Bibliografías temáticas / Community and school, Eritrea

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Literatura académica sobre el tema "Community and school, Eritrea"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 4 de febrero de 2022

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Artículos de revistas sobre el tema "Community and school, Eritrea"

Tesfamariam, Eyasu H., Medhane M. Tekie, Amos Y. Tesfa, Dawit H. Hadgu, Eyob A. Awalom, Eyob B. Ghebremedhin y Nebay A. Tquabo. "Attitude towards Mental Illness among Secondary School Students in Asmara, Eritrea: A Cross-Sectional Study". Psychiatry Journal 2018 (1 de noviembre de 2018): 1–8. http://dx.doi.org/10.1155/2018/4578721.

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Secondary School students (SSs) are important members of the community; hence their attitude towards mental illness can be highly influential. Mentally ill individuals are not only suffering from the illness but also suffering from the stigmatizing attitude generated by the community. The objectives of this study were to determine attitude of SSs towards mental illness and its associated factors. A cross-sectional study design employing stratified random sampling was applied to select a sample of 402 students. Data was obtained using a self-administered Belief towards Mental Illness (BMI) questionnaire. Independent sample t-tests and one-way ANOVA were used to determine possible differences in scores of attitude. From a total of 21 BMI scale items, positive attitudes were found in eight items and negative attitudes were found in the remaining thirteen. The mean score of the full BMI scale was 2.47 (95% CI: 2.41, 2.54). The mean (95% CI) scores of dangerousness, poor social relations and incurability, and shame subscales were 2.68 (2.60, 2.76), 2.55 (2.48, 2.62), and 1.22 (1.09, 1.34), respectively. A significant negative correlation was found between attitude scores and the average mark of students (r = -0.257, p<0.0001). Moreover, significant differences in attitude scores were observed between students with a relative of mental illness and those without such a relative (p=0.004). There was an increasing trend of positive attitudes with increased educational level among 9th, 10th, and 11th graders (p-trend<0.0001) and with an increase in the educational level of the students father (p-trend=0.028). However, no significant difference in attitude score was found across categories of sex, religion, living condition of father, presence of a mentally ill neighbor, educational level of mother, or ethnicity. In conclusion, considerable numbers of SSs have negative attitudes towards mental illness. Implementation of programs that enhance positive attitudes towards mentally ill individuals is recommended.

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Abraha, Zemuy G. "PM333 Tobacco Control Challenges In Eritrea With a Focus in Schools". Global Heart 9, n.º 1 (marzo de 2014): e130. http://dx.doi.org/10.1016/j.gheart.2014.03.1689.

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Idris, Khalid Mohammed, Samson Eskender, Amanuel Yosief, Berhane Demoz y Kiflay Andemicael. "Exploring Headway Pedagogies in Initial Teacher Education Through Collaborative Action Research into Processes of Learning: Experiences from Eritrea". Nordic Journal of Comparative and International Education (NJCIE) 4, n.º 3-4 (29 de diciembre de 2020): 139–56. http://dx.doi.org/10.7577/njcie.3746.

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Engaging prospective teachers in collaborative inquiry into their own processes of learning was the driving intention of the collaborative action research (CAR) course which was part of a teacher education program at a college of education in Eritrea in the academic year of 2018/2019. The course led by the first two authors was collaboratively designed and developed by the authors who were closely and regularly working as passionate learning community of educators who are committed to enact change in their own practices for the past seven years. Embracing the complexity of learning teacher educating we align with the notion of inquiry as a stance in learning to live up to the complexity. Accordingly, we engaged in an intentional collaborative self-study into our own practices of facilitating a course on inquiry. The aim of this paper is to articulate key experiences of committed collaborative learning in facilitating a course of inquiry. Employing a self-study methodology, we were engaged in individual and team reflections documented in our shared diary, regular meetings to discuss and develop the CAR process, and analyzing written feedbacks given by our student teachers (STs). In this article we attempt to explore headway pedagogies while we were collaboratively learning to facilitate and support a senior class of prospective teachers (n-27) carry out their CAR projects into their own processes of learning for four months. We argue that those experiences have critical implications in developing professional identity of prospective teachers, creatively overcome the theory-practice conundrum in teacher education by developing essential experiences that prospective teachers could creatively adapt in their school practices.

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Plastow, Jane. "The Eritrea Community-Based Theatre Project". New Theatre Quarterly 13, n.º 52 (noviembre de 1997): 386–95. http://dx.doi.org/10.1017/s0266464x00011544.

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Following Jane Plastow's contextual history of Eritrean theatre in NTQ50, Paul Warwick gave an account in the following issue of its previously undocumented role during the thirty-year Eritrean struggle for independence, describing the efforts of the freedom fighters to create theatre for the first time in a rural context. The Eritrean People's Liberation Front not only deployed theatre as a propaganda weapon, but also recognized its value as an agent for educating the people in matters ranging from women's rights to the benefits of modern medicine and farming methods: and with victory came measures further to stimulate the growth and development of theatre as part of Eritrean culture. Jane Plastow, in this third and concluding article, takes up the story with the invitation issued by the new government to her and her colleagues to initiate the ‘Eritrea Community-Based Theatre Project’, in an attempt both to widen the perspectives of Eritrean actors and to draw upon all relevant traditions, African and European, in developing a popular but distinctive theatre for the people. In addition to her role as director of the project, Jane Plastow is a lecturer at Leeds University, having worked in theatre for some years in a number of other African nations.

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Tedla, Berhane Aradom. "Instructional Leadership and School Climate: A Case Study of a Secondary School in Eritrea". Literacy Information and Computer Education Journal Special 1, n.º 1 (1 de marzo de 2012): 846–55. http://dx.doi.org/10.20533/licej.2040.2589.2012.0112.

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Fessehatsion, Petros Woldu y Pai Peng. "Exploring Teachers’ Retention and Attrition in Middle and Secondary Schools in Eritrea: Perspectives of Currently Serving Teachers". International Journal of Research in Education and Science 7, n.º 1 (13 de diciembre de 2020): 227. http://dx.doi.org/10.46328/ijres.1532.

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This paper seeks to contribute a fresh perspective meant to enrich the current limited discourse on teacher retention and attrition in Sub Saharan Africa particularly in Eritrea. Factors leading to teachers’ retention and attrition in middle and secondary schools in Eritrea are discussed. Results of an in-depth semi-structured interview with thirteen teachers in five purposefully selected schools show that low remuneration, poor school leadership, school-home distance, and placement without preference & interest are factors for teacher attrition. Conversely, meagre alternative employment opportunities, love of the profession, and love of the school children play a crucial role in teachers’ persistence in their profession. Although the study was carried out among few teachers and few schools, the findings present valuable discoveries useful for policymakers, school leaders, and stakeholders in the struggle for retaining quality teachers in the schools.

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Madsen, Ulla Ambrosius. "Imagining selves. School narratives from girls in Eritrea, Denmark and Nepal". YOUNG 14, n.º 3 (20 de julio de 2006): 219–33. http://dx.doi.org/10.1177/1103308806065817.

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Preston, Jane P. "Influencing Community Involvement in School: A school community council". Articles 46, n.º 2 (29 de noviembre de 2011): 197–212. http://dx.doi.org/10.7202/1006435ar.

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The purpose of this qualitative research was to explore the role a School Community Council (SCC) played in encouraging community involvement in a kindergarten to grade 12 school. Via 35 interviews, thematic data reflected that the SCC’s influence was limited. As analyzed through social capital theory, SCC members shared thin levels of trust, which influenced the association’s impact on community involvement. Research implications underscore the need for policymakers to reconsider SCC membership timelines.

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Turan, Janet Molzan, Mekonnen Tesfagiorghis y Mary Lake Polan. "Evaluation of a Community Intervention for Promotion of Safe Motherhood in Eritrea". Journal of Midwifery & Women's Health 56, n.º 1 (enero de 2011): 8–17. http://dx.doi.org/10.1111/j.1542-2011.2010.00001.x.

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Naty, Alexander. "Environment, Society and the State in Western Eritrea". Africa 72, n.º 4 (noviembre de 2002): 569–97. http://dx.doi.org/10.3366/afr.2002.72.4.569.

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AbstractThis article examines the relationship between the environment, society and the state in the Gash–Setit region of western Eritrea. Through an analysis of the environmental narrative of the local communities and the state, it explores the factors that have contributed to the environmental crisis in the region. These factors include population resettlement, the agricultural development policy of the state, war, drought and the collapse of traditional management of the environment. The combined effects have created environmental stresses which have far-reaching implications for state–society and inter-community relations. The analysis draws on historical, cultural and political dimensions in seeking to understand relations between the environment, society and the state.

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Tesis sobre el tema "Community and school, Eritrea"

Sebhat, Kidanemariam Menghistu. "Parental involvement in the governance of secondary school in Eritrea: Current trends and future possibilities". Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_8542_1177925448.

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This study was designed to investigate the current policies and practices of secondary school governance in Eritrea. There is a basic need to investigate the nature of parental involvement in school governance, particularly in relation to policies enshrined in the Parent Teacher Association (PTA) guidelines. The study examined the parents' commitment to execute their school governance role properly and to determine their capacity to fulfil their responsibilities with respect to the powers and functions vested in them. Education was merely the domain of the school and parents were discouraged from interfering in matters of school governance, therefore parental participation has been very limited. Thus, the focus of the study was to investigate the prevailing problems that curtail parental involvement and identify appropriate strategies for improving and strengthening school governance.

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Keflom, Tsegaye. "Eritrean primary school teachers' perceptions of the relationship between pre-service education and the demands of the workplace". Thesis, University of the Western Cape, 2001. http://hdl.handle.net/11394/2049.

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Magister Educationis - MEd
This study investigates six Eritrean primary school teacher's perceptions of their pre-service education. Six primary school teachers from three different schools in two different regions of Eritrea were interviewed. The researcher investigated whether primary school teachers found the knowledge and/or skill acquired from their pre-service courses in the Asmara Teachers' Training Institute helpful to make and use effective lesson plans, prepare and use relevant teaching aids, assess their students' performance, prepare lesson content, manage the classroom effectively, and select and use relevant teaching methods.
South Africa

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Abdella, Ali Suleman. "Lesson study as a support strategy for teacher development : a case study of middle school science teachers in Eritrea". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97776.

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Thesis (PhD)--Stellenbosch University, 2015.
Contains one part in Tigrigna.
ENGLISH ABSTRACT: Against the background of education reforms, this study was conducted to determine what can be learnt from using lesson study as professional development strategy in Eritrea. The core problem discussed in the study is that the instigators of successive education reforms in Eritrea expected teachers to shift their teaching from more teacher focused to student-centred approaches with little or no support provided to them. This implies that teachers in Eritrean need effective and sustainable support systems that enable them to implement the reform initiatives. In this study, the researcher uses lesson study as a strategy that could provide teacher development experiences to teachers in Eritrea that are different from the traditional one-shot varieties such as workshops, short-term orientations and training of trainer programmes which are often normally provided by the official programmes. Lesson study is a well-established classroom-based activity in which teachers systematically examine their teaching by collaboratively planning, teaching, observing, revising and re-teaching lessons. Several successes with lesson study have been reported in research in Japan, where it has been used extensively, as well as elsewhere. However, no study on teacher professional development has been conducted using lesson study as a strategy within the Eritrean context. This study is an interpretive qualitative case study that explores the effects of lesson study on science teachers’ learning and classroom practice in selected middle schools of Eritrea. It involved twenty one participants – fifteen science teachers, three school directors and three pedagogic heads for a duration of one year. Data were generated through questionnaires, semi-structured focus group interviews, observations, documents for generating research lesson events, video-recordings and photographs. The findings show that participation in lesson study cycles that were extended over a period of time was effective in enhancing the learning of teachers and changing the way they teach science in their classrooms resulting in enhanced students confidence, participation and learning. Evidence reported in this study also indicates that lesson study made a contribution to minimising teacher isolation by bringing teachers together to collaborate and share professional ideas and experiences. Moreover, the findings show the existence of a direct relationship between teachers’ interest in teacher development initiatives and the interest that the school leadership shows in such initiatives and in the extent of support they provide to the participating teachers. Though participants reported receiving benefits from lesson study, they were constrained by a lack of time, curriculum overload, large class-size, teachers’ poor living conditions, lack of suitable space, shortage of resources, students’ poor English proficiency, newness of the process and students’ negligence. This study has also contributed to extending the body of knowledge on lesson study. Finally, it is hoped that the findings of this study may be used as a guiding framework for future teacher development initiatives in the education sector or other professional development programmes in Eritrea.
AFRIKAANSE OPSOMMING: Hierdie studie is teen die agtergrond van onderwyshervormings in Eritrea onderneem om te bepaal wat uit die gebruik van lesstudie as strategie vir die professionele ontwikkeling van Eritrese opvoeders geleer kon word. Die kernprobleem van die studie is dat die opeenvolgende onderwyshervormings in Eritrea vereis dat onderwysers hulle onderrigbenadering van opvoedergerigte na meer studentegerigte metodes verander, sonder dat hulle enige noemenswaardige ondersteuning ontvang. Dit impliseer dat daardie onderwysers ’n doeltreffende en volhoubare ondersteuningstelsel nodig het om die hervormingsinisiatiewe in werking te stel. Met die lesstudiestrategie wat in hierdie navorsing gebruik is, is onderwysers in Eritrea blootgestel aan ander ontwikkelingservarings as die tradisionele eenmalige weergawes, wat gewoonlik in die vorm van werksessies, korttermynoriënterings en opleier-opleidingsprogramme plaasvind. Lesstudie is ’n gevestigde klaskamergebaseerde aktiwiteit waarin onderwysers hulle eie onderrig stelselmatig ondersoek deur lesse in samewerking met kollegas te beplan, aan te bied, waar te neem, te hersien en weer aan te bied. Verskeie suksesse met lesstudie is al aangemeld in navorsing in Japan, waar dit op groot skaal gebruik word, sowel as elders. Tog is geen studie oor die professionele ontwikkeling van onderwysers in Eritrese verband al met behulp van lesstudie as ’n strategie uitgevoer nie. Die metodologie vir die navorsing was ’n vertolkende kwalitatiewe gevallestudie wat ondersoek ingestel het na die uitwerking van lesstudie op wetenskaponderwysers se leer- en klaskamerpraktyk in uitgesoekte middelbare skole in Eritrea. Die 21 respondente – 15 wetenskaponderwysers, drie skooldirekteure en drie onderrighoofde – is vir ’n jaar by die studie betrek. Data is deur middel van vraelyste, semigestruktureerde fokusgroeponderhoude, waarnemings, dokumente vir die skep van navorsingslesgebeure, video-opnames en foto’s ingesamel. Die bevindinge toon dat deelname aan lesstudiesiklusse oor ’n langer tydperk onderwysers se leerpraktyk doeltreffend versterk en hulle wetenskaponderrig in die klas verander het. Dit het verhoogde vertroue, deelname en leer onder studente tot gevolg gehad. Bewyse wat in hierdie studie aangemeld is, toon ook dat lesstudie onderwyser-isolasie help beperk het deur onderwysers bymekaar te bring om saam te werk en professionele idees en ervarings uit te ruil. Daarbenewens dui die bevindinge op ’n regstreekse verband tussen onderwysers se belangstelling in inisiatiewe vir hulle eie ontwikkeling en die skoolleiers se klaarblyklike belangstelling in, en ondersteuning vir, onderwysers en hulle professionele ontwikkeling. Hoewel deelnemers by lesstudie baat gevind het, is hulle aan bande gelê deur tydsbeperkinge, ’n oorvol kurrikulum, groot klasse, swak lewensomstandighede, ’n tekort aan geskikte ruimte, te min hulpbronne, swak vaardigheid in Engels onder studente, die nuutheid van die proses en studente se agtelosigheid. Hierdie studie dra by tot die uitbreiding van die beskikbare kennis oor lesstudie. Die bevindinge sal hopelik as ’n raamwerk kan dien om toekomstige inisiatiewe vir opvoederontwikkeling in die onderwyssektor sowel as in ander programme vir professionele ontwikkeling in Eritrea te rig.

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Abdella, Ali Suleman. "An analysis of the Eritrean grade 9 biology textbook". University of the Western Cape, 2000. http://hdl.handle.net/11394/6594.

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Magister Philosophiae - MPhil
Teachers, during various seminars, workshops and departmental meetings, continuously complained about the inadequacy of the grade 9 biology textbook used in the Eritrean secondary schools. Among others, the teachers concerns has provided a necessary stimulus for embarking on this research which sought to determine the role, quality readability and relevance of the Eritrean grade 9 biology textbook, based on the teachers' and students' perceptions. Interviews, questionnaires, Cloze test and Word Difficulty Index were used to collect the data. The interview and questionnaires provided information on how the textbook was being used by both teachers and students. In addition they provided information about quality of the textbook and its relevance to the daily life experiences of the students. Moreover, Cloze test and Word Difficulty Index provided information on the readability of the textbook. The finding of this study reveals that both teachers and students use the textbook as the major source of information. Also, the factors that determine quality of the textbook were found to be poor except the physical features and organisation. With respect to relevance, very limited attempts were made to link biology to the daily life experiences of the students. The Cloze test and Word Difficulty Index show that the students clearly experience difficulty in understanding what they have read. In conclusion, this study makes some recommendation to writers on how to improve the quality of the textbook. The results obtained in this study are by no means exhaustive. Finally, areas warranting further investigation are suggested.

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Haile, Gebremedhin Solomon. "Assessing community participation for sustainable development : the Galanefhi water supply project". Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49856.

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Thesis (MPA)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: In the past, development projects were not successful, because development was guided by top-down strategy that excluded the main beneficiaries from the process of development. The creative initiative, local knowledge, and inputs of communities were not considered as a development resource. Hence, development programmes were not participatory, and could not solve social problems, rather they contributed to poverty and dependency. This condition gave rise to new thinking that unless communities participate in development efforts, no social transformation can be achieved. Moreover, the scarcity of resources in developing countries called for the mobilization of all stakeholders' resources in the cause of development action. As a result, community participation emerged as a new paradigm of development. Development has become a humanizing process; projects are people-driven; and communities are the subjects of development projects. Nevertheless, in order for community participation to meet the challenges of development, this has to be a multidimensional approach that integrates the building blocks of development. Against this background, in the context of water supply, the experience of developing countries indicates that the effectiveness of water supply projects is improved when communities participate in all phases of water supply projects. Moreover, community owned and managed water supply projects are better constructed, cost effective, and successful than government subsidized projects. Nevertheless, the role of government in enabling and supporting is essential. The study is an evaluation research, which aims to assess whether community participation is in place, and whether the delivery of water supply is enhanced as a result of community participation. The study area is in Galanefhi, a sub-region in Eritrea. At eleven villages in the sub-region, water supply projects that were constructed in the past twelve years are assessed to evaluate if community participation is in place and its effect on the water supply system. During the course of this study, interviews were conducted with 221 respondents of both sexes from the age of 28 years using open and closed-ended questionnaires. In addition, discussions were conducted with community representatives and government officials on issues of community participation and safe water delivery. Findings of the study indicate that the level of community participation differs within the villages and from one phase of the project to another. There is more community participation in implementation and less in planning. Decision-making is dominated by the water committees and local officials. The major missing ingredient is the level of capacity building. Communities' capacity to manage and operate the water supply system is limited. The institutional and administrative frameworks of the villages regarding water supply is weak. The regional and sub-region authorities' capacity that implements and oversees water supply projects is not strong. Communication between the grassroots and central authorities is not good. This is aggravated by natural conditions like climate and environment, and by the lack of skilled human resources, financial drawbacks, and lack of coordination. Nevertheless, overall assessment shows that water supply projects that enjoy more community participation are more successful and sustainable and more capable of meeting communities' expectations. Therefore, sustainable clean and adequate water delivery can be achieved through community participation in collaboration with all stakeholders. The recommendations which are provided give some insights on how to implement community participation as a strategy on the ground.
AFRIKAANSE OPSOMMING: In die verlede was ontwikkelingsprojekte dikwels onsuksesvolomdat ontwikkeling oorheers is deur die bo-na-onder ("top-down") strategie wat die hoof voordeeltrekkers uitgesluit het uit die proses van ontwikkeling. Die skeppende inisiatief, plaaslike kennis en die insette van die gemeenskappe is nie as 'n hulpbron beskou nie. Dus was die ontwikkelingsprogramme nie deelhebbend van aard nie en kon hulle nie sosiale probleme oplos nie. Dit het eerder bygedra tot armoede en afhanklikheid. Hierdie toestand het gelei tot 'n nuwe denkrigting, naamlik dat, tensy gemeenskappe deelneem aan ontwikkelingspogings, geen sosiale transformasie sal plaasvind nie. Weens die skaarsheid van hulpbronne in ontwikkelende lande is die mobilisasaie van al die deelhebbers se hulpbronne nodig vir ontwikkelingsaksie. Gevolglik het gemeenskapsdeelname te vore getree as die nuwe paradigma van ontwikkeling. Ontwikkeling is meer op die mens gerig; projekte word deur die mens gedryf; en gemeenskappe IS die onderwerp van die ontwikkelingsprojekte. Nietemin, as gemeenskapsdeelname die uitdagings van ontwikkeling te bowe wil kom, moet daar 'n multidimensionele benadering wees wat die boustene van ontwikkeling integreer. Teen hierdie agtergrond, en in die konteks van watervoorsiening, het die ondervindings in ontwikkelende lande aangedui dat die effektiwiteit van watervoorsieningsprojekte verbeter as die gemeenskap deelneem aan al die fases van die projek. Ook is watervoorsieningsprojekte wat deur die gemeenskap besit en bestuur word, beter gebou, meer koste-effektief, en meer suksesvol as projekte wat deur die regering subsideer is. Nietemin is die rol van die regering onontbeerlik waar dit die projekte moontlik maak en ondersteun. Hierdie studie is evaluasie-navorsing wat ten doel het om vas te stel tot watter mate gemeenskapdeelname bestaan en of die voorsiening van water verbeter het as gevolg van die deelname. Die studiegebied is in Galanefhi, 'n substeek van Eritrea. Daar is by elf dorpies in hierdie streek tydens die laaste twaalf jaar watervoorsieningspunte opgerig. Hierdie projekte is evalueer om vas te stel hoeveel gemeenskapdeelname daar was en die effek daarvan op die watervoorsiening. Tydens die studie is onderhoude gevoer met 221 respondente, mans en vrouens, bo 28. Daar is gebruik gemaak van vraelyste. Ook is daar besprekings gevoer met verteenwoordigers van gemeenskappe en regeringsamptenare oor kwessies soos gemeenskapsdeelname en die voorsiening van veilige drinkwater. Daar is gevind dat die vlak van deelname verskil van dorpie tot dorpie en van een fase van die projek tot die volgende. Daar is meer gemeenskapsdeelname in implementasie en minder in beplanning. Besluitneming word oorheers deur waterkomitees en plaaslike amptenare. Daar is me 'n hoë vlak van vermoë-bou me. Die vermoë van die gemeenskap om die watervoorsieningsisteem te bestuur is beperk en die administratiewe raamwerk van die dorpies betreffende watervoorsiening is swak. Die vermoë van die owerhede op streek- en substreekvlak, asook die kommunikasie tussen die sentrale owerhede en die gewone inwoners is nie na wense nie. Hierdie toestande word vererger deur die klimaat en die omgewingsfaktore, die gebrek aan geskoolde werkers, finansiële probleme en die gebrek aan koërdinasie, Nietemin is daar in die algemeen vasgestel dat die watervoorsieningsprojekte waar daar meer gemeenskapsdeelname was, meer suksesvol is, en beter aan die gemeenskap se verwagtinge voldoen. Die waterpunte word ook langer in 'n goeie werkende toestand gehou. Dus kan die voorsiening van genoeg skoon water bereik word deur die deelname van die gemeenskap en die samewerking van al diegene wat belang het by die projek. Aan die einde van die studie word daar aanbeveel hoe om gemeenskapsdeelname op grondvlak te implementeer.

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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 y 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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Habteab, Sibhatu Adam. "An institutional approach to appropriation and provision in the commons : a case study in the Highlands of Eritrea". Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1206.

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Tesfamariam, Berhane Ghebreslasie. "Assessing the sustainability of Saving and Micro-Credit Programme (SMCP), Eritrea". Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/1963.

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Libros sobre el tema "Community and school, Eritrea"

School-community relations. 3^a ed. Larchmont, NY: Eye on Education, 2011.

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Science, Department of Education &. Lister Community School. Stanmore: Department of Education and Science, 1990.

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Department of Education & Science. Sinfin Community School. Stanmore: Department of Education and Science, 1990.

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Kalman, Bobbie. My school community. New York: Crabtree Pub. Company, 2010.

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My school community. New York: Crabtree Pub. Co., 2010.

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Kalman, Bobbie. My school community. New York: Crabtree Pub. Co., 2010.

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Fiore, Douglas J. School-Community Relations. New York, NY: Routledge, [2016]: Routledge, 2016. http://dx.doi.org/10.4324/9781315742090.

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A, Decker Virginia, ed. Home/school/community involvement. Arlington, Va: American Association of School Administrators, 1988.

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Maher, Robert. Leadership, self, school, community. Reston, Va: National Association of Secondary School Principals, Division of Student Activities, 1988.

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Brunold, Andreas y Bernhard Ohlmeier, eds. School and Community Interactions. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19477-6.

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Capítulos de libros sobre el tema "Community and school, Eritrea"

Fiore, Douglas J. "Communication in an Electronic Era". En School–Community Relations, 147–63. 5^a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-9.

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Fiore, Douglas J. "Taking the Pulse of the Community". En School–Community Relations, 19–33. 5^a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-2.

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Fiore, Douglas J. "Evaluating Effectiveness and Building Confidence— The Future". En School–Community Relations, 225–36. 5^a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-14.

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Fiore, Douglas J. "Following and Being Followed". En School–Community Relations, 164–73. 5^a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-10.

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Fiore, Douglas J. "Embracing Your External Publics". En School–Community Relations, 91–105. 5^a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-6.

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Fiore, Douglas J. "Communicating in Crisis". En School–Community Relations, 190–204. 5^a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-12.

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Fiore, Douglas J. "Three Opportunities to Shine". En School–Community Relations, 205–24. 5^a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-13.

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Fiore, Douglas J. "Establishing Everybody's Role". En School–Community Relations, 34–59. 5^a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-3.

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Fiore, Douglas J. "Putting It All on Paper". En School–Community Relations, 125–46. 5^a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-8.

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Fiore, Douglas J. "Improving Relationships with the Media". En School–Community Relations, 106–24. 5^a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-7.

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Actas de conferencias sobre el tema "Community and school, Eritrea"

Eleftherakis, George y Panayiota Fatourou. "ACM, a community of learning and sharing". En 1st Europe Summer School. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3168836.3168842.

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Sencovici, Mihaela. "Environmental Education In School, Family And Community". En 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.86.

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Kubo, H., H. Ohashi, M. Tamamura y T. Kowata. "Shared questionnaire system for school community management". En 2004 International Symposium on Applications and the Internet Workshops. 2004 Workshops. IEEE, 2004. http://dx.doi.org/10.1109/saintw.2004.1268671.

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matuzahroh, Ni' y Yuni Nurhamida. "School Community Role In Implementing Inclusive Education". En 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acpch-17.2018.18.

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Na’imah, Tri y Rosyid Ahmad Faruq. "Religious Maturity in Boarding School Students: The Effect on School Connectedness". En Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.148.

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Ruiz Martín, María Auxiliadora y Ana Isabel Muñoz Alcón. "ENHANCING ENGLISH LEARNING THROUGH A SCHOOL COMMUNITY MAGAZINE". En 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0916.

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Tutut Wahyuningsih, Feni y Raden Bambang Sumarsono. "Community Participation in the Implementation of School Programs". En 3rd International Conference on Education and Training (ICET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.15.

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"Community Service Skim Risma for School Year 2017". En International Seminar of Research Month Science and Technology in Publication, Implementation and Commercialization. Galaxy Science, 2018. http://dx.doi.org/10.11594/nstp.2018.0160.

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Fatmawati y Sulfasyah. "Implementation of School Community-Based Waste Management Policy in Makassar City Elementary School". En Brawijaya International Conference on Multidisciplinary Sciences and Technology (BICMST 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201021.015.

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Ilham, Rachmad y Budi Setiawan. "Community Development in CSR Programs Development of Laguna Fishing Pond Tourism". En 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007551007650768.

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Informes sobre el tema "Community and school, Eritrea"

Rodriguez, Irvin, Sarah K. Bruch, Rhea Burns y Tessa Heeren. Iowa City Community School District Multi-Stakeholder School Climate Task Force. Iowa City, Iowa: University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/ud4o-97kg.

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Bruch, Sarah K., Harper Haynes, Tessa Heeren, Sana Naqvi y Ha Young Jeong. Assessing student experiences of school in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, abril de 2016. http://dx.doi.org/10.17077/ir23-w2bx.

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Bruch, Sarah K., Tessa Heeren, Qianyi Shi, Rachel Maller, Meredith McCaffrey, Nicole Nucaro y Irvin Rodriguez. Student Experiences of School Climate in the Iowa City Community School District 2017. Iowa City, Iowa: University of Iowa Public Policy Center, mayo de 2017. http://dx.doi.org/10.17077/jdsp-5qo8.

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Bruch, Sarah K., Tessa Heeren, SuYeong Shin, Qianyi Shi, Lindsey Meza, Rachel Maller, Kaelynn Heiberg y Paul Goetzmann. Student Experiences of School Climate in the Iowa City Community School District 2018. Iowa City, Iowa: University of Iowa Public Policy Center, abril de 2018. http://dx.doi.org/10.17077/58oi-hkbj.

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Bruch, Sarah K., Austin Adams, Sean M. Finn y Tessa Heeren. LGBTQ Student Experiences in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, julio de 2017. http://dx.doi.org/10.17077/h26q-oc79.

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Andrew Nute, Andrew Nute. How Does Clean Water Alter Rural Community Health and School Attendance? Experiment, marzo de 2015. http://dx.doi.org/10.18258/4876.

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Heeren, Tessa, Austin Adams, Natalie Veldhouse y Sarah K. Bruch. Iowa City Community School District LGBTQ Student Experiences Multi-Stakeholder Task Force Report. Iowa City, Iowa: University of Iowa Public Policy Center, febrero de 2018. http://dx.doi.org/10.17077/a2g1-zzlf.

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DeJardin, Thomas. Assessment of subjective experiences of boys entering the community from a correctional school. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.486.

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Gilbert, Kara. Youth Voices of Bounty and Opportunity: High School Students' Experiences With Food and Community. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.302.

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Rumer, Patricia. Citizen advocacy groups, an intervention strategy: a case study of the Community Coalition for School Integration in Portland, Oregon. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.475.

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