Education Essay

graduation 1. Create a short answer (150-250 words) to each of the following questions.1. How do social interactions among deal in local anesthetices help define confederacy?2. How do nurtures help to fashion the local boundaries of communities and the identity of club members?3. Although take days and the communities they dish out are closely entwined and connection teaching is in the beaver interests of indoctrinates, why may discipline leading be hesitant intimately involving schools and students in chief(prenominal) alliance development roles? 4. Of all social institutions, why office schools be best determined to catalyze association development?5. What are well-nigh likely results of school consolidation in a sylvan familiarity or urban neighborhood?6. Beyond the socially integrative functions, what distinct local sparing roles might a school begin in a rural community or urban neighborhood?7. What creditistics of a well-planned school-community part nership bear would indicate it is mutually beneficial?8. How might a community or neighborhood development activity reinforce what is taught in the globe school classroom?9. What barriers might a community development organization forebode to experience when seeking to partner with a public school or school district?10. How depose service learning and limit-based didactics serve to facilitate aviable schoolcommunity partnership and accomplishment of local community or neighborhood development needs?Step 2. Discuss your responses with a group of 4 or 5 classmates.SOAR ACTIVITY 15.1SCHOOL-COMMUNITY PARTNERSHIPSStep 1. Contact your local elementary, middle and high schools.Step 2. Interview the principals about their partnerships with community organizations.Step 3. Have them describe each activity and measure the benefits to the school and community.Step 4. Compile a sway of all the organizations and institutions obscure with school programs.Step 5. As part of this project, p repare a list of recommendations for improving schoolcommunity partnerships in your area.LIFE Activity 15.1Here are some examples of school-based service learning projects 1. Drop-out prevention A service-learning project focused on drop-out prevention might coordinate schools with local businesses to partner at-risk students with job shadowing and mentoring opportunities with local business leaders/members. These subsumeions will help build radio link mingled with schoolwork and work in the real world, and develop stronger ties between schools and local business, better meeting the needs of each while providing important opportunities to at-risk youth.2. Subject-specific service-learning Science and schooling provide two examples of subjectspecific service-learning. Connecting college students majoring in science with schools to jitney K-12 students washbasin create opportunities for hands-on learning during or after school hours. This might involve engaging in environmental projects, such as local water quality testing, cleaning of local stream or river beds, or wildlife conservation efforts. Similarly, college students majoring in language arts or reading might provide tutoring services during or after school for at-risk students, pay heed in running family literacy programs after school to engage parents in literacy efforts, and/or read to students at the elementary level.2. Building school-community connections Students plan a school-community day, in which school staff, community members, and students organize, run, and attend a school-community fair. The school can prepare up exhibits of student learning and projects students are engaged in that connect to the community. familiarity leaders can set up exhibits featuring ways they have been or would like to be involved with the school and with students. Local businesses might provide food and donate prizes or items for auction. Students at the school can perform music or showcase artwork. This would in addition be a good venue for team-building exercises betweencommunity organizations and businesses and school staff and leaders, culminating in competitions with awards.These are barely a few examples. We want to emphasize though that effective service learning projects are not paint by the numbers efforts, simply are directly shaped by and antiphonal to the individual needs of local communities. That said, examples are useful, but ultimately your best guide is the community that lies before you.REFERENCE MATERIAL ON teaching method AND COMMUNITY SERVICELEARNING SyllabiLiteracy Tutoring Principles and Practice (Syracuse University) http//www.compact.org/syllabi/syllabus.php?viewsyllabus=407 Service Learning in Higher pedagogy (Vanderbilt University) http//www.compact.org/syllabi/syllabus.php?viewsyllabus=663APPENDIXAdditional Resources to Learn about School- alliance Partnerships for Community Development flyer that the following descriptions have been taken directly from organization websites and have been only slightly modified, if at all.Associations, Organizations and CentersCenter for Place-Based Educationhttp//www.anei.org/pages/89_cpbe.cfmThe Center for Place-based Education promotes community-based education programs. Its projects and programs encourage partnerships between students, teachers, and community members that strengthen and support student achievement, community vitality and a wellnessy environment.Coalition for Community Schoolshttp//www.communityschools.orgThe Coalition for Community Schools represents an alliance of national, state and local organizations concerned with K-16 education, youth development, community be after, family support, health and human services, government and philanthropy, as well as national, state and local community school networks. The Coalition advocates for community schools as a mean to strengthen schools, families and communities and improve student learning. Rural School and Community commi thttp//www.ruraledu.orgThe Rural School and Community Trust is a national nonprofit organization addressing the crucial relationship between good schools and thriving communities. It also serves as an information clearinghouse on issues concerning the relationship between schools and communities, especially in rural contexts.School of the 21st Century. Linking Communities, Families and Schools http//www.yale.edu/21c/index2.htmlBased at Yale University, the 21C program develops, researches, networks, and supervises an educational model that links communities, families, and schools by transforming the school into a year-round, multi-service center that is extend from 6 in the morning until 7 at night. The core components are affordable, high-quality child care for preschool children, before- and afterschool programs for school-age children and health services, referral services, support, and guidance for parents of young children.Schools and Communitieshttp//www.enterprisecommunity. org/programs/schools_and_communities/ Thiswebpage of Enterprise Community Partners documents and disseminates the nations authentic efforts to combine school reform and community development.Web-based Documents and MaterialLocal Governments and Schools A Community-Oriented Approach http//icma.org/documents/SGNReport.pdf(International City/County Management Association, Washington, DC , 2008) Provides local government managers with an understanding of the connections between school facility formulation and local government management issues, with particular attention to avoiding the creation of voluminous schools remotely sited from the community they serve. It offers threefold strategies for local governments and schools to bring their respective planning efforts together to take a more community-oriented approach to schools and reach multiple community goals-educational, environmental, economic, social, and fiscal. Eight case studies illustrate how communities across the U.S. h ave already succeeded in collaborating to create more communityoriented schools. Includes 95 references and an extensive list of redundant online resources. 40p. Report NO E-43527Reconnecting Schools and similaritys An Introduction to School-Centered Community Revitalizationhttp//www.practitionerresources.org/cache/documents/647/64701.pdf (Enterprise, Columbia, MD , 2007)Provides an introduction to school- center on community revival meeting. Part 1 presents the case for integrating school improvement into community development, drawing on the academic research linking school and neighborhood quality as well as early results from school- centered community revitalization projects across the country. Part 2 presents the core components of school-centered community revitalization, including both school-based activities and neighborhood-based activities. The final part of the paper illustrates the diverse approaches currently creation taken to improve schools and neighborhoods, draw ing on the experiences of eightschool-centered community revitalization initiatives in five cities Atlanta, Baltimore, Chicago, Philadelphia, and St. Paul. 30p. new-fangled Relationships With Schools. Organizations That Build Community by Connecting With Schools. Volumes maven and Twohttp//www.publicengagement.com/practices/publications/newrelationshipssmry.htm (Collaborative Communications Group for the Kettering Foundation, Nov 2004) Case studies of organizations that establish strong connections between communities and schools using many different entry points. Includes a profile of New School Better Neighborhoods, a nonprofit intermediary organization in Los Angeles that works to design schools that serve as centers of communities. The organization brings together community stakeholders to plan multiuse development that combines residential, recreational, and educational use of scarce land in densely populated urban areas.Schools, Community, and Development. Erasing the Boundar ieshttp//www.practitionerresources.org/cache/documents/56274.pdf Proscio, Tony (The Enterprise Foundation, Columbia, MD, 2004) This describes the results of efforts in quadruplet neighborhoods in Baltimore, St. Louis, and Atlanta to connect community-based revitalization initiatives with school reform programs in the same neighborhoods. Chapters include 1) Building and Learning Go Seperate Ways 2) The SchoolCommunity trammel in Practice 3) The Developer as Educator 4) Housing and Economic Development. 39p. development Public Schools as Community-Development Tools Strategies for Community-Based Developershttp//www.jchs.harvard.edu/publications/communitydevelopment/W02-9_Chung.pdf Chung, Connie (Harvard University, Joint Center for Housing Studies, Cambridge, MA Neighborhood Reinvestment Corporation. , 2002)This paper explores the use of public schools as tools for community andeconomic development. As major place-based infrastructure and an integral part of the community fabric, pu blic schools can have a profound impact on the social, economic, and physical character of a neighborhood. Addressing public schools, therefore, is a good point of entry for community-based developers to place their work in a comprehensive community-development context. The paper examines ways in which community-based developers can learn from, as well as contribute to, current community-based efforts, particularly in disinvested urban areas, to reinforce the link between public schools and neighborhoods.Furthermore, the paper considers the policy implications of including public schools in comprehensive development strategies, and asserts that reinforcing the link between public schools and neighborhoods is not only good education policy, but also good community-development policy and practice. An appendix presents contact information for organizations active in school and community linkages. 55p.