Dissertations / Theses: 'The Community, a Free School'

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Watkins, Mildred. "The convergence of autonomy and heteronomy in teacher professional communities." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/m_watkins_041808.pdf.

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Southerland, Jodi L., Taylor M. Dula, W. T. Dalton, Karen E. Schetzina, and Deborah L. Slawson. "The National School Lunch Program in Rural Appalachian Tennessee – or Why Implementation of the Healthy, Hunger Free Kids Act of 2010 was Met with Challenges: A Brief Report." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5115.

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Purpose: The purpose of this study was to investigate challenges faced by high schools in rural Appalachia in implementing the Healthy, Hunger Free Kids Act of 2010 (HHFKA). Methodology: We used qualitative, secondary analysis to analyze a collection of thirteen focus groups and 22 interviews conducted in 2013-14 among parents, teachers, and high school students in six counties in rural Appalachian Tennessee (n=98). Results: Five basic themes were identified during the thematic analysis: poor food quality prior to implementation of the HHFKA school nutrition reforms; students’ preference for low-nutrient energy-dense foods; low acceptance of healthier options after implementation of the HHFKA school nutrition reforms; HHFKA school nutrition reforms not tailored to unique needs of under-resourced communities; and students opting out of the National School Lunch Program after implementation of the HHFKA school nutrition reforms. Rural communities face multiple and intersecting challenges in implementing the HHFKA school nutrition reforms. Conclusion: As a result, schools in rural Appalachia may be less likely to derive benefits from these reforms. The ability of rural schools to take advantage of school nutrition reforms to improve student health may depend largely on factors unique to each community or school.

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Fokane, Molete Edwin. "An assessment of Rosendal-Mautse participation in the IDP process of Dihlabeng Municipality." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/1487.

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McGowan, Kathleen Grace. "Free art, free love, free money: a Free @rt school communique." Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/551.

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Silva, Luis Ernesto. "Community School." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33765.

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"School began with a man under a tree, who did not know he was a teacher, discussing his realization with a few, who did not know they were students. The students aspired that their sons also listen to such a man. Spaces were erected and the first school became. It can also be said that the existence-will of school was there even before the circumstances of the man under the tree" Louis Kahn
Master of Architecture

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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.

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Cheung, 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.

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Law, Kwai-sun Jeffrey, and 羅貴申. "School community in new town housing estate : integrating the public school into the community." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hdl.handle.net/10722/209583.

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Law, Kwai-sun Jeffrey. "School community in new town housing estate : integrating the public school into the community /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948970.

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Fernandez-Mateo, Maria-Isabel 1974. "How free are free agents? : the relational structure of high-end contract work." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17800.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2004.
Includes bibliographical references (p. 185-193).
This dissertation evaluates the extent to which temporary work enables or constrains workers' careers, by moving beyond a polarized image of contingent employment as "free agency" versus "exploitation." I argue that, in order to comprehend this phenomenon, we need to acknowledge and understand the triadic structure of contingent labor markets, in which transactions between workers and firms are mediated by intermediary organizations. The thesis shows that the triadic system of relationships in which intermediaries are embedded contributes to shape market processes, by significantly influencing prices, wages and other individual career outcomes. I combine in-depth statistical analyses of a unique dataset of job histories and client data from a specialized staffing firm with interviews among high-skill contractors in the creative information technology sector (web designers, programmers, etc.). The dissertation is organized into three papers that provide distinct insights on different aspects of the triadic labor market context, yet all of them focus on the relational processes that underlie this phenomenon. The first paper shows that the nature of the staffing agency's inter-organizational relationships with clients has significant consequences for price and wage determination. The second paper focuses on the relationships between the staffing agency and its contractors, by showing the existence of tenure premiums in this agency and explaining its causes. Finally, the last paper presents a qualitative study of how workers perceive and experience triadic employment relationships. This dissertation's findings contribute to the literature on contingent employment by providing a nuanced picture of this phenomenon, as well as by showing that
(cont.) intermediaries are not simply neutral devices that companies use to increase flexibility. In fact, the triadic configuration of externalized labor markets is highly organized and socially structured. My results also contribute to the literature on market mediation, by analyzing brokerage beyond the broker itself and studying its consequences on third parties. They also help open the "black box" of brokerage organizations, uncovering the specific ways in which these affect market outcomes. Finally, these findings contribute to a nascent stream of research in Economic Sociology that analyzes the effects of inter-organizational ties and networks on price determination.
by Maria-Isabel Fernandez-Mateo.
Ph.D.

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Holmes, Marilyn. "Community Engagement: Home School Partnership." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198.

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Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school.

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Rodríguez, Gina Elizabeth DeShera. "Community collaboration in school improvement /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.

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Carter, Katherine Mildred. "Community Organizing and School Transformation." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013350.

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Across the country, community organizing has emerged as a strategy for engaging low-incoming communities and communities of color in school transformation. There is increasing recognition that this approach can be used to develop relationships, leadership, and political power to support systemic and long-lasting educational change. Oakland has a rich history of community-driven school reform. In the early 2000s, the mobilization of thousands of families across the city led to the passage of a new small autonomous school policy and the creation of over 30 new district schools through community-based design teams. However, since 2007, no new district schools have been authorized. Like many other urban districts, the charter sector has expanded, enrollment has declined, and the school district has turned to closing and consolidating schools, rather than opening new ones. This strategic leadership project sought to combine community organizing and design thinking frameworks to develop institutional and community support for a new dual language middle school as part of a PK-12 multilingual pathway of schools in the Oakland Unified School District. Throughout the capstone, I use Mark Moore’s strategic triangle framework (public value, operational capacity, and institutional support) to organize my research and analysis of this strategic project. I describe my leadership of the design team and some of the complexities that arose in our authorizing environment when we attempted to develop the new school through an existing district transformation process. The analysis includes implications for both new school design and school transformation work, and includes recommendations for how Oakland and other districts can more effectively facilitate communities to take leadership in school transformation.

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O'Sullivan, Casey. "Character education and school leadership: building a school community." Thesis, Boston University, 2004. https://hdl.handle.net/2144/27734.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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Thabe, Maesala. "The development of supportive school community plans by community volunteers." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52973.

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The purpose of this study was to gain insight into how community volunteers, in collaboration with teachers and the community, developed and implemented supportive school-community plans. The study forms part of the broader SHEBA (Supporting Home Environments in Beating Adversity) project (Ferreira & Ebersöhn, 2011-2013), which investigated the way in which community volunteers applied the asset-based approach in supporting vulnerable communities, by utilising school-based partnerships. I followed a Participatory Reflection and Action (PRA) methodological approach, relied on interpretivism as meta-theory and implemented a case study research design, as this allowed me to focus on a selected issue of a broader phenomenon. In selecting the case and participants I combined convenience and purposive sampling. Thirty eight community volunteers participated, who have been involved in the broader SHEBA project and have been supporting schools in high-risk communities in the Eastern Cape province, South Africa. For data generation and documentation I relied on PRA-based workshops, observation, field notes, and visual and audio-visual techniques. I analysed and interpreted the data by means of inductive thematic analysis. Four themes (with relevant sub-themes) emerged. The first theme relates to the roles of volunteers in school-community partnerships, indicating that community volunteers fulfilled four roles in the school-community. The second theme represents relevant partners in the school-community partnerships that were established. The third theme concerns the implementation phases of supportive school-community plans. The last theme relates to the challenges experienced by participants in school-community partnerships. Based on the findings of this study, I posit that community volunteers possess the necessary skills to formulate and develop supportive school-community plans that can address the needs of schools, families and the community at large. Volunteers are able to identify, mobilise and manage existing assets and can become resources to the school-communities they serve. This study therefore indicates the ability of volunteers to collaboratively construct knowledge, and provide direction to supportive school-community projects they initiate in collaboration with other stakeholders, in order to support those in need of help. In this way, community volunteers can support teachers, learners and the community in addressing challenges and pursuing positive change.
Dissertation (MEd)--University of Pretoria, 2015.
Educational Psychology
MEd

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Darke, Stella Felicity. "School and community : a communitarian perspective." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393319.

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Sugati, Alsaleh. "Finding Intersection Between School and Community." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/86828.

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This thesis seeks to create an architectural response for learning spaces that gathers community. A school and community center are explored through the interaction at public and private zones, and day and night operation. The thesis develops a propositional response to the dualities through material, light, and scale. A particular focus within the study of light is the effort to minimize solar gains while improving daylight and view to the outside that is challenging in hot climates, such as in Jeddah, Saudi Arabia.
Master of Architecture
This thesis seeks to create an architectural response for learning spaces that gathers community. A school and community center are explored through the interaction at public and private zones, and day and night operation. The thesis develops a propositional response to the dualities through material, light, and scale. A particular focus within the study of light is the effort to minimize solar gains while improving daylight and view to the outside that is challenging in hot climates, such as in Jeddah, Saudi Arabia.

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Shauri, Janet Wangeci. "School-community relations : a case study." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/11032.

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Bibliography: leaves 76-79.
Insecurity in South African schools has reached great levels. To curb this problem, the National Director of Education through a new policy statement appealed for community participation in schools. This case study investigates the feasibility of this call by examining the features of school-community relations in a case study of a school.

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Park, Jong Pil. "Creating an autonomous school community : school-based management in Korea /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Ducote, Jon A. "Associations of 100% Tobacco Free School Policy Components and Enforcement Practices of Georgia School Stakeholders: An Analysis of Stakeholder Data from Georgia 100% Tobacco Free School Evaluation." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/iph_theses/213.

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Background: Tobacco use is a major public health problem associated with a host of preventable morbidities and premature mortality. It is a behavior that most often is initiated during adolescence; therefore schools are an ideal setting for intervention. Policy interventions have the greatest impacts on changing behaviors on a population scale. Comprehensive tobacco-free school (TFS) model polices can be replicated and applied throughout the State of Georgia to help prevent youth from initiating smoking and support their attempts to quit. Engaging stakeholders is necessary in order to ensure proper implementation and enforcement of these policies. Creating healthier school environments that support a 100% TFS policy will continue to demonstrate health improvements resulting from Public Health interventions. The following study assesses associations of key stakeholders in Georgia school districts responsible for overseeing their tobacco-free school policies with the implementation and enforcement of evidence-based components of a comprehensive tobacco-free school policy. Methods: Developed in collaboration with the Tobacco Use Prevention Program of the State of Georgia (GTUPP), a cross-sectional survey design was used to conduct this study. The survey instrument (based on a previously used survey) consists of 49 items related to 100% tobacco-free school policy adoption and enforcement for students, staff, and visitors. The survey was electronically administered to 3,000 school stakeholders (principals, administrators, school board members). Chi-square tests examined association among those stakeholders in charge of policy enforcement and the various components of Georgia’s model comprehensive TFS policy. A p-value of <0.05 and 95% confidence intervals were used to determine statistical significance of analytic tests. Results: 328 stakeholders who were invited to participate completed surveys. This represents a response rate of 10.9%. Of the 328 total stakeholders, 315 actually had a TFS policy in place within the surveyed school district and only thirteen respondents replied from schools that did not have any policy in place. Therefore, those surveys completed by non-adopting school officials were not included in the associative analyses for this study. Results indicated that assistant principals who carried the charge of TFS enforcement had the greatest compliance with model policy enforcement (92.9%) regarding posting signage, although the majority of respondents indicated that there was no single stakeholder identified as the policy ‘champion’ (n=65, 40.8%). In schools where ‘other stakeholders’ were identified as being in charge of enforcement of TFS policies—respondents indicated 100% compliance with posting of signage at school. However, these results were not found to be statistically significant [χ=.844(3), p>0.05]. In terms of mass media messaging, while assistant principals and other stakeholders less frequently were champions of TFS policy messaging, they had the highest reports of sharing information about mass media messaging and community-based tobacco prevention efforts (71.4% and 82.6%, respectively). In comparison, among respondents who identified as principals or as another type of stakeholder, reports of sharing information were remarkably lower (55%), although this association was not found to be statistically significant. One point to consider is that all respondents of the survey may or may not have been the actual stakeholder targeted for that school district, but rather a possible representative completing the survey in lieu of the stakeholder. Conclusions: Study results can help the State of Georgia enhance resource allocation of tobacco prevention funds so that districts with the greatest health threats/greatest opportunities to improve can be targeted. Findings suggest that perhaps assistant principals or other stakeholders who champion the implementation and enforcement of policies may be more compliant with all elements of the Georgia model policy. The analysis conducted for this thesis and the results provided show the need for further in-depth research that examines the roles key stakeholders play in TFS policy adoption, implementation and enforcement.

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Edwards, David Michael. "Congregating public facility investment of sustainable community: the school-centered community approach." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37290.

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Land development patterns have long been a reflection of not only consumer preferences but of public policy. To the extent that such policy has supported scattered, low-density and automobile-dependent development patterns, it has been found to be deficient. It is not only the private land developers who have created sprawl. Government agencies at all levels have also contributed to the problem in the ways they invest in public infrastructure devoid of a coordinated strategy. Schools, public recreational facilities, and branch libraries often are isolated from one another. Two case studies were used to demonstrate the manner in which planned, congregated public facilities came first and succeeded in providing the impetus to sustainable private sector response loosely following a master plan. The first case study examines the urban neighborhood of City Heights in San Diego, California, where a blighted, crime-ridden neighborhood was redeveloped with the construction of several public assets, all within a small, nine-block area. The result was the participation of the private sector in this neighborhood where ten years prior, there was private sector abandonment. The second case study examines the Town Center project located in Suwanee, Georgia. In this example, a city municipality took the helm as master developer, initiated 'place' in the form of an urban-style park, and thereby created the impetus for the subsequent investment by the private sector.

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Stone, Kathleen. "Exploring Online Community College Course Completion and a Sense of School Community." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1288.

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Researchers have found low online course completion rates to be a complex problem in higher education. Meanwhile, theory on adult learners' online persistence highlights the importance of a sense of school community. At the small, rural focus community college (FCC) for this study, general education online course completion rates are lower than the national average. FCC has not addressed the low online course completion rates. Using Rovais' composite persistence model as the conceptual framework, this instrumental case study examined how students' experiences and perceptions of a sense of school community contribute to their ability to complete online general education courses. Semistructured interview data were gathered with a purposeful, criterion-based, sample of 9 adult online students taking online general education courses. The inductive data analysis utilized case and cross-case analysis, marking, cutting, and sorting of text until 4 themes emerged: interaction, sense of belonging, support, and educational values. The results led to a white paper recommending an orientation and community space, asynchronous video technology, and an online curriculum instructional designer. This study contributes to positive social change by providing FCC with program and policy change recommendations that support the colleges' goals of increasing access and success. Increased educational access and success for the local adult population creates informed citizens, contributes to economic growth, and provides a higher quality of life for the community.

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Aman, Aixle D. "Transformative Community School Practices and Impacts| A Tale of Two Community Schools." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606848.

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Students are coming to school with myriad issues that teachers and schools cannot address alone. ecological systems theory posits that the environments with which a child comes into contact, either directly or indirectly, can impact her or his development (Bronfenbrenner, 1979). With the support of community partner organizations in the local community, community schools can effectively respond to students’ needs and help them navigate the interconnected web of environments. Through interviews, focus groups, and a document review, this cross-site case study explored the practices that are employed by community school leaders (school staff and employees of community partner organizations) at two pilot high schools in the Los Angeles Unified School District (LAUSD), to implement six guiding principles of community schools.

The study also captured impacts of these practices through participants’ perceptions, documents, and the application of transformative leadership theory. The findings revealed that the pilot school model is a natural avenue for the community schools strategy, and that intentional practices and a shared vision by all stakeholders can result in transformative impacts on students and the school as a whole. District and school leaders could consider developing processes and systems for implementing a community schools strategy district-wide by providing funding for community school coordinators for school sites, working with school leaders to develop their shared decision-making skills, and leveraging the assets and resources of community partners.

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Foster, Joseph B. "School consolidation and community cohesion in one rural Kansas community: Mount Hope." Kansas State University, 2015. http://hdl.handle.net/2097/19152.

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Master of Regional and Community Planning
Landscape Architecture/Regional and Community Planning
Katherine Nesse
Rural communities continue to consolidate and close schools across the country at an alarming rate. Debates surrounding school district consolidation have been known to cause deep tension throughout many communities. It is widely held that, schools in rural areas not only provide education, but create jobs, provide entertainment, and bolster social relationships within a region. Social relationships are necessary for the health and cohesiveness of any community. This in-depth case study of the rural community of Mount Hope identifies the change in cohesion over time. This research shows that there is a relationship between the closing and opening of the school and levels of community cohesion amongst some, but not all, of the groups. The key findings are that a range of social activities not directly related to the school have been affected by the closure. Personal interviews were conducted with local officials, school employees, group leaders, parents, and community members of Mount Hope. This study is relevant to planners, school administrators, and educators alike, as local communities across the state debate the value of district consolidation. The findings are beneficial to communities and school districts to help determine what is best for a community when considering school consolidation or closure.

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Ramey, Rachel A. "Designing School Community: Changing Inner-City Middle School Culture Through Interiors." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5474.

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While the knowledge of disrepair in inner-city schools is fairly common, the impact that school facilities are having on students and faculty is not as widely known. More recently, the closing of inner city schools has greatly increased across the United States; Reduction in public school enrollment from 2006-2013: Detroit -63%, Cleveland -32%, Indianapolis -27%, D.C. -23%, L.A. -23%,etc. (Journey For Justice Alliance,2014). Due to budget cuts, threat of school closings from poor facility conditions, large class size, and pressure to raise test scores, inner city schools struggle to keep teachers (Journey For Justice Alliance,2014). Poor teacher retention along with a lack in care for educational facilities has created a toxic environment for inner-city students. Although there are many reasons that inner-city schools suffer, negativity within school culture seems to be a common denominator within many of these problems. With larger population percentages of minority, economically disadvantaged and disabled students, difficulties arise in communicating student-to-student and teacher-to-student (Bellwether Education Partner, 2016). The question becomes, how does one design a space to provide comfort, safety and communication in order to foster healthy relationships? This research will inform the design of a middle school that focuses on community and communication. The goal will be to design a school where flexibility and team work is made easier through furniture and layout solutions in order to foster growth and respect for students and teachers.

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Suzzan, Sheri Lustig. "School Leaders' Use of Twitter to to Engage the School Community." Thesis, Hofstra University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600307.

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Social media and the ways in which educational leaders choose to utilize it their schools is at the forefront of professional development throughout numerous districts across Long Island and nationwide. While many districts have incorporated various models of social media such as Facebook, Twitter, and Instagram into their standard communication practice, many more are hesitant to venture into this type of contact with the school community for a variety of reasons. Historically, school leaders relied on letters to parents sent home either by US mail or in their child’s backpacks to convey times and locations of meetings and to send important messages (including, but not limited to school practice and policies and dates for upcoming events). In the past ten years, school leaders have begun using websites and email to send important messages out to the school community. This study involved an in-depth examination of the literature surrounding the importance of the home-school connection and how school leaders are using the social media platform of Twitter in an effort to strengthen this relationship. Further discussion included how the ideals of branding a business are beginning to emerge in the school setting in order for the leader to have the ability to tell their own school’s story rather then having others tell it for them. Three school leaders currently engaged in the daily use of Twitter were interviewed, as well parents and teachers in the school community. Pertinent documents were reviewed, including school district policy on the use of social media and an analysis of the “tweets” sent out by the school leader. The findings of this study revealed how school leaders use Twitter to engage the school community and “brand” their school by having the ability to control the information that is shared with the public

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Lam, Yat-chi Alin, and 林逸孜. "An urban cell church: Kornhill Community Church, Evangelical Free Church of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31983959.

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Sweeting, Jane Elizabeth. "The gender implications of the European Community Free Movement of Persons provisions." Thesis, University of Plymouth, 1998. http://hdl.handle.net/10026.1/703.

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This thesis was carried out as part of a wider comparative study that was funded by the University of Plymouth and the Equal Opportunities Unit of the European Commission. Researchers from Great Britain, Greece, Ireland, Portugal and Sweden participated in this study. This thesis is based on the research that was carried out in London for which the author was solely responsible. The impetus for this research was to explore the implications for women of a largely unexplored aspect of European Community (EC) legislation. A lot of attention has focused on EC equal opportunities legislation but very little has been written about the impact of other more fundamental aspects of European Community legislation on women. This thesis therefore makes an important contribution to the EC gender equality debate by providing an understanding of the Free Movement of Persons Provisions - which serve as the basis for European citizenship - from a gender perspective. This research is based on three components; secondary data analysis, in particular the Labour Force Survey and a literature review of migration studies and issues concerning women and citizenship. The investigation also involves an analysis of primary, secondary and case law relating to the Free Movement of Persons provisions. The main empirical element of this research is an analysis of fifty in-depth life history interviews with European Union national women who had migrated to Great Britain and who were living in London in 1995. This thesis exposes the limitations of existing data sources and migration literature concerning the nature and process of migration for this group of women. It is argued that migration has been reported as a male phenomenon, which has perpetuated a myth, that migration is a male rather than female affair. A discussion of citizenship issues at a national level reveals the secondary citizenship status of women. These gendered assumptions about migration and the operation of citizenship rights are echoed in the way in which the Free Movement of Persons provisions have been developing and are at odds with the European Union's commitment to gender equality

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Lam, Yat-chi Alin. "An urban cell church : Kornhill Community Church, Evangelical Free Church of China /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25951476.

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Schofield, Andrew John. "Knowledge and resource sharing in free and open source software community environments." Thesis, University of Salford, 2010. http://usir.salford.ac.uk/26898/.

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This thesis describes a research study which investigated on-line communities based around Free and Open Source Software (FOSS) support and development. Specifically, the study examined how knowledge and resources are shared within these communities. Emphasis was placed on the issues of organisation and governance of these communities, collaboration, and the motivation of the participants involved. The research was carried out from an interpretive philosophical perspective and was therefore exploratory in nature, focusing on the perspectives of FOSS community participants. Following an in-depth literature review on the topics of FOSS and Knowledge Management, a multi-method approach was employed using three data collection techniques; an on-line questionnaire targeting participants in FOSS interest groups and communities, interviews with community participants and observation of two FOSS communities. The results of the research have revealed interesting findings relating to the social, managerial and technological mechanisms which facilitate knowledge transfer and creation in FOSS communities, and the important role that leadership styles, participant motivations, organisational structures and cultures, degrees of formality, relationships between participants and the use of information technology have to play in the success or failure of FOSS projects and communities. The research has shown that extremely strict or relaxed forms of leadership are likely to cause problems in a project and community, that a wide array of motivational factors drive participants, that many and varied forms of organisational structure and cultures exist, often influenced by leadership styles, that levels of formality in a community can have significant effects on knowledge sharing and collaboration, that social interaction acts as a foundation for FOSS activities but has little significance beyond that, and that to a certain extent, disagreements and arguments between participants and even project forking can be beneficial to a FOSS project and community. A generic finding was that FOSS communities vary considerably, based on the factors described above. This research therefore goes some way towards creating a generic model of FOSS communities and projects and specifies a number of 'recipes' for project and/or community success.

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Englot, Stusick Erib B., and University of Lethbridge Faculty of Education. "The evaluation of school-based community conferences." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2007, 2007. http://hdl.handle.net/10133/554.

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This study evaluated the effectiveness of a school-based Community Conferencing program utilized in response to student acts of misconduct or violence. The satisfaction levels of the various participants involved, the effects on suspension and expulsion rates, the rates of recidivism, the types and follow through of restoration agreements made, and the offences that respond best to Community Conferences were examined. Role-specific surveys were administered to the various participants in 12 Community Conferences with 105 surveys completed immediately following the Conference and 70 surveys completed via telephone four weeks after the completion of the Conference. Data were analyzed using descriptive, qualitative, and chi-square methods of analyses. This study provides evidence for the success and satisfaction of incorporating this type of restorative programming into current philosophies and policies within school divisions as an alternative to zero tolerance policies. Participants in various roles reported satisfaction with several aspects of the Conference and its outcome, positive personal changes resulting from the Conference, and positive experiences overall regarding participation. Additionally, a potential decrease in the use of suspension and expulsion, provides further support for its use. The findings of this study provide a baseline for satisfaction levels, types of restoration agreements made, and rates of recidivism regarding school-based Community Conferences. Results can aid in the process of decision-making for those considering the use of restorative programming in schools. Due to the high rates of overall satisfaction, the model used in this research by the Edmonton Public School Division, along with the suggestions made by the researcher, can provide a representation upon which others can base implementation of a similar program.
xv, 306 leaves ; 29 cm. --

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Harris, Alison Marie. "School-community relationships, a Namibian case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29007.pdf.

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Gritt, Sam. "The New York School as poetic community." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285102.

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34

Leach, Nicole. "School Community, Peer Bonds, and Perceived Competence." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404383377.

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35

Gardner, James A. Gardner. "Predictors of School Connectedness in Community Colleges." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1471524900.

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Forrer, Dustin R. "School ground naturalization : augmenting the school, community, and environmental connection : community-responsive design principles for master planning and site design of contemporary school grounds." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259753.

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The deficiency of environmental understanding in conjunction with community and educational connections, isolates a problem. Few connections exist between the school, community, and the environment. Because of this, existing connections need to be enhanced and other connections need to be created. These linkages are essential to instilling ownership and stewardship of the land for the entire community. In addition, these linkages also provide vast opportunities for learning, observing, participating, and enjoying the environment.This creative project identifies and discusses the various issues that relate to the lack of connections between the school, the community, and the environment. From this analysis, three research questions evolved. To answer these questions, four case studies were reviewed and analyzed. The summary of these findings included the best features from each case study. These findings led to the formation of a model of design characteristics. The model was then applied to a site in central Indiana and led to the establishment of several design guidelines.These community-responsive guidelines are applicable to any site where connections between the school, community, and the environment are desired.
Department of Landscape Architecture

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Grills, Derek. "The Healthy, Hunger-Free Kids Act and High School Obesity." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1381.

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United States high school student obesity rates have doubled in the past 30 years to 13%, threatening the health of millions of adolescents. To mitigate the epidemic, Congress passed the Healthy, Hunger-Free Kids Act (HHFKA) in 2010, which mandated significant changes to school nutrition and physical education. From a public policy perspective, the HHFKA changed school nutrition and exercise policy to affect obesity rates by changing intake and energy expenditure at school, though no study using national-level data examined this relationship. As such, the purpose of the study was to examine whether HHFKA policy compliance had a statistically significant effect on high school obesity rates. The theoretical framework for this study was the energy imbalance theory (EIT), as developed by James Hill, Holly Wyatt, and John Peters. The research questions focused on the relationship of HHFKA nutrition changes and childhood obesity rates. The study used Pearson's Product-moment correlation to test for a simple correlation between Compliance Scores and High School obesity rates. Findings revealed no statistically significant correlation between state high school student obesity rates and HHFKA compliance scores. Future research is needed to validate the findings after more time has passed with the HHFKA mandates in effect. The implications for social change include informing the debate over the efficacy of implementing the HHFKA as currently written to mitigate childhood obesity.

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Donato, Eric G. (Eric Gonzalez). "The role of community schools in community empowerment : a historical case study of the Quincy Community School." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/65667.

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Jamieson, Martin. "Creating space to understand school-based community development within a rural Malawian community." Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17471/.

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The setting for this research is a rural community in the central region of Malawi. As a qualitative case-study it explores attitudes towards development as well as the processes school-based community development might go through to achieve a permanent increase in adaptability (Taylor, 2005). This adaptability is the ability of local communities to finance and maintain interventions and then adapt to changes in the social and economic environment. This thesis explores opportunities the community may develop to avoid dependence on outside control as they become increasingly self-sustaining. The research questions explore these processes and unpack shifts in community power relations while exploring the impact that faith-based organisations bring to the development process. The research positions the researcher within the lived experience of those researched and uses research instruments developed from qualitative research typologies consistent with Berkowitz, and Srivastava & Hopwood underpinned with a philosophical framework drawn from the ideas of Freire, Chambers and Wells. This research considers seven non-governmental organisations (NGOs), six schools and various authority structures within the research locality to explore their roles and the tensions each brings to the other. Drawing on a constructivist epistemology it explores current thinking and practice regarding school-based community development. Additionally, the thesis looks at teacher professionalism and identity, arguing that for teachers to develop a professional identity a degree of autonomy is needed where self-regulation and opportunity to contribute to training is necessary. This exploration is achieved by gathering data using research instruments that include semi-structured interviews, focus groups discussions and reflexive consideration from journaling and regular reviews with assistant researchers. Reflecting on the empirical data gathered to allow theory to emerge it triangulates research methods to increase reliability. I explore the processes, obstacles and hindrances to establish how self-reliance within school-based community development is approached by NGOs, and use the data to support the argument that NGO activity may be contributing to the erosion of traditional authority structures such as the community chief. It is suggested that the creation of space in which to explore common ground between developmental actors is a first step towards the creation of an empowered community whose ownership of the processes is central to a permanently adaptive development.

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Long, Vida. "School, family, community partnerships creating real world context for learning in school /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Long_VMIT2010.pdf.

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41

Steyn, J., and MK Naicker. "Learner, educator and community views on school safety at Strelitzia Secondary School." Acta Criminologica, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001424.

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Abstract The study explores the perceptions of learners and educators at the Strelitzia Secondary School in Isipingo, Durban, regarding safety at the school. Members of the Isipingo Community Policing Forum, as well as South African Police Service were involved in the study as external participants. Through known types of research approaches (quantitative and qualitative), more than 400 questionnaires were completed by Strelitzia Secondary School learners while 20 interview schedules were conducted with Strelitzia Secondary School educators, as well as members of the Isipingo Community PolicingForum and the South African Police Service (Durban South Area). The questionnaires were analysed through nonparametric statistical tests such as Chi-square, while the interview schedules made use of content analyses and theme identification. The study revealed that most Strelitzia Secondary School learners and educators as well as Isipingo CPF members and SAPS members who participated in the study, were of the opinion that Strelitzia Secondary School is a safe environment even though a culture of violence exists in which learners bring drugs, alcohol and firearms to school, and corporal punishment is still practised.

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42

Nicely, Tanna H. "An Examination of the Community School Model in an Urban School Setting." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3066.

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The topic of educating today’s youth has become an increasing multi-faceted task with rigorous accountability metrics handed down from all of the different branches of government. Schools are faced with providing more than just instructing the three R’s; they are taxed with educating the whole child. This qualitative study explored the community schools model in an urban elementary school. Specifically, the study attempted to understand the perceived impact this model has on community members, parents, and administrators at one particular elementary school. Data were collected through a series of open-ended interviews and coded for inductive analysis. There were four emerging themes: impact of leader, hub of the community, safe environment, and education of the whole child, which surfaced from the data analysis of the open-ended interviews. A document review also provided additional information that was included in the findings. The need for additional quantitative and qualitative research was also suggested.

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Leung, Chun-sing Anthony. "Old People's community : care home /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950368.

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44

Guan, Yue. "America’s College Promise: An Economic Evaluation of President Obama’s Free Community College Plan." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/629.

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In his 2015 State of the Union Address, President Obama announced “America’s College Promise,” a plan to make community college free for all American families making less than $200,000. In this thesis, I provide an analysis of the plan and provide an evaluation of its potential impact on the education attainment gap in the United States. I also evaluate the plan’s various components and assess its potential impact on community college student enrollment, completion, and transfer to four-year universities. Lastly, I offer recommendations for improvement.

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45

Nyesoah, Jean-Anna N. "Building community in the classroom." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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46

Hess, Simon Peter. "The new economic geography of SADC free trade area." Thesis, Rhodes University, 2004. http://eprints.ru.ac.za/65/.

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47

Leung, Yiu-kuen Derek. "School, community improvement programme in Sai Ying Pun." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953497.

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48

Cosgrove, James G., and Ubiratan N. Guzzi. "Risk free to risk taking developing the renaissance manager." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/37695.

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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1985.
MICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY.
Bibliography: leaves 115-116.
by James G. Cosgrove anf Ubiratan N. Guzzi.
M.S.

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49

au, S. Wooltorton@ecu edu, and Sandra Joyce Wooltorton. "School-As-Community: Bridging the Gap to Sustainability." Murdoch University, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040803.113536.

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In this research I explore ways in which teachers and parents can enhance the sustainability agenda to bridge the gap towards sustainability through the creation of caring, democratic, just, ecologically regenerative schools-as-communities. I learned that we can only transform ourselves and not others, therefore to transform the model of experience of schooling and society, we need to transform ourselves, the whole community of the school, towards sustainability. This follows the work of Sterling (2001, 2002a and 2002b) which illustrates that education and society will need to change together in a mutually affirming way, since there is no linear cause-effect relationship. This dissertation focuses on one aspect of the developing field of education for sustainability (EfS). I use radical ecology as the philosophy which supports the vision of community transformation towards sustainability (Orr 2002; Fien 2001; and Sterling 2001). I use the emancipatory research paradigm and detail a participatory epistemology fused with a holistic, constructivist notion of reality, to situate a participative approach which enables important interdisciplinary connections to be made. The research comprises ethnographic research and cooperative inquiry projects that were implemented at two small community schools, as well as reflective practice to develop personal and professional practices of sustainability. Contemporary work in the field of EfS has a cultural understanding of sustainability, which uses four pillars: the biophysical, the social-cultural, the economic and the political. The political pillar is the key organising principle for this research. The research is significant because I develop and build upon Sterlings (2001) notion of transformative learning for sustainability. I show that participatory structures, procedures and processes are necessary, but not sufficient for a socially transformative school-as-community culture and that socio-ecologically contextualised knowing is transformative knowledge about community sustainability. For people to behave in cooperative ways, they need to develop a practical, reconnective knowledge of cooperation. Likewise, for people to behave in ecologically regenerative ways, they need to develop a practical, reconnective knowledge of ecological reconnection. The research methods of reflective practice and cooperative inquiry are discussed and evaluated as vehicles for transformation towards sustainability. The dissertation thereby assesses their effectiveness in enabling the development of practical knowledge about sustainability. In Australia, over the last decade our federal government has shown little interest in fulfilling its own narrowly defined ecological sustainability policy commitments. In Western Australia, our government has recently launched a comprehensive State Sustainability Strategy however its major weakness is that it has afforded very low significance to education at a time when major international organisations such as UNESCO (2002b) see education as an integral part of sustainability and learning as a key to a sustainable future. Sadly, the State Sustainability Strategy does not recommend a reorientation of the education system towards sustainability, does not incorporate a socially critical view of education, and almost completely overlooks the role of learning in the social task of change towards sustainability. In Western Australia, we urgently need policies and political action for commitment through structural reorientation towards EfS. Even in the face of this, a multi-perspectival, inclusive approach to the development of civil society through devolved, locally-based decision making and action within a school community can facilitate the emergence of learning for sustainability in that community. Even within a context of contradiction, tension and paradox, it is possible for school communities to contribute to sustainability through reconnective transformative learning.

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Wooltorton, Sandra Joyce. "School-as-community: bridging the gap to sustainability." Wooltorton, Sandra Joyce (2003) School-as-community: bridging the gap to sustainability. PhD thesis, Murdoch University, 2003. http://researchrepository.murdoch.edu.au/414/.

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In this research I explore ways in which teachers and parents can enhance the sustainability agenda to bridge the gap towards sustainability through the creation of caring, democratic, just, ecologically regenerative schools-as-communities. I learned that we can only transform ourselves and not others, therefore to transform the model of experience of schooling and society, we need to transform ourselves, the whole community of the school, towards sustainability. This follows the work of Sterling (2001, 2002a and 2002b) which illustrates that education and society will need to change together in a mutually affirming way, since there is no linear cause-effect relationship. This dissertation focuses on one aspect of the developing field of education for sustainability (EfS). I use radical ecology as the philosophy which supports the vision of community transformation towards sustainability (Orr 2002; Fien 2001; and Sterling 2001). I use the emancipatory research paradigm and detail a participatory epistemology fused with a holistic, constructivist notion of reality, to situate a participative approach which enables important interdisciplinary connections to be made. The research comprises ethnographic research and cooperative inquiry projects that were implemented at two small community schools, as well as reflective practice to develop personal and professional practices of sustainability. Contemporary work in the field of EfS has a cultural understanding of sustainability, which uses four pillars: the biophysical, the social-cultural, the economic and the political. The political pillar is the key organising principle for this research. The research is significant because I develop and build upon Sterling's (2001) notion of transformative learning for sustainability. I show that participatory structures, procedures and processes are necessary, but not sufficient for a socially transformative school-as-community culture and that socio-ecologically contextualised knowing is transformative knowledge about community sustainability. For people to behave in cooperative ways, they need to develop a practical, reconnective knowledge of cooperation. Likewise, for people to behave in ecologically regenerative ways, they need to develop a practical, reconnective knowledge of ecological reconnection. The research methods of reflective practice and cooperative inquiry are discussed and evaluated as vehicles for transformation towards sustainability. The dissertation thereby assesses their effectiveness in enabling the development of practical knowledge about sustainability. In Australia, over the last decade our federal government has shown little interest in fulfilling its own narrowly defined ecological sustainability policy commitments. In Western Australia, our government has recently launched a comprehensive State Sustainability Strategy however its major weakness is that it has afforded very low significance to education at a time when major international organisations such as UNESCO (2002b) see education as an integral part of sustainability and learning as a key to a sustainable future. Sadly, the State Sustainability Strategy does not recommend a reorientation of the education system towards sustainability, does not incorporate a socially critical view of education, and almost completely overlooks the role of learning in the social task of change towards sustainability. In Western Australia, we urgently need policies and political action for commitment through structural reorientation towards EfS. Even in the face of this, a multi-perspectival, inclusive approach to the development of civil society through devolved, locally-based decision making and action within a school community can facilitate the emergence of learning for sustainability in that community. Even within a context of contradiction, tension and paradox, it is possible for school communities to contribute to sustainability through reconnective transformative learning.

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Dissertations / Theses on the topic 'The Community, a Free School'

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