Landscape gardening as applied to school grounds.

"Prepared by Prof. Tell W. Nicolet."--p. [3].

School grounds ... planting plan. Ravinia, Illinois.

Ink on linen; location, type of plantings; school borders Dean Avenue; note, "Dimensions not current"; signed. 40x30 cm. Scale: 1"=40' [from photographic copy by Lance Burgharrdt]

Urban renewal from the inside out: Spatial and critical literacies in a low socioeconomic school community

This article focuses on how teachers worked to build a meaningful curriculum around changes to a neighborhood and school grounds in a precinct listed for urban renewal. Drawing on a long-term relationship with the principal and one teacher, the researchers planned and designed a collaborative project to involve children as active participants in the redevelopment process, negotiating and redesigning an area between the preschool and the school. The research investigated spatial literacies, that is, ways of thinking about and representing the production of spaces, and critical literacies, in this instance how young people might have a say in remaking part of their school grounds. Data included videotapes of key events, interviews, and an archive of the elementary students' artifacts experimenting with spatial literacies. The project builds on the insights of community members and researchers working for social justice in high-poverty areas internationally that indicate the importance of education, local action, family, and youth involvement in building sustainable and equitable communities.

The impact of school tobacco policies on student smoking in Washington State, United States and Victoria, Australia

This paper measures tobacco polices in statewide representative samples of secondary and mixed schools in Victoria, Australia and Washington, US (N = 3,466 students from 285 schools) and tests their association with student smoking. Results from confounder-adjusted random effects (multi-level) regression models revealed that the odds of student perception of peer smoking on school grounds are decreased in schools that have strict enforcement of policy (odds ratio (OR) = 0.45; 95% CI: 0.25 to 0.82; p = 0.009). There was no clear evidence in this study that a comprehensive smoking ban, harsh penalties, remedial penalties, harm minimization policy or abstinence policy impact on any of the smoking outcomes.

School sites: selection, development, and utilization.

Bibliography : p. 81-84.

Too great expectations?

Teachers have always been charged with the task of turning out the next generation of citizens—educated, healthy in mind, and healthy in body. The central question here is: how far should this responsibility extend? Just how much can we reasonably expect teachers to be responsible for? And just what should schools be responsible for? Obviously, teachers ought to be responsible for the fundamentals of learning, but should they be held accountable for what the children eat, or how they choose to behave, or for every single risk, direct or indirect, that could conceivably occur within the school grounds? These are precisely the kinds of expectation that have become part of educational life. Bit by bit, new forms of responsibility are being added to the site of the school and, more specifically, to the professional life of the teacher. The intention here is not necessarily to challenge any of these diverse changes, but rather to express concern about their cumulative effect on the ability of the school to do its primary job effectively.

Urban renewal, migration and memories : the affordances of place-based pedagogies for developing immigrant students’ literate repertoires

This paper reports on the new literacy demands in the middle years of schooling project in which the affordances of placed-based pedagogy are being explored through teacher inquiries and classroom-based design experiments. The school is located within a large-scale urban renewal project in which houses are being demolished and families relocated. The original school buildings have recently been demolished and replaced by a large ‘superschool’ which serves a bigger student population from a wider area. Drawing on both quantitative and qualitative data, the teachers reported that the language literacy learning of students (including a majority of students learning English as a second language) involved in the project exceeded their expectations. The project provided the motivation for them to develop their oral language repertoires, by involving them in processes such as conducting interviews with adults for their oral histories, through questioning the project manager in regular meetings, and through reporting to their peers and the wider community at school assemblies. At the same time students’ written and multimodal documentation of changes in the neighbourhood and the school grounds extended their literate and semiotic repertoires as they produced books, reports, films, powerpoints, visual designs and models of structures.

Educação inclusiva : estratégias utilizadas pelos professores do ensino regular nas turmas de educação inclusiva

A construção de uma escola inclusiva se apresenta como o grande desafio do século vigente. Este trabalho dissertativo teve como objetivos da investigação realizada compreender como as estratégias utilizadas pelos professores em suas práticas educativas, junto aos estudantes com deficiências específicas estão facilitando o processo educativo inclusivo nos anos/séries iniciais do ensino regular fundamental, como objetivo geral e levantar informações sobre os tipos de estratégias que estão sendo indicadas para subsidiar as práticas pedagógicas desenvolvidas por professores do ensino regular, identificar quais as estratégias pedagógicas utilizadas pelos professores do ensino regular que estão favorecendo a aprendizagem dos estudantes com deficiência inclusos no cotidiano de sala de aula, verificar quais as implicações ou obstáculos que estão concorrendo para as situações-problema existentes, na perspectiva do trabalho desenvolvido pelos respectivos docentes e comparar dentre as estratégias pedagógicas que estão sendo trabalhadas pelos professores do ensino regular quais as que apresentam melhores resultados na construção da aprendizagem de estudantes inclusos, como objetivos específicos. O processo investigativo caracterizou-se numa pesquisa de natureza qualitativa e quantitativa, em nível descritivo e explicativo, com base metodológica e científica na entrevista guiada pelo método de Bardin (2010) , na técnica de observação direta em sala de aula, adotando os itens segundo o modelo de Likert para o melhor compilar os dados e preenchimento da ficha de observação e no emprego de questionário, segundo as orientações de Richardson (2009). O cenário escolhido para realização da pesquisa foi uma escola da rede municipal de Jaboatão dos Guararapes, no Estado de Pernambuco, pertencente à Região Nordeste do Brasil, por apresentar um quantitativo significativo de estudantes inclusos, perfazendo um total de 19 estudantes com deficiências diversas, e composta por 12 sujeitos participantes que lecionam em salas de aula inclusivas. Procuramos fundamentar este trabalho com base nos constructos teóricos de autores renomados na seara da educação inclusiva, tais como: Stainback e Stainback (2008), Fonseca (1995), Goffman (2004), Tardif (2008), Beyer (2010), Carvalho (2006 e 2008), Gaio e Meneguetti (2004), Machado (2009), Mantoan (2001, 2006), Pires (2008), Saviani (2005), Angher (2008) entre outros defensores da inclusão. Pode-se observar através dos resultados obtidos as experiências que comprovaram avanços nas aprendizagens dos estudantes inclusos, quando da interação com os demais estudantes, promovendo uma melhor convivência social e educativa respaldada nos princípios e valores de respeito às diferenças e igualdade de condições, de direito e deveres, de participação ativa no processo de construção e de formação da cidadania de todos. Com o suporte de estratégias educacionais, como a contratação de estagiários de apoio, a disponibilização de recursos diversos, e a adoção de concepções de caráter da educação inclusiva apresentadas pelos participantes da pesquisa como elementos facilitadores da aprendizagem. Entretanto, como entraves foram percebidos a falta de formação acadêmica específica dos sujeitos participantes, a inadequação física do prédio escolar, a adoção de uma proposta pedagógica que não contempla os preceitos da educação inclusiva e o não oferecimento do atendimento educacional especializado aos estudantes no recinto escolar nem extraescolar, com profissionais de áreas afins para complemento e suplemento à aprendizagem. Assim verificou-se que o processo de implantação da educação inclusiva que vem sendo desenvolvido pela escola já apresentou respostas favoráveis, porém muito ainda precisa ser feito para minimizar os obstáculos defrontados.

Towards the renewable relocatable classroom

Relocatable or temporary classrooms are now a common sight in our school grounds. Despite their name, they tend to become permanent structures, due to the limited funding for traditional "bricks and mortar" school buildings. Unfortunately, the designs used for relocatables do not reflect current best practice in energy efficient design. Consequently, they can be either energy hungry and/or thermally uncomfortable, depending on the level of conditioning equipment installed. Opportunities exist to apply solar design principles to the standard relocatable classroom. This paper explores the possibilities of reducing energy consumption to such a le\A31 that the remaining energy could then be supplied to the relocatable classroom from renewable energy technologies

Adolescents' use of purpose built shade in secondary schools : cluster randomised controlled trial

Objective To examine whether students use or avoid newly shaded areas created by shade sails installed at schools.

Design Cluster randomised controlled trial with secondary schools as the unit of randomisation.

Setting 51 secondary schools with limited available shade, in Australia, assessed over two spring and summer terms.

Participants Students outside at lunch times.

Intervention Purpose built shade sails were installed in winter 2005 at full sun study sites to increase available shade for students in the school grounds.

Main outcome measure Mean number of students using the primary study sites during weekly observations at lunch time.

Results Over the study period the mean change in students using the primary study site from pre-test to post-test was 2.63 (95% confidence interval 0.87 to 4.39) students in intervention schools and –0.03 (–1.16 to 1.09) students in control schools. The difference in mean change between groups was 2.67 (0.65 to 4.68) students (P=0.011).

Conclusions Students used rather than avoided newly shaded areas provided by purpose built shade sails at secondary schools in this trial, suggesting a practical means of reducing adolescents’ exposure to ultraviolet radiation.

Trial registration Exempt.

WATER ACCESS AND MAINTENANCE IN KARONGA, MALAWI

This report is a case study of how Mwangalala community accesses water and how that access is maintained. Mwangalala community is located in the northern tip of Karonga district in Malawi, Africa. The case study evaluates how close the community is to meeting target 10 of the Millennium Development Goals, sustainable access to safe drinking water, and evaluates the current water system through Human Centered Design’s criteria of desirability, feasibility, and viability. It also makes recommendations to improve water security in Mwangalala community. Data was collected through two years of immersive observation, interviews with 30 families, and observing two wells on three separate occasions. The 30 interviews provided a sample size of over 10% of the community’s population. Participants were initially self-selected and then invited to participate in the research. I walked along community pathways and accepted invitations to join casual conversations in family compounds. After conversing I asked the family members if they would be willing to participate in my research by talking with me about water. Data collected from the interviews and the observations of two wells were compared and analyzed for common themes. Shallow wells or open wells represented the primary water source for 93% of interview participants. Boreholes were also present in the community, but produced unpalatable water due to high concentrations of dissolved iron and were not used as primary water sources. During observations 75% of community members who used the shallow well, primarily used for consumptive uses like cooking or dinking, were females. Boreholes were primarily used for non-consumptive uses such as watering crops or bathing and 77% of the users were male. Shallow wells could remain in disrepair for two months because the repairman was a volunteer, who was not compensated for the skilled labor required to repair the wells. Community members thought the maintenance fee went towards his salary, so did not compensate the repairman when he performed work. This miscommunication provided no incentive for the repairman to make well repairs a priority, and left community members frustrated with untimely repairs. Shallow wells with functional pumps failed to provide water when the water table levels drop during dry season, forcing community members to seek secondary or tertiary water sources. Open wells, converted from shallow wells after community members did not pay for repairs to the pump, represented 44% of the wells originally installed with Mark V hand pumps. These wells whose pumps were not repaired were located in fields and one beside a church. The functional wells were all located on school grounds or in family compounds, where responsibility for the well’s maintenance is clearly defined. Mwangalala community fails to meet Millennium Development goals because the wells used by the community do not provide sustainable access to safe drinking water. Open wells, used by half the participants in the study, lack a top covering to prevent contamination from debris and wildlife. Shallow well repair times are unsustainable, taking longer than two weeks to be repaired, primarily because the repair persons are expected to provide skilled labor to repair the wells without compensation. Improving water security for Mwangalala can be achieved by improving repair times on shallow wells and making water from boreholes palatable. There are no incentives for a volunteer repair person to fix wells in a timely manner. Repair times can be improved by reducing the number of wells a repair person is responsible for and compensating the person for the skilled labor provided. Water security would be further improved by removing iron particulates from borehole water, thus rendering it palatable. This is possible through point of use filtration utilizing ceramic candles; this would make pumped water available year-round.

Editorial: Family Preservation: Collaboration and Teamwork

Tis the season of the National Basketball Association finals and the beginning of the Professional Women's Basketball Association. The skills of collaboration and teamwork required to achieve the ballet of basketball is learned by players over a number of years. On school grounds everywhere, children are learning the techniques and skills necessary to play the game of basketball. Recently, I saw a coach on the sidelines screaming at a young player to make her free-throws, and if she missed, she would have to run laps. This reminded me of traditional services to families which threaten, or at best demand a certain level of performance of parents without providing any true "coaching". I often watch our college coach work from a strengths perspective with the team on minute techniques such as the match-up defense and in-bounds plays. This is the approach that family preservation must employ with families, programs, and their communities.

Música e surdez: o ensino de música numa perspectiva bilíngue na escola regular

The present study focuses on the development of pedagogical activities in Music Teaching, aiming to enhance the accessibility of musical knowledge for both deaf and hearing students, using a bilingual approach in regular schools. Few studies address Music and Deafness, and those that do focus exclusively on the context of special education, and specifically the deaf student, which signals the urgent need for conducting research on this issue in the context of inclusion – empirically and carried out on school grounds. Therefore, we developed our study at a Natal City Public Elementary school, in a class of 6th graders, comprised of 37 students, 3 of whom were deaf. The objective of the study was to develop a proposal for a pedagogical intervention in Music Teaching, using a bilingual approach, with deaf and hearing students, in the context of regular school classes. The research is based on the theoretical framework presented in Penna (2010), Brito (2001) and Fonterrada (2008), with reference to music education, and Haguiara-Cervellini (2003), Finck (2009) and Louro (2006), with reference to inclusion in teaching music. To achieve this objective, we developed a proposal for intervention based on the methodological dictates of intervention research, presented in studies by Jobim and Souza (2011) in light of the theoretical concepts posited by Mikhail Bakhtin, which assert that knowledge is produced through interaction between subjects, dialogically and through alterity. This methodology was carried out in pedagogical workshops, conceived as spaces for the construction of knowledge, mobilizing participants to engage in ludic activities of musical experimentation. Content covered in these workshops focused on Pulse and Rhythm – basic elements in music education – demonstrating that awareness about and sensitivity to these elements is not limited to the auditory sensory perception of the student, once the entire body is used as an agent of acquisition and expression. Thus, we began the trajectory of our research from the starting point of the identification and perception of „Pulse‟, using one‟s own body and the body of classmates, representing it through physical expressions and movement. Subsequently, this Pulse was extended from the body to a percussion instrument, and was then represented graphically as lines of rhythm, constituting a process of reading and writing; ultimately the intervention culminated in the class presentation with the musical group De Pau e Lata (Stick and Can). In our analysis, faced with the challenges and possibilities presented in our study, findings showed satisfactory results with regard to the participation of all of the students: completing the activities proposed in the class, asking questions when they did not understand, positioning themselves when they thought it necessary, expressing opinions about the work completed, evaluating the workshops given, interacting, helping in the activities, constructing knowledge collaterally, experimenting and experiencing musical elements through the body in activities that applied to both groups (deaf and hearing) in the one class. These indications elucidate the viability of teaching music to deaf and hearing students, using a bilingual approach, and based on experiences with the body and communicative and cultural specificities involved, confirming, as well, the role of Sign Language as a mediator in the teaching/learning process.