School-community collaboration in disaster education in a primary school near Merapi volcano in Java Island

2016 ◽  
Author(s):  
Tuswadi ◽  
Hayashi Takehiro
Keyword(s):  
Primary School ◽  
School Community ◽  
Community Collaboration ◽  
Merapi Volcano ◽  
Disaster Education

Building Community Within and Around Schools

2009 ◽  
pp. 31-51
Author(s):  
Ellen B. Goldring
Keyword(s):  
Social Capital ◽  
Jewish Community ◽  
School Community ◽  
Community Relations ◽  
Community Collaboration ◽  
School And Community ◽  
Building Community

This chapter focuses on the role of the school in redefining the collaboration between school and community. It argues that it is important to explore the purposes and mechanisms of school–community collaboration. The chapter considers why a school should pursue collaboration with the community, and what the mechanisms are by which schools and communities can interact with and mutually support one another. It focuses on three purposes, on the corresponding perspectives on why and how school–community relations can ‘work’, and on appropriate mechanisms for bringing this about. The first strand concerns school–community collaboration for the purpose of enhancing learning. Second, the chapter discusses school–community collaboration for the purpose of developing social capital. Third, it presents the notion of school–community collaboration for the purpose of building and developing the wider Jewish community.

EVALUATION OF THE EDUCATION-RELATED ACHIEVEMENTS OF PRIMARY SCHOOL PUPILS – BETWEEN SUPPORTING AND EXCLUSION

2019 ◽  
Vol 20 ◽  
pp. 219-231
Author(s):  
Michał Kowalewski
Keyword(s):  
Primary School ◽  
Social Exclusion ◽  
Primary Education ◽  
School Community ◽  
The Other ◽  
School Practice ◽  
Potential Source ◽  
Other Hand ◽  
The One ◽  
Primary School Pupils

It is expected that today’s school shall, on the one hand – to the greatest extent possible, support a pupil in his or her development and education-related activities, on the other hand – prevent exclusion, so easy to occur in today’s, structurally diversified society. The factor which poses a potential source of social exclusion is the evaluation of education-related achievements of pupils, present in the education-related school practice in the form of a grade. The system of evaluating the education-related achievements, in view of the diversity of results, often introduce stereotypical divisions into “better” and “worse” pupils, resulting in school setbacks, implicating negatively perceived competition as well as distorting the relations within the school community. In view of the aforementioned circumstances, the considerations over the evaluation of education-related achievements seem to be well-founded, particularly in the context of primary education of pupils.

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