Relevant bibliographies by topics / Educative community

Academic literature on the topic 'Educative community'

Author: Grafiati
Published: 19 August 2021
Last updated: 7 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Educative community.'

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.

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Educative community":

1

Gibson, Jordi Díaz, Mireia Civís Zaragoza, Jordi Longás Mayayo, and López Murat. "The Study of Educative Network Organizations in the City of Barcelona." International Journal of Knowledge Society Research 1, no. 2 (April 2010): 26–37. http://dx.doi.org/10.4018/jksr.2010040103.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
This paper describes the inside organization of Educative Networks (ENs) and the aspects that allowed their growth and success in the city of Barcelona, Spain. ENs emerged over the past ten years in Catalonia, Spain, as a way to incorporate social and educative challenges in the territory. These educative proposals are based on the connection between the different educative institutions in the community to tackle social and education challenges in cooperation through transversality and a common project. The intent of ENs is to create synergies between cooperating organizations and coordinate community action to avoid overlap and redundant work. This study shows how these educative structures use context possibilities to improve educative impact and develop a new vision of organizing and conceiving education.
2

Muñoz Cantero, Jesús Miguel, María Paula Ríos de Deus, and Eva María Espiñeira Bellón. "Atención a la diversidad de calidad." REOP - Revista Española de Orientación y Psicopedagogía 15, no. 2 (February 2, 2014): 413. http://dx.doi.org/10.5944/reop.vol.15.num.2.2004.11642.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
RESUMENExisten numerosos trabajos sobre temas de calidad educativa. Parece necesario reflexionar sobre aspectos que, en principio, no afectan de manera directa a toda la comunidad educativa: la atención a la diversidad y las necesidades educativas especiales (NEE). Elaboramos unos instrumentos para identificar aquellos elementos que pudieran ser identificativos de una atención a la diversidad de calidad y para que el profesorado, familia, inspección educativa, ... nos diesen su opinión sobre ello. Partiendo de lo anterior: a) Se enfocó hacia la atención a la diversidad en los centros educativos de educación secundaria integrando aspectos referentes a la planificación, organización, materiales, ... b) Se estructura de forma similar al modelo CIPP de Stufflebeam (Context, Input, Process, Product) para analizar los aspectos contextuales, de entrada y recursos que condicionan una atención de calidad para evaluar la utilidad y calidad de los resultados obtenidos.ABSTRACTThere are many works about quality education themes. It seems necessary think about some aspects that, at the beginning do not affect in a direct way to all educative community: the attention to the diversity and special educative necessities. We elaborated an instrument to identify those elements which could be identificatives of an attention to the quality diversify and for teachers, family, educative inspection, ... give us their opinion about them. a) It was focused towards the attention of diversity in the educative centers of primary and secondary education including aspects which make reference to planification, organisation and materials. b) It is structured in a similar way to the model CIPP of Stufflebeam (Context, Input, Process, Product) to analyse the contextual aspects of entry and and materials which cause an quality attention and evaluate the utility and quality of got results.
3

Bembry, James X. "Forming an Educative Community in the Village." Middle School Journal 30, no. 1 (September 1998): 18–24. http://dx.doi.org/10.1080/00940771.1998.11494559.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lomax, Pamela. "Working Together for Educative Community through Research." British Educational Research Journal 25, no. 1 (February 1999): 5–21. http://dx.doi.org/10.1080/0141192990250102.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Valencia Medina, Elvia, Adriana Lourdes Robles Altamirano, and Felix Chenche Muñoz. "Liderazgo Educativo en el desarrollo comunitario / Educative leadership in community development." Ciencia Unemi 8, no. 13 (June 11, 2015): 39. http://dx.doi.org/10.29076/issn.2528-7737vol8iss13.2015pp39-46p.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
El presente artículo es producto de la investigación etnográfica conjunta de docentes y estudiantes de la Universidad Estatal de Milagro, UNEMI, involucrados en el área de Investigación Formativa y Vinculación, iniciada desde la gestión docente al impartir la Asignatura Antropología Cultural, que permitió al aplicar técnicas dialógicas evidenciar la problemática que afectaba a la Ciudadela Huancavilca, sector sureste del cantón Milagro, provincia del Guayas, Ecuador, como es el caso de: apatía por la participación, inexistencia de organización, desunión y desconfianza hacia todo aquel que tenía la intención de liderar acciones ciudadanas. La intervención de la Universidad Estatal de Milagro fue pertinente, analizada la situación se consideró oportuno formar brigadas con los estudiantes, en las cuales se integró a personas de la comunidad mencionada, en el proyecto se aplicó la técnica Observación participante. En el proceso, al trabajar en equipo y en acciones de recreación, deportes, rescate del patrimonio cultural, protección del medio ambiente, emprendimiento educativo-productivo se restauró la confianza; al término del proyecto, se incrementó de 30% a 90% la participación comunitaria, se logró motivar y capacitar, para mejorar las potencialidades y conocimientos de los integrantes de la comunidad.Palabras Clave: Liderazgo educativo, desarrollo comunitario, brigadas, participación, formación ciudadana, trabajo cooperativo. This paper is the result of joint ethnographic research by faculty and students at the Public University of Milagro (UNEMI), involved in the area of Formative Research and Bonding. This initiative by the teaching staff on the Cultural Anthropology course, applied dialogic techniques to highlight the problems affecting the Huancavilca Citadel in the southeastern part of the canton of Milagro, province of Guayas, Ecuador: apathy regarding participation, lack of organization, disunity and distrust of anyone who intended to lead citizen action. The Public University of Milagro activity involved first analyzing the situation and then forming brigades with students, with community participation as observers. In the process, workingin teams and recreational activities, sports, cultural preservation, environmental protection, educational and productive enterprise confidence was restored; at the end of the project increased from 30% to 90% community participation was achieved motivating and training, to enhance the potential and skills of community members.
6

Rudolph, Norma. "Building an educative community for early childhood development." International Journal of Early Years Education 4, no. 3 (October 1996): 61–71. http://dx.doi.org/10.1080/0966976960040305.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Robinson, Daniel B., Joe Barrett, and Ingrid Robinson. "Culturally Relevant Physical Education: Educative Conversations with Mi’kmaw Elders and Community Leaders." in education 22, no. 1 (June 13, 2016): 2–21. http://dx.doi.org/10.37119/ojs2016.v22i1.260.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
This paper presents results from a recently completed inquiry that investigated culturally relevant physical education for Aboriginal students. Employing a decolonizing research methodology (storywork), we engaged seven Mi’kmaw Elders and three Mi’kmaw community physical activity/education leaders in conversations about culturally relevant physical education. Attending to Halas, McCrae, and Carpenter’s (2012) framework for culturally relevant physical education, we share our findings related to Mi’kmaw students and school communities. The results ought to be of notable interest to those who share an interest in culturally relevant pedagogy, physical education, and/or Aboriginal education.
8

Aakre, J. A., L. B. Holteng, and I. Testad. "Community-dwelling older adults’ experience with an educative nutritional intervention." Gerontechnology 19, s (October 3, 2020): 1. http://dx.doi.org/10.4017/gt.2020.19.s.69965.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Morales Espinosa, Mtra María Del Coral. "Hacia una comunidad de práctica con enfoque intercultural: la escuela telesecundaria Tetsijtsilin en Tzinacapan, Cuetzalan, Puebla." CPU-e, Revista de Investigación Educativa, no. 14 (October 30, 2012): 18–43. http://dx.doi.org/10.25009/cpue.v0i14.28.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
El presente trabajo pone a consideración una propuesta de intervención pedagógica con enfoque intercultural, impulsada desde hace 30 años en una telesecundaria indígena ubicada en la sierra nororiental del estado de Puebla. Se expone el proceso de gestión del modelo educativo, caracterizado desde sus inicios por responder a las necesidades y problemáticas tanto de las y los jóvenes como de la comunidad, así como la reflexión de sus propuestas educativas a partir de sus coincidencias con planteamientos teóricos actuales, tales como el aprendizaje situado, las comunidades de práctica y el enfoque intercultural que hoy en día enriquecen el proyecto educativo de la escuela Tetsijtsilin. Se describen también los cinco ejes rectores de la propuesta educativa que evidencian, por un lado, las bondades de la flexibilidad del currículo y, por otro, la factibilidad de empatar un modelo propio de educación culturalmente pertinente con un modelo escolarizado formal como es la telesecundaria.AbstractThis investigation offers to analyse a pedagogic proposal with an intercultural approach that has been constructed for the last 30 years in an indigenous Television guided-Secondary School in the NortheasternMountain Range in the State of Puebla, México. I expose the management process of the educative model, which is characterized since the beginnings by attending to boys and girls, and community necessities and problematic, educational proposes reflection fromtheir matches with theoretical issues as the situated learning theory, the construction of communities focused on practice and the intercultural approach that enrich the Tetsijtsilin educational project. I finally describe the five axes of the educative proposal that shows both; the benefits of the flexible curriculum and the feasibility of the union between a model of culturally pertinent education with a formal model as a Television guided-Secondary School.Recibido: 20 de octubre de 2010 Aceptado: 30 de marzo de 2011
10

Rué Rosell, Lourdes, and Maria Ángeles Serrano Alfonso. "Educación Física y promoción de la salud: estrategias de intervención en la escuela (Physical Education and health promotion: strategies of intervention in the school)." Retos, no. 25 (March 7, 2015): 186–91. http://dx.doi.org/10.47197/retos.v0i25.34510.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Este trabajo pretende profundizar, desde una perspectiva multidisciplinar, en las posibilidades de estrategias e intervenciones que ofrece la Educación Física en el contexto educativo, concretamente en la educación primaria, y que contribuyen al establecimiento de hábitos saludables en el alumnado y que pueden extenderse más allá del propio alumnado. La identificación de tales intervenciones se ha realizado a partir de una revisión profunda de las bases de datos que recogen las publicaciones de más impacto internacional a través de la Web of Knowledge. Asimismo, se presenta la potencial aplicabilidad de estas prácticas, por compartir algunas de las características que las definen o por ser propuestas ya compartidas, en centros educativos que se han transformado en Comunidades de Aprendizaje. Palabras clave: Educación Física, Educación Primaria, Estrategias de intervención en la escuela, Promoción de la salud, Comunidades de aprendizaje.Abstract: This paper focus, from a multidisciplinary approach, on the strategies and interventions that physical education offers in the establishment of healthy habits in the educative context, specifically in primary education. Physical education is contributing to establish healthy habits among students and can be extended further the students, to the community. The identification of these strategies and interventions has been done through the literature review of publications with the highest international impact and which are collected on the ISI Web of Knowledge. Moreover, the paper also presents the applicability of these interventions to educative centers that have decided to transform into Learning Communities, because sharing some of their characteristics or proposals. Key words: Physical Education, Primary Education, Strategies of intervention in the school, Health promotion, Learning Communities.
More sources
You might also be interested in the extended bibliographies on the topic 'Educative community' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Educative community":

1

Romano, Rosalie Marie. "Forging an educative community /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7770.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cristóvão, Joana da Silva. "As percepções de alunos, professores e encarregados de educação sobre a disciplina de educação musical: Um estudo de caso no âmbito do 2º ciclo do ensino básico." Master's thesis, Universidade de Évora, 2009. http://hdl.handle.net/10174/18454.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Este estudo teve como grande finalidade conhecer as percepções de alunos do 2° Ciclo do Ensino Básico de uma escola da periferia de Lisboa e dos respectivos professores e encarregados de educação, relativamente à disciplina de Educação Musical. No estudo foi utilizado um desenho metodológico de cariz naturalista, com aproximação ao estudo de caso, em que a técnica de recolha de dados de suporte foi o inquérito por questionário, aplicado aos três elementos da comunidade educativa antes referidos. Os principais objectivos do estudo foram, entre outros, os seguintes: #) Conhecer a importância que é dada à Educação Musical, enquanto disciplina integrante do currículo escolar, por alunos, professores e encarregados de educação; #) Contribuir para uma tomada de consciência, por parte da comunidade educativa em geral, sobre a importância da Educação Musical na formação integral do cidadão. A análise dos resultados obtidos permitiu chegar a diversas inferências e conclusões, destacando-se, entre outras, as seguintes: - Em relação aos alunos, a Educação Musical foi por eles considerada uma disciplina razoavelmente importante para a sua formação face à qual afirmaram nutrir algum interesse, sobretudo quando nela são promovidas actividades práticas; - No que diz respeito aos professores, estes consideraram, na sua maioria, que a disciplina, apesar das suas potencialidades formativas, acaba por não ser aproveitada na sua plenitude; - Os encarregados de educação tenderam a considerá-la uma disciplina importante, parecendo estar informados sobre as actividades e as funções a ela associadas. A música pareceu, além disso, fazer parte da vida da maior parte dos inquiridos dos três grupos participantes no estudo, tendo os mesmos indicado que ouviam música todos os dias e que já haviam assistido a, pelo menos, um concerto ao vivo. ABSTRACT; The aim of this study was to acknowledge the perceptions of students of the fifth and sixth grades of a Basic school in Lisbon periphery, their parents and teachers, about the subject of Musical Education. ln that purpose, we are in front of a naturalist investigation, approaching the case study, were the support instrument of data collecting was the questionnaire, applied to the three members of the educative community we have already referred to. This study had, as main goals, the following, among others: #) To know the importance that is given to Musical Education, as a subject which is part of the school curriculum, by students, parents and teachers; #) To contribute for the acknowledgement, by the general educative community, of the importance of Musical Education, for the growth and formation of the individuals. The analisys of the results allowed us to reach, among others, several conclusions and inferences: - Concerning the students, musical education was considered a subject of reasonable importance for their formation, and by which they showed some interest, especially when teachers promote practical activities; - The majority of the teachers considered that the subject was very important for the formation of the individual. However, and in spite of its formative potentialities, musical education is not applied and used as much as it should be; - Parents seem to consider it an important subject and also seem to be well informed about the activities and functions associated to it; Music seemed to be part of the lives of all the inquiries, who revealed listening to music every day and, in the majority of cases, have already been to a live concert.
3

Aman, Amira. "Mentoring : professional learning in a quality learning circle." Thesis, University of Canterbury. Education, 2014. http://hdl.handle.net/10092/9743.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
There is a wealth of literature on the induction and support of provisionally registered teachers (Boreen, 2009; Bubb, 2007; Cameron, Lovett, & Garvey Berger, 2007) and the key skills of mentoring (Achinstein & Athanases, 2006; Glickman, 2002). However literature on how to meet the professional learning needs of curriculum leaders developing their mentoring skill set has largely been ignored in leadership literature. This study, informed by MacBeath and Dempster’s (2009)concept of ‘leadership for learning’, upholds the need for leadership work to focus on the improvement of student outcomes (Barber & Fullan, 2005) rather than traditional approaches to education which focussed on making resources available to students. In an outcomes-focussed model of education, the needs of the students are at the forefront of all learning. By focussing on teachers’ professional learning through mentoring and the use of a teacher inquiry model, the students’ learning needs are prioritised. The focus for my study is the skillset of curriculum leaders for their work with teachers within their learning areas. The participants for this study were five curriculum leaders, all from the same secondary school. This intervention study investigated the factors which contributed to the professional learning of the mentors, their views of their leadership role and the kinds of learning about mentoring which were beneficial to understandings about mentoring. By focussing on key adult learning principles, structures that support learning, and attention to a mentoring skill set, the participants were supported to develop their mentoring skills. The mentors participated in a professional learning experience, referred to as a Quality Learning Circle (QLC), over one and a half school terms, to co-construct their understanding of mentoring practice. In a QLC the focus is on the learners seeking and making changes to their practice in a collaborative, supportive environment (Lovett & Verstappen, 2003). The mentors collaboratively developed new understandings through deliberate talk in the QLC about their shared interest in mentoring. They also had opportunities for immediate and practical application of their new knowledge. While they participated in the QLC they co-currently developed their mentoring skills by working with a mentee who taught in the same subject area as themselves. This study features a qualitative methodology with an interpretive case study of experienced curriculum leaders. Data collection tools included a gap analysis survey which explored their understandings of their school’s current professional learning opportunities. A second data source was a career questionnaire which explored their teaching history and experiences of professional learning. This was followed by initial interviews which focussed on how they interpreted their role of a curriculum leader and the extent they could connect leadership with students’ learning. I also analysed transcripts of QLC meetings, and the teachers’ reflective journals. Four of the mentors worked with a provisionally registered teacher (PRT), while one mentor chose to work with a more experienced colleague. This study offered a new type of collegial interaction for the teachers. The mentors chose their own goals, a mentee to work alongside and the direction of their learning about mentoring. The QLC met five times during the study and the mentors and participant researcher (PR) also kept a reflective journal. In between the QLC sessions the mentors met with their mentees to practise their mentoring skills, such as questioning skills, and the use of observational tools for classroom observations. A typical QLC session focussed on each of the mentors talking about the mentoring practice they had undertaken. The group provided support and guidance on possible next steps of practice. Readings and practical resources were also discussed and there was an expectation that the mentors would practice an aspect of mentoring and report back to the group at the next meeting. At the close of the study the mentors were re-interviewed to compare their views of their leadership role and learning from their initial interviews. An iterative process was used so that emerging understandings of the data could arise. The data is presented according to the three broad themes of ‘effective professional learning’, ‘leadership role’ and ‘professional learning about mentoring’. The findings of this study highlight the importance of collaborative learning opportunities for teachers where they can state and resolve practical issues in a supportive group (Cochran-Smith, Feiman-Nemser, McIntyre, & Association of Teacher Educators., 2008). Among all of the findings there were four major findings about the development of curriculum leaders’ mentoring skills: the value of opportunities for deliberate talk, the importance of teacher agency, the need for specific tools in developing mentoring practice, and the necessity of understanding the curriculum leaders’ leadership role. My detailed account of the experiences of the five curriculum leaders offers a practical example of what the development of curriculum leaders’ understandings of mentoring might look like. This study serves to highlight the challenges for schools to provide support for teachers wanting to take responsibility for their own professional learning. In the absence of any formalised leadership professional learning about mentoring for curriculum leaders, this study proved to be a useful study to demonstrate the potential of the QLC approach to support curriculum leaders in their understandings and practice of mentoring. The key findings of this study validate the need for further research on what is needed for effective mentoring to be an integral part of every school.
4

Santos, Rosangela de Souza. "Rádio comunitária: um canal de expressão e participação do povo." Universidade Federal da Paraí­ba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4893.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Made available in DSpace on 2015-05-07T15:09:50Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1322835 bytes, checksum: 5e2693c69b1117a33d0d8d59530310ba (MD5) Previous issue date: 2010-12-01
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Community communicative practice of broadcasting comes from Europe and it is a growing movement in South America, specially in our country. Comunnity radios are a major impact kind of media when it comes to segmented groups in terms of media coverage, covering, specially community subjects, of marginalized groups, of social segmented groups not attented by the called conventional media type. In this work, a community radio bibliographic research was developed, and it has as its main objective to watch its origin, as well as its history, concerning legislation and its social and educational role, besides the current situation of these media stations, that have enabled popular participation. Are also analyzed in this work some radio practices in several brasilian regions. We present a board of the evolution of these practices in Brazil and in the world, its several names since its beggining, the freedom of expression guarantee subject and the Fala Garotada Project s experience. Finally, we point to the contribution that community radios can give to the environmental issue.
A prática comunicativa de radiodifusão comunitária surgiu na Europa e se constituiu um crescente movimento na América do Sul, sobretudo, em nosso país. As rádios comunitárias são hoje um tipo de mídia de grande representação em grupos mais segmentados em termos de abrangência midiática, atuando, principalmente, enfocando assuntos das comunidades, dos grupos marginalizados, dos grupamentos e segmentos sociais não contemplados pelas mídias tidas como convencionais. Nesse estudo, é feito um levantamento bibliográfico sobre as rádios comunitárias e tem como objetivo observar sua origem, trajetória, legislação que a cerca, papel sócio-educativo, além da atual situação dessas emissoras que têm possibilitado cada vez mais um espaço de atuação e participação popular. Também são abordadas nesse trabalho, algumas práticas das rádios em várias regiões brasileiras. Apresentamos um panorama de sua evolução no Brasil e no mundo, os vários nomes que estas adquiriram desde o seu surgimento, a questão da garantia da liberdade de expressão, a experiência do Projeto Fala Garotada. E, finalmente, apontamos a contribuição que as rádios comunitárias podem dar à questão ambiental.
5

Delgado, Arce Bianca Marisa, and Lopez Hilary Michelle García. "Percepciones de directores de II.EE públicas de Lima Metropolitana sobre la gestión del riesgo ante desastres naturales o pandemias." Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/657013.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Durante el 2020, se vivió una crisis sanitaria atendida desde diversos frentes. En ese escenario, el rol de las escuelas fue fundamental y principalmente el de los directores por su impacto en la comunidad educativa. La presente investigación busca conocer sus perspectivas porque, según Uribe (2007), ellos son fundamentales para la comunicación y participación de la comunidad. Barragán (2014) señala también que la participación de los directivos construye una cultura preventiva. Por ende, el objetivo de esta investigación es conocer sus percepciones acerca de la gestión del riesgo en espacios educativos. Para esto, se realizó un estudio cualitativo, a partir de cinco entrevistas semiestructuradas realizadas a directivos de escuelas públicas. Los resultados nos señalan que la definición de la GR no es homogénea. Asimismo, se identificó que la gestión del riesgo fue altamente influenciada por las necesidades emocionales de la comunidad. También se identificó que como directivos su desafío fue el encontrar herramientas para motivar, lo cual se conecta con declaraciones en las que comentan que las necesidades no se limitaban a los aspectos materiales y que demanda en el rol del directivo abordar las relaciones interpersonales. Considerando los resultados, es fundamental, pensar en que la gestión del riesgo de los directivos necesita una visión integral y no solo enfocada en la determinación de acciones concretas asociadas a la gestión de elementos materiales.
All throughout 2020, the entire world experienced a sanitary crisis, which was controlled through different tactics. In this scenario, we can highlight the work of schools, primarily of the headmasters because of their direct impact in the guidance of teachers, families and students. This research is focused on getting to know their different perspectives because as Uribe states (2007), they are who activate the communication system and who promote an active role in the community. Barragán (2014) highlights that the participation of the headmaster allows us to build a preventive culture. Taking the previous points into consideration, the objective of this research is to know their point of view regarding risk management (RM) inside schools. This is why we worked on a qualitative study which started by interviewing 5 public school directors. The results show us that the definition of risk management is heterogeneous. Likewise, it was identified that RM was highly influenced by societal emotional needs. It was also let to know that as directives their challenge was to find tools that helped the community get motivated, which is connected with declarations that state that the necessities were not limited to material aspects and that it is demanded from the headmaster to address interpersonal relationships. Considering the results, it is fundamental to think that the director’s risk management needs a comprehensive vision that is not only focused on the determination of specific actions associated with the management of materialistic elements.
Tess
6

RUDELLI, LUCIA. "Valutare e promuovere la professionalità docente. Esperienze internazionali e opportunità per l'Italia." Doctoral thesis, Università Cattolica del Sacro Cuore, 2012. http://hdl.handle.net/10280/1374.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
La valutazione dei docenti occupa un ruolo centrale nelle agende politiche dei governi; l’Italia ha avviato una riflessione in questa direzione ma ad oggi gli insegnanti non sono valutati. La ricerca analizza la relazione tra l’introduzione di un sistema di valutazione degli insegnanti e la promozione di comunità professionali nelle scuole; la valutazione dei docenti è considerata strumento utile allo sviluppo di una scuola come comunità professionale. Lo studio dei sistemi di valutazione degli insegnanti, pur non prescindendo da un’analisi economica, deve essere accompagnato da una visione pedagogica sulla scuola e sulla funzione docente, intendendosi sugli elementi che le fondano; la prospettiva di lavoro reputa la professionalità un prisma complesso costituito da dimensioni personali, organizzative e comunitarie. È stata indagata una realtà statunitense innovativa e sistematica per il modello impiegato per valutare gli insegnanti: Denver Professional Compensation System for Teachers, così da offrire spunti di riflessione anche per l’Italia. Dall’analisi sono emersi gli snodi e le opportunità della valutazione della professionalità docente: i vantaggi di una valutazione a servizio della pratica professionale, che prevede interventi alla carriera, alle retribuzioni, che integra forme e modalità differenti di valutare la professionalità e che è collegata al decision making.
The assessment of teachers plays a central role in the political agendas of governments; in Italy there is a discussion on this direction but at the moment teachers are not evaluated. The research examines the relationship between the introduction of a teachers’ evaluation system and the promotion of professional communities in schools; teachers’ evaluation is considered useful for the development of a school as a professional community. The study of teachers’ evaluation systems, while not disregarding economic analysis, must be associated by a pedagogical vision on the school and the teaching function, considering their founding elements; the prospect of the work accounts teaching professionalism as a complex prism of personal, organizational and community dimensions. It is investigated an innovative and systematic model used to evaluate teachers in the USA: Denver Professional Compensation System for Teachers, in order to offer food for thought even for Italy. The analysis highlighted the opportunities of the teachers’ evaluation system: the benefits of an evaluation in the service of professional practice, which provides assistance to career and to salary, which integrates different ways to assess the professionalism, and which is connected to decision making.
7

Roudebush, Deborah May. "An ethnography of community leadership through community-based community education." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/425454.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
The purposes of the study were: 1) To describe important characteristics of an ongoing, viable "community-based" community education project, 2) to determine whether the critical-principles postulated at the beginning of the study would be illustrated by considering a community-based community education project in one community, and 3) to describe the leadership behaviors utilized in a successful community-based community education project, and 4) to generate hypotheses for future research studies in community education.The data were collected and analyzed using a modified version of Spradley's Developmental Research Sequence Writing methodology, including interviewing participant observation, supplemented with document analysis and surveys.Eight of nine postulated critical principles were present in the organization studied. A partial listing of proposed hypotheses follows:1. The general principles, values, and leadership actions outlined in the agency summary can be successfully transplanted to another community.2. The director of a successful community-based community education agency must be good at controlling the flow of information, adept at negotiating, and politically persuasive.3. A tax levy is a sound, stable means for providing primary local financial support.4. The non-profit corporation is an effective structure capable of building on the resources of the major political bodies (the city council, the public school board, and the township trustees) while maintaining integrity in decision making and service provision.5. The political bodies, the people of the community, and the businesses and community organizations must all be represented in the governing body of a commuity-based community education organization.6. Detailed procedures and policies play a critical role in bridging the transition period when a new director is hired.
8

Stobie, Paula Anna. "Community education on stroke." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/stobie/StobieP1209.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Garcia, Juan R., and Thomas Gelsinon. "Community, Identity and Education." Mexican American Studies & Research Center, The University of Arizona (Tucson, AZ), 1992. http://hdl.handle.net/10150/624815.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Benin, Jamal. "PAN-AFRICAN STUDIES COMMUNITY EDUCATION PROGRAM: THE INSTITUTIONALIZATION OF A COMMUNITY EDUCATION PROGRAM." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216537.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
Urban Education
Ph.D.
ABSTRACT This is a case study of how a community education program became institutionalized at Temple University. The Pan-African Studies Community Education Program (PASCEP) has been located at Temple since 1979. The research illuminates the events that led to PASCEP coming onto Temple University's campus. The main research question was: "Why and how did Pan-African Studies Community Education Program develop from a Community Education Program in North Central Philadelphia to a Temple University campus-based program, and what were the important factors contributing to its development and institutionalization within Temple University?" The research used a qualitative case study method. Data were collected from archival repositories at Temple University and the City of Philadelphia as well as from original documents provided by the Community Education Program and participants in the study. Documents included newspaper articles, letters, reports, and organizational histories as well as transcripts from thirty semi-structured participant interviews. Semi-structured interviews were held with 30 participants who were involved or familiar with the movement and the university between 1975 and 1979. The research indicates that the Community Education Program acted as a local movement center connected with the Civil rights movement. I employed Social Movement theories and Aldon Morris's Indigenous perspective to examine the trajectory of the Community Education Program from the neighborhood to the University. Much of the organizing, mobilizing, and planning done by the members in the Community Education Program/local movement center was managed by Black women. Therefore, the research employed Belinda Robnett's perspective on Bridge Leaders and Toni King and Alease Ferguson's standpoint on Black Womanist Professional Leadership Development to illuminate the leadership styles of the Black women in the local movement center, and their relationships with Temple University faculty and administrators, as well. Results from the inquiry demonstrate that community activism constituted social movement collective action behavior as the Community Education Program and its supporters became an effective local movement center. The study indicates that leadership, political opportunity, resource mobilization, and participation during the tenure in the Program in the community as well as after the introduction of the Community Education Program to the University were indispensable factors in the institutionalization of the Community Education Program.
Temple University--Theses
More sources

Books on the topic "Educative community":

1

Takada, Kazuhiro. Kyōiku komyuniti no sōzō: Arata na kyōiku bunka to gakkōzukuri no tame ni = Creation of educative communities. 8th ed. Tōkyō: Meiji Tosho, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dixon-Román, Ezekiel. Thinking comprehensively about education: Spaces of educative possibility and their implications for public policy. New York, NY: Routledge, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Dixon-Román, Ezekiel. Thinking comprehensively about education: Spaces of educative possibility and their implications for public policy. New York, NY: Routledge, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

McNamee, Peter. Community education and community division. Belfast: Ulster People's College, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Johnson, R. B. Community education and community participation. [Coventry]: typescript, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Groff, Summer. Community education internship. Bellingham, WA: Huxley College of Environmental Studies, Western Washington University, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pandya, Rameshwari. Community health education. Jaipur: Rawat Publications, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Webster, Ken. Reach your community: Marketing community education. Oxford: CESDU, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Thanh, Vy. KYTB: Lò đào tạo cán bộ sách động của Quốc tế Cộng sản. Seal Beach, California: Tủ sách Sự-Thật Thật, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Perth & Kinross Council. Education Department. Community education within the education department. Perth: Perth & Kinross Council, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Educative community":

1

Emmett, Sue, Cheryl Glowrey, and Nicholas Johnson. "Transforming Futures for Koorie Pre-schoolers in Gippsland Through Community-Educative Partnerships." In Educational Researchers and the Regional University, 117–33. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6378-8_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ayling, Debra. "Measured Reflection to Assist in Dealing with Conflict: Can an Educative Approach Improve Reflection and Cultivate a Healthier Classroom Community?" In Reimagining Christian Education, 175–96. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0851-2_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gilbert, Rob. "EDUCATING WORLD CITIZENS: A CURRICULUM FOR CITIZENSHIP EDUCATION." In Towards a Global Community, 199–207. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4338-4_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Jasinski, Igor. "Community." In SpringerBriefs in Education, 45–54. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02333-1_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Fitzsimons, Camilla. "Critical Education and Community Education." In Community Education and Neoliberalism, 103–30. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45937-0_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Knight, Jennie S. "Community-Engaged Education." In Engaged Teaching in Theology and Religion, 151–64. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137445650_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Yost, Kyle. "Community Outreach – Education." In Common Pediatric Knee Injuries, 291–94. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55870-3_32.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tones, Keith, Sylvia Tilford, and Yvonne Keeley Robinson. "Community Organization and Strategic Integration: Promoting Community Health." In Health Education, 235–76. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3230-3_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hannan-Anderson, Carolyn, Kevin Tayler, Fred Rosensweig, and Gus Liebenow. "10. Education and Training." In Community Water Development, 216–37. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1989. http://dx.doi.org/10.3362/9781780444673.010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

English, Leona M., and Catherine J. Irving. "Arts and Adult Education." In Feminism in Community, 43–55. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-202-8_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Educative community":

1

Rivera, Adexe, Santiago Candela, and Carmelo R. Garcia. "WikiDIS: A case of collaborative content management system for educative community." In 2010 IEEE Education Engineering 2010 - The Future of Global Learning Engineering Education (EDUCON 2010). IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492523.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Yahuarcani, Isaac Ocampo, Mario Meza Hidalgo, Florencio Flores Ccanto, Alejandro Reategui Pezo, Carlos Alberto Garcia Cortegano, Marco Antonio Paredes Riveros, Kay Dennise Jeri Lagos, et al. "Effects of the use of the BAKE mobile application as an Educative instrument for teaching content for preschool education to Shipibo people in the community of Cantagallo, Lima, Peru." In 2020 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2020. http://dx.doi.org/10.1109/edunine48860.2020.9149521.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Falaschi, Elena. "The HTR Model for Well-Being in Educating Community." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12968.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
With the aim of enhancing human capital by bringing out talents, this paper offers a theoretical model for innovating teaching/learning methodological approaches. The Humor Talent Resilience (HTR) Model for Well-Being in Educating Community recognizes Humor as a pedagogical device that jointly feeds both Talent and Resilience. This nourishment triggers a dynamic process between Talent and Resilience of reciprocal and constant interdependence, while developing a mutual positive contamination in continuous evolution. This process is itself a “generator of Well-Being” but it will be able to fully convey its educational effectiveness only if it is supported by an Educating Community. While aknowledging the enhancement of all human potentials, including the high or very high potentials, the pedagogy of Well-Being must assume the educational responsibility of offering teaching/learning contexts that allow all students to reach their highest level of development. Three open reflections are presented: the concepts of justice and equity of educational policies and practices aimed at respecting and enhancing all human potentials; the virtual educating (or dis-educating) community; the need for specific training for teachers and more opportunities for international discussion in the field of gifted and talented education.
4

Currie, Jacqueline Waldine. "Abstract C96: Community education; community advocacy." In Abstracts: Eighth AACR Conference on The Science of Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; November 13-16, 2015; Atlanta, Georgia. American Association for Cancer Research, 2016. http://dx.doi.org/10.1158/1538-7755.disp15-c96.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Zainab, Nurul. "Islamic Education for Deaf Students in Special Education School in Madura." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.123.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Berchak, Mary J. "Motorsports Education and the Education Community." In Motorsports Engineering Conference & Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1996. http://dx.doi.org/10.4271/962495.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Foley, James, and Jenny Preece. "CHI education community SIG." In CHI '06 extended abstracts. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1125451.1125546.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Solihat, Tita, Hunainah, Anis Fauzi, and Naf’an Tarihoran. "Relationship Between Spiritual Education and Social Education With the Development of the Superior Personality of Students." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.161.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lv, Yang. "On Construction of Lifelong Education Community from the Perspective of Community Education." In Proceedings of the 2018 8th International Conference on Education and Management (ICEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icem-18.2019.84.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Pavkov, Thomas, and Charles Winer. "The Development of Consumer-Driven Human Services Information Technology Initiatives: The Lake County Indiana Experience." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2366.

Full text
APA, Harvard, Vancouver, ISO, and other styles
Abstract:
The Family Access Project will deploy innovative community empowerment, education, consensus building, and information system development strategies to strengthen community, ensure the efficient and effective delivery of needed services, and address the unique needs of families requiring public assistance from a host of public and private agencies in Lake County. The goal of the project is to enhance community life through improved care coordination by linking new technologies to the human service delivery process. Upon completion, the project will assist in the enhancement of community-based services through the development of rules of data transaction and data standards and the deployment of a secure messaging/document exchange network. By putting technology in the hands of consumers we also hope to impact the economic development and workforce readiness goals set forth in our community's welfare to work programs. These innovations will require educational innovations in order to facilitate the use of technology by both provider and consumer end-users. Proposed innovations include tutorials related to data standards development, peer train-the-trainer training in the development and use of technology to support service system reforms; and ongoing support through a technical assistance clearinghouse and help desk.

Reports on the topic "Educative community":

1

Bergen McMurray, Bergen McMurray. HiveBio Community Lab - Education, Resources, Community. Experiment, December 2013. http://dx.doi.org/10.18258/1691.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

McKay, Timothy. Creating a Learning Higher Education Community. Ithaka S+R, September 2016. http://dx.doi.org/10.18665/sr.283888.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zapata Hernández, Vicente M. Inclusive education with a community-based approach. OBITen Observatorio de la inmigración de Tenerife, 2019. http://dx.doi.org/10.25145/r.obitfact.2019.07.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fox, C., and N. Martin. Minnesota AGRI-Power Project. Task V - community education. Community education. Quarterly report, July 1, 1997--September 30, 1997. Office of Scientific and Technical Information (OSTI), October 1997. http://dx.doi.org/10.2172/617616.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mead, Nancy R., Elizabeth K. Hawthorne, and Mark Ardis. Software Assurance Curriculum Project Volume 4: Community College Education. Fort Belvoir, VA: Defense Technical Information Center, September 2011. http://dx.doi.org/10.21236/ada610465.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cragg, Stephan. International Education in the Public Community Colleges of Oregon and Washington. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1289.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Palmer, Ryan. Exploring Online Community Among Rural Medical Education Students: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.990.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jackson, Dale O. Strengthening United States National Security Through Education in the African American Community. Fort Belvoir, VA: Defense Technical Information Center, April 1993. http://dx.doi.org/10.21236/ada278361.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Diop, Nafissatou, Modou Faye, Amadou Moreau, Jacqueline Cabral, Helene Benga, Fatou Cisse, Babacar Mane, Inge Baumgarten, and Molly Melching. The Tostan program: Evaluation of a community based education program in Senegal. Population Council, 2004. http://dx.doi.org/10.31899/rh2.1002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Stevens, Ann Huff, Michal Kurlaender, and Michel Grosz. Career Technical Education and Labor Market Outcomes: Evidence from California Community Colleges. Cambridge, MA: National Bureau of Economic Research, April 2015. http://dx.doi.org/10.3386/w21137.

Full text
APA, Harvard, Vancouver, ISO, and other styles

To the bibliography