Thesis (M.Ed.(Education Management and Policy Studies))--University of Pretoria, 2005. / Includes bibliographical references (leaves 81-84) Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1976. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 129-135).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 136-146).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin, 1970. / Includes bibliographical references (leaves 321-332).

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 327-338).

M.Ed. / External relations is a product of the twentieth century and at school it should also be regarded as a worthy management concern, apart from other management functions. The term external relations (public relations) needs to be closely defined. It refers to relations between an organisation (a school, in this instance) and all persons and institutions outside the organisation. The organisation's attitude towards instances outside itself, is of the utmost importance. In this respect the school's task is important as it has to establish and maintain relations with the community. The community's image of a school is either positive or negative depending on its experiences with the school. The contribution of participants to the external relations programme, i.e. principal, teacher, pupil and the community (especially the parent), is of cardinal importance. The principal is the key communicator and through effective management activities he has to establish the necessary communications network, to ensure community trust in the school. It is of utmost importance to inform all those concerned of school activities which concern them. Dialogue strengthens public trust and promotes public participation. Due to this the school has to identify its most important relations (both internal and external), as it is necessary to maintain positive relations with certain persons and institutions. Oral and written communications procedures should be thoroughly utilised by the school to convey information concerning the school to parents and the community. A few guidelines for effective feed back, without which the school's external relations programme certainly won't succeed, are introduced. Effective management is any organisation's key to success. The principal's influence in the inisiation, planning, implementing and execution of the external relations programme is of cardinal importance. An open climate should be created and the school should be characterised as being healthy. Therefore moving out, pupil participation in community projects and, above all, the principal's contact with community leaders are important. The principal should continuously remind teachers and pupils of the importance of external relations. The relationships between principal and teacher and teacher and pupil cannot be disregarded as they definitely influence the image portrayed by the school and the promotion of external relations. Basic guidelines for successful communication with the community have to be set and each principal should evaluate these according to his school's specific situation. Suggestions on how to promote awareness of the importance of external relations at school and in the community, are submitted. The principal and teacher must be equipped with the necessary knowledge of communication with the external community. The principal should realise the importance of external relations. It is a time consuming process which has to be maintained

The problem of the study was to determine if differences exist, and if so to what extent, in the perceptions of school board presidents in selected Texas school districts with and without community education programs with respect to six basic components of community education programs commonly identified by experts in the field.

D.Ed. (Didactic Education) / The school, society (from a cultural perspective) and the tension between forces of commonality and diversity form the theme of this thesis. The problem ofthis research revolves around the question of how the tension between commonality and diversity manifests itself in the school. The aims of the research are as follows: to identify elements which seek commonality and create diversity, which in the cultural context lead to tension in the community; to describe the way in which this tension manifests itself in the school; and to summarise the universal reaction of the school to this tension in categories which may serve as a model according to which the school can be studied. The results are as follows: a full array of elements through the ages could be identified which, because ofchange in the community, caused (causes) tension between commonality and diversity; commonality seeking or diversity creating tendencies influence the school as an instrument of enculturation; the school (of all times) then gives expression to this tension between commonality and diversity by means of dimensions which display specific universal features; these universal features are classifiedanddescribedin four categories: change takes place in the school because ofchange in the community; change gives expression to structuring in the school according to form and content; this takes place to create equilibrium in accordance with tendencies in the community in a situation of tension; and equilibrium is necessary to avert conflict; the four categories arc also interrelated in an equilibrium seeking and conflict averting manner - presumably optimum efficiency AND effectiveness can be reached when the school succeeds in maintaining a balance in the categorial structure; and to be able to do this, the probable option for the school is not an "eitheror" one, but an "and-and" choice - this means that the school should be structured because of changes in the community, in such a manner that it maintains equilibrium between commonality and diversity and simultaneously averts conflict. Finally the categories ofthe reaction ofthe school to the tensions betweencommonality and diversity are described from a South African perspective, in orderto ponray how the South African school adapted to change, how schools arc structured, how the school strives towards equilibrium and how it handles conflict. It again becomes clear that in the South African situation only one school model does not contribute to averting conflict in its equilibrium seeking role. Therefore, a multiple-model approach to both commonality seeking and diversity creating needs of the community, seems probably to be the most desirable option for schools to fulfill their mission.

This study examines the phenomenon of parental and community involvement in a primary school and the benefits thereof to the learners, teachers and community members. The aim of this study is to investigate how a positive school climate can improve the involvement of parents and community members in a school’s activities. The research attempted to determine what the role of a positive school climate is; the strategies schools could apply to enhance parental and community involvement, the possible benefits of involvement and reasons for non-involvement of parents and community members in school activities. The theoretical frameworks of Urie Bronfenbrenner’s ecological model and Joyce Epstein’s overlapping spheres of influence were used in the study. A case study was used as the qualitative research methodology. The data for the research was gathered from a purposive sample of teachers, community volunteer workers, parents and the principal. Semi-structured interview schedules and pre-designed questionnaires including open and closed questions, were used to collect data. The data was analysed inductively by using a descriptive open coding method to identify emerging themes. The findings of the research suggest that a positive school climate to improve parent and community involvement can be created by applying the strategies of effective communication, good working relationships, creating opportunities for involvement, ensuring a healthy and safe environment, formulating a school policy for parent and community involvement, creating a friendly and welcoming atmosphere as well as upholding an ethos of good moral values. The study found that parent and community involvement in a school’s activities offers various benefits to all stakeholders.