In 1989, a large suburban school district and a cluster of public service agencies initiated a pilot program to provide a multi-agency staffing to develop action plans for identified students. The purpose of this study was to describe the process that was involved in the establishment of this school-linked, integrated program. The research questions that guided data collection in this study were: (1) what was the impetus for initiating this interagency innovation and what resources were required? (2) who were the key players, how were they determined, and in what ways did they plan together to establish and implement this school-linked program? (3) in what ways was the initiation of the pilot program supported or impeded? (4) what is the status of the pilot program today? The case study approach, using qualitative methods of data collection, was used in order to answer these questions of process and understanding. Before data collection began, permission was obtained from the study school district to proceed. Interviews were conducted with selected individuals who participated in the planning or implementation of the program. Documents generated at the time of its establishment were also reviewed. Analysis involved the organization of data into coded categories followed by a search for themes and patterns to provide a detailed and rich description of the process. The findings of the study are presented chronologically within two phases, planning and implementation, with themes that emerged discussed within this framework. The results of this study add additional information to the body of research that describes the linking process, from vision to implementation, that occurs when a school district and community agencies work together to address children's needs. Conclusions from the study are presented as well as implications for future endeavors and recommendations for further research. / Ed. D.

Environmental problems occur where ecosystems and human social systems converge. As a result, they are not easily resolved by science or technology because they stem from the diversity in human perceptions, expectations, and values. A decisionmaking process known as collaboration offers a method of joint problem solving that is based upon an application of social learning theory. Collaboration is inspired by the concept of participatory democracy and advanced by the exchanges inherent in a civic discourse. It can involve individuals and representatives of agencies, organizations, and other groups in open discussions where the process participants share information and power as they take joint responsibility in attempting to make decisions, reach solutions, or resolve issues. This study identifies basic elements of collaborative environmental decisionmaking through an analysis of several collaborative processes. It then examines how these collaborative processes work and whether collaboration is an effective environmental decisionmaking process. Two case studies are examined: the Chesapeake Bay Program Community Watershed Initiative Workgroup, and the Elizabeth River Project Watershed Action Team. The case studies illustrate that the presence or absence of the identified elements of collaborative environmental decisionmaking affect the results of the process. They also illustrate that the participants in these processes incur changes in the manner in which they regard the issues. Collaborative environmental decisionmaking works by establishing a dialogue among people with disparate positions, concerns, and interests in an attempt to find common ground. The process can link formal, theoretical knowledge with informal, practical wisdom through face-to-face dialogue among contending parties. It can result in social learning and build social capital. / Ph. D.

The goal of this research was to create a decentralized trust-based access control (TBAC) system for a dynamic collaborative environment (DCE). By building a privilege management infrastructure (PMI) based on trust, user access was determined using behavior grading without the need for pre-configured, centrally managed role hierarchies or permission sets. The PMI provided TBAC suitable for deployment in a rapidly assembled, highly fluid, collaborative environment. DCEs were assembled and changed membership as required to achieve the goals of the group. A feature of these environments was that there was no way of knowing who would join the group, no way of refusing anyone entry into group, and no way of determining how long members would remain in the group. DCEs were formed quickly to enable participants to share information while, at the same time, allowing them to retain control over the resources that they brought with them to the coalition. This research progressed the state of the art in the fields of access control and trust management. The Trust Management System developed through this research effectively implemented a decentralized access control scheme. Each resource owner independently evaluated the reputation and risk of network members to make access decisions. Because the PMI system used past behavior as an indication of future performance, no a priori user or resource configuration was required. / Ph. D.

Interorganizational arrangements, such as partnerships between non-governmental organizations (NGOs) and governmental organizations (GOs), are increasingly regarded by policymakers as critical to effective social sector development. This is particularly true in the arena of housing provision for residents of slums and squatter settlements. The recent pursuit of collaboration between NGOs and government housing agencies in large urban agglomerations such as Mumbai, India marks a significant shift from the adversarial climate that previously characterized NGO-GO interactions. In other words, NGOs engaged in housing issues appear to be evolving from ''housing rights advocates'' to ''housing developers''. However, very little research has examined the struggles and pressures facing organizations as they travel from confrontational to collaborative relationships. This dissertation provides an empirical and theoretical basis for examining the evolution of NGO-GO relationships over time and, in doing so, links research on urban political economy of housing to research on organizational life cycles and strategic institutional change. Two questions are central to the dissertation: 1) How do shifts in state housing policies influence the strategies pursued by advocacy NGOs in housing the poor? 2) What are the factors that influence the emergence and sustenance of NGO-government housing partnerships? To address these, I use a multiple-case study analysis of critical incidents in the history (from 1981 to 2003) of three NGOs in Mumbai: Nivara Hakk Suraksha Samiti, Youth for Unity and Voluntary Action, and Society for the Promotion of Area Resource Centres. In addition, I examine five state and city level housing authorities. The dissertation's findings address three broad themes of literature: i) NGO-GO Interaction Styles; ii) Institutional Isomorphism; and, iii) NGO Development Continuum. Findings related to these broad streams of literature suggest that NGO behavior is shaped both by public policy orientation and by internal strategies and decisions. In efforts to gain and retain legitimacy, NGOs will likely use multiple interaction styles both simultaneously and sequentially. Analysis of internal institutional processes in NGOs suggests that organizational responses to isomorphic demands are circumscribed by path-dependent factors and the variability in NGO resource environments. NGO development strategies have evolved towards greater complexity and sophistication. / Ph. D.

For several decades, a growing realization has evolved that a single entity often cannot address complex issues. Collaboration has been touted as an effective approach to addressing such issues and is generally defined as multiple parties jointly identifying problems, developing a shared vision for addressing those problems, and sharing resources and responsibilities for a determined solution. In spite of the growing literature regarding collaboration, the predominant focus has been on advocacy, leaving a void in the literature concerning the processes and behaviors involved in establishing community collaboration. In essence, the importance of collaboration is widely recognized; how to collaborate is not as noted. Therefore, it is essential to examine the experience of community collaboration. The purpose of this study was to investigate a collaborative community experience in the context of extension education for children, youth, and families at risk in four localities in Virginia. The following research questions were addressed: a) What has been the nature and experience of collaboration for Extension Leadership councils (ELCs) involved with children, youth, and families at risk (CYFAR) projects; b) What has contributed to successful collaboration in Extension education with the CYFAR projects; and c) What have been the challenges to collaboration for the CYFAR projects? The qualitative case study design utilized in-depth face-to-face interviews with seventeen community representatives in the selected localities involved in the experience. The interviews were tape-recorded and transcriptions were analyzed to determine themes, patterns, and common ways of thinking. Findings, which revealed that ELCs were primarily involved in situation analysis, illuminated the following perceived contributions to successful collaboration: having a process for involvement, addressing a need, commitment of those involved, leadership, and paid staff. Challenges to collaboration were identified as lack of time to commit, lack of understanding of collaboration, and pre-existing ways of thinking and acting. The results have implications for Cooperative Extension understanding how ELC involvement can occur in programming and the collaborative nature of their educational process with the community. The findings will also contribute to human service providers' understanding of contributions and challenges to collaboration and to the emerging body of knowledge on collaboration. / Ph. D.

Writing-to-learn strategies have been well documented in the promotion of student learning (Poirrier, 1997c). Less is known about how teachers come to use these strategies in every day instruction. This study is a description of the experiences of one science teacher at a large suburban high school who shared writing-to-learn strategies with his department to promote the use of these strategies in daily instruction of his colleagues. The strategies involved 1) improving reading comprehension using paraphrasing, 2) activating prior knowledge using generic questions: who, what, where, when, why, & how, and 3) writing before and after other classroom activities to activate prior knowledge and then better integrate new information. The strategies were shared during informal meetings at lunch. Participation was voluntary. Of the eighteen faculty members, four chose to implement the strategies on a longer-term basis. Follow-up analysis in subsequent years, showed that the strategies were still in use and that the colleagues who used the strategies had passed them on to newly inducted members of the department. Results were discussed with regards to how teachers acquire or decline the incorporation of new teaching ideas in the normal course of their work in collegial settings. / Ed. D.

The value of collaborative regional professional development partnerships as the mechanism for implementing a Comprehensive System of Personnel Development (CSPD), a mandate of the Individuals with Disabilities Education Act (IDEA) 1997, in one state was investigated. The historical organizational case study examined this issue from the perspectives of those initially and currently involved with regional professional development partnership implementation. Participants included individuals representing three different perspectives (i.e., state education agency, institutions of higher education, and local education agency) A qualitative case study research design was used to gain in-depth information from varied sources about participants' views of Florida's system of personnel development prior to the implementation of regional professional development partnerships, as well as the perceived value of the regional professional development partnerships from those who were currently involved. Data sources included interviews and a review of relevant documents. Data analysis included the process of inductive analysis which allowed themes of the study to emerge from the data. Conclusions drawn from the study's findings included: (1) the critical importance of leadership, (2) the importance of relationships, (3) the developmental nature of partnerships, (4) readiness, roles, and responsibilities, (5) benefits and barriers, and (6) the importance of institutional memory and active involvement. / Ph. D.

The purpose of this study was to provide an in-depth explanation of the development of coordinated services during the last four years at a selected number of Project Success pilot sites, and to identify critical factors that emerged which are associated in the literature with effective school-linked strategies. The research questions guiding this study were: (1) What common elements developed that crossed all selected sites, and what individual differences emerged among the sites? (2) What organizational structure emerged among the multi-agencies at the selected sites? (3) What collaborative processes emerged across selected sites that facilitated the project? (4) In what ways did parents become involved in the implementation of the project? (5) What barriers or support were encountered in establishing and operating the sites? The data collection for this study occurred in three parts: individual interviews with the Project Coordinators, focus group interviews with appropriate representatives of the pilot site projects, and notes from meetings of the Local Governing Board. A questionnaire that consisted of seven questions was used to collect data for this study. Materials gathered during in-depth interviews were transcribed and analyzed after the interviews were completed. First, the researcher read the transcribed interviews and hand coded the consistencies and emerging themes on a large chart. Second, a matrix was made of the hand coded data using a word processor. Third, the researcher used the Ethnograph Computer Software Program to organize and code the data. From this data, the researcher identified themes, common patterns, and important stories shared by the participants regarding their experiences with developing coordinated services to meet the needs of children and families during the last four years. A narrative summary was written for each selected pilot site. Recommendations for further research are provided at the conclusion of chapter five. / Ed. D.

Community renewal is a dominant theme in American society today. It has been said that public administration could and should be a leader in the community renewal movement, yet for the most part the field of public administration fails to "get" community. This study advances and explores a concept of community learning as part of a broader effort to better understand what a community perspective means for public administration theory and practice. The contributions of this study are two-fold. First, a concept of community learning is drawn from a variety of literature streams that share an ethos of collaborative pragmatism. Community learning occurs when the knowledge created in the integrative "community process" is fed-forward and embedded at the level of community structure. Furthermore, a "learning community" is found where the community learning process is institutionalized at the level of community structure. While community learning is a term being used to some degree in the field of community development, a concept of how communities might learn has yet to be offered. Thus, the conceptualization offered here seeks to fill this gap in the literature. This study also explores the community learning concept empirically in the context of an action research project in Wytheville, Virginia. Here participants worked with a Virginia Tech research team to better understand their community and develop a unified "vision" for the community's future. The study revealed that the collective or collaborative learning of the "community process" can occur over time and also in the form of punctuated group "a-ha" moments. In either case, the learning process is one where new knowledge is created in the form of new or altered shared meaning or new ideas. This learning was fed-forward to the community level to become community learning in three ways: 1) as the learning took place in the community field, meaning the participants of the learning process represented the different institutions that make up community structure; 2) through the integrative medium of local media outlets; and 3) through formal and informal processes of knowledge transfer from the group to community level, where the community level was represented by a citizens committee. As communities institutionalize learning processes they can be said to be "learning communities." Evidence from the Wytheville study provides insights into how this might happen. The implications for the practice of a "new public service" are explored as well as future areas of research relevant to the community learning approach. The study concludes by suggesting what a community perspective for public administration might mean as community learning is a concept based in this perspective. / Ph. D.

This case study examines why the Freedmen's Bureau, a Federal agency that existed within the War Department between 1865 and 1872, formed collaborative relationships with church-supported charitable organizations to establish schools during the Civil War Reconstruction Period in Virginia. This project examines the relationships between Freedmen's Bureau officials and the leadership of church-supported charitable organizations. Specifically, this project examines the formation of these relationships, the nature of the relationships that formed, the norms and values that shaped the relationships, and the impact those relationships had on education policy in the South. The examination of a historical federal agency through archival research methods generated findings that were consistent with current knowledge of the collaborative process. Preexisting relationships formed during the Civil War served as the foundation for collaborative relationships that formed between the Bureau and church-supported charitable organizations. These relationships were integral to the formation of schools that served formerly enslaved persons as well as other war refugees. Ultimately, political and social pressure facilitated the closing of the Bureau, but the schools remained, forming the foundation for public school systems throughout the South. Examining an extinct agency which worked alongside church-supported charitable organizations, shows that facets of collaborative governance occurred much earlier than presently identified, especially as it pertains to discrete steps in the collaboration process, specifically antecedent and initial conditions of collaboration, pre-existing relationships, and impacts of collaboration. The project also adds to the study of public administration as a field by extending the timeline of the practice of public administration. This dissertation also adds to the scholarship on the impact of race on policy implementation and administrative practice. / Doctor of Philosophy / This case study examines why the Bureau of Refugees, Freedmen, and Abandoned Lands (the Freedmen’s Bureau), a controversial federal agency that existed within the War Department between 1865 and 1872, formed collaborative relationships with church-supported charitable organizations to establish schools during the Civil War Reconstruction Period in Virginia. This project will examine the relationships between Freedmen’s Bureau officials and the leaders of various church-supported charitable organizations. Specifically, this project will examine the types of relationships that formed, the customs and values that shaped those relationships and the impact of those relationships had on education policy in Virginia. Relationships between charitable organizations and army officials formed during the Civil War and served as the foundation for relationships that formed between the Bureau and charitable aid organization. Although not unique for its time the Freedmen’s Bureau relied upon nongovernmental actors and entities in performing its functions, especially education. The schools that were established, served formerly enslaved persons as well as other war refugees and served as the foundation for the public school system across the South. Although the Freedmen’s Bureau would be abolished in 1872, the schools that were established with the help of the Bureau, remained. The fact that organizations were involved in Reconstruction-era schooling is known. That the Freedmen’s Bureau helped organizations establish schools throughout the South is known. Less is known about the extent of those relationships, however. Examining a historical and extinct agency which developed relationships with a number of church-supported charitable organizations shows that collaborative relationships occurred much earlier than we once thought.