School Community Participation Research Articles

Educational Services for Disabled Children at SDN Umbul Kapuk, Serang City

This research discusses educational services for children with disabilities at SDN Umbul Kapuk Serang City. In this study, the formulation of the problem is how educational services for children with disabilities at SDN Umbul Kapuk Serang City. The purpose of the research is to understand the educational services for children with disabilities at SDN Umbul Kapuk Serang City. The research method uses a descriptive qualitative method approach. The results of the research in the implementation of the inclusive education program at SDN Umbul Kapuk Kota Serang include public schools, the participation of residents plays a very small or less active role, their role is only limited if they have hyperactive children. Community participation in planning, if residents have suggestions they convey in the meeting forum or through the association. The school in decision-making in the inclusive education program, namely every activity in any form that will be implemented, will be discussed in advance with school residents as a result of decisions from deliberations and meetings. School community participation in evaluating the implementation of inclusive education programs includes school residents always providing input on programs that have been carried out by schools through meetings and also proposing counseling activities about dealing with special students. The school does not yet have a special assistant teacher (GPK) because of the limited training for teachers to teach inclusive classes and so far there has been no good from the government. For class design, it is designed to be as comfortable as possible to facilitate learning such as space areas, subject matter is generally the same as other students, physical training is prioritized, learning evaluation includes making improvements, receiving suggestions such as input from peer teachers or through discussions with expert teachers or teachers who teach in inclusive schools, inhibiting and supporting factors are the low knowledge of school residents about inclusive education.

Partisipasi Masyarakat Dalam Meningkatkan Mutu Pendidikan Di Madrasah Tsanawiyah

Schools are social institutions that cannot be separated from their community, on the other hand, society cannot be separated from schools. Because they both have interests. Schools as formal institutions entrusted with the mandate to educate, train and guide the nation's children (community), while the community is a stakeholder or user of educational services. The success of education is not only determined by the educational process in schools and the availability of facilities and infrastructure, but is also determined by the role of the family and community. Because education is a shared responsibility of schools, families and communities. So the community has a role to think about the implementation of education and participate in providing supervision in related schools. High community participation in schools is an indicator that school management is running well. When schools are side by side with both the community and parents, it will have a big impact on the progress of the school and will have a big influence on improving the quality in schools. Efforts to involve the community in improving the quality of education in schools can be taken by (1) conducting outreach to stakeholders, including school committees. (2) Involve formal leaders outside the school to participate in owning the school, because the progress and decline of educational institutions will also have an impact on the local community. (3) Showing the program directly, in addition to educating children, it can also show the achievements that have been achieved by students, teachers or school achievements as a whole.

THE PRINCIPAL'S ROLE IN DEVELOPING SCHOOL CULTURE AT SMA NEGERI 5 KUPANG

The objective of this research was to determine the role of the principal in developing school culture and to identify factors that support and inhibit the principal's role in developing school culture at SMA Negeri 5 Kupang. The qualitative method was implemented in this research, where the principal, teachers, and students from SMA Negeri 5 Kupang become subjects of research through a purposive sampling technique. Furthermore, data collection techniques include observation, interviews, and documentation. After that, the data analysis implements data collection, data reduction, data display, and conclusion. Based on research conducted at SMA Negeri 5 Kupang, there are two roles of the school (1) implementing regulations that can build school culture, such as discipline, tolerance, honesty, responsibility, overcoming problems, and giving firmness fairly to all school members, and (2) build communication in order to establish a good cooperative relationship with all school members. Besides, in the development of school culture, there are both supportive and inhibiting factors. School regulations and school community participation are important factors in developing school culture. While the lack of school community cohesion is an impediment to developing school culture.

Process and Practices of Community Participation in School Education of Nepal

Formally, community participation in schools was started after the establishment of democracy. It has really a good influence on development of physical infrastructure and efficient use of local resources for school development. In this context, this article analyses the existing situation of level of participation and struggle of member of SMC experiences while they are working as authority’s persons. It is a drawing upon a grounded theory. The site and sample both are purposive and information was also collected by open-ended interview with real stakeholders. This article argues that poor language and economic status as well as lack of awareness of community people, political intervention and differences between home and school culture are subjected to what fairer terms of difficulty of community participation within schools for backward society with illustration how such problems influence on participatory decision making practice in school. This article emphasizes the need of education policy; it is obviously based on the society’s socio-economic and intellectual capacity.

Expected Roles and Functions of the School Management Committee: An Investigation for Effective Functioning

Community has always been essential in giving significant education to children and members of a community have taken the liability of educating their children. Attempts have been made to improve participation of the community in schools by creating committees like Village Education Committees and School Management Committees. But questions always remain, how far are the communities practically engaged with schools? Significant provisions concerning constitution and functions of SMCs are given in sections of the RTE Act, 2009. With the above in background the present study was taken up with two broad objectives: first, to study the expected roles and functions of the school management committee; and, second to find out and suggest measures for smooth functioning of school management committee. A descriptive survey method was used to collect the data from 390 school management committee members using Questionnaire. The data were quantitatively analyzed using percentage. Responses obtained through questionnaire were converted in to frequencies followed by their conversion in to percentage. Findings revealed that members involved themselves in the monitoring of the admission, attendance and participation of child but didn’t ensure some of the key expected roles and functions and in order to function smoothly, SMCs should be elected through proper election process as per RTE act and SMC members should be oriented by the principals and other authorities. This study can be useful for all the stakeholders involved at the planning, implementing and evaluating the functioning of the School management Committee or community participation in schools. This study focusses on expected roles and functions of school management committee as per the RTE Act and finds new that if members do not function as per the RTE Act, municipal school which is the miniature of the society is going to suffer in providing the quality education as well as implementation of true decentralization.

Community Participation In Education: A Case Study Of Taungzalat School In Kalay, Myanmar

This study aimed to investigate the types of community participation in Taungzalat Primary School in Kalay, Myanmar, to provide information in order to develop guidelines, and to enhance community participation in school. A mixed- methods research was employed in this study. Quantitative data were collected from 245 community members using a multiple-response questionnaire. Qualitative data were collected using in-depth interviews and a focus group discussion with 19 participants. The data were analysed using Basic Statistics and content analysis and were integrated through triangulation. The results revealed that parents and community members differently involved in children’s learning and school development through all the six types of involvement by Epstein, but their participation was more directly related to student learning improvement than to school development. Community leaders, businesspersons and influential people in the community were involved in school development through PTA, representing the community, in the areas of decision-making, fundraising and school maintenance. Apart from teaching, teachers had roles of facilitating, communicating, networking and mobilizing for school development and students’ success. Research showed that the most common form of participation is resource contribution for school development. Therefore, the research suggests that all stakeholders focus on student learning improvement and on resource contribution for school development.

Student council and student leadership training in Hong Kong primary schools

Abstract This article demonstrates how a Hong Kong primary school enlists students (aged 6 to 12 years) in school governance by having a student council and by creating a supportive learning context, including building a supportive ethos and offering training for student leaders. The significance of this study lies in its reporting of a successful case of a student council in a primary school and the impacts on the civic qualities of the students involved. This is an attempt at investigating: the educational impacts of a student council in a primary school setting in a Chinese context; and the collaboration between schools, teachers and a service provider in nurturing a school ethos and context favourable for student engagement. This study argues that although primary school students are young, they are able to speak up and act as office bearers in a student council in an effective way. They can contribute towards school governance by conveying informed views on school matters. A supportive school context consisting of favourable attitudes taken up by school parties, namely the school governing board, principal, teachers and students, is crucial. Hopefully, the study can shed light to the international communities on the nurturing of citizens through active participation in school community at an early age to have the competence to know, think, act, reflect and care in a new political environment marked by uncertainty and increasing political polarization.

Educational Hegemony and the Phenomenology of Community Participation

Critics of education in advanced capitalist societies have assailed schools as being reproducers of the existing patterns of social inequality. A fund a mental concept in understanding this reproductive role of education lies in Gramsci's notion of ' hegemony'. On the other hand, the ' interpretative' perspective on schooling, drawing heavily from phenomenology, sees the possibility of educational and broader social change through the transcendence and redefinition of the realities of day-to-day school life . In this view, through community participation in schools, teachers, students, and parents can develop new ' realities' which concomitantly alter consciousness and generate counter-hegemonic momentum.

Health and nutrition in public and private schools in the city of Recife

Abstract Objectives: to analyze the implementation of initiatives and environments promoting healthy feeding as well as the practice of physical activity in public and private schools in Recife. Methods: the schools selected in the City of Recife (n=39) are part of the sample in the Study of Cardiovascular Risks in Adolescents (ERICA). The degree of implementation was estimated by means of interviews with the school manager emphasizing the following components: community participation, presence of healthy environments, partnership with the health segment, monitoring of nutritional status and nutrition policies. The variables selected were assigned points whose sum rated them as satisfactory implementation, poor implementation and critical implementation. Results: the promotion of healthy eating as well as the practice of physical activity was satisfactorily implemented in 13.8% of public schools. However, no private schools obtained such rating. Public schools, when compared to private schools, showed themselves to be more structured, concerning the policies and environments promoting healthy eating and school community participation, however, they showed greater fragility regarding the promotion of physical activity practice and nutritional status monitoring. A few schools had satisfactory implementation in the partnership with the health segment. Conclusions: public and private schools have presented barriers which compromise the full implementation of initiatives and environments promoting healthy eating and physical activity practice.

O conselho escolar e a implementação no município de Cascavel-PR

Este trabalho tem por objetivo apresentar uma síntese da produção realizada na dissertação de mestrado intitulada ”Organização e Gestão Escolar: uma análise do Conselho Escolar na rede pública municipal de Cascavel”3. A pesquisa teve por objetivo principal apresentar uma análise do processo de implementação do Conselho Escolar no município de Cascavel no ano de 2012. O Conselho Escolar faz parte do Programa Nacional de Fortalecimento dos Conselhos Escolares (PNFCE), criado em 2004 na primeira gestão do então presidente Luiz Inácio Lula da Silva. Esse programa proclama fomentar a gestão democrática por meio da participação da comunidade escolar e, para isso, oferta cursos de formação para o desempenho do papel de conselheiro. Entendendo que é um programa direcionado por meio de políticas públicas e não por um movimento que emergiu da sociedade, o estudo buscou refletir sobre os limites e as possibilidades da participação da comunidade escolar na gestão da escola pública a partir de um instrumento que é o Conselho Escolar. Assim, para o desenvolvimento do trabalho realizou-se uma pesquisa bibliográfica, com análise de documentos e com pesquisa de campo realizada por meio de entrevistas e de questionários com diretores das escolas municipais, com demais membros do Conselho Escolar, para entendimento do objeto de pesquisa participamos ainda de observações em Seminários, cursos de formação para conselheiros e reunião do Conselho Escolar. Nossa preocupação é resgatar as questões da pesquisa e apontar os limites e possibilidades de um Conselho Escolar dentro de uma gestão na escola pública do campo de pesquisa, recuperando aspectos fundamentais da participação da comunidade.

Challenges Impacting Community Participation and Their Effect on Teaching and Learning: a Case Study of Rural Areas

This study sought to investigate challenges impacting community participation in schools and their effect on quality of education. The study was carried out in a qualitative paradigm in which a case study facilitated access to in-depth feelings, views, and opinions of community members and educators regarding their participation in providing education. Data were generated through focus group discussions with parents of children in the schools, community members without children in the schools, School Development Committee (SDC) members, and the teachers. In addition, data were generated through in-depth interviews with community leaders and school heads, observation as well as analysis of school documents such as minutes of SDC meetings, staff meetings, financial records, and children’s progress records. Data were transcribed and analysed manually through the cut and paste technique. The study found out that communities were involved in providing primary education through preparing children for school by providing food, school uniforms and stationery. Parents were also involved in children’s homework, as well as monitoring teacher and children’s attendance. In addition, parents were involved in preparing schools for children through providing labour and materials for constructing classrooms. Further, parents financed school budgets, and were involved in school governance. Challenges impacting community participation were centred on parents’ low standard of living, community attitude towards education, family income level, and school-community relations. Impact of community participation on teaching and learning included the following: hungry learners, narrow curriculum, unmotivated teachers, high rate of absenteeism and drop out, as well as ineffective school administration. The study recommended development and implementation of strategies for uplifting community standard of living through increasing family income levels and availability of food. The study, further recommends government policy on parent orientation on school processes and school based study sessions for parents and school children respectively. Government policies that prohibits the practice of sending away of children from school for non payment of levies should be reinforced.

HUBUNGAN PENGETAHUAN, SIKAP, DAN PERILAKU DALAM RANGKA PENGENDALIAN VEKTOR DBD PADA SISWA SEKOLAH DASAR DI KECAMATAN TEMBALANG, KOTA SEMARANG

Schoolchildren’s could play a strategic role dengue control behavior in Semarang City. This study purposed to analyze the relationship between knowledge and attitudes of students with dengue vector control behavior in order to increase school community participation for dengue prevention. This was a descriptive analytic study with cross sectional design. Data collection conducted from August to October 2011. The population was SD/MI students Grade 5 in Tembalang sub-District, Semarang City, Central Java Province. The number of samples were 306 students which was choosed using multistage sampling method.The independent variable was knowledge and attitudes, while dependent variable was students’ behavior in dengue vector control. Results showed no correlation between knowledge and attitudes as well as knowledge and behavior. Attitude proved to be significantly associated with students’ vector control behavior. Health education was recommended given to students to give knowledge about mosquito lifecycle and dengue vector control efforts. Teacher aapproach as a model of good behavior in PHBS could be applied to improve the quality of vector control behavior at elementary school students.

Gestão democrática e projeto político-pedagógico: estudo de caso em uma escola municipal de São Gonçalo dos Campos/BA

Este trabalho discute-se acerca da gestão democrática e do projeto político-pedagógico, tendo como objetivo central analisar como ocorre o processo de construção coletiva do PPP em uma unidade de ensino. A pesquisa foi realizada em uma escola pública municipal de São Gonçalo dos Campos - BA, sendo desenvolvida por meio de um estudo de caso, com aplicação de questionários envolvendo professores, gestor e coordenador. O trabalho constituiu-se de duas partes: a primeira consiste de uma revisão literária abordando os diversos aspectos da gestão democrática e projeto político-pedagógico. A segunda parte consiste na apresentação dos resultados de um estudo de caso. A pesquisa revelou que na escola estudada o PPP não é elaborado de forma coletiva e existe uma participação bastante limitada da comunidade escolar nos processos de gestão.Palavras-chave: projeto político-pedagógico, gestão democrática, construção coletiva.

Becoming an Inclusive Teacher at the Interface of School and Teacher Education

The aim of this study is to assess how the pedagogical solutions of the inclusive teaching practice in class teachers’ adult education programme support the development to become an inclusive teacher. What kind of interpretations do the students make of inclusion and inclusive school? How does the participation in school community with reflective support by teacher education community enhance inclusive professional orientation? The research material consists of qualitative network material written by 22 adult students: teaching practice plans, reflective practice stories and teaching practice feedback. The analytical approach was thematic text analysis. Inclusion was interpreted as pupils’ right to study with their peers but also as a professional challenge or ideal. The social exclusion was elicited only in a few stories. The meta-consciousness of developing an inclusive school was sparse. The experiences gained from the school's communities of practice combined with the theoretical and reflective tools offered by teacher education community formed meaningful learning.

School Community Participation and School Health Promotion: Challenges and Opportunities

Issues surrounding community participation at schools are frequently debated in South African education spheres. However, communities remain not totally convinced to participate in health promoting activities at schools. In this paper I report on the importance of community participation in health promotion processes at schools and elaborate on what community participation entails, its levels and reasons for non-participation. Data was generated from two strata: principals and chairpersons of health committees by means of semi-structured one-to-one interviews. The findings revealed that participating schools had an opportunity to build strong links with community organisations to sustain their School Health Promotion initiatives but failed due to lack of trust and leadership. The challenge in these schools is lack of understanding of community participation and its benefits. DOI: 10.5901/mjss.2014.v5n27p1458

Motivação, Autenticidade e Pragmatismo em Projetos 1

Connection of the teaching-learning process with scholar projects challenges the School as an organization, and requiresschool staff to connect with the community. Legal framework defines community participation in school, but the way it occurs on day-to-day activities depends on the school staff and the relationships established inside and outside of the strict scholar context.This paper uses an alternative perspective on the determinants for success of projects, especially in arts, focused on motivation, authenticity and pragmatism. Starting from the teacher-student relationship in the teaching-learning process, it ends at the interactions between school and community looking for creating value for organizations. It uses references as distinct as the type of motivation, the biotic relationships or the capture of externalities.More than a postulate about organization, it brings a different look on scholar projects and on their impact and relationship with the community.

Whose voices are being heard? Mechanisms for community participation in education in northern Ghana

This article reports on a study of community participation in School for Life, a complementary education programme operating in northern Ghana. The researchers investigated three components of community participation: the nature of the mechanisms used to engage community members as participants in the education process; the actors who engage as participants in education; and the factors that enhance or inhibit an individual’s involvement. They found that this programme uses five approaches that work together to make it a viable mechanism to engage communities, and that community members are engaged at various levels, depending on each person’s previous exposure to education. Moreover, regardless of the level at which members participate, doing so empowers the individual and the community.

Changing education through learning spaces: impacts of the Portuguese school buildings’ renovation programme

In this article we present findings from the evaluation study of a nation-wide school renovation programme in Portugal. The aim is to analyse policy implementation, taking into account school community participation, discussing how the programme requirement to involve users in the renovation was met, examining perceptions of the programme’s pedagogical principles and the impact on teaching and learning models. The analysis shows that the upgrading of schools increased pride in and responsibility for the school. But teaching practices in schools remain set in a traditional mould. Tensions remain between the objectives defined at the political level and effective conditions for learning.

When New Relationships Meet Old Narratives: The Journey towards Improving Parent-School Relations in a District-Community Organizing Collaboration

Background/ContextFaced with rapidly changing demographics, districts are increasingly looking to partner with parents to support and improve student learning. Community organizing holds promise for pursuing educational equity through the development of low-income parent participation and leadership, but previous research has focused primarily on the use of structural social capital theory in qualitative studies to understand school-based organizing mechanisms and impacts in traditional urban centers.Focus of StudyThe aim of this study was to examine whether district-level organizing efforts might be associated with improved parent-school relations in schools and how such efforts to build a new relationship may be enacted and negotiated at the school level within the context of a district-organizing group collaboration in a “new immigrant” destination.Research DesignThis mixed-methods sequential explanatory study used social capital and the concept of institutional scripts to quantitatively investigate the relationship between Latino parent organizing and parent-school relations across a district, then qualitatively explore the dynamics of parent-school social capital in a nested case study of one school.Data Collection and AnalysisUsing teacher-survey data from a stratified random sample of teachers in schools across the district, I fit multilevel regression models to examine whether schools with more organizing engagement had greater structural and functional parent-school social capital. I subsequently analyzed interview, observation, and document data to examine how organizing efforts sought to build positive parent-school relations at an elementary school that represented a key focal point for the district-organizing group collaboration.Findings/ResultsSchools with high organizing had greater structural social capital than schools with little or no organizing, but high organizing schools did not have greater functional social capital in the form of teacher-parent trust. The case study findings suggested that the dominant institutional scripts about the role of parents were simultaneously rewritten and reinforced even as organizing approaches worked to foster a new relationship between parents and educators.Conclusions/RecommendationsDistricts and schools that collaborate with community organizing groups can augment their social resources and expertise, particularly in reaching out to low-income Latino parents and effectively educating their children. Yet, the dominant institutional scripts in schools – about the role of parents, professional authority, and control – suggest the complexity of efforts to improve parent-school relations. Those seeking to build meaningful parent and community participation in schools would do well to move beyond traditional forms of parent involvement in the journey toward deeper engagement and collaboration.

Community participation in schooling in Nepal: a disjunction between policy intention and policy implementation?

Community participation in the governance of school systems is a recurrent theme of educational reform in developed and developing countries alike. This article analyses the effort of one developing country – Nepal – to promote broader participation in educational decision-making through local school governance structure. It looks at how the current policy creates spaces for community participation in school and the extent to which a gap exists between policy intention and policy implementation. Drawing on the case study data, this article suggests that while the policy has created legitimate spaces for community participation in school, participation in such spaces is taking a form of tokenism, and the community represented in school governance is restricted to a small number of political elites. Given that ethnic, cultural, linguistic and socio-economic characteristics of the local populace, problems exist within the school system to embrace differences and diversities that prevent a majority of parents from effective participation in school. This article concludes that along with the structural reform, participation can be reinforced by developing a long-term strategy to build community capacity for the provision and management of education, as well as by preparing educators to work effectively with parents of different socio-cultural backgrounds.