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Lee Chi On. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (p. 132-145). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

This study explores the conditions that contribute to teacher success in First Nations communities by focusing on the experiences of educators and community members from the Ermineskin Reserve, which is located in central Alberta. The study addresses the question: what factors do educators and community members identify as being major contributors to the success of teachers in First Nations communities? The study is based on a review and analysis of data obtained through semi-structured interviews conducted with twelve teachers, six administrators, six Native students and six parents of Native children. These educators and community members share their experiences and ideas about how teacher success can be optimized in First Nations settings. The study identifies a number of interrelated factors that positively and negatively influence the work of teachers in First Nations communities. Educators and community members emphasize the importance of educators and community members working together to create a school system that not only meets the needs of students but also nurtures and validates educators, parents and the larger First Nations community. Recommendations are provided for educators, Native communities, Native school boards, and post-secondary institutions who are interested in developing, nurturing and supporting teacher success in First Nations settings.

Thesis (Ph.D.)--University of Melbourne, Dept. of Education Policy and Management, 2004. / Typescript (photocopy). Includes bibliographical references (leaves 275-298).

Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 27, 2006. Dissertation Committee: Dianne Ashby (chair), Paul Baker, William Rau, Sandra Corless, Albert T. Azinger. Includes bibliographical references (leaves 172-182) and abstract. Also available in print.

This study explores the conditions that contribute to teacher success in First Nations communities by focusing on the experiences of educators and community members from the Ermineskin Reserve, which is located in central Alberta. The study addresses the question: what factors do educators and community members identify as being major contributors to the success of teachers in First Nations communities? The study is based on a review and analysis of data obtained through semi-structured interviews conducted with twelve teachers, six administrators, six Native students and six parents of Native children. These educators and community members share their experiences and ideas about how teacher success can be optimized in First Nations settings. The study identifies a number of interrelated factors that positively and negatively influence the work of teachers in First Nations communities. Educators and community members emphasize the importance of educators and community members working together to create a school system that not only meets the needs of students but also nurtures and validates educators, parents and the larger First Nations community. Recommendations are provided for educators, Native communities, Native school boards, and post-secondary institutions who are interested in developing, nurturing and supporting teacher success in First Nations settings. / Education, Faculty of / Graduate

Thesis ( M.Dev.) -- University of Limpopo, 2013 / This study was undertaken with the purpose of investigating the involvement of educators in community development in the lnsikazi Circuit. In terms of research design, the study used a case study, namely the lnsikazi community. In-depth interviews were carried out with participants. Focus group discussions were also used to weigh the different standpoints of stakeholders and establish areas of agreement and disagreement. In line with the dictates of qualitative research, data analysis was done using the constant comparative method. Each interview was transcribed, labelled and appropriately coded using emerging themes. The researcher found that educators should act as promoters of community education by inviting the community to school meetings and sensitizing them about the need for their children's' education. However educators do not get the opportunity to do so since the majority of parents do not honor such meetings. Some of the key findings include: • Educators were seen as sources of information for the community by bringing awareness to the community but their busy schedules usually mitigate against their playing this role. • Educators should be community mobilizers but they are not effective in this role as they are usually out of touch with community needs. • Educators should play the role of as organizers and coordinators of the different stakeholders, but the majority of them indicated that they were not interested in community work as it is demanding. Some of the reasons that hampered effective educator participation in community development include a lack of time, unresponsive parents/community and lack of monetary incentives. It is therefore recommended that to overcome all these problems there needs to be regular interaction between the community and the educators. During such interactions, issues pertaining to community development and how community development should benefit both the community and the educators should be highlighted. It is the researcher's hope that through such interactions, it will be possible to build genuine partnerships between the community, educators and other stakeholders.

"The general purpose of this paper is to examine a particular phase of public relations as it relates to the community of Stuart, Florida. The immediate purpose of the paper is to suggest possible avenues of approach to lead lay groups to a fuller understanding of the modern elementary program in Stuart, Florida, a typical small town where rapid rate of growth is raising many problems for the profession and creating active public interest and concern"--Introduction. / Typescript. / "August, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Virgil E. Strickland, Professor Directing Paper. / Includes bibliographical references (leaves 53-62).