scholarly journals Strengthening and Supporting the School Communities: A Case of Regional Schools in Lithuania

2021 ◽  
Author(s):  
Lina Kaminskiene ◽  
◽  
Virginija Bortkevičienė ◽  
◽  
Keyword(s):  
Feedback System ◽  
School Community ◽  
Internal Communication ◽  
Participatory Culture ◽  
School Life ◽  
Emotional Climate ◽  
School Communities ◽  
Working Groups ◽  
Key Issues ◽  
Performance Development

The paper discusses how the school microclimate could be improved within the school community, based on the results of a research carried out in 15 regional schools in Lithuania. The analysis is specifically focused on how the school community could be strengthened by improving the relationship between teachers and schools’ administration. Following the methodology of the thematic analysis, the paper highlights key issues which might be important to reconsider the formation of a positive relationship, internal communication, democratization of governance, reduction of competition between teachers, strengthening the confidence in the teacher, respect for each other as well as fostering an open, tolerant culture. The results of the research indicate the need to strengthen collaboration and engagement-based community: a need to develop a participatory culture, to develop teachers’ support systems, to rethink how to involve parents more actively into the school life, to ensure more effective feedback system (teachers-administration-parents). The paper also highlights a need to improve the emotional climate of schools, to develop clear guidelines for evaluating teachers’ activities, to ensure smooth internal communication, informing and involving teachers about planned changes, and allowing all members of the community to feel part of the organization, not only by informing about the activities being carried out, but also by enabling critical opinions to be expressed; to form different working groups involving different educators (e. g. primary school and subject teachers) on different issues of school performance development.

La Philosophie pour enfants : une piste pour réconcilier enseignement disciplinaire et vie scolaire ?

2021 ◽  
Vol 66 (1) ◽  
pp. 163-177
Author(s):  
Christophe Point
Keyword(s):  
20Th Century ◽  
John Dewey ◽  
Philosophy Of Education ◽  
School Community ◽  
Philosophy For Children ◽  
School Life ◽  
Traditional Conception ◽  
Organizational Levels ◽  
Life Philosophy

"Philosophy for Children: a Way to Reconcile Disciplinary Teaching and School Life? Drawing mainly on John Dewey's writings, this contribution aims to extend the dualism of a traditional conception of education at the epistemological, pedagogical and organizational levels. This conception was already criticised by this author at the beginning of the 20th century and still remains widely present today among the school community. Through this approach, we demonstrate that the dualist approach is as many obstacles to be removed in the process both to improve and rebuild a better education. The hypothesis defended here consists to demonstrate how philosophy for children, strengthened by its pragmatist heritage, can challenge these dualisms and thereby jeopardize the traditional conception of education. Keywords: John Dewey, philosophy of education, co-curriculum, school life, philosophy for children "

Can gay and lesbian educators form authentic relationships in their school communities?

2018 ◽  
Vol 14 (1) ◽  
pp. 82-98 ◽  
Author(s):  
Steven D Hooker
Keyword(s):  
Teacher Identity ◽  
School Setting ◽  
School Community ◽  
Catholic School ◽  
Gay And Lesbian ◽  
School Communities ◽  
Sexual Identities ◽  
Lesbian And Gay ◽  
Meaningful Relationships ◽  
Lesbian Teachers

The purpose of this study was to determine how gay and lesbian teachers who are out or closeted form and maintain relationships with members of their school community. A total of 11 gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. Each of these educators negotiated their sexual identities differently within their school communities, allowing them to form or not form relationships with colleagues, students, and parents. Descriptors such as age, experience level, and school setting, however, did not affect how open they were to establish authentic relationships with others in their schools. Most of these educators were unable to negotiate their sexual identity with their teacher identity due to fear of being authentic due to possible harassment and even being fired, keeping them from forming any meaningful relationships in their workplace settings. This study does, however, have strong implications toward developing policies that are inclusive for all lesbian and gay members of the school community.

Regulating safe school communities: being responsive and restorative

2003 ◽  
Vol 41 (6) ◽  
pp. 690-704 ◽  
Author(s):  
Brenda E. Morrison
Keyword(s):  
Restorative Justice ◽  
Secondary Level ◽  
School Community ◽  
Emotional Competencies ◽  
Safe School ◽  
Primary Level ◽  
School Communities ◽  
Social And Emotional ◽  
Whole School ◽  
Whole School Approach

This paper will introduce a whole‐school approach to regulating safe school communities, based on principles of restorative justice. The idea is to move beyond regulatory formalism to a stance of response regulation, whereby the needs of the school community can be better met. The approach will incorporate a continuum of practices across three levels of regulation. The primary level of intervention targets all students, with an aim to develop students’ social and emotional competencies, particularly in the area of conflict resolution. This first stage aims to enable students to resolve their differences in caring and respectful ways. The secondary level of practices involves a larger number of participants in the resolution of the conflict or concern, as the problem has become protracted or has involved (and affected) a larger number of people. The tertiary level of intervention involves the participation of an even wider cross‐section of the school community, including parents, guardians, social workers, and others who have been affected. This intervention is typically used for serious incidents within the school, such as acts of serious violence. At each level, the processes involved are based on principles of restorative justice, such as inclusive and respectful dialogue. The aim is to build safe school communities through being more responsive and more restorative.

scholarly journals The Principal’s Leadership in Developing the Religious Values in SMA Negeri 1 Jatiroto

MANAZHIM ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 142-154
Author(s):  
Slamet Priyanto ◽  
Usman Zainuddin Urif ◽  
Wahyu Kurnia Utami
Keyword(s):  
Qualitative Research ◽  
Daily Life ◽  
School Community ◽  
School Principal ◽  
Religious Values ◽  
Research Approach ◽  
Not Given ◽  
Data Display ◽  
School Life ◽  
Islamic Religion

The values of religion in SMANJA recently is described as a school community which hasn’t applied the values of religious (optimally/maximally) in daily life. The school life has not given the life based on the religious values taught by islam. The headmaster is trying to motivate all the school citizen to create/ develop the religious values and try to implement the values at school maximally. In daily life, most of school citizen do implement the religious values at school, for example: a) The activity of praying dzuhur and ashar, b) The activity of prayer Dhuha  are not maximally implemented. The goal of this research is to reveal the principal’s leadership of developing the religious values in SMANJA. 1. Describing the religious values which are implemented in school community. 2. Describing the role and the effort of the principal in developing the religious values. 3. Describing the response of school citien in the offense of developing the religious values. This research applies the qualitative research approach. The sources of the research are the school principal, the vice principal, the teachers, the TU staff, OSIS committee and Remush, while the data collecting methodology is done by observation, and documentation. The results of the research are analyzed by data reduction, data display and data verification. The result of the research on the leadership in developing the religious values principal in SMAN Jatiroto including: 1. A calling for praying dhuhurwhichis done by the OSIS committee’s member in turn. 2. Holding the Dhuhur/Ashar praying. 3. Celebrating the Islamic Religion Day. 4. Holding the examination DO’A together with students of XII grade and their parents face the national and school

scholarly journals Pupils’ Experience of Social Participation in Finnish Primary Schools

2020 ◽  
Vol 40 (4) ◽  
pp. 323-342
Author(s):  
Heli Ketovuori ◽  
Sanna Hirvensalo ◽  
Päivi Pihlaja ◽  
Eero Laakkonen
Keyword(s):  
Primary School ◽  
Social Participation ◽  
Primary Schools ◽  
Age Groups ◽  
Active Role ◽  
School Community ◽  
School Life ◽  
Personal Experiences ◽  
Primary School Pupils

Social participation means taking a full and active role in school life, being a valued and integral member of the school community. The purpose of this study was to examine pupils’ experiences of social participation and their active roles in Finnish primary schools. The intention was to find out in what ways primary school pupils’ (n = 3,760) personal experiences of pupil–pupil (PP) and pupil–teacher (PT) interaction vary between genders and across age groups in small and large schools. Pupils’ experiences were examined with questions concerning the active participation of the child and the participatory role of the teacher. The results show that pupils’ experiences vary, and there are differences between schools in terms of pupils’ social participation.

scholarly journals PENINGKATAN TARAF KESEHATAN GIGI DAN MULUT KOMUNITAS SEKOLAH DASAR DAN MASYARAKAT KELURAHAN JATIPULO KECAMATAN PALMERAH, JAKARTA BARAT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ciptadhi Tri Oka B ◽  
Adrian Nova Fitri ◽  
Ricky Anggara Putranto
Keyword(s):  
Elementary School ◽  
Oral Health ◽  
Primary School ◽  
School Environment ◽  
General Health ◽  
School Community ◽  
School Communities ◽  
Economic Level ◽  
The People

<p>According to Riskesdas 2018 data, the prevalence of caries in Indonesia is 88.8%. Maintaining healthy teeth and mouth is very important because oral health is an integral part of body health which is interrelated with general health in our bodies. The community in the elementary school environment and the people of Petamburan Village, Jatipulo, West Jakarta, have a low economic level, where people prioritize meeting their daily basic needs compared to spending on maintenance and treatment of teeth and mouth. Through counseling and dental and oral health services, it will improve understanding and quality of dental and oral health in the school community and community in the jatipolo-West Jakarta district. About 90 primary school communities and 50 communities participated in this program. There were 86 people from 90 elementary school communities and 48 people from 50 people who received treatment in the form of filling and extractions. From the data obtained, around 99.95% of the total primary school community and the community have dental and oral health problems. Therefore it is necessary to provide ongoing assistance to improve the level of oral health in the Jatipulo area, West Jakarta</p>

scholarly journals Scshool in Earthquake Threat: School Based Disaster Preparedness Model in Indonesia

2019 ◽  
Author(s):  
Avid Leonardo Sari
Keyword(s):  
Capacity Building ◽  
Risk Reduction ◽  
Disaster Preparedness ◽  
Disaster Risk Reduction ◽  
School Community ◽  
Disaster Risk ◽  
Earthquake Disaster ◽  
School Communities ◽  
School Based

This research was conducted on the Maribaya Timur school community in Lembang Subdistrict, West Bandung Regency, Indonesia, which is an active community in the area that is threatened by the potential for earthquake disasters due to the active Lembang fault. Disaster risk reduction efforts are pursued through increasing school-based preparedness that involves members of the school community, surrounding communities and various institutions that are associated with reducing the risk of school-based earthquake. Increasing preparedness against earthquakes focuses more on aspects of capacity building of school communities in reducing disaster risk, while aspects of vulnerability and threats have not been the focus of disaster risk reduction. The steps taken refer to the element of preparedness by aligning with the conditions, needs and potential that exist in the school community. Theoretically, if the school community has preparedness to face an earthquake disaster, the risk of earthquake disaster in the school community will be reduced so that it can minimize losses, victims and suffering that will be caused by the earthquake disaster.

Suicide Prevention for School Communities: An Educational Initiative for Student Safety

2018 ◽  
Vol 33 (3) ◽  
pp. 168-176
Author(s):  
Diane Cody Roberts ◽  
Mary Ellen Taylor ◽  
Audrey D’Ann Pyle
Keyword(s):  
Public School ◽  
School District ◽  
Suicide Prevention ◽  
Educational Program ◽  
Public Health Problem ◽  
School Nurse ◽  
School Community ◽  
Public School District ◽  
Community Based ◽  
School Communities

A knowledge gap exists in school communities regarding suicide prevention and means reduction education. The article highlights two core interrelated topics: school nurse engagement in dialogue with students’ families and the implementation of an innovative, community-based suicide prevention educational program at a suburban public school district. The authors provide an overview of the public health problem of suicide for students, current student challenges, role of the school nurse in suicide prevention, and a key gap in current school nursing practice. At the request of the school counselors and principal, an innovative suicide prevention educational program was initiated as a community-based project at a large suburban public school district in Texas. The two overarching goals for this community-based collaboration are the following: school nurses will engage in frank, productive conversations with students’ parents and families about suicidality concerns and increase the school community’s knowledge about suicide prevention. This school community knowledge includes effective risk mitigation and means reduction strategies to better manage suicidality in students. Ultimately, this ongoing family and school community collaboration aims to prevent student deaths by suicide.

Report on the World Health Organization Global Observatory for eHealth Strategic Planning Workshop, April 2008

2008 ◽  
Vol 47 (04) ◽  
pp. 381-387 ◽  
Author(s):  
J. Santos ◽  
M. Kay
Keyword(s):  
Data Collection ◽  
World Health Organization ◽  
Research Agenda ◽  
Rockefeller Foundation ◽  
World Health ◽  
Select Group ◽  
The World ◽  
Working Groups ◽  
Key Issues ◽  
Health Organization

SummaryThe World Health Organization’s Global Observatory for eHealth (GOe) conducted its first strategic workshop at Bellagio, Italy on April 9 to 11, 2008. Supported by a grant from the Rockefeller Foundation, the workshop brought together a select group of twenty-one eHealth experts from around the globe to help plan for the future of the Observatory. Participants were chosen from all six WHO regions and included a mix of researchers, practitioners, specialist physicians, academics and consultants.Key issues addressed included: how to build a dynamic and cohesive network of National Observatories to improve worldwide eHealth data collection; analysis and reporting; developing Thematic Working Groups in specialist eHealth themes; eHealth assessment frameworks; the development of the research agenda for the second global survey; cultivating partnerships; and governance.

scholarly journals Teachers Involvement in Creation of Awareness to Members of School Community on Inclusive Education Practice in Regular Primary Schools in Siaya County

2017 ◽  
Vol 7 (1) ◽  
pp. 27
Author(s):  
Odeny Michael O. Lumumba ◽  
Odek Aloys Ayungo ◽  
Adoyo Peter Oracha
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Sampling Technique ◽  
School Community ◽  
Test Method ◽  
Face Validity ◽  
Policy Framework ◽  
Head Teachers ◽  
School Communities

<em>Inclusive education is a process that involves the transformation of regular schools to become accessible to all learners regardless of their diverse needs. Teachers’ involvement in this transformation is significant in sensitizing members of the school community to fully participate in inclusive education practices in their respective schools. Lack of awareness about inclusive education practices has been captured in the Kenya national special needs policy framework of 2009 as a common problem. Preliminary information indicates that there is low level of advocacy and lobbying among the regular teachers, parents, communities and ministry of education officials on inclusive education practices. Baseline information shows that 48(7.52%) regular schools in Siaya County still practice integration and learners enrolled in the special units hardly transit to mainstream classes. The rate at which learners with special needs access regular education in the county is equally very low. This is despite the presence of teachers with background training in inclusive education in the county.  The purpose of the study was to determine teachers’ involvement in awareness creation on inclusive education practices. Objectives of the study were to: -establish the methods teachers use to create awareness on inclusive education to members of the school communities; determine the frequency with which teachers created awareness among the members of the school communities and determine teachers’ involvement in awareness creation on inclusive education. Descriptive survey research design was used for the study. The population comprised of 216 teachers and 72 head teachers. Out of which 10% were used for piloting.  Saturated sampling technique was employed to select 194 teachers and 65 head teachers for the study.  Instruments for data collection included Questionnaires, Interview Schedule, Observation Guide and Document Analysis. Content and face validity of the instruments were determined by experts in the school of education and their comments and recommendations were used to determine the validity of the instruments.  Reliability of the instruments was established through test re-test method and correlation coefficients of 0.76 and 0.78 were obtained for teachers and head teachers respectively at a level of significance of 0.05.  Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was transcribed and categorized into emergent themes. The study established that teachers mostly used school forums, seminars and workshops as the main methods of creating awareness to members and that they rarely create awareness to members. The result also indicated that teachers were involved in creation of awareness to members of the school communities to a fairly small extent. The study concluded that teachers were involved in creation of awareness but not to a level that was encouraging. The study recommended that:-teachers still need to intensify the creation of awareness to members of the school community especially to parents and local members of the community for them to fully participate in inclusive education practices.</em>

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