The question posed in this study is whether the participatory philosophy is working in practice in the ACT school system. In particular, at the local level, does the parent community have the power in decision-making that is accorded them in theory? The field study begins by setting out some aspects of bureaucratic theory and contrasting models of participation. It goes on to look at the philosophy underlying the new ACT system of education and its deliberate rejection of the traditional, highly centralized systems of the States in favour of a particular participatory model, participation as decisionmaking. Such a model involves putting decision-making in the hands of those most affected by the decisions. In individual schools this means the parents, the teachers, the students and the community. The bulk of this study is devoted to documenting a case study of a school in conflict with the Schools Authority because it is during conflict that the realities of power in a system are revealed. The crisis in this case revolved around the proposal by the Schools Authority to move an alternative secondary school into a semi-vacant former infants building of an inner-city primary school. The majority of the parent community at the primary school were against the proposal. After several joint meetings between the Boards of the two schools and the Schools Authority, the Schools Authority decided to go ahead with the move despite the opposition of the primary school community. The final section of this study deals with an analysis of the participatory processes that were enacted at both the school level and the Authority level, in the resolution of the conflict. It would certainly appear that in this particular example both parties to the dispute moved outside the model of participation as decision-making. The Schools Authority appeared to be operating under the rationale of administrative expediency and using a participatory model foreign to the intention of the system, in which no real power was accorded to the parent community. The school, having lost faith in the participatory model as used by the Schools Authority, resorted to familiar bureaucratic lobbying practices. The study concludes that the real system in this case deviated from the participatory model of its founders. It raises the issue of how typical this case study might be of the system as a whole, and what the implications of this would be for the future of the ACT Schools Authority.

The idea of the development of civic culture in Lithuania is being established as a priority in the system of education. However, this goal can be achieved by common efforts of both the educated and the teaching staff in the process of civic school community formation. Therefore the problems of civic country should be included into the educational programmes. Moreover, daily existence of schools should be accustomed to the development of civic values and virtues, as well as skills and abilities. The subject of this investigation is to educe the opportunities of school society in education of schoolchildren public spirit. The author analyses theoretical aspects of civil education, reviews the historical evolution of civil education in Lithuania. In this magistrate’s work there are presented analyses and conception of civil education' goals in the conceptual documents of education reform, discussed the peculiarities and opportunities of school society's activity. The author in his paper analyses the results of his research, conducted with a view to determining teachers' and pupils attitude towards the formation of a civic community at school. As it is noted in the work, developing of a personality greatly depends on school's help for everybody to better understand themselves, to realize their identity and uniqueness, as well as determine their goals in life. These goals can be achieved only in successfully functioning school community whose members work in accord with each... [to full text]

Mokyklos bendruomenės žinios apie sveikatos veiksnius Žinios – tikrovės pažinimo rezultatai, teikiantys žodinę ar simbolinę informaciją apie daiktus, reiškinius, jų tarpusavio ryšius (Jovaiša, 1993) Išugdyti sveiką, gerai fiziškai ir psichiškai išsivysčiusį žmogų yra didžiulis menas ir mokslas. Vaikų sveikata priklauso nuo mitybos, materialinių gyvenimo sąlygų, darbo ir poilsio režimo, tėvų ir pačių vaikų požiūrio į sveikatą. Šiuos veiksnius pedagogams nelengva valdydti. Vaikų sveikatai įtakos turi ir ugdymo procesas, fizinis aktyvumas, psichologiniai veiksniai, asmens higiena, ugdymo institucijos aplinka ir kiti dalykai, kurie labai priklauso nuo pedagogo, medicinos darbuotojų ir viso kolektyvo. Išsamios žinios, gebėjimas sėkmingai organizuoti ugdymo procesą, sukurti sveiką ir saugią aplinką, pozityvus požiūris į sveiką gyvenseną ir geras asmeninis pavyzdys, humaniški ir demokratiški ugdytojo ir ugdytinių santykiai yra pedagogų rankose (Adaškevičienė, 1999). K. Kardelio (1990) nuomone, ugdant ypač svarbios turėtų būti medicinos ir higienos žinios apie kūno kultūrą ir sportą, nes žinojimas to, kas tiesiogiai susiję su organizmo poreikiais, greičiausiai gali pakeisti mokinių požiūrį į sveikatą ir gyvenimo būdą. Rekomenduojama ugdant moksleivius taikyti įvairias mokymo priemones, padedančias ugdyti teigiamą požiūrį į fizinį aktyvumą: per įvairias pamokas teikti kūno kultūros ir sveikos gyvensenos žinias, į šį procesą įtraukti įvairių dalykų mokytojus, tėvus,, mokyklos med... [toliau žr. visą tekstą] / Knowledge is the result of reality cognition, which provides oral and symbolic information concerning items, phenomena and their relations. (Jovaisa, 1993) To educate a healthy, physically and mentally developed person is great art and science. Children‘s health depends on nutrition, material life conditions, labour and rest regimes, their parents‘ attitude towards health. It is not easy for the pedagogues to control these factors. Children‘s health is influenced by the educational process, physical activeness, psychological issues, personal hygiene, environment of the educational institution and other factors, which depend upon the pedagogue, medical staff and the whole of the collective. Necessary knowledge, ability to successfully organize the educational process, create a safe and healthy environment, positive attitude towards healthy lifestyle and good presonal example, humane and democratic relationships between educators belong in the hands of the pedagogues. (Adaškevičienė, 1999). According to K. Kardelis (1990), while educating a person, knowledge concerning physical education and sports medicine and hygiene, as unawareness of what is directly associated with the needs of the body can easily change pupils’ attitude towards health and healthy lifestyle. Different educational methods that help to educate positive attitude towards physical education is recommended: all the subjects taught should include knowledge concerning the advantages of sports; this process should... [to full text]

Bakalauro darbe analizuojamas specialiųjų ugdymosi poreikių turinčių mokinių dalyvavimas mokyklos bendruomenės gyvenime. Darbe atlikta mokslinės ir metodinės literatūros analizė, anketinė apklausa. Suformuotas pagrindinis darbo tikslas - remiantis mokyklos bendruomenės narių (pedagogų, tėvų ir mokinių) požiūriu įvertinti specialiųjų ugdymosi poreikių turinčių mokinių dalyvavimą mokyklos bendruomenės gyvenime. Tyrime dalyvavo 150 Radviliškio rajono ,,X“ bendrojo lavinimo mokyklos bendruomenės narių: 30 – bendrojo lavinimo mokyklos mokytojų, 30 – specialiųjų ugdymosi poreikių (SUP) turinčių mokinių, 30 - mokinių, kurie neturi specialiųjų ugdymosi poreikių (SUP), 30 – specialiųjų ugdymosi poreikių mokinių tėvų, 30 – neturinčių specialiųjų ugdymosi poreikių mokinių tėvų. Anketinės apklausos metodu tirta ar mokiniai, turintys specialiųjų ugdymosi poreikių dalyvauja mokyklos bendruomenės gyvenime. Tyrimu siekta sužinoti pedagogų, tėvų ir mokinių požiūrį apie specialiųjų ugdymosi poreikių turinčių mokinių dalyvavimą mokyklos bendruomenės gyvenime, tarpusavio bendravimą su bendraamžiais, realų įsitraukimą į veiklas, dalyvavimo aktyvumą ir dažnumą. Svarbiausios empirinio tyrimo išvados: Daugumos respondentų požiūris į SUP vaikų ugdymąsi bendrojo lavinimo 1. mokykloje kartu su bendraamžiais ir dalyvavimą bendrose veiklose yra palankus. Specialiųjų poreikių mokinių įsitraukimas į mokyklos gyvenimą ir jų dalyvavimas klasės bei... [toliau žr. visą tekstą] / Bachelor's work explores the special needs pupils participation in the school life of the community. The work is done in the provision of scientific and literary analysis and a questionnaire- based survey. The main objective is on the basis of the school community members (educators, parents and pupils) to assess the special needs pupils' participation in the school life of the community. The study involved 150 Radviliškis district X "comprehensive school community members: 30-General education school teachers, 30-pupils with special educational needs (SEN), 30-pupils who do not have special educational needs (SEN), 30 patents whose children have special educational needs, 30 parents whose children do not have special educational needs. The questionnaire-based method of the survey examined whether pupils with special educational needs are involved in the school life of the community. The investigation was organised in order to find educators, parents, and pupils' attitude about special educational needs pupils' participation in school and community life, mutual communication with peers, the real engagement in activities, the activity and frequency of participation. The main empirical findings of the investigation: 1. Most of the respondents' attitude to the special needs pupils' learning in general education school together with peers, and participation in joint activities is favourable. There is still a lack in special... [to full text]

In this research I explore ways in which teachers and parents can enhance the sustainability agenda to bridge the gap towards sustainability through the creation of caring, democratic, just, ecologically regenerative schools-as-communities. I learned that we can only transform ourselves and not others, therefore to transform the model of experience of schooling and society, we need to transform ourselves, the whole community of the school, towards sustainability. This follows the work of Sterling (2001, 2002a and 2002b) which illustrates that education and society will need to change together in a mutually affirming way, since there is no linear cause-effect relationship. This dissertation focuses on one aspect of the developing field of education for sustainability (EfS). I use radical ecology as the philosophy which supports the vision of community transformation towards sustainability (Orr 2002; Fien 2001; and Sterling 2001). I use the emancipatory research paradigm and detail a participatory epistemology fused with a holistic, constructivist notion of reality, to situate a participative approach which enables important interdisciplinary connections to be made. The research comprises ethnographic research and cooperative inquiry projects that were implemented at two small community schools, as well as reflective practice to develop personal and professional practices of sustainability. Contemporary work in the field of EfS has a cultural understanding of sustainability, which uses four pillars: the biophysical, the social-cultural, the economic and the political. The political pillar is the key organising principle for this research. The research is significant because I develop and build upon Sterling’s (2001) notion of transformative learning for sustainability. I show that participatory structures, procedures and processes are necessary, but not sufficient for a socially transformative school-as-community culture and that socio-ecologically contextualised knowing is transformative knowledge about community sustainability. For people to behave in cooperative ways, they need to develop a practical, reconnective knowledge of cooperation. Likewise, for people to behave in ecologically regenerative ways, they need to develop a practical, reconnective knowledge of ecological reconnection. The research methods of reflective practice and cooperative inquiry are discussed and evaluated as vehicles for transformation towards sustainability. The dissertation thereby assesses their effectiveness in enabling the development of practical knowledge about sustainability. In Australia, over the last decade our federal government has shown little interest in fulfilling its own narrowly defined ecological sustainability policy commitments. In Western Australia, our government has recently launched a comprehensive State Sustainability Strategy however its major weakness is that it has afforded very low significance to education at a time when major international organisations such as UNESCO (2002b) see education as an integral part of sustainability and learning as a key to a sustainable future. Sadly, the State Sustainability Strategy does not recommend a reorientation of the education system towards sustainability, does not incorporate a socially critical view of education, and almost completely overlooks the role of learning in the social task of change towards sustainability. In Western Australia, we urgently need policies and political action for commitment through structural reorientation towards EfS. Even in the face of this, a multi-perspectival, inclusive approach to the development of civil society through devolved, locally-based decision making and action within a school community can facilitate the emergence of learning for sustainability in that community. Even within a context of contradiction, tension and paradox, it is possible for school communities to contribute to sustainability through reconnective transformative learning.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 225-254). Available also in a digital version from Dissertation Abstracts.

Gintarė Čepulienė. Magistro darbo tema – Mokyklos bendruomenės mikroklimatas. Mokslinis vadovas Doc. dr. V. Senkus. Darbo tikslas - išnagrinėti mokyklos bendruomenę mikroklimato ir bendradarbiavimo aspektais. Darbo hipotezės : · Mokyklos mikroklimatą didele dalimi lemia pedagogų - moksleivių santykiai ir bendradarbiavimas. · Klasės auklėtojas imasi tarpininko vaidmens ir tokiu būdu padeda mokiniams spręsti iškilusias problemas. · Moksleivių bendruomenės vienijančioji grandis yra moksleivių savivaldos institucija, kurioje lavinami moksleivių tikslingos veiklos gebėjimai, įtvirtinama asmeninė atsakomybė. · Bendradarbiavimą mokykloje lemia mokyklos vadovo, kuris yra ir mokyklos bendruomenės vadovas, bendruomenės organizavimo stilius. Tyrimo objektas - mokyklos bendruomenės mikroklimatas. Tyrimo problema - išnagrinėti mokyklos bendruomenę mikroklimato ir bendradarbiavimo aspektais. Tyrimo metu naudota: - literatūros šaltinių analizė ir anketinė apklausa. Duomenų analizės metodas – statistinis – aprašomasis. Informacija grupuojama, pateikiama lentelėse, vaizduojama diagramomis, grafikais. Atliktas kiekybinis tyrimas. Apklausoje dalyvavo Šviesos vid. m-klos (10 -12 kl.) moksleiviai , atrinkti atsitiktiniu būdu pasirenkant klases. Anketas užpildė (39) pedagogai, tarp kurių buvo (23) mokytojai ir (16) klasės auklėtojų. Jų tarpe (36) moterys ir (3) vyrai . ( 60 anketų) užpildė mokinių tėvai . Mokiniai užpildė ( 108 ) anketas. / Gintare Čepulienė. Master's thesis topic - the school community microclimate. Supervisor Assoc. dr. V. Senk. The purpose of the work is to analyze microclimate and collaboration of school society. Hypothesis: · Most of all, schools microclimate is determined by teachers and students relations and collaboration. · Preceptor is intermediator between students; in that case he helps students to solve problems. · Students’ self-government institution is the rally link of students society, where students are educated in purposive activity ability, strengthened personal responsibility. · School collaboration depends of school heads society organization style. The object of investigation is the microclimate of schools society. Investigation problem is to analyze microclimate and collaboration of school society. The study used - analysis of literature and the questionnaire survey. The method of data analysis is statistical - descriptive. The information is grouped, binged in tables, images and graphs. The quantitative study is done. “Šviesos” secondary school (10-12 class) students where the participants of survey, the participants where selected randomly choosing classes. Completed the questionnaires (39) teachers, among which were (23) and teachers (16)-class educators. Among them (36) and women (3) men. (60 questionnaires) completed the parents of pupils.

The problem of this study is to determine if an industrial arts program can be developed to fit the needs of the Northwest High School Community.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-04-07T13:42:40Z No. of bitstreams: 1 MARIANA LEMOS MAIA PEREIRA.pdf: 3265097 bytes, checksum: 2c0748dcb5b1657d86f67161b2b7d75c (MD5) / Made available in DSpace on 2017-04-07T13:42:40Z (GMT). No. of bitstreams: 1 MARIANA LEMOS MAIA PEREIRA.pdf: 3265097 bytes, checksum: 2c0748dcb5b1657d86f67161b2b7d75c (MD5) Previous issue date: 2017-02-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Pontif?cia Universidade Cat?lica de Campinas ? PUC Campinas / It is an action-participation research that aimed to investigate the relationship between school and community, given the fact that some students lived too far from school and knew little about their neighborhood, besides not identifying themselves with this neighborhood . This work is the result of the development and insertion of the researcher into a psychosocial project in a public school. Breaking with the hegemonic psychology, which historically sought to blame and individualize the process of development of the subject, it starts from a materialist, historical and dialectical perspective, in the contact with the knowledge produced throughout the humanity in which the subject develops, And, in this sense, the school is considered a space that facilitates this process. However, there are other spaces that contribute to the development of the subject, such as the family and the community. When thinking about the practice of the psychologist in school, an understanding of these dimensions is presupposed. This study aimed to investigate how the relationship between school and community in a municipal public school in the interior of. For this, it was necessary: a) to carry out a characterization of the protagonists of the school and the community in which it is inserted; B) listing - in case they exist - the integrative actions between the school and the community, as well as the institutionally established spaces that support this relationship; C) Identify the challenges and potentialities of the school / community relationship, starting from the daily life of the school. As source of information were used the Institutional Political Project and Field Diaries. The data were analyzed in a constructive-interpretive way and demonstrated how the aspects lived in the community are taken to the classroom. It was possible to perceive the different challenges that permeate the school-community relationship and the responsibility of different actors, such as students, families, management, educational workers, psychologists, community members and educational policy managers in the municipality. It was also noticed the need to distinguish between the terms community and school community, as well as the reflection that the community encompasses actors who participate and / or should participate in school everyday. / Trata-se de uma pesquisa a??o-participa??o, que teve como objetivo investigar a rela??o entre a escola e a comunidade, diante do fato de que alguns estudantes moravam distantes demais da escola e conheciam pouco sobre seu bairro, al?m de n?o se identificarem com este. Este trabalho ? fruto do desenvolvimento e inser??o da pesquisadora em um projeto psicossocial em uma escola p?blica. Rompendo com a psicologia hegem?nica, que, historicamente, buscou culpabilizar e individualizar o processo de desenvolvimento do sujeito, parte-se de uma perspectiva materialista, hist?rica e dial?tica, no contato com o conhecimento produzido ao longo da humanidade na qual o sujeito se desenvolve, e, neste sentido, a escola ? considerada um espa?o facilitador deste processo. Contudo, existem outros espa?os que contribuem para o desenvolvimento do sujeito, como a fam?lia e a comunidade. Ao pensar a pr?tica da(o) psic?loga(o) na escola, pressup?e-se uma compreens?o destas dimens?es. Este trabalho teve por objetivo investigar como se d? a rela??o da escola com a comunidade em uma escola p?blica municipal do interior paulista. Para isto, fez-se necess?rio: a) realizar uma caracteriza??o dos protagonistas da escola e da comunidade em que est? inserida; b) elencar ? caso existam ? as a??es integrativas entre a escola e a comunidade, assim como os espa?os institucionalmente estabelecidos que sustentam esta rela??o; c) Identificar os desafios e as potencialidades da rela??o escola/comunidade, a partir do cotidiano da escola. Como fonte de informa??o foram utilizados o Projeto Pol?tico Pedag?gico da Institui??o e Di?rios de Campo. Os dados foram analisados de forma construtiva-interpretativa e demonstraram como os aspectos vividos na comunidade s?o levados para a sala de aula. Foi poss?vel perceber os diferentes desafios que permeiam a rela??o escola-comunidade e a responsabilidade de distintos atores, como estudantes, fam?lias, gest?o, trabalhadores da educa??o, psic?logas, membros da comunidade e gestores da pol?ticas educacionais no munic?pio. Percebeu-se, ainda, a necessidade da distin??o entre os termos comunidade e comunidade escolar, assim como, a reflex?o de que a comunidade engloba atores que participam e/ou deveriam participar do cotidiano escolar.

Submitted by Tatiane Oliveira (tatiane.oliveira@unipampa.edu.br) on 2019-02-25T13:19:53Z No. of bitstreams: 1 AnaLuisaAntunesRezendeTolfo2019.pdf: 1034194 bytes, checksum: 9fd49b082e2fe7098ffbd047f240f6f2 (MD5) / Rejected by Dayse Pestana (dayse.pestana@unipampa.edu.br), reason: Metadados Cnpq : conforme memorando 016/2018 deve ser inserido apenas a área principal. on 2019-02-25T15:58:52Z (GMT) / Submitted by Tatiane Oliveira (tatiane.oliveira@unipampa.edu.br) on 2019-02-25T17:00:44Z No. of bitstreams: 1 AnaLuisaAntunesRezendeTolfo2019.pdf: 1034194 bytes, checksum: 9fd49b082e2fe7098ffbd047f240f6f2 (MD5) / Approved for entry into archive by Karen Britto (karenbritto@unipampa.edu.br) on 2019-02-25T17:02:58Z (GMT) No. of bitstreams: 1 AnaLuisaAntunesRezendeTolfo2019.pdf: 1034194 bytes, checksum: 9fd49b082e2fe7098ffbd047f240f6f2 (MD5) / Made available in DSpace on 2019-02-25T17:02:58Z (GMT). No. of bitstreams: 1 AnaLuisaAntunesRezendeTolfo2019.pdf: 1034194 bytes, checksum: 9fd49b082e2fe7098ffbd047f240f6f2 (MD5) Previous issue date: 2018-08-03 / A presente pesquisa tem como tema a participação na escola, propondo-se a problematizar como a Escola Municipal de Educação Básica - EMEB Fernando Ferrari viabiliza a participação dos diferentes segmentos que a compõe. Como forma de desenvolver a pesquisa, objetivou-se identificar e compreender os instrumentos e mecanismos utilizados pela escola que possibilitem a participação dos pais, alunos, professores, funcionários e a comunidade em geral a envolver-se nos processos constitutivos da escola, discutir com a comunidade os conceitos de participação, buscando compreender e descrever os fatores que facilitam e/ou limitam a participação destes. A proposta metodológica deste trabalho está fundamentada nos princípios da pesquisa ação qualitativa, partindo da construção/elaboração do problema com o levantamento de dados da realidade onde se pretende trabalhar. Foi realizado pela pesquisadora a análise de documentos que certifiquem, garantam e promovam a participação dos diferentes segmentos que compõem o espaço escolar, assim como a observação participante natural, que é quando o observador pertence ao grupo que investiga. À comunidade foram propostos os círculos de comparticipar e como forma de registro das considerações dos sujeitos fez-se uso de questionários. Através dos relatos foi possível considerar que a escola precisa tomar frente às iniciativas de aproximar os integrantes da comunidade escolar, delineando caminhos para a implantação de uma gestão democrática, não só realizando convite aos participantes do processo, mas gerando condições para que os mesmos queiram e possam estar inseridos. Dessa forma para que haja a participação e que se materialize a gestão democrática, considerando uma educação de qualidade e o atendimento as necessidades das questões educacionais mostra-se imprescindível o envolvimento de cada sujeito. Porém mobilizar a comunidade escolar nem sempre se mostra uma tarefa fácil, precisa estar bem delineada e desenvolver mecanismos que objetivam buscar a participação como forma de transformar o meio em que se está inserida. / The present research has as its theme the participation in the school, proposing to problematize how the Municipal School of Basic Education - EMEB Fernando Ferrari makes possible the participation of the different segments that compose it. As a way of developing the research, the objective was to identify and understand the instruments and mechanisms used by the school that allow the participation of parents, students, teachers, employees and the community in general to become involved in the school's constituent processes, to discuss with the community, the concepts of participation, seeking to understand and describe the factors that facilitate and / or limit their participation. The methodological proposal of this work is based on the principles of qualitative action research, starting from the construction / elaboration of the problem with the data collection of the reality where one intends to work. The researcher performed the analysis of documents that certify, guarantee and promote the participation of the different segments that make up the school space, as well as natural participant observation, which is when the observer belongs to the group that investigates. To the community were proposed the circles of sharing and as a way of recording the subjects' considerations, questionnaires were used. Through the reports, it was possible to consider that the school needs to take on the initiatives of bringing the members of the school community together, outlining ways to implement democratic management, not only by inviting the participants of the process, but also by generating conditions for them to want and can be inserted. Thus, in order for participation to take place and for democratic management to materialize, considering the quality of education and attending to the needs of educational issues, it is essential to involve each subject. However, mobilizing the school community is not always an easy task, needs to be well delineated and develop mechanisms that aim to seek participation as a way to transform the environment in which it is inserted.