Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools

Recent decades of education policy, research, and practice have brought focus on a positive education approach as applied within tiered service delivery frameworks to meet diverse needs of varied intensities. Related, the science of implementation has begun to increase understanding of supports to strengthen use of a positive education approach within tiered service delivery frameworks. To date, the body of work has fostered important shifts in how problems are viewed and addressed using a positive lens, supporting more equitable opportunity in education. To realize the full potential, however, there is a need to integrate theory and science as embedded within a whole child, school, and community lens. We propose that positive education will advance equity when grounded in integrated theory and science across developmental systems theory, prevention science, ecological systems theory, and implementation science. We first provide a brief overview of schools as a context to serve as assets or risks to equity, followed by a discussion of theory and science using a whole child, whole school, and whole community lens. We end with directions for science and practice in advancing a positive education approach.

Thinking Otherwise: Speculative Imagining in PfC

<p>In the face of looming ecological catastrophe, ever-expanding neoliberalism and the ongoing integration of our lives into virtual spaces, there is an urgent need to expand people’s political imagination and responsiveness to these challenges. Engaging with philosophy outside the academic sphere – for example, in school and community contexts – can contribute to addressing this political need. Using the example of Philosophy for Children (PfC), an international educational movement, this thesis explores the potential for cross-paradigmatic approaches to philosophical inquiry. It observes that adherence to particular philosophical paradigms, as has largely been the case in PfC, binds the imagination to particular epistemic and political parameters and precludes ideas that contradict paradigmatic assumptions. Invoking the sensibility of Gillian Rose, I argue that we need a philosophy that permits people to imagine radically different political worlds in a manner that actively resists political ‘bubble-think’. This thesis illustrates how Rose’s cross-paradigmatic approach, speculative negotiation, can help to address some of the limits of paradigm thinking by inspiring a more transformative philosophy in contexts such as PfC. In doing so, this thesis contributes both to an expansion of the PfC programme and to questions surrounding the concrete practise of Rose’s rich theoretical oeuvre.</p>

Thinking Otherwise: Speculative Imagining in PfC

<p>In the face of looming ecological catastrophe, ever-expanding neoliberalism and the ongoing integration of our lives into virtual spaces, there is an urgent need to expand people’s political imagination and responsiveness to these challenges. Engaging with philosophy outside the academic sphere – for example, in school and community contexts – can contribute to addressing this political need. Using the example of Philosophy for Children (PfC), an international educational movement, this thesis explores the potential for cross-paradigmatic approaches to philosophical inquiry. It observes that adherence to particular philosophical paradigms, as has largely been the case in PfC, binds the imagination to particular epistemic and political parameters and precludes ideas that contradict paradigmatic assumptions. Invoking the sensibility of Gillian Rose, I argue that we need a philosophy that permits people to imagine radically different political worlds in a manner that actively resists political ‘bubble-think’. This thesis illustrates how Rose’s cross-paradigmatic approach, speculative negotiation, can help to address some of the limits of paradigm thinking by inspiring a more transformative philosophy in contexts such as PfC. In doing so, this thesis contributes both to an expansion of the PfC programme and to questions surrounding the concrete practise of Rose’s rich theoretical oeuvre.</p>

Desain Manajemen Kurikulum Sekolah Umum

Curriculum management is concerned with how a curriculum is designed, implemented, and controlled (evaluated and ultimately refined) by who carries it out, when it is timed, and within which scope it is implemented. The purpose of this study is to describe the steps to develop curriculum management that is standardized and adjusts to the development of the community so that there can be a mutually beneficial relationship between school and community citizens. The research method used is the research library model. The results of the study showed that curriculum management is structured based on the basic concepts of curriculum management and learning starting from curriculum planning and learning, school work programs, and finally curriculum evaluation and learning.

Music Theory Clubs and their Roles in School and Community

A Music Theory Club is an extra-curricular activity, found primarily in institutions of higher education, that provides mostly undergraduate students with exceptional experiences geared toward deepening their understanding of music. Because the membership of these clubs need not be limited to students majoring or minoring in music, or even to those who are enrolled in a music theory class, they may be considered examples of public music theory. Additionally, the members may choose to engage in community-based public music theory projects. In the following chapter, the author explores what a music theory club is, how it benefits students, faculty, and community alike, how to start one, and the types of activities a music theory club can be involved with.

How Do the Children Play? The Influence of Playground Type on Children’s Play Styles

Using a mixed-method design, the aims of the current study were to develop an in-depth understanding of (1) children’s social play behaviors on school and community playgrounds, (2) the duration with which children play within varying social play categories, and (3) assessing children’s perspectives of playground activities, their peer relationships, and recommendations for new playgrounds. Six participants were observed for five 30-min observations on a school playground and for five 30-min observations on a community playground. Participants were also interviewed about their experiences and preferences on school and community playgrounds. The direct observation results support and extend previous work, indicating that children’s play skill competence varies by setting. Children demonstrated higher levels of associative and cooperative play on the school playground, but higher levels of solitary and parallel play on the community playground. This difference in play styles by playground appears to be a function of available play partners and is explained by the interview data, which found that children are not comfortable playing with children they do not know.