Reviews on School Climate, Lifelong Learning, and Community Engagement

2021 ◽  
pp. 915-925
Author(s):  
Mpho Dichaba
Keyword(s):  
School Climate ◽  
Community Engagement ◽  
Lifelong Learning

Better Together

2018 ◽  
pp. 1229-1249
Author(s):  
Michelle R. Desilets ◽  
Jennifer DeJonghe ◽  
Michelle Filkins
Keyword(s):  
Community Engagement ◽  
Lifelong Learning ◽  
Saint Paul ◽  
Public Library ◽  
Learning Center ◽  
State University ◽  
Collaborative Relationships ◽  
Current State ◽  
Shared Space ◽  
History Of

The Library and Learning Center at Metropolitan State University is a shared space between the Metropolitan State University Library and a branch of the Saint Paul Public Library system. This chapter reviews the literature on joint use libraries and provides a history of the planning and development of the Library and Learning Center. In detailing the history of both organizations and the current state of collaboration ten years after the building opened, this chapter will describe how the experience at Metropolitan State aligns with that of similar joint use libraries. Furthermore, by highlighting collaborative services and programming, the chapter will be instructive for libraries that wish to form collaborative relationships outside of a joint use model. It will also describe the strengths of the joint use model in meeting the shared goals of community engagement and lifelong learning, while remaining cognizant of the challenges that are inherent in any joint use library initiative.

Supporting Community Engagement Through Real-World Instructional Learning

2021 ◽  
pp. 415-431
Author(s):  
Caroline M. Crawford ◽  
Janice Moore Newsum ◽  
Sharon Andrews White ◽  
Jennifer Young Wallace
Keyword(s):  
Conceptual Framework ◽  
Community Engagement ◽  
Lifelong Learning ◽  
Real World ◽  
Higher Order ◽  
Instructional Process ◽  
Community Environment ◽  
New Information ◽  
Instructional Environments ◽  
Competency Based

The ability to attain knowledge for implementation within real-world environments is a shift in understanding within many instructional environments. Shifting from competency-based understandings wherein a knowledge base is attained as well as implemented towards a capability-based understanding that emphasizes the conceptual framework of information shift towards higher order knowledge creation within novel situations and environments is essential. Lifelong learning within nuanced understandings of new situations and new experiences is essential. Normally, these novel situations and experiences occur within a real-world community environment wherein the learner is critically analyzing new information and opinions from innumerable engaged people within the community. This style of learning is vital to understand within a competency-based learning environment, as well. Therefore, real-world instructional learning embeds the supporting community engagement at distinctly appropriate and impactful points throughout the instructional process, resulting in outstanding conceptual frameworks with the continuous understanding around cognitive engagement.

scholarly journals Schools Climate and Student Achievement in Secondary Schools of Ethiopia

2017 ◽  
Vol 13 (17) ◽  
pp. 239 ◽  
Author(s):  
Abeya Geleta
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
Secondary Schools ◽  
General Education ◽  
Community Engagement ◽  
School Leaders ◽  
Independent Effect ◽  
Climate Index ◽  
Academic Press ◽  
Collegial Leadership

A corelational research design was employed to examine if a relationship exists between organizational school climate and student achievement in Ethiopia secondary schools setting, and to investigate whether the various elements of school climate have independent effects on student achievement. Organisational climate was measured using the School Climate Index (SCI) developed by Tschannen-Moran, Parish and Dipaola and student achievement was measured by students’ test scores at the Ethiopia General Education Leaving Certificate Examination (GELCE) in the year 2014/15. A total of 32 schools, 973 teachers and 14882 students were involved in the study. Descriptive statistics such as mean and standard deviation, Pearson r correlation coefficient and multiple regression analysis were applied for the data analysis. The results indicate that school climate has a significant and positive relationship with student achievement in Ethiopia secondary schools, but nonetheless, a weak one. The collegial leadership, teacher professionalism, and academic press were significantly and moderately correlated to students’ achievement while the community engagement sub scale was not. The four factors used both for the SCI as predictor variables in the regression model were shown to have a significant relationship with student achievement when viewed as a whole, but they generated more varied results when examined individually. Teachers’ professionalism is the most positive predictor of student achievement in Ethiopia secondary schools. Similarly collegial leadership and academic press are also found to be significant predictor of academic achievement. This study found no independent effect of community engagement on student achievement. It is recommended that school leaders should design school improvement plans that entail the school climate construct. School leaders need to find ways of including the community in the life of the school and foster positive relationships with the community. Principals in particular need to be mindful that the climate of a school affect achievement and the former can be enhanced to improve results.

Culturally Foreign Teachers’ Perceptions of School Climate and Its Relationship to Their Self-Efficacy

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110439
Author(s):  
Ameera Almessabi
Keyword(s):  
Public Schools ◽  
School Climate ◽  
Community Engagement ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Teacher Professionalism ◽  
Climate Index ◽  
Foreign Teachers ◽  
Collegial Leadership ◽  
The Impact

This correlational study focuses on the influence of teacher-perceived school climate on the self-efficacy of teachers working in a culturally foreign environment. Bandura’s Social Cognitive Theory guides the study. Teachers who work in private and public schools in Abu Dhabi participated in the study. Teachers were surveyed using the School Climate Index to collect information about their perceptions of their school climate and the Teacher Sense of Efficacy Scale was used to gather information about their self-efficacy. The study found that there is a positive correlation between the overall school climate and teachers’ self-efficacy as well as between three dimensions of school climate (collegial leadership, teacher professionalism, and community engagement) and teachers’ self-efficacy. The results also found that outcome of teachers’ self-efficacy, which is the dependent variable, can be predicted by the overall school climate. However, only collegial leadership and teacher professionalism were significant predictors for teacher self-efficacy in a multiple regression analysis. It can also be noted that despite being added to the predictive model, the impact of community engagement and academic press is not statistically significant. Implications of the study for enhancing self-efficacy among culturally foreign teachers are discussed.

Community Engagement and Lifelong Learning

2018 ◽  
Author(s):  
Rineke Smilde
Keyword(s):  
Community Engagement ◽  
Lifelong Learning ◽  
Case Studies ◽  
Collective Identity ◽  
Personal Development ◽  
Community Inclusion ◽  
Training And Education ◽  
Key Issues ◽  
Relationship Of ◽  
The Relationship

This chapter discusses the relationship of community engagement through music and the concept of lifelong learning, which is a dynamic concept of learning that enables us to respond to change. Underpinning the work of community musicians is the notion that artistic processes can have transformative potential that can bring about a sense of community, inclusion, and collective identity. Three case studies of community engagement will be explored with different aims and points of departure but with shared values and approaches, comprising important aspects of the concept of lifelong learning. Outcomes of the case studies are discussed and key issues on community engagement in these examples are reflected. In addition, implications for the training and education of community musicians are discussed in this light, aiming at considerable artistic and personal development of the musicians involved. This involves a strong plea to demarginalize community engagement in the curricula of music colleges.

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