the Basic Education Movement. The focus of this thesis is to demonstrate how the labors involved with broadcast schools have elaborated actions for maintaining and spreading the schools in their communities, in order to achieve the necessary means to improve their way of life. Peasants of the Basic Education Movement have been coadjuvant of the modernizing catholic proposition of the early 1960s, by means of quite peculiar political and cultural representations. Some of these representations were: a meaning for the school, a role for the union and for the political participation, precepts of the land use rights and labor rights, and the multiple meanings of the radio as a mass communication, information and leisure medium. This study intends to stress that the actions - and the political enrollment - of the northeastern peasant could not ever be separated from the modernizing process. The connection can be observed in different social movements of the period, such as the Basic Education Movement, rural unions, the Catholic Agrarian Youth and the MCP. In this sense, we consider that, if the Brazilian modernization was a guideline for the institutions, political organisms and parties for the social movement, such a modernization was a guideline of demands based on elements of material life. Those elements included, by that time, the agrarian reform, the educational issue and labor urgencies

The problem of this study was to determine the effectiveness of community education in Texas as perceived by the superintendents, community education directors, and selected laymen in the participating school districts. The sources of data included a review of the literature and supplemental materials. The survey technique, employing a jury—validated questionnaire, was used to collect the perceptions of superintendents, principals, teachers, and college professors in the State of Texas. A total of 121 educators and lay participants responded to the questionnaire. As a result of the study, it appears that according to the perception of those surveyed, that the community education programs in Texas are accomplishing at least 83 percent of all the goals purported in the nationally-circulated literature. Based on the study, it appears that the ongoing community education programs in Texas are perceived to be effective by those most closely associated with them and therefore deserve to continue to receive special considerations and funding.