Thesis (M.Ed.)--Kutztown State College, 1963. / Source: Masters Abstracts International, Volume: 45-06, page: 2770. Typescript. Includes bibliographical references (leaves [30]-33)

The purpose of this study was to explore the extent to which, and the ways in which, extended schools can become more community oriented in their extended provision. Within this a focus was placed on co-production and asset-based working and how they take these approaches and implement them into the delivery of the school. Whilst there are many arguments in favour of co-production and asset-based working within communities there appears to be a gap in literature relating to schools adopting these approaches. This thesis seeks to add to the limited range of these literatures by focusing on a case study school and the extent to which a group of stakeholders involved in the school are able to recognise and build upon assets within the community and the extent to which co-production plays a role in the provision made by the school. This study was qualitative and longitudinal in nature. It took the form of a case study of a school attempting to develop a community oriented approach. The main method of data collection was semi-structured interviews with a group of eight stakeholders taken from a purposive sample as they were connected to the school. The stakeholders were interviewed and additional data was collected through two further feedback and observation sessions with six of the original stakeholders over a period of twelve months. The thesis begins by introducing the topic, moving on to explore a range of literatures around extended schools, asset and deficit-based working, community organizing and co-production. Each of these approaches are explored in the way they relate to work between schools and their local communities. Methodologies are then introduced, findings presented and then discussed and conclusions offered in the following chapters. The findings highlight the difficulties faced by schools in becoming more community oriented in their extended provision. The thesis explores some of the potentials, possibilities and constraints of the extended schools agenda by examining the implications of these findings. The study concludes by arguing that schools are often professionally dominated institutions and that the balance in partnerships between schools and the local community will always be tempered and restricted by the expectations and demands placed upon schools by local and national policy.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 594-632). Available also in a digital version from Dissertation Abstracts.

No description available.

Thesis (M.S.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 80-90.

In the spring of 2020, the COVID-19 pandemic mandated closures of thousands of schools across the United States. Students dependent upon the support, guidance, and community of their schools became disconnected from these resources while encountering the challenges created by the COVID-19 pandemic. This case study represents a time capsule of the school community of one Los Angeles County public middle school from March 16 to May 28, 2020. Semi-structured interviews of school staff and parents grounded the study’s analysis. Public documents and participant researcher protocol responses collaborated the participants’ narratives. Results provide a snapshot of the school community before emergency mandated COVID-19 closure, participants’ recollections of the school community during the closure, and their reflections and reactions to the closures. Data analysis utilized a conceptual framework developed to capture e-school community access and engagement. Outcomes from this study illustrate the need for additional supports for student mental health, investment in universal access to reliable internet service, and the importance of physical school outreach during times of crisis.

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]