Education Commons^™

The Relationships Between School Climate, Teacher Self-Efficacy, And Teacher Beliefs, Paige Lacks

Doctoral Dissertations and Projects

This quantitative study examined the relationship between school climate, teacher self-efficacy, and teacher beliefs. Teachers at two middle schools in rural southern Virginia participated in the study. Middle school teachers were surveyed using the School Climate Index to collect information about teacher-perceived views on their school’s climate and the Teacher Sense of Efficacy Scale to gather information about teacher self-efficacy. Pearson Product-Moment Correlations were used to measure the relationship between school climate and teacher self-efficacy as well as teacher self-efficacy and four teacher-perceived climate factors, including collegial leadership, teacher professionalism, academic press, and community engagement. Data analysis did not provide …

Building Community-Campus Partnerships To Prevent Infant Mortality: Lessons Learned From Building Capacity In Four Us Cities, Renata Schiavo, Isabel Estrada-Portales, Elena Hoeppner, Denisse Ormaza, Radhika Ramesh

Journal of Health Disparities Research and Practice

Infant mortality rate (IMR) is an important indicator of progress toward health equity and socio-economic development. Despite progress, the US is ranked 45th among 192 countries in IMR, with non-Hispanic black IMR 2.2 times that of non-Hispanic white rates, and higher than average IMR in Native American populations. The Preconception Peer Educators (PPE) program of the U.S. DHHS Office of Minority Health Resource Center (OMHRC) aims to raise awareness about IMR disparities in African Americans, and to promote preconception health behaviors among women of childbearing age and sexually active men. Building upon this program, this report focuses on lessons learned …

Vol. 27 No. 3 (Autumn 2016), Doi 10.18060/21388 Building An Engagement Center Through Love Of Place: The Story Of The Barbara Weitz Community Engagement Center, Sara Woods, B. J. Reed, Deborah Smith-Howell

Scholarship of Metropolitan Mission

Universities throughout the United States operate engagement centers to extend campus faculty, staff and student resources to their communities. In 2014, the University of Nebraska Omaha (UNO) opened the Barbara Weitz Community Engagement Center (Weitz CEC): a privately funded $24 million, 70,000 square foot facility located in the middle of its original Dodge Street campus. In addition to offices for its service learning and community service enterprises, the CEC houses over thirty university and community organizations and offers extensive space for meetings, dialogue and collaboration. This paper will discuss its strategic and programmatic origins, unique design, and lessons learned in …

Immersive Practices: Dilemmas Of Power And Privilege In Community Engagement With Students In A Rural South African Village, J. Michael Williams, Lisa M. Nunn

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

Power is manifested in many ways within immersive study abroad experiences. One of the paradoxes of this reality is that structures of power simultaneously create the conditions necessary for immersive community engagement programs to exist as well as limit the action, voice, and autonomy of the actors involved in the community engagement. Unequal power relations are an enduring dilemma of this kind of work even when the intention is to “join in community” with others to learn, create, and build relationships side by side for mutually beneficial purposes. In this paper we offer lessons we have learned, and continue to …

Service After Being The Served, Nicholas Daly

The International Undergraduate Journal For Service-Learning, Leadership, and Social Change

No abstract provided.

Service-Learning At Dominican: Education In Action, Julia Van Der Ryn

Collected Faculty and Staff Scholarship

What is Service-Learning at Dominican?

Service-Learning (SL) puts education into action by engaging with the community and experiencing the relevance of coursework first-hand. SL expands the classroom into the local community, providing the opportunity to apply classroom content to work with local community organizations and schools, learning about the lives of others, developing awareness, enhancing one’s understanding of how we can contribute to social justice issues that ultimately impact us all.

Through SL, students develop practical, transferable skills, explore career and personal interests, and expand their networks and sense of self while connecting with other students, faculty, and community mentors.