Literaturnachweis - Detailanzeige
| Autor/inn/en | Higgins, Ann; Deegan, James G. |
|---|---|
| Titel | In Patience and Hope: A 20-Year Narrative Study of a Family, School, and Community Partnership |
| Quelle | In: International Journal of Educational Reform, 18 (2009) 4, S.270-282 (13 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1056-7879 |
| Schlagwörter | School Community Relationship; Foreign Countries; Social Capital; Case Studies; Educational Change; Longitudinal Studies; Elementary Schools; Change Strategies; Partnerships in Education; Social Change; Economically Disadvantaged; Teaching Methods; Learning Strategies; Sustainable Development; Teamwork; Trust (Psychology); Educational History; Adult Education; Community Schools; Interviews; After School Programs; Urban Areas; Ireland Ausland; Sozialkapital; Case study; Fallstudie; Case Study; Bildungsreform; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Grundschule; Volksschule; Lösungsstrategie; Hochschulpartnerschaft; Sozialer Wandel; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Nachhaltige Entwicklung; History of education; Bildungsgeschichte; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Community school; ; Gemeindeschule; Gemeinschaftsschule; Interviewing; Interviewtechnik; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Urban area; Stadtregion; Irland |
| Abstract | This case study describes a 20-year journey of educational transformation from 1985 to 2005 in a bellwether, or highly developed, instance of one school, family, and community partnership--the Kileely Community Project--situated in a large social housing project in Limerick City in the Midwestern region of the Republic of Ireland. The study is a narrative account of how a declining elementary school struggled against the odds to become a vibrant community learning center. Guided by a mix of feminist emancipatory research and socioecological and social capital theories, the study yielded findings on the hidden potential of patience combined with hope as a catalyst for changing the ways that learners learn and teachers teach, for building commitment to sustainable learning, for working for change in community teams through collective intelligence, for building a capacity for change and risk, and for fostering trust and respect in relationships. Implications are discussed for the development, growth, and sustainability of family, school, and community partnerships. (Contains 1 figure and 1 table.) (As Provided). |
| Anmerkungen | Rowman & Littlefield Education. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://www.rowman.com/page/Journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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