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1.
《Journal of Marketing for HIGHER EDUCATION》2013,23(2):21-37
ABSTRACT The relationship between a business school and the local business community can be a mutually beneficial relationship. For the regional business school, building relationships with business executives can be a timely and difficult challenge, which can be compounded by the presence and influence of larger private and state schools. The School of Business Administration at Oakland University (Rochester, MI), faced with these challenges, devised a simple straight-forward process that overcame these challenges and successfully involved 35 local business executives in a mutually beneficial relationship with the School in a very short time. This article describes the process, which can be used by any school or college. 相似文献
2.
This research investigates the inherent dilemma evident in attempts to promote decentralization initiatives in urban public schools. Detroit provides a natural experiment in decentralized education reform given both the collaborative and the competitive reform efforts that were advanced between 1988 and 1994. A collaborative partnership, the Detroit Compact, was created, and schools of empowerment and choice were partially implemented, conceptually designed to enlarge the community role in the operation of the schools. Results indicate that efforts at promoting decentralization, over time may produce counterpressures to recentralize decision making. 相似文献
3.
This article examines a grassroots movement among African-Americans to reestablish Howard W. Blake High School, named for a historically black high school closed during the desegregation process in Tampa, Florida. The establishment of Blake High School was contentious, involving negotiations by multiple and conflicting interests—school officials, black leaders, alumni of the historically black high schools that had existed prior to desegregation, the federal judge overseeing the 1971 desegregation order, and civil rights leaders. Analyzing the debates over Blake's status as a magnet, its location, and its attendance zone, this article highlights the paradox of desegregation for African-American communities in Tampa. This case reveals the tension between the desire for community schooling and the consequences of resegregation. 相似文献
4.
现代教育发展要求学校与社区要建立良好的互动关系。但近年来,乡村学校与社区的互动出现障碍,部分学校与社区完全隔离开来。笔者在对湖南大金村小学进行田野调查后发现,全能型社会时代的大金村小学在探索学校与社区有效互动方面积累了丰富的经验,比如实行学校管理村社化、教学场域开放化、教学方式实践化、教师来源本土化、人才培养社区化等。为了促进当代乡村学校与社区关系的改善,笔者建议:重新建构农村教育管理模式,充分调动乡、村各级组织的办学积极性;加强思想宣传与教育,明确学校和社区在乡村教育发展中的责任和义务;积极拓展学校与社区沟通的渠道,营造学校与社区良好互动的氛围;学校要密切关注社区经济文化发展的需要,努力为社区发展贡献自己的力量。 相似文献
5.
Jeannette S. Hargroves 《The Urban Review》1986,18(3):207-217
The transition from school to work is difficult for many American inner city youth. In 1982, Boston's leaders signed an agreement known as the Boston Compact to tackle the student dropout and employment problems. This paper reviews the process of the Compact from 1982 to 1986, traces the steps being taken to create a communitywide plan that responds to Boston's school dropout problem, and summarizes Boston's Draft Dropout Prevention and Reentry Plan.This paper was presented at the symposium, Dropping Out in America: A New Way of Looking at The High School Dropout Problem, American Educational Research Association Meeting, San Francisco, April 20, 1986. 相似文献
6.
陈学军 《南京晓庄学院学报》2012,(2):11-15,122
透过晓庄学校在目的共享、责任共担以及教育教学方法等方面的特征可以发现,陶行知强调的“学校是共同生活场所”的观念,体现的是一种“共同体”学校观。陶行知之所以强调学校应当成为共同生活的场所,与其“生活教育观”以及“社会即学校观”紧密关联。这也使其学校观不仅有助于我们思考“共同生活”这一学校共同体构建的途径,也提醒我们从“学校与社会关系”这一更宽广的视角考虑学校共同体的建设。 相似文献
7.
Stephen A. Rollin Cheryl Kaiser‐Ulrey Isabelle Potts Alia Haque Creason 《Psychology in the schools》2003,40(4):403-416
This study examined the effectiveness of a school and community‐based violence prevention program for at‐risk eighth‐grade students in three public schools in Florida. School officials matched intervention students with community‐based mentors in an employment setting to allow targeted youth to explore careers and receive one‐on‐one intervention from an adult mentor. Intervention students were compared to a control group of students not receiving mentorship services. This study used MANOVA and t‐test analyses to examine six outcomes measured: (1) unexcused absences; (2) number of in‐school suspensions; (3) number of days of in‐school suspensions; (4) number of out‐of‐school suspensions; (5) number of days of out‐of‐school suspensions; and (6) total number of infractions committed on school property. The findings suggested that mentored students, as compared to control group students, had significant reductions in total number and days of suspensions, days of sanction, and infractions committed on school property. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 403–416, 2003. 相似文献
8.
《Journal of Education & Work》2012,25(3):17-28
Abstract School based enterprise education and activities are becoming increasingly popular within Australian schools, particularly among students in senior years. However, the objectives of school based business education are still unclear, largely as the demand for activities and courses presently outstrips the development process. As such, the approach taken has centred on the ‘traditional’ style of education, with an overriding concern placed on what can ‘reasonably’ be demanded of students time and resources. This paper outlines the factors contributing to the increased popularity of school based enterprise activities in Australian schools reviewing both past and present teaching methods. An alternative approach to business education is proposed and analysis of the relative merits of this proposal undertaken. The overall objective of the alternative proposed is to remove the artificial environment associated with the approaches employed to‐date. This will require the acceptance of failure as a possible positive outcome and the consideration of issues in a broader social, community and macro‐economic context. 相似文献
9.
Jack Waddilove 《School Leadership & Management》2013,33(2):139-148
This article summarises the issues which have arisen in one grant‐maintained school as it attempts to respond to the needs of its highly supportive community. Saved from closure by opting out, Bankfield School is managed by a governing body for whom community education is a fundamental principle, and a Head and staff with a strong commitment to local needs. Problems might arise in the future from pressure for admission for out‐of‐area pupils, from tensions consequent upon the joint use and funding of facilities used by the community, and from possible interference in curriculum management by governors. The issue of accountability, and the achievement of complementary, and not competing, demands upon the school also require some special management awareness. Because the precepts of effective community education are recognised it would seem that the balance between school and community is being achieved to the mutual benefit of both. 相似文献
10.
Sheneka M. Williams 《Peabody Journal of Education》2013,88(1):127-138
School consolidation in rural districts has been ongoing since the 1800s. Although many district personnel tout economic inefficiency as a reason for consolidation to occur, micropolitics among school board members, parents, and the business community often drive the consolidation process. This article presents a qualitative case study of Webster Parish, which documents the formulation and implementation of school consolidation policy in a rural context. On a macrolevel, I examine the role of micropolitics among district personnel in making the decision to consolidate. I also investigate the role of parish stakeholders—generally the business community and parents—in implementing the plan. On a microlevel, I explore the underlying themes of poverty, race, and educational opportunity as Webster Parish develops and implements a school consolidation plan. I find in the case of Webster Parish that strained community relations and micropolitics among parish stakeholders impeded the progress of providing equal educational opportunity to the parish's students. Given that many cases of micropolitics and education reform focus on urban districts, I find that it is significant to examine the role of micropolitics in educational change (or lack thereof) taking place in segregated, rural districts. 相似文献
11.
全民健身是社会发展的需要,是增强国民体质的必要途径。文章阐明了学校体育是全民健身的基础与关键,城市社区体育是全民健身的重要阵地。学校体育作为与社会的衔接点,相对于社区体育来说具有较强的基础性。以学校为依托,以社区体育为开展全民健身的主阵地,是全民健身良好开展的重要途径。 相似文献
12.
Building on J. Dewey's (1907) original work with the laboratory school, the College of Education and Health Professions at the University of Texas–Arlington is expanding the original concept to include partners throughout a school system and the community in order to support and advance learning in multiple learning environments. The goal is to establish a network of schools, administrators, teachers, graduate students, and policymakers; not necessarily everyone, but a critical mass of vested partners working collaboratively in what we call a Research Schools Network (RSN). The Network uses the new field of Mind, Brain and Education (MBE) to develop a theoretical and practical foundation for addressing educational challenges in the community. This article explores how the college has partnered with Arlington Independent School District (AISD), neighboring universities, the business community, and our state representative to develop and define new paradigms that not only promote MBE as an academic field, but also inform and are informed by the community it seeks to serve. 相似文献
13.
学校的本质与公民教育密切相连。学校理当是培养公民的场所,也就是具有爱、社群意识和民主特征的共同体。学校应是爱的家园,关爱学生并被学生理解和接纳,这样才能让学生成为有能力关爱他人、充满爱和可爱的人,具备创造民主正义世界的内在动力;学校应是一个道德的、关心每一个人需要的和分享其传统的社群,唯其如此,才能培养学生的公民美德;学校实施民主管理,尽可能地为所有学生提供发展潜能的条件,让学生协商与对话,积极参与改善学校和周边社区环境,才能让学生获得参与民主的经验与能力,成长为民主社会的未来主体。 相似文献
14.
We evaluate the impact of initiatives of a rural community in Bukedea District (Eastern Uganda) aimed at improving learning at their local primary school (School A) between 2016 and 2018. We focus on how these community-driven initiatives influenced enrollment, survival, infrastructure development and academic outcomes (test scores) at the local school. As a natural control, we use a primary school (School B) where such initiatives were non-existent. Using methodologies developed by UWEZO, we also collect and analyze household socio-economic data from both communities to develop possible explanations for the observed outcomes. The approaches, achievements and lessons described in this study may inform efforts to improve learning environments at rural primary schools through community involvement. 相似文献
15.
We fit a functional relationship between aptitude and achievement test scores and show how to use it to allocate educational resources. As an example we use the PSAT–Mathematics test to predict performance on the College Board's Advanced Placement Test in calculus, as a guide to student and school participation, for school or system assessment, and to project future nationwide expansion. In addition to the PSAT-AP test score relations, we consider the distribution of student ability, school policies of student selection and recruitment, and teacher skill in presenting the material and in motivating students. This overall result provides an indication of just how remarkable was Jaime Escalante's accomplishment in Los Angeles's Garfield High School. We find little evidence for differences in educational quality between such diverse schools as in the inner city of Detroit and the affluent suburb of La Cañada, California. We comment briefly on the role of the AP in international assessments. 相似文献
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《Peabody Journal of Education》2013,88(2):170-203
This article examines a conflict that arose in 2004 between a federal court's oversight of desegregation and the implementation of the public school choice provisions of the No Child Left Behind Act in Pinellas County, Florida. School system leaders challenged the statute on the grounds that it would likely disrupt a controlled-choice plan designed to achieve racial balance as part of a court settlement to its desegregation case. The judge ruled that no changes could be made to the prior court order mandating these balances through 2008. Drawing on interviews with the county school superintendent and school board attorney, the author describes the county's decision to seek the judge's protection and analyzes several attendant conflicts. These include the legal conflict between two federal mandates, desegregation and school choice; the political tension arising between local and federal officials resulting from the changing nature of federal authority with respect to desegregation; and the policy-related conflict between test-based accountability and desegregation in southern school systems. 相似文献
19.
Ralph B. Kimbrough Jr. 《Community College Journal of Research & Practice》2013,37(6):539-546
Teamwork between the offices of business and academic affairs is essential in the pursuit of the college mission. Yet some writers have discussed the “natural tensions” between the business office, academic leaders, and the faculty. The members of the faculty of many colleges frequently express complaints about officials in business affairs. Frequently, these complaints are that business staff are too unbending and businesslike. Alternatively, some business officials complain about academic leaders and feel that they are victims of academic snobbery. If a college is to achieve its misson, teamwork between academic and business affairs is advantageous. College administrators should reduce the causes of dysfunctional conflict, initiate cooperation, and encourage wider participation of academic and business leaders in the planning process. Otherwise, the college administration runs the risk of increased bureaucratic politics and the arbitrary use of power by leaders in academic and business affairs. Such an unfortunate event can lead to turf battles, low morale, and near gridlock in achieving the college mission. The goal of business and academic leaders should be to develop congruence toward a commonly held vision of what the college is becoming. 相似文献
20.
创业教育的校园文化探讨 总被引：7，自引：0，他引：7
胡丕洪 《湖南大众传媒职业技术学院学报》2004,4(4):111-114
良好的校园文化是实现创业教育目标与内容的方式和途径。校园精神文化形态是校园文化的核心和灵魂，是校园凝聚力、向心力和生命力的保障和体现。创业教育的基本目标可以通过良好的环境熏陶、活动实施、创业实践活动来落实。 相似文献