Community Schools in AfricaReaching the UnreachedBuchvon Save the ChildrenEAN: 9780387451060Einband: GebundenErscheinungsjahr: 2007Sprache: EnglischSeiten: 230Masse: 243 x 164 x 18 mmRedaktion: Save the Children, Deborah Glassman, Jordan Naidoo und Fred Wo
Erscheinungsdatum: 06/2007Medium: BuchEinband: GebundenTitel: Community Schools in AfricaTitelzusatz: Reaching the UnreachedRedaktion: Save the Children // Glassman, Deborah // Naidoo, Jordan // Wood, FredVerlag: Springer-Verlag GmbH // Springer US
This book explores questions related to the recent establishment in Africa of community schools similar to those supported by Save the Children. The book addresses the serious doubts about realizing the Education for All and Millennium Development Goals.
Community Schools in AfricaUntertitel: Reaching the UnreachedEinbandart: BuchFormat: 235x210x18 mmISBN-13: 9780387451060Isbn-10: 0387451064Verlag: Springer-Verlag GmbhAuthor: Save the Children Veroeffentlichungsdatum: 2007Sprache: Englisch
Community Schools in Africa::Reaching the Unreached. Auflage 2007
Erscheinungsdatum: 01/2016Medium: BuchEinband: GebundenTitel: Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service SchoolsTitelzusatz: International Exemplars for Practice, Policy and ResearchRedaktion:
In Esperanza School: A Grassroots Community School in Honduras, Eloisa Rodriguez takes us into the daily lived experiences of members of a community school, Esperanza School, situated in a rural area in Honduras. Her work engages readers in a critical analysis of what Esperanza School represents for the community. Rodriguez explores the characteristics that have made Esperanza School a community school; in vivid, life-like detail, she describes how Esperanza School functions as the heart of the community by providing opportunities for impoverished youth to attend the school, facilitating relationships with a nearby orphanage, and developing professional development workshops for rural teachers. Rodriguez narrates the story of Esperanza Schools establishment, interactions within the community, and the characteristics of the school personnel that illuminate the social justice mission of the school and create new possibilities for the community. Throughout Rodriguez discusses how Esperanza School represents hope for quality education in this community, and ultimately, in her country, Honduras. Unlike many studies on community schools, this book deals with the reality of the community and the schools impact on the community. The book compliments and extends the existing literature on community schools by focusing on the students, teachers and founders experience of studying and working in Esperanza School. Rodriguez has been involved with Esperanza School for ten years; her personal passionate commitments to this school, and to her country, are illuminated in stories of her participation in the school. Through a multicultural and cross-cultural narrative inquiry methodological framework, a deeper understanding of the ideological, cultural and educational experiences of creating a community school, working in one, and the impact of having a community school are presented. A philosophical framework developed from the work of Paulo Freire and John Dewey provides an analytical lens to examine schooling in Honduras. The picture that emerges from this book provides a guide for ways to make a difference in the Honduran educational system and other developing countries. Pre-service and in-service teachers, educational researchers, administrators, educational policy makers, and those who advocate for educational settings and schools for impoverished communities can learn from this book. It is a representation of a necessity for developing countries to improve the education in schools: from ineffective public schools to community schools for all.
Career Counseling Across the Lifespan: Community, School, and Higher Education is the latest volume in the Issues in Career Development Book Series, edited by Grafton Eliason, John Patrick, and Jeff Samide, from California University of Pennsylvania. The purpose of Career Development Across the Lifespan is to provide a broad and in-depth look at the field of career development as it applies to individuals involved in all areas of community counseling, school counseling, and higher education. The book will examine some of the fields major theories, themes, approaches, and assumptions using the writings of a variety of regional and international experts. Specific emphasis is spent examining issues reflective of todays challenges in developing and maintaining a workforce that is diverse, flexible, and efficient. Readers will be provided with an action based framework built on the best available research information. This text book is truly the culmination of 8 years work, compiling comprehensive studies from three previous volumes and updating key concepts in career counseling with the most contemporary theories and innovations. We examine three primary domains of career counseling throughout all of the developmental stages of the lifespan: community, schools K-12, and higher education. We include a specific focus on career history and theories, to prepare students for both the counseling environment and for national exams leading to certification and licensure, such as the (NCE) National Counseling Exam. We also include cutting edge research on contemporary topics, including such areas as: military careers, life after the military, athletics, individuals with disabilities or special needs, career counseling in our current socio-economic environment, and current technologies such as virtual counseling. In addition, we have added case studies and key terms as study guides at the end of each chapter. We are fortunate to include many recognized experts in the field of career counseling. Career Counseling Across the Lifespan: Community, School, and Higher Education is a comprehensive text, written to address the broad needs of career counselors, educators, and students today.
This book contributes in multiple dimensions to the educational literature through an articulation of T.j. and Anita Andersons vision how the community and faculty adopted the vision what it meant in practical terms to matriculating students and their f