Thesis (M.P.A.)--Kutztown University. / Source: Masters Abstracts International, Volume: 45-06, page: 2940. Typescript. Includes bibliographical references (leaves 95-98).

This dissertation analyzes the influence of cultural philanthropy on 20th and 21st-century American literature. Modern cultural philanthropy emerged in the late 19th century out of the fortunes of wealthy industrialists such as Andrew Carnegie, and grew to be one of the three pillars of the 20th-century literary economy alongside the publishing market and the university system. I trace the origins and evolution of literary philanthropic institutions through authorial case studies to show how funding from the Guggenheim Foundation, the PEN American Center, the National Endowment for the Arts Literature Program, and the MacArthur Foundation have opened avenues for collective political action and individual aesthetic innovation alike, while at the same time extending the power and influence of institutions over the cultural sphere. Through readings of Walter Francis White, Langston Hughes, Philip Roth, Leslie Marmon Silko, Maxine Hong Kingston, and David Foster Wallace, I show how philanthropic institutions have sought to make modernity hospitable for writers—part of what John Dewey in the 1930s called modernity’s “lost individuals”—by incorporating them and their work into the American democratic project. The effect, I argue, has been the democratization of American literature and an unprecedented efflorescence of writing by the varied people and social groups that at once constitute America and its most profound aspirations. Literary philanthropy seeks to transform the literary imagination from a luxury for individual aesthetic ends into an integral component of the common good.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Not available / text

Thesis (M.S.)--Rochester Institute of Technology, 1992. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Drexel University, 2002. / Includes bibliographical references (leaves 33-34).

Thesis (doctoral)--Universität, Kiel, 2002. / Includes bibliographical references (p. 399-413) and indexes.

For the past several decades, school districts have faced an increase in challenges which include trying to improve student achievement with restricted or reduced educational funds. Schools are faced with attempting to fill in financial gaps with funds derived from non-traditional sources with help from partners, including public education foundations. The purpose of this study was to determine the following: (1) The goals established by Indiana public education foundations, (2) whether these public education foundations have been able to achieve their goals, and (3) how the public education foundations successfully secure funding to support their K-12 public schools. The researcher employed a two-phase, explanatory mixed-methods research design (QUAN-Qual Model). The model uses an initial quantitative study to establish a baseline of knowledge about the subject and follows up with a qualitative study to gain a deeper insight into the quantitative results. The first phase involved analyzing the results of a questionnaire administered as part of the study. The researcher used the membership of the Indiana Association of Public Education Foundations (INAPEF) for the accessible population. Current membership includes sixty-six foundations. The final data analysis consisted of descriptive statistics, Pearson correlations, analysis of covariance, and regression analysis to identify significant or interesting relationships between variables. The second phase of the study engaged three education foundations in a case study review. The purpose of this qualitative study was to provide deeper insight into foundation goals and level of support to schools from the perspective of public education foundation officials. A majority of the foundation officials that were surveyed believe that school foundations in Indiana have been effective in supporting the educational programs in their school districts. Foundation officials believe that they are able to provide positive support to schools mostly through district initiatives, classroom grants, and community involvement. The results of this research may provide public schools with the impetus to create public education foundations to support their programs or determine how to improve upon their current foundation’s support. / Department of Educational Leadership

The purpose of this study is to present the history of the Alla rural public school, the only privately endowed public school in Texas, in order to show the part that adequate finances have played in its development and service to its community.

The purpose of this study was to determine the criteria used by foundation directors in assessing the effectiveness of contribution programs in company sponsored foundations. Quinn and Rohrbaugh's Competing Values Approach of organizational effectiveness was used as the theoretical framework for the study. The Competing Values Approach is an integrative effectiveness model which clusters eight criteria of effectiveness into four theoretical models of organizational effectiveness.