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Descriptors:
Identification; Identification (Psychology); Foreign Countries; Self Esteem; Perception; Community Involvement; Correlation; Psychology; Community Relations

Abstract:
Based on the Social Identity and Social Categorization Theory framework, this study investigated how identification with the physical component of a community (i.e., the place identity), the perception of a community (i.e., the ingroup) in terms of cohesion and entitativity, and the perception of one or more territorial communities as laying beyond a community's boundaries (i.e., the outgroup) affect a psychological sense of community (PSOC). A survey was conducted with 477 residents (55.1 & female; aged 16-80 years) in the Salento region, Italy. The results showed that the more individuals identified with the spatial community, the more they felt connected to their fellow residents and the more satisfied they were with their social relationships. More importantly, the findings highlighted the contribution of ingroup-outgroup relationships on shaping PSOC, which suggests that determinants of PSOC should include both the internal identification processes and the processes that lead communities to behave towards other communities. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Theory Practice Relationship; Community Relations; Conflict; Educational Philosophy; Case Studies; Criticism; Political Influences; Social Influences; Dialogs (Language); Teaching Methods; Peace

Abstract:
Most of what has been written about Buber and education tend to be studies of two kinds: theoretical studies of his philosophical views on education, and specific case studies that aim at putting theory into practice. The perspective taken has always been to hold a dialogue with Buber's works in order to identify and analyse critically Buber's views and, in some cases, to put them into practice; that is, commentators dialogue with the text. In this article our aims are of a different kind. First and fundamentally, we demonstrate the political and social ontological basis of Buber's thought; that is, we show that Buber, the philosopher of dialogue, held an authentic dialogue with his time, and demonstrate that Buber's work, in this case "I and Thou," holds a dialogue with its Zeitgeist; that is the text dialogues with its Zeitgeist. This approach leads us to our second aim, which is to demonstrate that Buber's thought remains relevant to our times, particularly when it serves as a dialogical educational tool with which to resolve conflict of all types and to aid dialogue towards peace in inter-community relations. (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Principals; Instructional Leadership; Community Leaders; Administrator Role; Parent School Relationship; Community Relations; Context Effect; Academic Achievement; Advocacy; Urban Schools; Ethnography; Research Methodology; Longitudinal Studies; High Schools; Participant Observation; African American Leadership; Leadership Styles; Racial Differences; Administrator Attitudes; Nontraditional Education; Politics of Education; Trust (Psychology)

Abstract:
Purpose: This article examines the impact that a principal's community-leadership has on school-community relations and student outcomes. Comparisons are drawn between leadership behaviors that emphasize school-centered approaches and community-centered approaches. Research Methodology: Ethnographic research methodology was conducted over a 2-year period, during which the researcher conducted participant observations, interviews, and descriptive and interpretive memoing. Findings: The principal's role as community leader--including high principal visibility in the community and advocacy for community causes--led to trust and rapport between school and community. Consequently, parents who were previously hostile changed their relationship with school, and supported his or her handling of their children. This led to improved academic outcomes for students. Implications: This study has implications for how principals view their role, presence in, and relationship with the community. It also offers reflection on how and where the center of school-community relationships should be (i.e., school vs. community). (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Vocational Rehabilitation; Rural Areas; Economic Opportunities; Employment Patterns; Urban Areas; Counties; Wages; Rural Population; Job Development; Skilled Workers; Blue Collar Occupations; Career Development; Interviews; On the Job Training; Rehabilitation Counseling; Self Employment; Community Attitudes; Community Relations; Employers

Abstract:
Vocational Rehabilitation (VR) agencies provide a range of services to help people with disabilities become employed. How services are delivered, however, depends on several factors including client interests and abilities as well as economic opportunities within the local community. For better or worse, rural and urban clients face vastly different employment landscapes. For instance, USDA Economic Resource Service data indicate that rural people earn lower wages and experience lower employment rates (ERS, 2012). Rural counties also have fewer full-time jobs per capita, particularly in skilled labor sectors. Urban areas have higher employment rates in professional and managerial positions, while rural communities have higher rates in blue collar and resource based occupations characterized by limited benefits and less opportunity for advancement. Additionally, rural counties have a higher percentage of very small firms compared to urban counties. This economic variation requires different employment strategies for rural and urban clients. Recently, the authors conducted a national qualitative study to better understand how VR agencies approach rural employment with their clients. This factsheet focuses on informant comments related to the rural employment landscape and VR approaches to overcoming barriers and developing jobs for rural clients. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Research Universities; Institutional Mission; Citizen Participation; School Community Relationship; Service Learning; Community Development; Community Relations; Role of Education; College Role; Scholarship

Abstract:
The mission of The Research University Civic Engagement Network (TRUCEN) is to advance civic engagement and engaged scholarship among research universities. TRUCEN has adopted the following goals for advancing civic engagement and engaged scholarship as part of the core mission of all research universities: (1) Encourage community-engaged scholarship by identifying its dimensions and demonstrating how it satisfies criteria for rigorous scholarship established by and expected from research universities; (2) Encourage research on different forms of civic engagement and give greater visibility to this growing field of scholarship; and (3) Encourage greater commitment to curricular and co-curricular activities that promote students' civic understanding and engagement, and scholarly efforts to understand and articulate the outcomes, challenges, and best practices for doing so. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Public Service; Institutional Research; Self Evaluation (Groups); Institutional Mission; Action Research; Participatory Research; School Community Relationship; Urban Environment; Community Development; Community Relations; College Faculty; Advisory Committees; Research Universities

Abstract:
This essay builds on and extends earlier research and writing that the authors have done, trying to understand how a commitment to local engagement, which is the term commonly used at the University of Pennsylvania (Penn), becomes embedded in the core work of the institution. Their inquiries have been guided by social psychologist Kurt Lewin's dictum: If one wants to truly understand something, try to change it. The work undertaken by the Netter Center for Community Partnerships, with which the authors are both involved (one as founding director and the other as a long-standing member of the Netter Center's faculty advisory board), has constituted an ongoing participatory action research project whose primary interconnected goals are to help produce substantive change for the better and, through that process, advance knowledge and learning. A central theme of this essay is that institutionalization occurs when organizational structures are established to support local engagement, and when a critical mass of colleagues embrace the value of this work. Resources also need to be secured and strategically deployed to ensure the development and growth of an effective organization and programs. The authors have found that for a higher education institution to genuinely (as opposed to putatively) embrace its civic mission, faculty members must come to see the work as central. At a research university like Penn, this means conceptualizing the work of engagement as a powerful strategy for developing new knowledge through research and teaching. Given Penn's founding purpose of serving society and promoting citizenship, it also involves working to connect local engagement efforts to the goal of improving the community and to a larger, democratic purpose. The authors believe that these approaches, which entail both structural and ideological change, enable civic engagement to put down roots in the groves of academe. (Contains 1 figure and 1 endnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Liberal Arts; Administrators; Leadership; Service Learning; Public Service; School Community Relationship; Research Universities; State Universities; Citizen Participation; Interprofessional Relationship; Communities of Practice; Social Networks; Community Development; Community Relations

Abstract:
By the early years of this new century it was evident that increasing numbers of colleges and universities had undertaken numerous innovative efforts to reinvigorate and prioritize students' civic and community engagement in their surrounding communities. However, a number of individuals involved with these movements had noticed that much of the most ambitious and innovative work was taking place in teaching-focused community and liberal arts colleges and state universities. Research universities were relatively less involved. Recognizing the need to encourage engaged scholarship at research universities and these institutions' potential to provide leadership in this arena, Campus Compact executive director Liz Hollander, and Rob Hollister, dean of the Jonathan M. Tisch College of Citizenship and Public Service at Tufts University, decided in 2005 to convene scholars from some of the research universities. Thus in October 2005 individuals from 13 research universities met at Tufts for a two-day meeting. The group not only shared their ideas but decided to take action by becoming a more prominent and visible "voice for leadership" in the larger civic engagement movement in higher education. A formal ongoing steering committee was created, and the group adopted a name, The Research University Community Engagement Network (TRUCEN). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Corporations; Social Responsibility; Community Relations; Community Attitudes; Expectation; Fuels; Industry; Case Studies; Community Development; Empowerment; Participative Decision Making; Community Involvement; Trust (Psychology); Organizations (Groups); Politics

Abstract:
Poor community-company relations in the Niger Delta have drawn attention to the practice of corporate social responsibility (CSR) in the region. Since the 1960s, transnational oil corporations operating in the Niger Delta have adopted various CSR strategies, yet community-company relations remain adversarial. This article examines community expectations of CSR and the influence of the traditional, political, and administrative systems on community expectations of CSR in the Niger Delta region. An overview of CSR, oil industry CSR practices in the Niger Delta, and the methodology used is presented. The findings show that community expectations were framed through the lens of underdevelopment and its implications for the social and economic wellbeing of the indigenes. The implications of the traditional, political, and administrative systems and the network of organizations for CSR in the Niger Delta are discussed. (Contains 3 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; School Effectiveness; School Administration; Case Studies; Mixed Methods Research; Correlation; Longitudinal Studies; Interviews; Elementary School Curriculum; Staff Development; Institutional Mission; Decision Making; Elementary Schools; Mathematics Achievement; Administrator Effectiveness; Urban Schools; Principals; Effective Schools Research; Community Relations

Abstract:
This mixed method research study is situated in the school effectiveness research paradigm to examine the correlation between the effectiveness of urban, primary school principals and their students' performance in mathematics. Nine, urban, primary schools from Negombo, a coastal fishing area in Sri Lanka, were selected; their student achievements in mathematics were documented in a longitudinal study from 1998 to 2002. At the end of 2002, principals in these schools were interviewed to obtain evidence of their effectiveness in six areas: (a) school vision, (b) decision-making process, (c) curriculum process, (d) staff development, (e) community relations, and (f) managing changes and challenges. The results indicate a measurable correlation between school performance and principal effectiveness. However, these results should be cautiously interpreted since there are other contextual factors that affect the functioning of these schools. The results also illustrate some challenges faced by principals in their day-to-day activities in coastal, primary schools in Sri Lanka. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Democracy; School Community Relationship; Service Learning; Community Education; Community Relations; Metacognition; Natural Disasters; Educational Principles; Educational Practices; Community Change; Democratic Values; Performance Factors; Transformative Learning; Coping; Stress Management

Abstract:
In the aftermath of Hurricane Katrina, a synchronistic set of events and relationships generated a new kind of experiential learning in communities across Mississippi. Educators based at the University of Mississippi, community-based educators, social justice advocates, and funders collaborated to provide the resources and opportunities for diverse groups of Mississippians to participate in the Circle of Trust[R] approach as a vehicle for community healing and transformation. Created by educator and public intellectual Parker J. Palmer and the Center for Courage & Renewal (www.couragerenewal.org), this approach is a retreat-based learning format founded on a set of principles and practices that honor the cultivation of one's own wisdom and voice and evoke the courage to integrate the inner life with the active life of service and leadership. This chapter explores how utilizing the principles and practices of the Circle of Trust[R] approach helped to lay a generative foundation for democratic education in service of community healing and transformation in Mississippi. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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