No description available.

The investigation of Maury Elementary School in Richmond, Virginia addressed the establishment of a non-traditional model school in a conservative city not directly supportive or progressive education ideology. A case study approach was taken to investigate the interrelated questions of explaining the success and longevity of Maury School and of determining to what extent Maury School was a faithful implementation of the tenets of progressive education.;The study contributes to an understanding of the development of an innovative school, to progressive education, and to the diffusion and integration of educational theory and reform. Historical methodology was used; data were drawn from both published and unpublished primary and secondary sources and oral histories.;The progressive education movement was characterized by essential features and practices by which a school could be considered to be progressive. A description of the program developments at Maury revealed that the features of progressive education were established in the practical and philosophical functions of the school from 1934 until the school was closed in the summer of 1970.;The best explanation for the existence of Maury School was found to be an interrelated set of factors. The effective leadership of Principal Etta Rose Bailey was a key factor in the origin, development, and maintenance of the school. The long tenure of her principalship was a sustaining force in rooting and maintaining innovation. The school had an identity which separated it from the school system. The hierarchical structure of the system allowed the principal and the staff the autonomy to develop an innovative program. The innovations were not labeled as progressive education by the Maury staff, which enabled the program to outlive the movement itself. A unique culture was developed and sustained by the programs and practices.;From the case study of Maury Elementary School, where educational innovation was a local phenomenon limited to one school, inferences may be drawn regarding the effects of the progressive education reform movement in Richmond, Virginia. Additional study is recommended to determine if innovation can sustain itself without the continuity of strong leadership provided by a key figure at the location of the innovation.

The purpose of this study was to analyze the components of the University of Scranton's systematic program to develop and maintain a distinctive mission through Tierney's framework of organizational culture, and to analyze the congruence between the mission of the University of Scranton and the faculty's perception of the mission and their institutional activities.;The University of Scranton was chosen for three reasons: (1) Sporadic efforts to maintain its Catholic/Jesuit mission and identity had already been in place since 1977; (2) With the appointment of a Task Force on Identity and Mission in 1994, the administration is attempting to bring previous efforts together in a more concerted way; and (3) The University is a part of a larger group of twenty eight Jesuit colleges and universities throughout the United States working on this same issue.;The case study method was used. The researcher studied pertinent data from 1989 through the academic year, 1995. The mission statement of the University was used as the formal expression of distinctiveness of mission and identity. How this statement is being promoted by the administration was gleaned through a content analysis of documents and by the use of an interview protocol used with key administrators. Faculty congruence was assessed through the use of a survey instrument constructed after the interviews and the document analysis had been completed.;It was concluded that a high level of congruence existed in Tierney's categories of environment, mission, socialization, information, and leadership. There was less congruence in the area of strategy.;Further study is needed to evaluate this effort on a long-term basis. It would also be beneficial if case studies could be performed on the other 27 Jesuit colleges and universities in the United States making similar efforts as well as other types of distinctive colleges and universities.

No description available.

No description available.

In Kecskemet, Hungary, three small colleges are discussing plans to form a new university and implement some of their courses using distance education technologies, if political and economic conditions are favorable. The purpose of this case study was to answer some basic questions about: (1) the accessibility to 74 different technologies which could be used in the planning and implementation of distance education programs, (2) the knowledge of the planners about these technologies, and (3) their experience using them. Planners were selected by respective college rectors as: ·Horticulture College (N=16), Mechanical Engineering and Automation College (N-16), Teacher Training College (N=7). The planners' selections were based on the assumption that they would likely be used in the development and implementation of future distance education programs. No other conditions were set for their selection in the hopes that the most natural conditions might be replicated, i.e., decisions for program planning and implementation ultimately rest with administrators' decisions. From the analysis of both individual and group data, it was determined that (1) the Horticulture and Mechanical Engineering and Automation Colleges were roughly equivalent in accessibility to and experience with the technologies surveyed, (2) the Mechanical Engineering and Automation College had more knowledge of the technologies than the other two colleges, (3) the Teacher Training and Horticulture Colleges had equal knowledge of these technologies, (4) the Teacher Training College had less accessibility to and experience with these technologies than the other two colleges, (5) as individuals, surveyed respondents possessed definite use and knowledge strengths and weaknesses, and (6) there was significant accessibility to many of these technologies outside of the three colleges that should be pursued. When final planning begins, it will be useful to look at table details rather than broader conclusions. In Tables 1-100 can be found: accessibility, knowledge and experience strengths and weaknesses (for both individuals and groups), internal and - external accessibilities, i.e., details which can be used to maximize networking and develop required staff and faculty training programs. Respondents' comments to open-ended questions, found in Tables 101-106, ask about: the potential use of distance education in their work assignments, colleges, geographic areas and all work assignments, their perceptions of the current degree of support for distance education, the political influence on distance education in Hungary, and the biggest barriers to implementing education in their schools. Also included are researcher reactions to some of these comments and ideas for overcoming some difficulties.

Speech is a process, yet studies in human communication generally examine speech as a product. Rather than studying the decisions employed in the construction and reception of messages, most research in speech focuses upon evaluating communication products. This study represents an effort to build communication theory within a different paradigmatic perspective, employing ethnographic interview method for the purpose of generating theory. The purpose of this study was to examine the composing processes of six successful student speakers as they prepared formal public speeches. The specific strategies and methods employed were found to vary among these students and to deviate significantly from instructors' prescriptions. The study also ascertained the degree to which past communication experiences and speech training influenced the students' attitudes, beliefs and values regarding speech communication. Applications to speech education at the post-secondary level were discussed, as was the impact of the factors of communication apprehension, gender and family background. Results were reported in extensive case-studies of each student subject.

No description available.

No description available.

No description available.