Thesis (M.S.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 124-126).

Project/Thesis (D. Min.)--Abilene Christian University, 2000. / Includes abstract and vita. Includes bibliographical references (leaves 102-105).

Thesis (D. Ed.)--Ball State University, 2009. / "November 2008." Title from PDF t.p. (viewed on Nov. 11, 2009). Includes bibliographical references (p. 201-216).

This thesis is a report on the study of the educational opportunities, problems, and handicaps which are peculiar to the environment of the Mexican child in Wichita Falls, Texas. The purpose of this study: It is a known a fact that the educational opportunities afforded the Mexican children in Wichita Falls, Texas are inferior to those afforded the white children or Negro children. The reason for this is the unsuccessful attempt to intersperse the Mexican child with the white children after they have completed the third grade. Naturally, because of racial, differences, aptitudes, and inherent characteristics, the Mexican children are at a distinct disadvantage in attempting to compete in an educational manner with their white brother. Much has been done toward curriculum revision and in the study of needed changes in the public school program for the white children, but very little has been done to find the needs or to meet the needs of the Mexican children, although he, too, is an American citizen in most cases and is subject to the same rights, privileges, and educational advantages as the white children.

Collaboration has become a critical trend in the field of distance education. Many studies indicated that academic administrators believe in the positive impact of distance education, but they did not consider their roles in making distance learning programs effective. It is beneficial to investigate the administrators’ perceptions of establishing relationships with the other partners for enhancing the competitive advantages of their distance learning programs. This study examines the incentives that drive distance education administrators to consider collaboration. It also reveals how the administrator’s role influences the function and development of collaboration. In order to uncover administrators’ incentives for interorganizational coordination, this study implemented semi-structured interviews and document reviews for data collection through a case named INAC, which was an international academic joint venture by using videoconferencing technology. Eight interviewees comprised two higher-level administrators, 4 mid-level administrators, and 2 lower administrators. The open and axial coding techniques were used to process collected data. The findings indentified four administrative incentives: the opportunity of international exchanges, technology, organizational prestige, and commercialization. These incentives influenced the interorganizational coordination in terms of goals development, participant recruitment, resource leveraging, communication enhancing, and course design. In addition, the INAC project was compared with the literature based on Mattessich’s model (2003). It illustrated how the collaboration components, such as leadership, evaluation, communication, goals, budget, and technology, influenced the development of interorganizational coordination in the practical context. / Department of Educational Studies