This thesis looks at the relationships Board of Trustees need to balance between themselves and their Maori communities. Their researcher was a sole Maori representative on a South Island Board of Trustees and explored the minority position of his role. The research was restricted to one Primary School and one board of Trustees. This research examined the strengths, weaknesses, attitudes and perceptions of Boards of Trustees governance when dealing with issues around their Maori communities. The role of the researcher as both writer and Board of Trustees Member, created ethical issues around objectivity and subjectivity, and sought to show how a researcher is able to remain impartial, in their own study. The research found that relationships between mainstream Boards of Trustees and their Maori communities are better developed by including local iwi or hapu, therefore making a three way relationship.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 162-170). Also available on the Internet.

Thesis (M.A.)--California State University Channel Islands, 2009. / Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Education. Title from PDF t.p. (viewed January 25, 2009).

Thesis (MTech (Education))--Peninsula Technikon, 2003. / Word processed copy. Summary in English. Includes bibliographical references (leaves 99-106). Also available online.

Thesis (B. Arch.)--Roger Williams University, 2009. / Title from title page screen (viewed on Feb.19, 2010) Includes bibliographical references. Also available in print.

This case study sought to investigate the possibilities of asset-based approach in school-community partnership. A specific partnership between a secondary school from Vulindlela District, some academic staff members and student teachers from the University of KwaZulu-Natal was studied. To fulfil the purpose of this study, the critical questions such as what assets do partners in the „Nothing for us without us‟ project regard as central in their partnership and to what extent do these partners utilised these assets were used as the basis for data collection in this study. The responses to these critical questions were then used to provide answers to the major inquiry of this study, which was to investigate whether and asset-based approach can be utilised in school-community partnership. The study was conducted within the confines of interpretive paradigm and qualitative case study was adopted as a research approach. To abide by some hallmarks of the case study, multiple data collection methods were utilised. Data were collected using semi-structured individual interviews and documentary analysis. Five teachers (Principal, Deputy Principal, HoD and two post level one teachers) from the case school and two project leaders from the University team participated in the individuals‟ interviews. The proposal document for the current project „Nothing for us without‟, 2007; 2009 and 2010 reports on the previous projects were analysed. The findings of the study revealed that teachers, the school principal, community individuals, organisations and learners, the experience of the school in partnership were regarded as crucial assets in the current partnership. The findings further indicated that physical resources such as the computers available in the school and the buildings were among the assets that were available but they were not regarded as crucial for the partnership. While the assets are identified, the findings also revealed that their utilisation was to a minimum extent. Teachers were reported to be overwhelmed by academic work and also reluctant to participate because of unclear communication of goals of the partnership. The findings further revealed that community assets are not mapped because of the failure to invite community members in the activities of the partnership. I conclude in the study that asset-based approach can be utilised in school-community partnership. However, to enhance the level of asset utilisation, there is a need to re-evaluate the role of the school principal in the partnership. I further recommend coordinated efforts to invite community members in the activities of the partnership. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The purpose of the study was to analyze the curricular offerings of the secondary school in Greensburg, Indiana. The data obtained should enable the administrators of Greensburg Community High School make decisions concerning present and future curricular offerings. Two questions were raised: (1) Had the needs of all students been met? (2) Had the needs of the society which the school serves been satisfied? The assumption was made that the fundamental curriculum needs of the high school pupil had been identified during the past years, and then a more basic question was posed: To what extent had these needs been met? The study was also concerned with determining whether or not graduates of Greensburg Community High School were adequately prepared to assume a responsible place in society, to further their education, or to become gainfully employed with no additional formal education.The data for the study was obtained by means of questionnaires and personal interviews with graduates from Greensburg Community High School, Greensburg, Indiana. Greensburg Community High School has five curricular offerings from which a student may choose: general, home economics, industrial, business, and interviewed college preparatory. Seven graduates were selected from each of the curricular offerings for five years, 1970 through 1974. The questionnaires were mailed to a selected population numbering 175 graduates. Twenty-.two of these graduates were also either personally or by telephone.Information pertaining to the following areas were sought: 1. Number of graduates receiving post-secondary training. 2. Curricular offerings with most value. 3. The curricular offerings with some value. 4. The curricular offerings with least value. 5. Additional curricular offerings which should be made available.6. Adequacy of the curriculum offered at Greensburg Community High School relevant to advanced study, specialized training, or general employment.Twenty--two Greensburg Community High School students were interviewed either personally or by telephone. The purpose of the interviews was to provide a direct contact with the selected graduates as well as to gather in-depth perceptions of the curriculum.Data from the study opened numerous areas for the discussion of the curricular offerings of Greensburg Community High School. An attempt was made to collect information that had the most relevant implications concerning the curricular offerings of Greensburg Community High School.The major findings of the study were:1. Twenty-seven percent of all respondents were reported to have been enrolled in or presently attending a four-year college or university.2. Nineteen percent had received or were receiving some type of post-secondary training, excluding the four-year college program.3. Forty-six percent of the graduates were enrolled in some form of post-secondary training.4. The graduates rated government, accounting, English, mathematics, physical education, and typing as offerings of most value during secondary school training.5. Foreign language, including Latin, Spanish, and French, were rated as offerings of least value. United States History and chemistry were also rated low.6. A majority of the graduates indicated that the curricular offerings of Greensburg Community High School were sufficient for meeting their needs.7. Eighty-six percent of the graduates believed that the training received during high school was sufficient preparation for advanced study, specialized training, or general employment.8. Seventy-seven graduates, or 86.5 percent of the graduates, responded that the high school could have done little else to prepare them for gainful employment.The purpose of the study was to collect data which would give a comprehensive view of the curricular offerings of Greensburg Community High School. Another purpose of the study was to determine the effectiveness and efficiency of the curricular offerings as perceived by selected graduates of Greensburg Community High School. Based upon the two purposes of the study the following conclusions are made:1. Curricular offerings are adequate at this time, but an examination concerning the content of some courses needs to be implemented.2. The guidance procedure should be updated so that graduates are aware of opportunities during their years in secondary education as well as during their time spent in post-secondary education.3. An examination of the extent or worth of foreign language offerings should be made.4. Career education should be implemented in the curricular offerings as a separate offering or as a part of one of the present vocational offerings.Based upon the findings and conclusions, the following recommendations are made:1. A self-study should be conducted by the concerned departments regarding the adequacy of courses and course content.2. A similar study should be conducted utilizing a larger population.

The purpose of the study was to focus attention upon selected community leaders in Fort Wayne, Indiana, who influenced the formulation of educational decisions in the Fort Wayne Community Schools from January 1, 1,964 to December 31, 1972. Three other purposes of the study included: (1) clarification of influence patterns by interviewing in depth selected community leaders identified by educational leaders in the Fort Wayne Community Schools as influencing educational decisions; (2) to clarify influence patterns by interviewing in depth selected community leaders identified by other community leaders as persons influencing educational decisions in the Fort Wayne Community Schools; and (3) to identify a profile of specific traits of community leaders most influential in the process of formulation of educational decisions in the Fort Wayne Community Schools.

The purpose of the study was to determine attitudes of parents toward the Fort Wayne Community School Title I Parent Resource Center. Specifically, the study was designed to measure the quality of services extended during the first six months of Resource Center operation, January 1980 through June 1980.Literature regarding the role of parents in educational programs at both the national and state level was reviewed. Through study of the-literature, limited data were reported involving parents in program evaluation. Therefore, a study was undertaken to address parent attitudes toward program effectiveness.From a sample population of one hundred parents of children enrolled in the 1979-1980 Fort Wayne Community School Title I Project, ninety-five parents completed questionnaires delivered to homes by Title I Liaison Aides. Five parents were not available for contact during the two-day questionnaire delivery period. Completed questionnaires were placed in unmarked envelopes for return by the aides to the Parent Resource Center. Questionnaires were then delivered to the Fort Wayne Community School Computer Center for key punching and computer scoring.Responses to "yes" and "no" questionnaire items were reported in percentages addressing attitudes toward (1) Parent Resource Center location and visitation hours, (2) delivery of services and materials, (3) workshop presentations and (4) advertising techniques. Written comments expressed in two open ended questionnaire items were analyzed. Perceived benefits and need for program change were reported in narrative form.Parent attitudes toward Resource Center services revealed:1. Parent Resource Center location and visitation hours were satisfactory as reported by more than 80 percent of the respondents. However, among written comments, parents recommended decentralized or school-based centers and evening or weekend visitation hours.2. Service extended by the Parent Resource Center Staff was regarded as helpful by 94.7 percent of those queried and materials to be used in the home were clearly understood by 100 percent of the respondents.3. Workshops held at the Parent Resource Center were attended by 68.4 percent of the respondents. Further, 65 percent of Center clients attending workshops reported value in presentations and appropriateness of materials for use in the home.4. Among advertising techniques employed, parents ranked the Title I meeting as the primary information source. School newsletters, news paper articles, church announcements andparent-school personnel sharing were less frequently cited sources of information.Services extended at the Parent Resource Center had benefited children in the improvement of reading and math skills, in strengthened parent-child relationships and in provision of unaffordable educational materials.

This thesis maps a genealogy for the process of erosion that has affected functional communities in North America over the last half-century. It seeks to make links between this erosion of functional communities and the increasing stress that families and, by extension, schools are currently experiencing. This thesis argues that in order to understand the dysfunction and stress we are seeing in our schools today, our examination must extend beyond children and families to include the wider social ecology, philosophical, economic, and political contexts, as well as the physical landscapes that shape family, school, and community life.