The focus of this study was to describe rural and urban education from the perspective of teachers. Participant teachers reflected upon their rural and urban teaching experiences and described, through narratives and personal examples, various aspects of rural and urban education. Through this process, participants answered the research question: What are the experiences and perspectives of teachers with respect to teaching in rural and urban environments? Data were collected via semi-structured interviews which were used to help understand the lived experiences of the participants. <p>Based on this qualitative study, numerous characteristics of rural and urban education were highlighted. The participants indicated that rural schools were often closely linked to their community. As a result, many of these teachers could more easily individualize their instruction because they were familiar with the personal lives of their students. Within the rural schools highlighted in this study, lower enrolments and a smaller staff posed challenges, and a limited range of academic programs were offered. Student participation in extracurricular activities was more prominent in this studys rural schools, and the expectations for teachers involvement in extracurricular activities and supervision were high. <p>As with rural education, when the participants described urban education, they emphasized the importance of building strong school-community relationships. Also, this research showed that the larger enrollments of the urban schools highlighted in this study meant these schools were responsible for a greater variety of student needs, both academically and socially. Classroom management was more of an issue for the urban teachers of this study, and the parents of their urban students were often less directly involved within the school. Participants indicated, as urban teachers, they had more opportunities to specialize in their subject area and enjoyed easier access to professional development opportunities. The participants of this study described the academic abilities of urban students to be similar to those of rural students; however, the participants noted urban students to be open to a greater variety of future career choices.<p>There are similar issues surrounding education, whether rural or urban. This study highlighted this point in a number of ways. First this research reflected that close ties between school and community enhanced the pertinence of curriculum content. This indicates that schools need to take advantage of the academic, personal, and cultural resources provided within the community. Another central issue of this study indicated that a teachers background and experience, as well as his or her knowledge of the students and communitys culture affected the way a teacher acts and handles various teaching situations. A final aspect of this study showed that the roles and responsibilities of teachers are diverse. A teacher assumes such roles as educator, counselor, social worker, consultant, coach, role model, and active community member.

The focus of this study was to describe rural and urban education from the perspective of teachers. Participant teachers reflected upon their rural and urban teaching experiences and described, through narratives and personal examples, various aspects of rural and urban education. Through this process, participants answered the research question: What are the experiences and perspectives of teachers with respect to teaching in rural and urban environments? Data were collected via semi-structured interviews which were used to help understand the lived experiences of the participants. <p>Based on this qualitative study, numerous characteristics of rural and urban education were highlighted. The participants indicated that rural schools were often closely linked to their community. As a result, many of these teachers could more easily individualize their instruction because they were familiar with the personal lives of their students. Within the rural schools highlighted in this study, lower enrolments and a smaller staff posed challenges, and a limited range of academic programs were offered. Student participation in extracurricular activities was more prominent in this studys rural schools, and the expectations for teachers involvement in extracurricular activities and supervision were high. <p>As with rural education, when the participants described urban education, they emphasized the importance of building strong school-community relationships. Also, this research showed that the larger enrollments of the urban schools highlighted in this study meant these schools were responsible for a greater variety of student needs, both academically and socially. Classroom management was more of an issue for the urban teachers of this study, and the parents of their urban students were often less directly involved within the school. Participants indicated, as urban teachers, they had more opportunities to specialize in their subject area and enjoyed easier access to professional development opportunities. The participants of this study described the academic abilities of urban students to be similar to those of rural students; however, the participants noted urban students to be open to a greater variety of future career choices.<p>There are similar issues surrounding education, whether rural or urban. This study highlighted this point in a number of ways. First this research reflected that close ties between school and community enhanced the pertinence of curriculum content. This indicates that schools need to take advantage of the academic, personal, and cultural resources provided within the community. Another central issue of this study indicated that a teachers background and experience, as well as his or her knowledge of the students and communitys culture affected the way a teacher acts and handles various teaching situations. A final aspect of this study showed that the roles and responsibilities of teachers are diverse. A teacher assumes such roles as educator, counselor, social worker, consultant, coach, role model, and active community member.

Thesis (M. Arch.)--University of Hong Kong, 2001. / Includes special study report entitled: Transactional relationship between school and community. Includes bibliographical references.

Kyoto University (京都大学) / 0048 / 新制・課程博士 / 博士(地球環境学) / 甲第19158号 / 地環博第133号 / 新制||地環||27 / 32109 / 京都大学大学院地球環境学舎環境マネジメント専攻 / (主査)教授 ｼｮｳ ﾗｼﾞﾌﾞ, 教授 岡﨑 健二, 教授 清野 純史, 准教授 小林 広英, 准教授 西前 出 / 学位規則第4条第1項該当

Šiandieninėje visuomenėje bendradarbiavimas traktuojamas kaip vienas reikšmingiausių procesų bei siūlomų sprendimų įvairiems, permainų įtakotiems, iššūkiams. Bendradarbiavimas tampa vis aktualesnis mokyklos bendruomenėje, įtakojantis ugdymo ir mokyklos, kaip organizacijos, kokybinę kaitą, inovacijų sklaidą, pedagogų profesinį tobulėjimą. Šiame magistro darbe analizuojami bendradarbiavimo plėtotės ypatumai mokyklos kontekste. Iškelta hipotezė, jog bendradarbiavimo kultūra siejasi su visos švietimo organizacijos funkcionalumu. Todėl tikėtina, kad tokios bendradarbiavimą apibūdinančios dimensijos kaip: pozityvus tarpusavio sąveikos vertinimas, aktyvus dalyvavimas įvairioje mokyklinėje veikloje, skatinantis vadovavimas bei valdymas (darbo organizavimas, informacijos sklaida, motyvavimas), palankūs tarpusavio santykiai bei atmosfera, o taip pat individualūs gebėjimai bei pastangos bendradarbiauti yra prielaida mokyklos veiklos efektyvumui ir bendradarbiavimo kultūrai plėtoti. Empirinis tyrimas buvo atliktas anketinės apklausos metodu. Atlikta statistinė ir psichometrinė duomenų analizė. Tyrime dalyvavo 99 respondentai (pedagogai, administracijos darbuotojai bei ugdymo įstaigų vadovai). Apklausa vyko Vilniaus „X“ vidurinėje mokykloje ir „Y“ gimnazijoje. Svarbiausios empirinio tyrimo išvados: 1.Respondentų požiūris į bendradarbiavimą švietimo organizacijose yra pozityvus, tarpusavio sąveiką ugdymo įstaigose vertina kaip ,,reikalingą“, ,,įvairią“, ,,demokratišką“, „draugišką“... [toliau žr. visą tekstą] / In modern-day society collaboration is called one of the most important processes and solutions for different challenges. Collaboration becomes significant for school community and it determines education and school’s, as organization’s, qualitative changes, the spread of innovations, the professional improvement of educators. In this master‘s final paper peculiarities of collaboration system development in school context are analyzed. In hypothesis it is assumed that there are relations of collaboration culture with school functioning. It’s assumed that school functioning and collaboration culture development is determined by such collaboration dimensions as: positive estimation of collaboration, active participating in various school activities, motivating leadership and management (job organization, the spread of information, motivation), positive relationships and collaboration atmosphere, also individual abilities and attempt to collaborate. 99 respondents (educators, administration workers and schools’ directors) from “X” secondary school and “Y” gymnasium participated in this study. Participants had to fill up the questionnaires. Statistical and psychometric data analysis was made. The results have shown that: 1. Attitude toward collaboration in educational organizations are positive, interaction, reciprocity is thought to be “necessary”, “various”, “democratic”, “friendly”, “introducing the spread of innovations” and “voluntary”. 2. The cooperation during problem... [to full text]

Sociality, and especially sociocultural activities in the community are very important when experiencing the value and meaning of the person’s life, developing such qualities as friendship, spirituality, mutual understanding, responsibility and self-help, preserving traditions and national culture, feeling secure and satisfied. The aim of this thesis is to discuss senior pupils’ participation peciliarities in useful social activities considering territorial community. Pupils’ useful social activities in the territorial community is one of the innovations which appeared when implementing education reform. Social (useful for the society) activities are the civil, ecological and other activities offered or chosen by the pupils themselves and performed at a suitable time. The aim of these activities is to develop pupils’ understanding of values, personal, social, communication and work skills, which are called general personal skills in the General Syllabus. The research has shown that school’s openness to the local community’s social, cultural and civil needs establishing partnership with various institutions determines the peculiarities of the useful social activities. It was also observed that pupils, who live in the city, have greater possibilities to choose useful social activities than the ones who live in the region. However, region school pupils have taken more active part in useful social activities in the recent years than the city pupils.

Išanalizavus tyrimo rezultatus paaiškėjo, kad pedagogai mokyklos bendruomeniniame gyvenime pasigedo didesnio tėvų dalyvavimo. Tyrimo hipotezė pasitvirtino. Tačiau daugelis tėvų tik vidutiniškai įvertino pedagogų (mokyklos bendruomenės) suinteresuotumą bendradarbiauti su jais, konstatuotina tai, kad ir patys pedagogai per mažai deda pastangų tėvus įtraukdami į mokyklos bendruomeninį gyvenimą. Tiek tėvai, tiek ir pedagogai akcentavo, kad siekiant efektyvaus mokyklos ir šeimos bendradarbiavimo būtinas nuolatinis mokyklos bendruomenės narių ryšio palaikymas, tėvų švietimas. / After the analysis of findings results it became obvious that educators miss parents participation in the social life of school. Findings hypothesis proved out. However, the majority of parents only meanly evaluated educators (the social life of school) interest in cooperating with them, so, in state of this, the educators doesn‘t put much effort involving parents in social life of the school. Parents, as well as educators accented, that it is necesarry both to educate parents and to keep the connection between the school‘s environment members in order to have effective cooperation between school and family.

Remiantis ugdymo filosofinės, socialinės, pedagoginės bei istorinės literatūros analize, darbe keliamas tikslas ištirti mokyklinę uniformą bendruomeniškumo aspektu. Tikslui pasiekti teorinėje darbo dalyje buvo suformuluoti pagrindiniai uždaviniai: išsiaiškinti bendruomeniškumo raiškos visuomenėje ir bendruomeniškumo ugdymo mokykloje ypatumus; atskleisti mokyklinės uniformos istorinius metmenis ir jos stilistinius ypatumus sąlygojančius sociokultūrinius veiksnius bei įvertinti mokyklinės uniformos, kaip bendruomeniškumą konsoliduojančio veiksnio, reikšmę pedagoginiu, socialiniu ir estetiniu aspektais. Paskutinėje darbo dalyje pateikti empirinio tyrimo duomenys. Tyrimu buvo siekta nustatyti uniformos bendruomeniškumą lemiančius motyvus mokyklinės bendruomenės narių požiūriu. Darbas baigiamas keturiomis teorinę ir empirinę jo dalį apibendrinančiomis išvadomis. Vykstant sparčioms socialinėms permainoms, bendruomeniškumo ugdymas tampa svarbiu edukologijos mokslų uždaviniu ir praktiniu rūpesčiu. Bendruomeniškumo raiška priklauso nuo žmonių socialinių, etinių, moralinių ir estetinių kompetencijų ir gebėjimų. Todėl pastebima, kad šių įgūdžių kryptingas formavimas turi prasidėti mokykloje. Tačiau mokykla – specifinė ugdomoji bendruomenė, jungianti įvairaus amžiaus, statuso ir išsilavinimo narius. Vadinasi, tokioje organizacijoje bendruomeniškumo raiškai ypatingai svarbi tampa pačios bendruomenės sukurta kultūra, susieta su jos istorija, tradicijomis, aplinka ir gyvenimo... [toliau žr. visą tekstą] / Following the analysis of the philosophical, social, educational and history sources on education, the research paper aims at examining a school uniform in terms of communal expression. With this end in view, the theoretical part of the paper sets forth the main tasks to find out characteristics of communal expression in society and of developinga sense of belonging to a schoolcommunity; to establishsocial and cultural factors which determined historical and stylistic features of a school uniform; and to assess the significance of a school uniform as the community consolidating factor in terms of education, society and aesthetics. The last part of the paper presents the empirical data. The study aims at identifying the communal aspects of a school uniform from the view of school community members. The paper ends with the four conclusions summarising theoretical and empirical parts of the research. With the sweeping social reforms, the development of a sense of belonging to a community is becoming a challenging task and a matter of concern for social science. Communal expression depends on social, ethic, moral and aesthetic competencies and skills of a person. Thus a school is considered to be a starting point for the purposeful development of the aforementioned capacities. On the other hand, a school represents a specific community which brings together people of different age, status and level of education. Hence the culture created by this community and related to its... [to full text]

Šiuolaikinėje visuomenėje itin svarbu kompetencijos, kurios padeda puoselėti laisvą ir kūrybišką mąstymą, veiklumą bei savarankiškumą, padeda jaunam žmogui kūrybiškai panaudoti turimas žinias ir gebėjimus bei rasti savo vietą gyvenime. Kūrybingumo gebėjimų skatinimas 21 amžiuje yra ne tik sunkus, bet ir labai aktualus uždavinys. Reikia sujungti visos visuomenės pastangas, kad naujos kartos šiame amžiuje įgytų žinias ir įgūdžius ir, kas galbūt dar svarbiau, vertybes ir nuostatas, etinius principus ir moralines gaires. Tai padėtų išugdyti atsakingus pasaulio piliečius, kurie užtikrintų darnų vystimąsi. Neformalusis ugdymas – reikšminga veikla, orientuota į mokinio saviraišką, kūrybą, meninius gabumus, prasmingo laisvalaikio praleidimą, skirta visapusiškam asmenybės tobulėjimui. Neformalus ugdymas dėl savo socialinio ir patyriminio pobūdžio suteikia kompetencijas, kurios leidžia žmonėms įsitraukti į bendruomenės gyvenimą, padeda suprasti darnaus bendro gyvenimo principus ir taisykles, plėtoti asmeninius gebėjimus atsakingai apsispręsti ir veikti sudėtingame šiandienos pasaulyje. Neformaliojo ugdymo reikšmė svarbi vaiko pozityviajai socializacijai. Neformalaus švietimo reikalingumą ir reikšmingumą patvirtino ir tyrimo analizė (apklausoje dalyvavo pedagogai, mokiniai ir jų tėvai). Neformalusis ugdymas nėra atsitiktinė veikla, todėl ji turi būti tinkamai organizuota ir efektyvi. Orientacija į efektyvumo ir kokybės siekį yra būtina integruojantis į... [toliau žr. visą tekstą] / In modern society, the competences that help foster free and creative thinking, activeness and independence, also help the young person to use creatively the knowledge and capacities he has and to find one’s own place in life play an important role. Fostering of creativity skills in the 21st century is not only a difficult, but also a very relevant task. Efforts of the whole society have to be combined so that new generations in this age acquired the knowledge and skills, and, what is probably more important, the values and attitudes, ethical principles and moral guidelines. This would help educate responsible citizens of the world who would ensure a sustainable development. Non-formal education is significant activities focused on a pupil’s self-expression, creation, artistic skills, expedient spending of leisure, intended for all-rounded personality development. Due to its social and experience nature, non-formal education provides competences that allow persons to become involved into community life; help understand the principles and rules of common life; develop personal capacities to make a responsible choice and to act in a sophisticated modern-day world. The significance of non-formal education is important for the child’s positive socialization. The need and significance for non-formal education has also been approved by an analysis of the survey (pedagogues, pupils and their parents participated in the survey). ... [to full text]

Magistriniame darbe buvo išanalizuota socialinio pedagogo sociokultūrinė veikla vietos bendruomenėje, išryškinti pagrindiniai mokyklos ir vietos bendruomenės ypatumai, atlikta Užupio bendruomenės atvejo analizė, atliktas metodologinis tyrimas, kuriuo metu, buvo išsiaikintos mokinių ir tėvų nuomonės apie socialinio pedagogo veiklos galimybės stiprinant vietos bendruomenę. Edukacinių literatūros šaltinių analizė atskleidė, kad šiuolaikinė bendruomenė - tai grupė žmonių, kuriuos sieja įsipareigojimai vienas kitam, pasitikėjimas vienas kitu, emociniai ryšiai, identifikavimasis su visa grupe, bendrų tikslų kėlimas ir jų siekimas. Vietos bendruomenė – tai grupė žmonių, gyvenančių ir veikiančių apibrėžtoje teritorijoje, susijusių bendru interesu ir tos vietovės identitetu. Empirinio tyrimo rezultatai rodo, kad socialiniam pedagogui keliami ypatingi lūkesčiai, stiprinant vietos bendruomenę, skatinant mokyklos ir vietos bendruomenės bendradarbiavimą. / Socio-cultural activity of a social pedagogue in the local community is widely discussed in this MA paper. The following researches have been carried out while writing the paper: analysis of a social pedagogue‘s socio-cultural activity in the local community, analysis of the peculiarities of the local community and school, case analysis of the local community, analysis of methodological research reflecting opinions of parents and students on the social pedagogue‘s possibilities to strengthen the local community. The analysis of the educational literature has shown that contemporary community is a group of people, who are bound together by their liability for each other, as well as mutual trust, emotional bonds, and common objectives. The term ‘local community’ is used to speak about a group of people, who live and act in a particular territory and share common interests and identity that is common to the location.