Academic literature on the topic 'Community and school, Eritrea'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Community and school, Eritrea.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Community and school, Eritrea"
Tesfamariam, Eyasu H., Medhane M. Tekie, Amos Y. Tesfa, Dawit H. Hadgu, Eyob A. Awalom, Eyob B. Ghebremedhin, and Nebay A. Tquabo. "Attitude towards Mental Illness among Secondary School Students in Asmara, Eritrea: A Cross-Sectional Study." Psychiatry Journal 2018 (November 1, 2018): 1–8. http://dx.doi.org/10.1155/2018/4578721.
Full textAbraha, Zemuy G. "PM333 Tobacco Control Challenges In Eritrea With a Focus in Schools." Global Heart 9, no. 1 (March 2014): e130. http://dx.doi.org/10.1016/j.gheart.2014.03.1689.
Full textIdris, Khalid Mohammed, Samson Eskender, Amanuel Yosief, Berhane Demoz, and Kiflay Andemicael. "Exploring Headway Pedagogies in Initial Teacher Education Through Collaborative Action Research into Processes of Learning: Experiences from Eritrea." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (December 29, 2020): 139–56. http://dx.doi.org/10.7577/njcie.3746.
Full textPlastow, Jane. "The Eritrea Community-Based Theatre Project." New Theatre Quarterly 13, no. 52 (November 1997): 386–95. http://dx.doi.org/10.1017/s0266464x00011544.
Full textTedla, Berhane Aradom. "Instructional Leadership and School Climate: A Case Study of a Secondary School in Eritrea." Literacy Information and Computer Education Journal Special 1, no. 1 (March 1, 2012): 846–55. http://dx.doi.org/10.20533/licej.2040.2589.2012.0112.
Full textFessehatsion, Petros Woldu, and Pai Peng. "Exploring Teachers’ Retention and Attrition in Middle and Secondary Schools in Eritrea: Perspectives of Currently Serving Teachers." International Journal of Research in Education and Science 7, no. 1 (December 13, 2020): 227. http://dx.doi.org/10.46328/ijres.1532.
Full textMadsen, Ulla Ambrosius. "Imagining selves. School narratives from girls in Eritrea, Denmark and Nepal." YOUNG 14, no. 3 (July 20, 2006): 219–33. http://dx.doi.org/10.1177/1103308806065817.
Full textPreston, Jane P. "Influencing Community Involvement in School: A school community council." Articles 46, no. 2 (November 29, 2011): 197–212. http://dx.doi.org/10.7202/1006435ar.
Full textTuran, Janet Molzan, Mekonnen Tesfagiorghis, and Mary Lake Polan. "Evaluation of a Community Intervention for Promotion of Safe Motherhood in Eritrea." Journal of Midwifery & Women's Health 56, no. 1 (January 2011): 8–17. http://dx.doi.org/10.1111/j.1542-2011.2010.00001.x.
Full textNaty, Alexander. "Environment, Society and the State in Western Eritrea." Africa 72, no. 4 (November 2002): 569–97. http://dx.doi.org/10.3366/afr.2002.72.4.569.
Full textDissertations / Theses on the topic "Community and school, Eritrea"
Sebhat, Kidanemariam Menghistu. "Parental involvement in the governance of secondary school in Eritrea: Current trends and future possibilities." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_8542_1177925448.
Full textKeflom, Tsegaye. "Eritrean primary school teachers' perceptions of the relationship between pre-service education and the demands of the workplace." Thesis, University of the Western Cape, 2001. http://hdl.handle.net/11394/2049.
Full textThis study investigates six Eritrean primary school teacher's perceptions of their pre-service education. Six primary school teachers from three different schools in two different regions of Eritrea were interviewed. The researcher investigated whether primary school teachers found the knowledge and/or skill acquired from their pre-service courses in the Asmara Teachers' Training Institute helpful to make and use effective lesson plans, prepare and use relevant teaching aids, assess their students' performance, prepare lesson content, manage the classroom effectively, and select and use relevant teaching methods.
South Africa
Abdella, Ali Suleman. "Lesson study as a support strategy for teacher development : a case study of middle school science teachers in Eritrea." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97776.
Full textContains one part in Tigrigna.
ENGLISH ABSTRACT: Against the background of education reforms, this study was conducted to determine what can be learnt from using lesson study as professional development strategy in Eritrea. The core problem discussed in the study is that the instigators of successive education reforms in Eritrea expected teachers to shift their teaching from more teacher focused to student-centred approaches with little or no support provided to them. This implies that teachers in Eritrean need effective and sustainable support systems that enable them to implement the reform initiatives. In this study, the researcher uses lesson study as a strategy that could provide teacher development experiences to teachers in Eritrea that are different from the traditional one-shot varieties such as workshops, short-term orientations and training of trainer programmes which are often normally provided by the official programmes. Lesson study is a well-established classroom-based activity in which teachers systematically examine their teaching by collaboratively planning, teaching, observing, revising and re-teaching lessons. Several successes with lesson study have been reported in research in Japan, where it has been used extensively, as well as elsewhere. However, no study on teacher professional development has been conducted using lesson study as a strategy within the Eritrean context. This study is an interpretive qualitative case study that explores the effects of lesson study on science teachers’ learning and classroom practice in selected middle schools of Eritrea. It involved twenty one participants – fifteen science teachers, three school directors and three pedagogic heads for a duration of one year. Data were generated through questionnaires, semi-structured focus group interviews, observations, documents for generating research lesson events, video-recordings and photographs. The findings show that participation in lesson study cycles that were extended over a period of time was effective in enhancing the learning of teachers and changing the way they teach science in their classrooms resulting in enhanced students confidence, participation and learning. Evidence reported in this study also indicates that lesson study made a contribution to minimising teacher isolation by bringing teachers together to collaborate and share professional ideas and experiences. Moreover, the findings show the existence of a direct relationship between teachers’ interest in teacher development initiatives and the interest that the school leadership shows in such initiatives and in the extent of support they provide to the participating teachers. Though participants reported receiving benefits from lesson study, they were constrained by a lack of time, curriculum overload, large class-size, teachers’ poor living conditions, lack of suitable space, shortage of resources, students’ poor English proficiency, newness of the process and students’ negligence. This study has also contributed to extending the body of knowledge on lesson study. Finally, it is hoped that the findings of this study may be used as a guiding framework for future teacher development initiatives in the education sector or other professional development programmes in Eritrea.
AFRIKAANSE OPSOMMING: Hierdie studie is teen die agtergrond van onderwyshervormings in Eritrea onderneem om te bepaal wat uit die gebruik van lesstudie as strategie vir die professionele ontwikkeling van Eritrese opvoeders geleer kon word. Die kernprobleem van die studie is dat die opeenvolgende onderwyshervormings in Eritrea vereis dat onderwysers hulle onderrigbenadering van opvoedergerigte na meer studentegerigte metodes verander, sonder dat hulle enige noemenswaardige ondersteuning ontvang. Dit impliseer dat daardie onderwysers ’n doeltreffende en volhoubare ondersteuningstelsel nodig het om die hervormingsinisiatiewe in werking te stel. Met die lesstudiestrategie wat in hierdie navorsing gebruik is, is onderwysers in Eritrea blootgestel aan ander ontwikkelingservarings as die tradisionele eenmalige weergawes, wat gewoonlik in die vorm van werksessies, korttermynoriënterings en opleier-opleidingsprogramme plaasvind. Lesstudie is ’n gevestigde klaskamergebaseerde aktiwiteit waarin onderwysers hulle eie onderrig stelselmatig ondersoek deur lesse in samewerking met kollegas te beplan, aan te bied, waar te neem, te hersien en weer aan te bied. Verskeie suksesse met lesstudie is al aangemeld in navorsing in Japan, waar dit op groot skaal gebruik word, sowel as elders. Tog is geen studie oor die professionele ontwikkeling van onderwysers in Eritrese verband al met behulp van lesstudie as ’n strategie uitgevoer nie. Die metodologie vir die navorsing was ’n vertolkende kwalitatiewe gevallestudie wat ondersoek ingestel het na die uitwerking van lesstudie op wetenskaponderwysers se leer- en klaskamerpraktyk in uitgesoekte middelbare skole in Eritrea. Die 21 respondente – 15 wetenskaponderwysers, drie skooldirekteure en drie onderrighoofde – is vir ’n jaar by die studie betrek. Data is deur middel van vraelyste, semigestruktureerde fokusgroeponderhoude, waarnemings, dokumente vir die skep van navorsingslesgebeure, video-opnames en foto’s ingesamel. Die bevindinge toon dat deelname aan lesstudiesiklusse oor ’n langer tydperk onderwysers se leerpraktyk doeltreffend versterk en hulle wetenskaponderrig in die klas verander het. Dit het verhoogde vertroue, deelname en leer onder studente tot gevolg gehad. Bewyse wat in hierdie studie aangemeld is, toon ook dat lesstudie onderwyser-isolasie help beperk het deur onderwysers bymekaar te bring om saam te werk en professionele idees en ervarings uit te ruil. Daarbenewens dui die bevindinge op ’n regstreekse verband tussen onderwysers se belangstelling in inisiatiewe vir hulle eie ontwikkeling en die skoolleiers se klaarblyklike belangstelling in, en ondersteuning vir, onderwysers en hulle professionele ontwikkeling. Hoewel deelnemers by lesstudie baat gevind het, is hulle aan bande gelê deur tydsbeperkinge, ’n oorvol kurrikulum, groot klasse, swak lewensomstandighede, ’n tekort aan geskikte ruimte, te min hulpbronne, swak vaardigheid in Engels onder studente, die nuutheid van die proses en studente se agtelosigheid. Hierdie studie dra by tot die uitbreiding van die beskikbare kennis oor lesstudie. Die bevindinge sal hopelik as ’n raamwerk kan dien om toekomstige inisiatiewe vir opvoederontwikkeling in die onderwyssektor sowel as in ander programme vir professionele ontwikkeling in Eritrea te rig.
Abdella, Ali Suleman. "An analysis of the Eritrean grade 9 biology textbook." University of the Western Cape, 2000. http://hdl.handle.net/11394/6594.
Full textTeachers, during various seminars, workshops and departmental meetings, continuously complained about the inadequacy of the grade 9 biology textbook used in the Eritrean secondary schools. Among others, the teachers concerns has provided a necessary stimulus for embarking on this research which sought to determine the role, quality readability and relevance of the Eritrean grade 9 biology textbook, based on the teachers' and students' perceptions. Interviews, questionnaires, Cloze test and Word Difficulty Index were used to collect the data. The interview and questionnaires provided information on how the textbook was being used by both teachers and students. In addition they provided information about quality of the textbook and its relevance to the daily life experiences of the students. Moreover, Cloze test and Word Difficulty Index provided information on the readability of the textbook. The finding of this study reveals that both teachers and students use the textbook as the major source of information. Also, the factors that determine quality of the textbook were found to be poor except the physical features and organisation. With respect to relevance, very limited attempts were made to link biology to the daily life experiences of the students. The Cloze test and Word Difficulty Index show that the students clearly experience difficulty in understanding what they have read. In conclusion, this study makes some recommendation to writers on how to improve the quality of the textbook. The results obtained in this study are by no means exhaustive. Finally, areas warranting further investigation are suggested.
Haile, Gebremedhin Solomon. "Assessing community participation for sustainable development : the Galanefhi water supply project." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49856.
Full textENGLISH ABSTRACT: In the past, development projects were not successful, because development was guided by top-down strategy that excluded the main beneficiaries from the process of development. The creative initiative, local knowledge, and inputs of communities were not considered as a development resource. Hence, development programmes were not participatory, and could not solve social problems, rather they contributed to poverty and dependency. This condition gave rise to new thinking that unless communities participate in development efforts, no social transformation can be achieved. Moreover, the scarcity of resources in developing countries called for the mobilization of all stakeholders' resources in the cause of development action. As a result, community participation emerged as a new paradigm of development. Development has become a humanizing process; projects are people-driven; and communities are the subjects of development projects. Nevertheless, in order for community participation to meet the challenges of development, this has to be a multidimensional approach that integrates the building blocks of development. Against this background, in the context of water supply, the experience of developing countries indicates that the effectiveness of water supply projects is improved when communities participate in all phases of water supply projects. Moreover, community owned and managed water supply projects are better constructed, cost effective, and successful than government subsidized projects. Nevertheless, the role of government in enabling and supporting is essential. The study is an evaluation research, which aims to assess whether community participation is in place, and whether the delivery of water supply is enhanced as a result of community participation. The study area is in Galanefhi, a sub-region in Eritrea. At eleven villages in the sub-region, water supply projects that were constructed in the past twelve years are assessed to evaluate if community participation is in place and its effect on the water supply system. During the course of this study, interviews were conducted with 221 respondents of both sexes from the age of 28 years using open and closed-ended questionnaires. In addition, discussions were conducted with community representatives and government officials on issues of community participation and safe water delivery. Findings of the study indicate that the level of community participation differs within the villages and from one phase of the project to another. There is more community participation in implementation and less in planning. Decision-making is dominated by the water committees and local officials. The major missing ingredient is the level of capacity building. Communities' capacity to manage and operate the water supply system is limited. The institutional and administrative frameworks of the villages regarding water supply is weak. The regional and sub-region authorities' capacity that implements and oversees water supply projects is not strong. Communication between the grassroots and central authorities is not good. This is aggravated by natural conditions like climate and environment, and by the lack of skilled human resources, financial drawbacks, and lack of coordination. Nevertheless, overall assessment shows that water supply projects that enjoy more community participation are more successful and sustainable and more capable of meeting communities' expectations. Therefore, sustainable clean and adequate water delivery can be achieved through community participation in collaboration with all stakeholders. The recommendations which are provided give some insights on how to implement community participation as a strategy on the ground.
AFRIKAANSE OPSOMMING: In die verlede was ontwikkelingsprojekte dikwels onsuksesvolomdat ontwikkeling oorheers is deur die bo-na-onder ("top-down") strategie wat die hoof voordeeltrekkers uitgesluit het uit die proses van ontwikkeling. Die skeppende inisiatief, plaaslike kennis en die insette van die gemeenskappe is nie as 'n hulpbron beskou nie. Dus was die ontwikkelingsprogramme nie deelhebbend van aard nie en kon hulle nie sosiale probleme oplos nie. Dit het eerder bygedra tot armoede en afhanklikheid. Hierdie toestand het gelei tot 'n nuwe denkrigting, naamlik dat, tensy gemeenskappe deelneem aan ontwikkelingspogings, geen sosiale transformasie sal plaasvind nie. Weens die skaarsheid van hulpbronne in ontwikkelende lande is die mobilisasaie van al die deelhebbers se hulpbronne nodig vir ontwikkelingsaksie. Gevolglik het gemeenskapsdeelname te vore getree as die nuwe paradigma van ontwikkeling. Ontwikkeling is meer op die mens gerig; projekte word deur die mens gedryf; en gemeenskappe IS die onderwerp van die ontwikkelingsprojekte. Nietemin, as gemeenskapsdeelname die uitdagings van ontwikkeling te bowe wil kom, moet daar 'n multidimensionele benadering wees wat die boustene van ontwikkeling integreer. Teen hierdie agtergrond, en in die konteks van watervoorsiening, het die ondervindings in ontwikkelende lande aangedui dat die effektiwiteit van watervoorsieningsprojekte verbeter as die gemeenskap deelneem aan al die fases van die projek. Ook is watervoorsieningsprojekte wat deur die gemeenskap besit en bestuur word, beter gebou, meer koste-effektief, en meer suksesvol as projekte wat deur die regering subsideer is. Nietemin is die rol van die regering onontbeerlik waar dit die projekte moontlik maak en ondersteun. Hierdie studie is evaluasie-navorsing wat ten doel het om vas te stel tot watter mate gemeenskapdeelname bestaan en of die voorsiening van water verbeter het as gevolg van die deelname. Die studiegebied is in Galanefhi, 'n substeek van Eritrea. Daar is by elf dorpies in hierdie streek tydens die laaste twaalf jaar watervoorsieningspunte opgerig. Hierdie projekte is evalueer om vas te stel hoeveel gemeenskapdeelname daar was en die effek daarvan op die watervoorsiening. Tydens die studie is onderhoude gevoer met 221 respondente, mans en vrouens, bo 28. Daar is gebruik gemaak van vraelyste. Ook is daar besprekings gevoer met verteenwoordigers van gemeenskappe en regeringsamptenare oor kwessies soos gemeenskapsdeelname en die voorsiening van veilige drinkwater. Daar is gevind dat die vlak van deelname verskil van dorpie tot dorpie en van een fase van die projek tot die volgende. Daar is meer gemeenskapsdeelname in implementasie en minder in beplanning. Besluitneming word oorheers deur waterkomitees en plaaslike amptenare. Daar is me 'n hoë vlak van vermoë-bou me. Die vermoë van die gemeenskap om die watervoorsieningsisteem te bestuur is beperk en die administratiewe raamwerk van die dorpies betreffende watervoorsiening is swak. Die vermoë van die owerhede op streek- en substreekvlak, asook die kommunikasie tussen die sentrale owerhede en die gewone inwoners is nie na wense nie. Hierdie toestande word vererger deur die klimaat en die omgewingsfaktore, die gebrek aan geskoolde werkers, finansiële probleme en die gebrek aan koërdinasie, Nietemin is daar in die algemeen vasgestel dat die watervoorsieningsprojekte waar daar meer gemeenskapsdeelname was, meer suksesvol is, en beter aan die gemeenskap se verwagtinge voldoen. Die waterpunte word ook langer in 'n goeie werkende toestand gehou. Dus kan die voorsiening van genoeg skoon water bereik word deur die deelname van die gemeenskap en die samewerking van al diegene wat belang het by die projek. Aan die einde van die studie word daar aanbeveel hoe om gemeenskapsdeelname op grondvlak te implementeer.
Silva, Luis Ernesto. "Community School." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33765.
Full textMaster of Architecture
張鼎國 and Ting-kwok Kenneth Cheung. "Community-School in Shamshuipo: transactionalrelationship between School & Community." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31985683.
Full textCheung, Ting-kwok Kenneth. "Community-School in Shamshuipo : transactional relationship between School & Community /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953898.
Full textHabteab, Sibhatu Adam. "An institutional approach to appropriation and provision in the commons : a case study in the Highlands of Eritrea." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1206.
Full textTesfamariam, Berhane Ghebreslasie. "Assessing the sustainability of Saving and Micro-Credit Programme (SMCP), Eritrea." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/1963.
Full textBooks on the topic "Community and school, Eritrea"
Science, Department of Education &. Lister Community School. Stanmore: Department of Education and Science, 1990.
Find full textDepartment of Education & Science. Sinfin Community School. Stanmore: Department of Education and Science, 1990.
Find full textFiore, Douglas J. School-Community Relations. New York, NY: Routledge, [2016]: Routledge, 2016. http://dx.doi.org/10.4324/9781315742090.
Full textA, Decker Virginia, ed. Home/school/community involvement. Arlington, Va: American Association of School Administrators, 1988.
Find full textMaher, Robert. Leadership, self, school, community. Reston, Va: National Association of Secondary School Principals, Division of Student Activities, 1988.
Find full textBrunold, Andreas, and Bernhard Ohlmeier, eds. School and Community Interactions. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19477-6.
Full textBook chapters on the topic "Community and school, Eritrea"
Fiore, Douglas J. "Communication in an Electronic Era." In School–Community Relations, 147–63. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-9.
Full textFiore, Douglas J. "Taking the Pulse of the Community." In School–Community Relations, 19–33. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-2.
Full textFiore, Douglas J. "Evaluating Effectiveness and Building Confidence— The Future." In School–Community Relations, 225–36. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-14.
Full textFiore, Douglas J. "Following and Being Followed." In School–Community Relations, 164–73. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-10.
Full textFiore, Douglas J. "Embracing Your External Publics." In School–Community Relations, 91–105. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-6.
Full textFiore, Douglas J. "Communicating in Crisis." In School–Community Relations, 190–204. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-12.
Full textFiore, Douglas J. "Three Opportunities to Shine." In School–Community Relations, 205–24. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-13.
Full textFiore, Douglas J. "Establishing Everybody's Role." In School–Community Relations, 34–59. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-3.
Full textFiore, Douglas J. "Putting It All on Paper." In School–Community Relations, 125–46. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-8.
Full textFiore, Douglas J. "Improving Relationships with the Media." In School–Community Relations, 106–24. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-7.
Full textConference papers on the topic "Community and school, Eritrea"
Eleftherakis, George, and Panayiota Fatourou. "ACM, a community of learning and sharing." In 1st Europe Summer School. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3168836.3168842.
Full textSencovici, Mihaela. "Environmental Education In School, Family And Community." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.86.
Full textKubo, H., H. Ohashi, M. Tamamura, and T. Kowata. "Shared questionnaire system for school community management." In 2004 International Symposium on Applications and the Internet Workshops. 2004 Workshops. IEEE, 2004. http://dx.doi.org/10.1109/saintw.2004.1268671.
Full textmatuzahroh, Ni', and Yuni Nurhamida. "School Community Role In Implementing Inclusive Education." In 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acpch-17.2018.18.
Full textNa’imah, Tri, and Rosyid Ahmad Faruq. "Religious Maturity in Boarding School Students: The Effect on School Connectedness." In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.148.
Full textRuiz Martín, María Auxiliadora, and Ana Isabel Muñoz Alcón. "ENHANCING ENGLISH LEARNING THROUGH A SCHOOL COMMUNITY MAGAZINE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0916.
Full textTutut Wahyuningsih, Feni, and Raden Bambang Sumarsono. "Community Participation in the Implementation of School Programs." In 3rd International Conference on Education and Training (ICET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.15.
Full text"Community Service Skim Risma for School Year 2017." In International Seminar of Research Month Science and Technology in Publication, Implementation and Commercialization. Galaxy Science, 2018. http://dx.doi.org/10.11594/nstp.2018.0160.
Full textFatmawati and Sulfasyah. "Implementation of School Community-Based Waste Management Policy in Makassar City Elementary School." In Brawijaya International Conference on Multidisciplinary Sciences and Technology (BICMST 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201021.015.
Full textIlham, Rachmad, and Budi Setiawan. "Community Development in CSR Programs Development of Laguna Fishing Pond Tourism." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007551007650768.
Full textReports on the topic "Community and school, Eritrea"
Rodriguez, Irvin, Sarah K. Bruch, Rhea Burns, and Tessa Heeren. Iowa City Community School District Multi-Stakeholder School Climate Task Force. Iowa City, Iowa: University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/ud4o-97kg.
Full textBruch, Sarah K., Harper Haynes, Tessa Heeren, Sana Naqvi, and Ha Young Jeong. Assessing student experiences of school in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, April 2016. http://dx.doi.org/10.17077/ir23-w2bx.
Full textBruch, Sarah K., Tessa Heeren, Qianyi Shi, Rachel Maller, Meredith McCaffrey, Nicole Nucaro, and Irvin Rodriguez. Student Experiences of School Climate in the Iowa City Community School District 2017. Iowa City, Iowa: University of Iowa Public Policy Center, May 2017. http://dx.doi.org/10.17077/jdsp-5qo8.
Full textBruch, Sarah K., Tessa Heeren, SuYeong Shin, Qianyi Shi, Lindsey Meza, Rachel Maller, Kaelynn Heiberg, and Paul Goetzmann. Student Experiences of School Climate in the Iowa City Community School District 2018. Iowa City, Iowa: University of Iowa Public Policy Center, April 2018. http://dx.doi.org/10.17077/58oi-hkbj.
Full textBruch, Sarah K., Austin Adams, Sean M. Finn, and Tessa Heeren. LGBTQ Student Experiences in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, July 2017. http://dx.doi.org/10.17077/h26q-oc79.
Full textAndrew Nute, Andrew Nute. How Does Clean Water Alter Rural Community Health and School Attendance? Experiment, March 2015. http://dx.doi.org/10.18258/4876.
Full textHeeren, Tessa, Austin Adams, Natalie Veldhouse, and Sarah K. Bruch. Iowa City Community School District LGBTQ Student Experiences Multi-Stakeholder Task Force Report. Iowa City, Iowa: University of Iowa Public Policy Center, February 2018. http://dx.doi.org/10.17077/a2g1-zzlf.
Full textDeJardin, Thomas. Assessment of subjective experiences of boys entering the community from a correctional school. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.486.
Full textGilbert, Kara. Youth Voices of Bounty and Opportunity: High School Students' Experiences With Food and Community. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.302.
Full textRumer, Patricia. Citizen advocacy groups, an intervention strategy: a case study of the Community Coalition for School Integration in Portland, Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.475.
Full text