scholarly journals Rural School Leadership for Collaborative Community Development

2018 ◽  
Vol 30 (3) ◽  
Author(s):  
Hobart L. Harmon ◽  
Kai Schafft
Keyword(s):  
Community Development ◽  
School Leadership ◽  
Rural Schools ◽  
School Administrators ◽  
Community Building ◽  
Well Being ◽  
Collaborative Community ◽  
Rural School Leadership ◽  
Community Improvement

In this article we address the role of rural schools in community development. We first discuss the largely historical linkages between rural schools and the communities they serve, and what this means for both school and community well-being. We then consider the newly revised standards for preparing school administrators, developed by the Interstate School Leaders Licensure Consortium, and how these standards may align with community-building efforts. In sum, we argue that enlightened educational leadership that seriously takes into account the 21st Century needs of students – as well as the communities in which they reside – cannot help but interpret academic and community improvement goals as mutually reinforcing priorities.  

Catch them Young : Role of Educational Institutions in Community Development- A Descriptive Study on the Perception of College Students in Chennai

GIS Business ◽  
2019 ◽  
Vol 14 (6) ◽  
pp. 170-182
Author(s):  
Dr. R. Sundari ◽  
Ms. Sangeetha Manoj
Keyword(s):  
Community Development ◽  
Collective Action ◽  
Body Politic ◽  
Weighted Average ◽  
Well Being ◽  
Educational Institutions ◽  
Average Score ◽  
Academic Institutions ◽  
Grass Root Level

Community Development is a process of collective action taken by the members of a community to generate solutions for common problems.  The aspects of community well being namely Economic, Social, Environmental and Cultural well being evolves from this type of collective action taken at multiple societal levels. (Weaver, 1971) defines community development as a process of “A public-group approach dedicated to achieving the goals of the total body politic.” Therefore, it is evident that a community can be developed through the effective participation of citizens. It is universally acceptable that community service is a vehicle for safeguarding the environment that is initiated from the participants of the community. In order to imbibe the community consciousness among the citizens, every country should “Catch them Young”. The purpose of the paper is to integrate Participative Model (Active Citizenship, Citizen Networks and Co-production) with Self-service Model (Social Governance, Societal Discipline and Accountability). National and international reviews show that the perception about the community and realisation has to be ingrained at the grass root level; this can be achieved through the participation of academic institutions. This paper is an attempt to highlight. The initiatives taken by educational institutions to imbibe social consciousness, The perceptions of students about their role in community development, and, To identify the effective Private Public Partnership areas for community building Factor analysis has been applied to identify the role of educational institutions and individual citizen’s( Students) in building community consciousness. Linear Regression had been applied in the study to measure the influence of Educational Institutions on the role of Students in building the community.  A weighted average score is awarded by the students for the potential areas of public private partnership for community development is highlighted. The results of the study provide an impact created by the institution over the students. The Study also, consolidates some of the successful community bonding and building activities carried out Academic Institutions.

Expectations and tensions in school leadership regarding the 2014 Danish school reform: emerging perspectives linking school leadership, learning and well-being

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Monica Carlsson
Keyword(s):  
School Reform ◽  
Instructional Leadership ◽  
School Leadership ◽  
Well Being ◽  
Content Type ◽  
Management By Objectives ◽  
Danish School ◽  
Viable Approach ◽  
Empirical Foundation

PurposeThe purpose of this paper is to explore the expectations of and possible tensions in school leadership regarding the implementation of the 2014 Danish school reform and, by extension, to address emerging perspectives linking school leadership, learning and well-being.Design/methodology/approachAn analysis of central policy documents in the reform as well as research reports examining the role of leadership in the implementation of the reform offers insights into the new expectations of and tensions in school leadership. Drawing on theories of school leadership, the analysis highlights the various forms and aspects of school leadership that are at play in the reform.FindingsThe analysis identifies expectations regarding school leadership, ranging from aspects of strategic leadership that focus on management by objectives and results to aspects that are closer to teaching, such as curriculum and instructional leadership. It furthermore highlights barriers with regard to realizing policy intentions of strengthening instructional leadership, such as encroaching upon pedagogical and curriculum leadership, which have traditionally been the domain of teachers. Meanwhile, the kind of leadership that can be practiced through data-based management by objectives and results seems to have been perceived as a more viable approach in the implementation of the reform.Research limitations/implicationsThe papers' theoretical and empirical foundation is rooted in Danish and Scandinavian perspectives on schooling, and thus the generalizability of the findings may be limited to countries with similar perspectives or “packages of expectations” on linking school leadership, learning and well-being.Originality/valueThe paper provides an original contribution through its engagement with the tensions inherent in the specific “package of expectations” and new demands on school leadership in the 2014 school reform.

scholarly journals Challenges of Access to WASH in Schools in Low- and Middle-Income Countries: Case Study from Rural Central Kazakhstan

2021 ◽  
Vol 18 (18) ◽  
pp. 9652
Author(s):  
Zhanerke Bolatova ◽  
Kamshat Tussupova ◽  
Berik Toleubekov ◽  
Kanat Sukhanberdiyev ◽  
Kulyash Sharapatova ◽  
...  
Keyword(s):  
Rural Schools ◽  
Rural Areas ◽  
School Administrators ◽  
Water Source ◽  
Well Being ◽  
Drinking Water Source ◽  
Water And Sanitation ◽  
Middle Income ◽  
Negative Effect ◽  
Access To Water

Safe water and sanitation, which give rise to appropriate hygiene, are fundamental determinants of individual and social health and well-being. Thereby, assessing and widening access to sustainable, durable water and sanitation infrastructure remains a global health issue. Rural areas are already at a disadvantage. Poor access to water, sanitation, and hygiene (WASH) can have a major negative effect on students in rural schools. Thus, the paper aims to assess the current condition and the challenge to access WASH in rural Kazakh schools. The study was conducted in three rural schools in Central Kazakhstan. Data were gathered through a survey among pupils, observations of the WASH infrastructure and maintenance, and a face-to-face interview with school administrators. The mean survey response rate was 65% across schools. Results indicated there was no alternative drinking-water source in schools, and 15% of students said they had access to water only occasionally. Half of the students reported that the water was unsafe to drink because of a poor odor, taste, or color. The toilet in school 3 was locked with a key, and a quarter of the students reported there was no access to a key. Moreover, not having gender-separated toilet facilities was a challenge because of the traditional gender norms. Despite the effective regulations and measures of handwashing taken during COVID-19, 27.7% of the students answered that soap was not offered daily in classrooms. Additionally, warm water was only provided in school 2. About 75% of students did not have access to drying materials continuously. The study shows that having the schools’ infrastructure is not enough when characteristics, such as availability, accessibility, maintenance, operation, quality of services, education, and practices, are ignored. Cooperation between local education authorities, school administration, and parents should be encouraged to the achievement of the sustainable development goals (SDGs) by 2030.

Effective Leadership Style for Indigenous Schools in the Malaysian Context

2019 ◽  
pp. 143-166
Author(s):  
Hariharan N. Krishnasamy
Keyword(s):  
Qualitative Study ◽  
School Leadership ◽  
Indigenous Peoples ◽  
Leadership Style ◽  
Educational Development ◽  
School Administrators ◽  
Orang Asli ◽  
Good Practices ◽  
Teaching Learning

This study focuses on the indigenous peoples of Malaysia who are collectively categorized as the orang asli (indigenous people) in Malaysia. This group was selected as they face many challenges in the field of education which is often linked to poverty, incompatible teaching-learning methods, lack of facilities, and school leadership. The study investigates the role of school administrators, teachers, parents, and pupils in five selected schools in Malaysia. Five school headmasters, two administrative officials, 10 teachers, 10 parents, and 10 students took part in this qualitative study. Interviews on school leadership were explored in terms of challenges and good practices which leads to the development of a model that incorporates the findings from the study. It is hoped that the model which emphasizes sociocultural sensitivity, the need to draw on the knowledge and the skills of the orang asli for educational development, and reaching out to them will be helpful to indigenous peoples in Malaysia and other countries.

scholarly journals Exploring the Link between Rural Schools and Community Vitality

2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Dianne Thomson ◽  
Steven G. Hertz
Keyword(s):  
Rural Communities ◽  
Rural Schools ◽  
Small Schools ◽  
Well Being ◽  
Best Interests ◽  
Community Members ◽  
School Closures ◽  
Local Schools ◽  
Small Rural Schools

This project focused on the connection between a community and its schools, and the role that schools play in rural community vitality. It investigated both community members and former student experience with small schools in one rural area of Ontario, Canada. Community responses indicate that rural schools play a considerable role in the well-being of community members; former student responses indicate similar themes. Results indicated a strong link between local schools and components of the Canadian Index of Well-being. Discussion focuses on the gap between the role of schools in rural communities and the provincial policies on school closures, and how the findings suggest that new approaches to the challenges of small rural schools are in the best interests of both students and communities.

The Role of Administrators in Recruiting, Retaining, and Respecting Early Childhood Educators

2020 ◽  
pp. 71-91
Author(s):  
Vicki L. Luther
Keyword(s):  
Early Childhood ◽  
School Administrators ◽  
Well Being ◽  
Early Childhood Educators ◽  
Early Childhood Educator ◽  
School Environments ◽  
Quality Teachers ◽  
High Quality ◽  
Early Childhood Professionals

This chapter focuses upon the role of school administrators in protecting and preserving the well-being of early childhood educators. The author discusses the importance of recruiting and retaining high-quality teachers who work with children to the age of eight. It is essential that the youngest students receive the skills necessary for success in later grades, and there is great need for early childhood professionals to be recognized for the valuable skillsets that they bring to the field. Developing and maintaining school environments that recognize the significance of the early childhood educator can promote more respectful school climates and can retain professionals in the field.

The role of community anchor organisations in regulating for engagement in a devolved government setting

2020 ◽  
pp. 167-188
Author(s):  
Eva Elliott ◽  
Sue Cohen ◽  
David Frayne
Keyword(s):  
Social Change ◽  
Community Development ◽  
Well Being ◽  
The Other ◽  
Local People ◽  
National Assembly ◽  
Community Organisations ◽  
South Wales ◽  
The One

This chapter considers the role of community anchor organisations in the ‘flagship’ regeneration programme of the National Assembly for Wales, ‘Communities First’, launched in 2001 and later terminated in March 2018. It unpicks the story of the programme's evolution and demise from the perspectives of community development advisors and community development practitioners, the latter based in two community organisations in South Wales: South Riverside Community Development Centre (SRCDC) in Cardiff and 3Gs Community Development Trust in Merthyr Tydfil. Both organisations were involved in the Productive Margins programme and in the design and analysis of this research. Both pre-existed the Communities First programme and were charged with its delivery to local people. The chapter thus looks at the regulatory context in which these organisations found themselves and how they negotiated the demands of the state-funded programme, on the one hand, and their accountabilities to the communities that they believed they represented, on the other. A key question remains as to whether the involvement of community organisations in state-funded programmes can facilitate regulation for engagement for social change or whether their power to improve the well-being of the communities they represent might better be served in providing alternative modes of living.

Building strengths in asylum-seeker communities in Australia

2017 ◽  
Author(s):  
Lis de Vries ◽  
Mohita Roman ◽  
Linda Briskman
Keyword(s):  
Community Development ◽  
Social Inclusion ◽  
Well Being ◽  
Development Model ◽  
Red Cross ◽  
High Quality ◽  
Self Reliance ◽  
Australian Community ◽  
Development Approach

For many years, the Australian Red Cross (Red Cross) has delivered high-quality, strengths-based individualised casework services. In the last few years, on-going consultation with asylum seekers and a rapidly growing number of clients drove Red Cross to consider a broader, more adaptive, and more inclusive community development model. Such a model would encourage resilience and self-reliance; would recognise the role of the community in supporting dignity, health, well-being, and social inclusion; and would bring clients in as their own experts. However, in determining this change, Red Cross was faced with the challenge of implementing a community development model in a large, formal organisation with a group often considered by the broader Australian community as ‘outsiders’, and without access to many mainstream services and opportunities. This chapter discusses how Red Cross adapted and changed the service delivery model from individual casework to a community development approach.

scholarly journals ROLE OF MOSQUE LEADERS AND ITS IMPACT TOWARDS COMMUNITY DEVELOPMENT: A STUDY IN KEDAH

2020 ◽  
Vol 2 (3) ◽  
pp. 52-57
Author(s):  
Zakaria Azfahanee ◽  
Kamarudin Ngah
Keyword(s):  
Qualitative Study ◽  
Community Development ◽  
Selection Process ◽  
Community Building ◽  
And Training

Leaders are people who influence and direct activities of a group of followers the intended achievement. However, this can only be done if the leaders are aware of and fully understand their role. This study aims to understand the depth of the reader's understanding of their role and its impact on community building. This research adopts a qualitative study where twelve mosque leaders and four officers from the Islamic Religious Department would share their views. The findings of the research would then be used as a guide for the Islamic Religious Department to further be enhanced on the selection process and training which need to be drawn for mosque leaders to build a strong community.

Social Motives Predict Loneliness During a Developmental Transition

2017 ◽  
Vol 76 (4) ◽  
pp. 145-153 ◽  
Author(s):  
Jana Nikitin ◽  
Alexandra M. Freund
Keyword(s):  
Social Relationships ◽  
Well Being ◽  
Social Avoidance ◽  
Social Approach ◽  
Social Motives ◽  
Developmental Transitions ◽  
Avoidance Motivation ◽  
Negative Effect ◽  
Low Levels

Abstract. Establishing new social relationships is important for mastering developmental transitions in young adulthood. In a 2-year longitudinal study with four measurement occasions (T1: n = 245, T2: n = 96, T3: n = 103, T4: n = 85), we investigated the role of social motives in college students’ mastery of the transition of moving out of the parental home, using loneliness as an indicator of poor adjustment to the transition. Students with strong social approach motivation reported stable and low levels of loneliness. In contrast, students with strong social avoidance motivation reported high levels of loneliness. However, this effect dissipated relatively quickly as most of the young adults adapted to the transition over a period of several weeks. The present study also provides evidence for an interaction between social approach and social avoidance motives: Social approach motives buffered the negative effect on social well-being of social avoidance motives. These results illustrate the importance of social approach and social avoidance motives and their interplay during developmental transitions.

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