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A major thrust for vocational education in the 1980s is the collaboration of schools with industry and other sectors of the community. The Building Our American Communities (BOAC) program was initiated in 1971 by the Future Farmers of America to involve agriculture students in their communities. Considerable financial and human resources have supported BOAC program operations for the past 13 years, yet there is a lack of knowledge as to who has been participating in the program, what resources have been utilized, and what outcomes have resulted. The purpose of the study was to examine the BOAC program by describing community development activities, BOAC projects, and characteristics associated with selected students and advisors who participated in the 1983 BOAC program relative to their FFA chapter, school, and community contextual situations with respect to program inputs and anticipated outcomes. The first four levels of Bennett and Nelson's (1975) evaluation hierarchy used by the Cooperative Extension Service served as a theoretical frame of reference for the study. The population for this descriptive study included the 48 students and 46 advisors who attended the 1983 National Conference on Community Development. Three survey instruments were developed by the researcher. One for students and one for advisors elicited background and participation information. The third instrument was used to gather participants' FFA chapter, school, and community data. BOAC program statistical reports were also used as a data source. The data were analyzed using descriptive techniques. Two major findings of this study were: 1. Benefits to FFA members and vocational agriculture programs represented the major program outcomes. These outcomes were increased citizen participation, increased human relation skills of members, and increased public awareness of the vocational agriculture program. 2. Students and advisors involved numerous individuals and groups in their projects which primarily improved the following community sectors: school/education, civic facilities, agriculture, and recreation. The BOAC program should be viewed as an excellent teaching tool for involving students in their communities. Future studies, using this one as a baseline data source, need to be conducted to determine BOAC program effects on program participants and nonparticipants. / Ed. D.

published_or_final_version / Architecture / Master / Master of Architecture

published_or_final_version / abstract / toc / Education / Master / Master of Education

The public relations program of any school is vitally important to the success of the total program. As practical psychologists, members of the staff must know and apply the principles of successful public relations. If the public is expected to support the school program, it must comprehend the values and share in its development. The following is a report of the program for strengthening the public relations of the Lynn Haven Elementary School. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 27-28).

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This study focuses on the learning practice construction of selective poor learners in their rural workers class context. The construction of learners’ learning practices in their neighbourhood context is a complex process of confluence, and largely depends on their context-specific perceptions and conceptualisation. In the South African educational environment, learners’ academic achievement is generally seen as a barometer of the quality of education in schools. From a sociological perspective, this study focuses on how high-school learners in a working-class neighbourhood construct their learning practice amidst their particular community dynamics. The study uses the analytical lens of space in order to investigate the underlying relationship between youth development and the youths’ construction of their learning practices in their neighbourhood context. It emphasises learners’ life experiences in their residential space (the neighbourhood) in the construction of their learning practices. This is an important focus in order to explore the dynamic relationship between learners’ spatial living dynamics and how they navigate within their neighbourhood in order to construct their learning practices. The study focuses on how the students experience the neighbourhood in relation to their learning practices, and how these aspects manifest in the shaping of their learning practices. Also key to the study is the learners’ socialisation processes with regard to their learning practices. Qualitative research instruments, such as field notes, participatory and non-participatory observations as well as formal and informal interviews, were used to answer the research question and achieve the research objectives of the thesis. The findings are presented in narrative format according to relevant themes, and are also analysed on a narrative basis. The study’s primary point of departure is that there is a unique relationship between these learners’ living contexts and how they construct and position their learning practices within this context. I place this study within the qualitative interpretative paradigm, as I attempt to describe and understand how these learners [un]consciously draw from practices and interactions in their living context to shape their lerning practices. Qualitative research instruments, such as field notes, participatory and non-participatory observations as well as formal and informal interviews, were used to answer the research question and achieve the research objectives of the thesis. The findings are presented in narrative format according to relevant themes, and are also analysed on a narrative basis. The research shows how the students – based on their own resources, networks and interactions as well as their own agency – position themselves in relation to their learning practices in order to construct their learning practices. In this way, the study reveals how the participating learners draw from the practices out of their doxa and habituated dispositions to construct their emergent learning practices in their living spaces (neighbourhood) – in order to give content to their learning practices. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die leerpraktykkonstruering van geselekteerde arm leerders in hulle landelike werkersklaskonteks. Leerders se leerpraktykkonstruering in hul woonbuurtkonteks is ʼn komplekse proses van samevloeiing, en hang grootliks van hul konteks spesifieke opvattings en konseptualisering af. Opvoedkundige navorsing in Suid-Afrika sentreer hoofsaaklik rondom onuitgedaagde pedagogiese benaderings wat werkersklasleerders se leervermoëns as problematies sien. Uit ʼn sosiologiese perspektief konsentreer hierdie studie op hoe hoërskoolleerders in ʼn werkersklaswoonbuurt hul leerpraktyke konstrueer te midde van hul besondere gemeenskapsdinamiek. Die studie gebruik die analitiese lens van ruimte ten einde ondersoek in te stel na die onderliggende verwantskap tussen jeugwording en die jongmense se leerpraktykkonstruering in hul woonbuurtkonteks vas te vang. Die klem val op die leerders se lewenservarings in hul omgewingsruimte (die woonbuurt) ter vorming van hul leerpraktyke. Dit is ʼn belangrike fokuspunt ten einde die dinamiese verwantskap te ondersoek tussen leerders se ruimtelike leefdinamiek en hoe hulle daarin hul weg baan ten einde aan hul leerpraktyke gestalte te gee hoe sodanige konstruksies verstaan moet word. Die studie fokus op hoe die leerders die omgewing ervaar met betrekking tot hul leerpraktyke, en hoe hierdie ervarings geopenbaar word in die vorming van sodanige leerpraktyke. Sleutel tot die studie is die leerders se sosialisering prosesse met betrekking tot hul leerpraktyke. Die studie se primêre uitgangspunt is dat daar ’n unieke verhouding is tussen hierdie leerders se beleefde konteks en hoe hulle hul leerpraktyke bou en posisioneer binne hierdie konteks. Ek plaas die studie binne die kwalitatiewe interpretatiewe paradigma, soos ek probeer om te beskryf en te verstaan hoe hierdie leerders [on]bewustelik en by wyse hul interaksies in hul beleefde kontekste betrokke raak in die vorming van hul leerpraktyke. Kwalitatiewe navorsing instrumente, soos veldnotas, deelnemende en nie-deelnemende waarnemings, sowel as formele en informele onderhoude, word gebruik om die navorsingsvraag te beantwoord ten einde die doelwitte van die studie te bereik. Die bevindinge gaan in verhalende-formaat aangebied word volgens die relevante temas, en word ook op ’n narratiewe wyse ontleed. Die navorsing toon hoe die leerders op grond van hul hulpbronne, netwerke en interaksies sowel as hul eie agentskap – hul leerpraktyke posisionering en bou. Op hierdie manier poog die studie om te toon hoe die deelnemende leerders by wyse van aspekte uit hul woonbuurtpraktyke gestalte te gee aan hul leerpraktyke.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

The purpose of this study is to determine the best policy for interpreting the school to the community in Latin-American areas. Special effort will be made to develop a sound public relations policy and to apply this policy in a Latin-American situation.