School camping and outdoor education is a new movement in education which seems to have an increasing number of advocates. A few schools over a period of years have recognized the possibilities of camping and outdoor education for vitalizing the school curriculum. These schools have pioneered in this field, offering various types of outdoor experiences for their students. An increasing number of schools in widely scattered areas of the United States are following their lead and setting up outdoor programs as part of their school experiences. In the several towns and cities where camping and outdoor education have been made a part of the educational program teachers, parents, and administrators agree that both educationally and financially, the effort, time, and expenditure of funds have been justified. / "August, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: M. R. Hinson, Professor Directing Paper. / Includes bibliographical references (leaves 55-59).

"Educators are now realizing more keenly than ever that the schools need a large measure of goodwill, particularly of the kind of good will that results from an intelligent understanding among citizens of the aims, the scope, the achievements, and the present problems of their school systems. There is a growing conviction that those school systems which are progressing in the development of a better school program are the ones which have an effective program of Public Relations through which they can communicate to the public their aims, goals, and achievements, and through which the public can communicate to them its needs, its problems, and its aspirations. The writer is convinced that the development of a better educational program in her school system waits upon the development of such program of Public Relations. Therefore, this study has ben undertaken for the purpose of developing a program of activities that may reasonable be expected to function effectively as a Public Relations program in Jackson County"--Introduction. / "March, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 41-42).

No description available.

The purpose of the study was to: (1) identify components of school-community relations that involve administrative functions, public participation and political processes; (2) develop a practical process for improvement of school-community relations; and (3) offer strategies for implementing a positive school-community relations process.Review of literature identified three concepts of school-community relations: (1) development of school-community relations; (2) perspectives of school-community relations; and (3) approaches to the improvement of school-community relations. The three concepts were researched regarding the administrative functions, public participation, and political processes. The concepts were utilized to identify components and theoretical models to formulate a practical process plan for improvement of school-community relations.The Process Plan utilized the administrative, public participation and political dimensions as a basis for developing procedures for improvement of school-community relations. The Process Plan format consisted of six sequential processes: (1) initial planning, (2) statement of purpose and reassessment of mission, (3) assessment of community needs and desires, (4) decision-making strategies, (5) developing implementation strategies, and (6) evaluation and audit processes.Assessment of the Process Plan was conducted through utilization of a review panel selected from nationally recognized authorities in school-community relations. The review panel consisted of five individuals willing to critically review the Process Plan and respond to an openended evaluation instrument. The responses from the review panel were organized into component categories consistent with the structure of the Process Plan and utilized to evaluate the model as a viable resource for public school administrators.A comparison of item-by-item response did not yield lack of concurrence of respondents strong enough to warrant major revision of the Process Plan. A general observation was that experience with implementation would readily identify weaknesses. Responses by the review panel indicated that the more significant components of the Process Plan were: the organization, sequential progression, and goals which provided direction for many school-community areas; the administrative responsibilities and accountability component provided clear lines of reporting; and considerable degree of benefit could transpire when the community was involved.Several modifications to the Process Plan were generated by conducting the study. In addition to vital as the modifications generated by analysis of responses by the review panel several modifications resulted from experiences of conducting the research coupled with doctoral committee member interaction.Based upon the findings of the study the following conclusions were drawn:1. The school-community relations concept encompasses a wide range of components, such as administrative function, public participation, and political processes.2. School administrators generally have given low priority to school-community relations concepts.3. The Process Plan will assist school administrators in implementing a continuous schoolcommunity relations program.4. The Process Plan is one feasible alternative for improvement of school-community relations.5. The data provided will generate increased awareness of the value of positive school community relations on the part of individuals who choose to read the study.6. Procedures used by any school district or community in implementation are as steps identified in the Plan.

Thesis (Ph. D.)--University of Chicago, Department of Education, August 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 259-274). Available also in a digital version from Dissertation Abstracts.

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 135-139.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 104-112).

Child-Friendly School has been adopted as a national policy for basic education in many developing countries and UNICEF has also adopted the policy as an international framework for basic education. In Cambodia, the practice has now gone up to lower-secondary schools. Dimension 5 of this policy encompasses school openness to community participations which include those of parents and other important members of the community such as elderly, clergymen, village chiefs, and NGO representatives. What is not often heard of in many schools is the extent to which and through what means the stakeholders communicate about their children‘s education. Recognizing this gap, this research was devised to explore current practices and channels of communication that the stakeholders have advocated in Cambodia. This research employed a mixed research design in which both qualitative and quantitative data were collected. Five teachers, eight key informants and two student representatives were purposefully selected for semi-structured interview, while 33 parents and 33 students were also purposefully recruited for self-administered (face-to-face) questionnaires. In addition, field observation, document analysis, and focus group discussion were also employed in this study. The study found that the current practices of parent-school-community partnerships have not met the desired outcomes of CFS‘s dimension 5 yet. More attention should be placed on attracting parental and community involvements. For example, reconstructing the existing mechanisms such as SSC and SC for better involvement, more school‘s effort to reach out to parents and more attention from national level on policy and law on parent-teacher relation are needed. / published_or_final_version / Education / Master / Master of Education