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.

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.