Building community-school programs in two cities

Chapter four explores how the activities and relationships occurring in the spaces where microsystems overlap function as seedbeds of solidarity, generating a shared sense of identity, fostering social cohesion and transforming “other people’s children” into “our children.” The author focuses on interactions among the primary social institutions comprising children’s microsystems: family, faith community, school, peer group, and neighbourhood. Drawing on observations from the villages under study, the author illustrates the dynamic created when these social institutions cooperate, collaborate and even engage in friendly competition in support of the community’s children. The chapter highlights the role of rituals and traditions in building community identity and solidarity in both villages. It explores how village identity can endure across time and distance in migrants’ attachments to their home towns. In closing, it predicts further erosion of community identity due to global economic policies and divisive political movements.

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After Hours Community School Programs

Journal of Physical Education and Recreation ◽

10.1080/00971170.1977.10621973 ◽

1977 ◽

Vol 48 (9) ◽

pp. 38-38

Author(s):

Michael Tenoschok

Keyword(s):

Community School ◽

School Programs ◽

After Hours

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Degree of Availability of Community School Standards in Public Schools in Southern Region of Jordan from Teachers’ Views

Journal of Studies in Education ◽

10.5296/jse.v7i2.10734 ◽

2017 ◽

Vol 7 (2) ◽

pp. 27

Author(s):

Suleiman Al- Hajaya ◽

Hani Kraimeen

Keyword(s):

Public Schools ◽

Community Service ◽

Southern Region ◽

Community School ◽

Community Resources ◽

Male And Female ◽

Female Teachers ◽

Study Results ◽

School Programs ◽

Community Standards

The purpose of this study aimed to determine the degree of availability of community school standards in public schools in southern region of Jordan from the teachers’ views. To achieve the goals of the study, a questionnaire was developed to collect the data. It consisted of four domains for community school: 1) the optimal use of the community resources, 2) community service, 3) students service, and 4) the participation of parents. The sample of the study was chosen randomly which consisted of 547 male and female teachers. The results of the study showed that the degree of the availability of community school standards were moderate. Based on the study results, the researcher came up with several recommendations. The most important one is integrating community standards within the school programs of administrators’ evaluation.

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