Many strategies to increase children’s physical activity have been studied, noted and implemented. It is important that physical educators realize their role in increasing physical activity both in school and outside of school. In order to promote physical activity outside of school it is important to understand what types of physical activities in which children enjoy participating. This study manipulated specific games taught in physical education classes and then explored how many and what types of these activities were continued in out-of-school free play at home in the children’s neighborhood. The students’ activities increased after the intervention, especially the activities taught in the Physical Education class. Activities tended to take place closer to their homes and required little to no equipment. A majority of students enjoyed playing outside for at least one hour per day. A pre and post 7-day activity survey showed activity frequency increased after a games unit was taught in physical education class.

Focusing on the city of Atlanta from 1972 to 2012, Halting White Flight explores the neighborhood-based movement to halt white flight from the city’s public schools. While the current historiography traces the origins of modern conservatism to white families’ abandonment of the public schools and the city following court-ordered desegregation, this dissertation presents a different narrative of white flight. As thousands of white families fled the city for the suburbs and private schools, a small, core group of white mothers, who were southerners returning from college or more often migrants to the South, founded three organizations in the late seventies: the Northside Atlanta Parents for Public Schools, the Council of Intown Neighborhoods and Schools, and Atlanta Parents and Public Linked for Education. By linking their commitment to integration and vision of public education to the future economic growth and revitalization of the city’s neighborhoods, these mothers organized campaigns that transformed three generations’ understanding of race and community and developed an entirely new type of community activism.

Thesis (M.A.)--Ohio University, June, 2004. / Includes bibliographical references (p. 97-100).

Thesis (Ph. D.)--University of Hong Kong, 1990.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1986. / Also available in print.

Thesis (M.A.)--Georgia State University, 2009. / Title from title page (Digital Archive@GSU, viewed June 28, 2010) Jeffrey Bennett, committee chair; Katherine Hankins, Mary Stuckey, Tomasz Tabako, committee members. Includes bibliographical references (p. 127-134).

Thesis (M.A.)--University of Notre Dame, 2004. / Thesis directed by Scott Mainwaring for the Graduate Program in Peace Studies. "June 2004." Includes bibliographical references (leaves 99-107).

Thesis (Ph. D.)--Western Michigan University, 2005. / Includes bibliographical references (leaves 340-351).

Thesis (M.A.)--Ohio University, June, 2004. / Title from PDF t.p. Includes bibliographical references (p. 97-100)

This study examines how people construct and negotiate social identity in neighborhood associations. It builds on previous social identity research by examining how identity construction is important in regards to political behavior, but in an unexamined context - that of neighborhood associations. Neighborhood associations are groups that are formally organized and frequently interact with city employees and elected officials to obtain and/or improve city services in that geographic location. This study is informed by interpretive approaches to social science inquiry. My findings are based on three sources: participant observations of neighborhood association meetings in the City of St. Louis, Missouri during 2008-2009; 31 semi-structured interviews with neighborhood association leaders, members, and city employees during the spring and summer of 2009; and document analysis of association materials such as meeting agendas and by-laws. Neighborhood associations can be both a source of empowerment and exclusion. Needless to say, people negotiate multiple social identities based on race, gender, and class. In general, gendered identities were activated far less than racial or nationalistic identities, and when they were activated, it was in the context of a private interview not a public meeting. In the best situations, people were able to form new collective identities and bridge differences across diverse backgrounds