The primary purpose of this study was to determine user satisfaction of the community education program as perceived by stakeholders in North East Independent School District. A secondary purpose of this study was to examine the impact of community education support of a bond vote affecting the regular K-12 school program. Participants for the investigation were 522 stakeholders attending community education classes in North East Independent School District. Stakeholders responded to a questionnaire that provided data for this research. Research findings of this study: 1. Stakeholders participating in community education programs were found to be well satisfied with the classes they attended. 2. No difference existed in the perception of attitudes between adults 18 to 54 and those 55 and older who were taking community education classes. 3. Participation in community education classes does affect the stakeholders’ attitudes toward the regular K-12 school program. Recommendations for future study: 1. Studies of this type should be conducted for adults who are not participating in community education programs within North East Independent School District to determine their educational, recreational, and vocational training needs. 2. Program staff, including administrative and instructional personnel, should receive training regarding the importance and benefits of creating learning communities. 3. A longitudinal study of stakeholders extending over several years should be undertaken to evaluate the long-term impact of community education programs.

No description available.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Includes bibliographical references (leaves 207-221). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 594-632). Available also in a digital version from Dissertation Abstracts.

An integrated process for education and sustainable community development has not been incorporated in countries of the North or the South. Although environmental education has been introduced into many curricula, this is only a beginning step compared to what is required to rebuild our understanding of development and set ourselves on more sustainable paths. / The Barefoot College, in India has developed an education process for sustainable community development and has experience with reinventing the concepts of education and development. Their process has broad implications for educators, policy makers, academics and the general public in the South and North. / The main objective of this study was to examine the essential characteristics of an education process which contribute to sustainable community development as exemplified by the Barefoot College. The participatory research data has been used to extend theoretical perspectives on sustainability and education and to reinforce new directions for research on education and sustainable communities. / Students of the Barefoot College emerge as potential partners for the development of their communities. They learn skills to support themselves and to facilitate sustainable community development. Specific implications for applications of the Barefoot College process to Western education are suggested.

Thesis (Ed.D.)--Liberty University, 2008. / Includes bibliographical references.

Thesis (PhD) -- AUT University, 2008. / Includes bibliographical references. Also held in print (xx, 255 leaves : col. ill. ; 30 cm.) in the Archive at the City Campus (T 374.26 WEC)

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 207-221). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010. / Full text also available online. Scroll down for electronic link.

No description available.