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1.
《欧洲教育》2013,45(1):115-117
A university is not an academic community, although it includes a collection of academics. It does not consist of a single group of scholars all exchanging views on intellectual topics of mutual concern. Academic communities certainly thread universities, and part of the job of a university is to help academic communities thrive, but a university that was an academic community would be so narrow-minded and inward-turned as to be virtually dead on its feet. 相似文献
2.
The concept of the urban university attuned to the needs of the metropolitan area in which it lives and dedicated to serving that population has existed for some time. Yet, many unresolved feeling and issues about affiliation with this type of institution still exist for some university officials and faculty members. To fulfill its mission as an urban university, an institution must be willing to evaluate its existing operational procedures and programs. Special emphasis in the evaluation process needs to focus upon instructional activities, faculty concerns, student services, and public service to the community. Special attention to these areas will produce an urban university with the potential of exerting a tremendous positive impact on both the student and the community it serves. 相似文献
3.
Summary Some of the strategies utilized by universities to carry out the public service mission to their communities include cooperative extension, evening colleges, workshops and seminars, community forums, research and technical assistance, and minority outreach.A conceptual framework originally developed by Armand Lauffer for describing continuing education in the human services, was found useful in analyzing the multiplicity of public service activities of an urban university. The framework indicates that continuing education activities are targeted either at the individual or an agency, and that such programs are oriented either to service or change. Within the framework Lauffer identified four models of practice: (1) the consumer choice model (services provided to individuals); (2) the training model (changes planned for individuals); (3) the systems change model (changes planned for agencies or organizations); (4) the consultative model (services to agencies or organizations).On the basis of the foregoing framework, four general categories of activities within urban universities were discussed: continuing education schools or colleges, public affairs departments or colleges, traditional academic departments or colleges, and university externalities. It was concluded that most continuing education units serve through the consumer choice model, that public affairs units tend to emphasize the training and systems change models, and that the traditional collegial units tend to fit the consultative model.The concluding part of this paper suggests that the delivery of public services by urban universities would be enhanced by developing facilitative structures, establishing a common definition of the public service mission, clarifying goals and responsibilities, inventorying public service activities and interests, and reviewing and evaluating existing public service functions.Don Deppe is Director, Center for Applied Urban Research, University of Nebraska at Omaha.David Hinton is Assistant Dean, College of Public Affairs and Community Service, University of Nebraska at Omaha.John Kerrigan is Dean, College of Public Affairs and Community Service, University of Nebraska at Omaha. 相似文献
4.
Dr. Pedro A. Noguera 《The Urban Review》1996,28(1):1-19
The ways in which urban schools respond to and are affected by the urban environment are explored through a case study analysis
of Lowell Middle School, located in the West Oakland section of Oakland, California. The connection between the social environment
and urban schools is generally ignored in most school reform initiatives. The unwillingness of policymakers to confront the
environmental aspects of the problems facing urban schools is due to the often unstated belief that nothing can actually be
done to address the plight of urban areas. In many of these communities, the urban public school is one of few social institutions
that provide a degree of stability and social support to the individuals and families that are served. As the only public
agency charged with serving all young people regardless of their status, the urban school has the potential to play a leading
role in the revitalization of urban areas. This possibility is explored within the context of ongoing efforts at Lowell Middle
School to promote educational reform by bridging the gap between the school and the community. 相似文献
5.
Kathryn A. Riley 《British Educational Research Journal》2013,39(2):266-286
School leaders in highly disadvantaged urban communities across the globe walk a tightrope, caught between the needs of communities and the requirements of national policies. This article aims to enrich our understanding of the potential of school–community relationships. It examines the policy discourse on urban schools and the practice of community leadership. The policy context is one of UK and international concerns about divisions in society and the rise of political extremism: concerns which, in the UK, have led to a policy focus on community cohesion. The article offers a conceptual framework—a theory of action—as a possible road map for school leaders to manage through this complex and evolving arena of policy and practice. The template— developed through earlier work on urban schools—is underpinned by a focus on trust (as the lubricant to link communities together) and social capital (as a way of harnessing the ‘social energy’ of communities for positive good). The template is tested against the leadership of two school principals in challenging contexts in London and Greater Manchester. The author concludes that there is potential for schools to create space for the voices of the marginalised and disenfranchised to be heard. This analysis will resonate with school leaders serving disadvantaged communities in many international contexts and signals a new departure for leadership. 相似文献
6.
Abstract Rural communities need rural teachers who can “ground” traditional school subjects in local realities and dilemmas and at the same time fashion instructional approaches consonant with larger intellectual, ethical, and social purposes. Such teachers are assets rather than burdens to their communities. Only such teachers can cultivate an ethic of responsibility for the health and vitality of the communities of which they and their students are critical components. This essay examines the role of the university in professionalizing rural teachers. It contends that narrowly utilitarian ends prevail in teacher education programs, and that, in the absence of a substantive definition of educations public purpose, this instrumentalism creates teachers who are ill‐prepared to contribute in meaningful ways to the intellectual life of the communities in which they work. Teacher preparation programs should abandon the instrumental focus. Programs that prepare rural teachers, in fact, confront unique challenges and opportunities to include three themes at their centers: Sustainability, Social Justice, and Democracy. 相似文献
7.
WILL THIS COMMUNITY COLLEGE TRANSFER STUDENT SUCCEED? FACTORS AFFECTING TRANSFER STUDENT PERFORMANCE
Barbara K. Townsend Nancy McNerny Allen Arnold 《Community College Journal of Research & Practice》2013,37(5)
This study focuses on the academic performance of students who transferred from a suburban community college to a private, moderately selective urban university. The purpose was to determine if certain easily ascertainable student characteristics and academic behaviors at the community college would be associated with degree persistence and completion at the university. Results indicated that the best predictor of academic success at the university was community college grade point average (GPA): As a group transfer students who entered with a GPA of 2.5 or more were able to maintain a 2.3 at the university, whereas those who entered with less than a 2.5 had an average university GPA of 1.9. 相似文献
8.
Paul Bramston Karen Bruggerman Grace Pretty 《International Journal of Disability, Development & Education》2002,49(4):385-397
Community integration has increasingly become the focus of research and practice in the field of intellectual disability. Recent research has demonstrated that community integration needs to be more than simply living within a community, people need to use the community and feel like they belong. This study pioneers the use of a sense of community measure to better understand the degree to which feelings of belonging are associated with quality of life. One hundred and thirty two students from both urban and rural schools participated in this study. Half of them had an intellectual disability and the remainder were matched peers without a disability. Life satisfaction scores for adolescents with an intellectual disability were found to correlate significantly with reported levels of activity, friends and support in the neighbourhood. People with an intellectual disability reported lower usage of some community facilities and significantly lower social belonging and empowerment than their matched nondisabled peers. The groups did not differ significantly on the sense of community measure and the above patterns were true for both urban centres and rural towns. 相似文献
9.
Sjaak Braster 《Paedagogica Historica: International Journal of the History of Education》2014,50(5):615-630
In the period 1919–1933 the experimental and community schools in Hamburg tried to put into practice a new model of schooling without a set curriculum that was based on providing a considerable amount of freedom for pupils and teachers. These experiences were introduced in the Netherlands by way of magazines published by the New Education Fellowship (NEF) or Dutch journals edited by educationalists and university professors. The Hamburg schools were also visited by Christian Anarchist teachers who were connected with new schools in the Netherlands and who already had experimented with new ways of life in small communities. In this article we describe their experiences in Hamburg. Their observation reports would not trigger a growing interest in a social community type of schooling; in general Dutch teachers, even the socialist ones, did not change their preference for the traditional classroom system of education. More individualistic methods from Montessori and Parkhurst (Dalton Plan), supported by university professors and inspectors of education, were considered to have more potential for changing the classroom system from within. 相似文献
10.
Mary H. Mundt 《Innovative Higher Education》1998,22(3):251-264
The American system of higher education is under attack from critics who charge that universities and faculty have disengaged from teaching and abandoned basic relationships with communities. There is continuing need for development of insight and knowledgeable responses to these criticisms and challenges. The urban universities in America have an opportunity to demonstrate the characteristics claimed to be missing from higher education. A discussion of the urban university as an institution in partnership with the community is provided together with recommendations for reform in scholarship, curriculum, teaching, and service. 相似文献
11.
随着我国人口老龄化程度的不断提高,各社区的高龄老人、空巢老人、"三无老人"和退休人员也越来越多,这些中老年居民已逐渐成为社会中的一个弱势群体。他们的生活现状不仅与社区工作密切相关,还牵动着社会上许多家庭的幸福。为此,选取宁夏回族自治区银川市兴庆区、金凤区、西夏区的部分社区中老年居民为研究对象进行了问卷调查,同时对这些社区的工作人员进行了深度访谈。文章在分析民族地区城市社区中老年居民生活困境的基础上,结合对社区工作中存在问题的调查分析,从促进各民族交往交流交融、提高民族地区城市社区中老年居民生活质量的视角,提出强化社区工作管理、提升社区工作效率、增强"社区"中老年居民幸福感的相关对策。 相似文献
12.
Pamela J. Bettis 《The Urban Review》1996,28(4):307-333
The purpose of this qualitative case study was to explore urban secondary students' preceptions of their school and community
in teh changing economic and social context of postindustrial life. Students and teachers worked and played in a landscape
which I have characterized as one ofurban abstraction, a term synthesized mainly from the work of Manuel Castells. The construct helps explain the complex, contradictory, and
dynamic conditions of late-20th-century capitalistic life and their impact on the emotional and material realities of urban
residents. It also helps to explain the reactions and negotiations in which students and teachers engaged in the face of a
constant threat of violence and a lack of community within the school and its surrounding neighborhoods.
Ramela Bettis is an Assistant Professor in the Department of Educational Foundations, Leadership, and Technology at Auburn
University, where she teaches courses in qualitative research methods and educational foundations. 相似文献
13.
This is an account of a teacher education program's attempt to connect with a neighboring community in order to better prepare faculty to teach about the urban context in which their preservice teacher education students practice. Taking a feminist perspective, the two authors discuss their goals—the processes of using a community organization to lead the discussion and obstacles inherent to university settings. Knowledge about urban communities is an area that is often neglected in teacher preparation and one that needs to be more fully considered. 相似文献
14.
This article describes a joint attempt by the federal government, a private foundation, several local social service agencies, and a local school district to revitalize an urban high school and its neighboring community. This revitalization was to occur through the development of an information system that would provide high school students, adult learners, and community residents with data on educational and job opportunities in St. Louis. The information system was to be reinforced by counseling and referral services provided jointly by the school system and by local civic organizations.The intended purposes and potential impact of such a project that aims at urban high school reform are discussed. The paper provides some insights into the potential pitfalls involved in the implementation of small discretionary projects, as well as the promise of providing integrated social services to an urban population.Presently Assistant Vice President, The Fashion Institute of Technology. 相似文献
15.
段健芝 《重庆第二师范学院学报》2007,20(3):107-110
随着城市化进程的加速,社会区已取代社区成为城市社会空间结构的主要形态,居民生活体育也随之发生了一些新的变化,主要表现在活动范围由社区延伸到社会区;同时依社会区类型的不同,其时间、空间和内容呈现出不同的特征;城市居民生活体育应以社会区为基本单位来规划与构建,以求得更大的发展。 相似文献
16.
In this article we examine the scientific identity formation of two young women of color who attend an urban vocational high school. One young woman lives in an urban setting, while the other lives in a suburban setting. We describe how these young women's identities influence and respond to experiences in school science. In particular, we describe how the experience of marginalization can make membership in a school science community impossible or undesirable. We also describe the advantages that accrue to students who fit well with the ideal identities of an urban school. Finally, we describe some of the difficulties students face who aspire to scientific or technological competence yet do not desire to take on aspects of the identities associated with membership in school science communities. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 965–980, 2001 相似文献
17.
The original mission of the state and land-grant university was to engage with communities to solve problems and improve the quality of life for the citizenry. Today most state and land-grant universities have moved far away from their original mission and are struggling to become engaged with the communities they serve. In this case study, we highlight some of the steady progress toward engagement that has recently occurred at The Pennsylvania State University. We catalogue how strong vision and leadership; infrastructure reorganization; and the active involvement of faculty, students, and community partners have revitalized the land-grant mission at Penn State.
Keith R. Aronson is the Assistant Director of the Social Science Research Institute and the Children, Youth, and Families Consortium, The Pennsylvania State University. Dr. Aronson received his B.A. from Rutgers University, M.A. from Ball State University, and Ph.D. from The Pennsylvania State University. He is a clinical psychologist with a specialization in biobehavioral health and is interested in understanding how research conducted at universities and colleges can better impact communities.
Nicole Webster is Assistant Professor of Agricultural and Extension Education, The Pennsylvania State University. Dr. Webster received her B.A. from the University of Florida and her M.A. and Ph.D. from Michigan State University. Her special interest is in service-learning research, particularly among minority youth. 相似文献
18.
Neil Harrison Susan Page Michelle Finneran 《The Australian Educational Researcher》2013,40(3):339-351
This paper maps ethical and epistemological issues around attempts by a university to negotiate with the traditional custodians of the Sydney basin, the Darug, to facilitate the intergenerational transmission of knowledge within their community, and through the university curriculum. The theory and practice of research raised some important methodological questions about what constitutes knowledge in Aboriginal and western contexts. The project brought us to reflect upon the epistemological basis of our research to consider whether it was history, ethnography, cultural resource management or memory work. As we worked through these issues during the process of consultation and negotiation with Senior Darug, the inquiry began to focus on how a university can acknowledge a commitment to its community. Such a commitment for a university must be built around attentiveness and respect, rather than an epistemology of control. We find that respecting the power structures and organisation of an Aboriginal community is a crucial step for a university in performing such a commitment. Respect for the established power relations in these communities constitutes the very basis of a generative methodology. 相似文献
19.
《Paedagogica Historica: International Journal of the History of Education》2012,48(2-3):485-502
In its first part this essay shows how a liberal, scientific elite tried to change values, behaviours and life of rural and urban populations during the decades in which the Italian national body had to be built. At that time Italy was still a country plagued by many epidemic and endemic diseases, with high mortality rates, well above the average of the more advanced European regions. Hygiene became the keyword: an ambitious and young discipline that would monitor all the links of man with his environment. The second part sketches a brief profile of the growing community that medical reformers had created, in proposing themselves as essential advisors and planners of the necessary “redemption”. The inaugural addresses read during half a century by university professors of medicine make clear the image their authors wanted to present about themselves and their activities, claiming competencies, right and duties that would enlarge their field considerably. 相似文献
20.
Higher education institutions are seeking greater community engagement through academic, social and civic activity. In response, researcher attention has turned to impacts on students’ education, and benefits to both university and community partners. This phenomenographic study examines how a diverse group of teachers, researchers and administrators at one New Zealand university conceptualised their involvement in community-engaged learning and teaching. We identified an outcome space where university people conceived their community engagement in three ways: within an expert/novice discourse, as advocacy, and in the most complex conception, as reciprocal learning. When working with and within communities, we suggest that university people should be supported to approach community engagement as reciprocal learning rather than adopting approaches that render community partners in passive roles. 相似文献