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A Study of Community Education in the State of TexasPoynter, Sidney H. 08 1900 (has links)
The problem of this study was to determine the effectiveness of community education in Texas as perceived by the superintendents, community education directors, and selected laymen in the participating school districts. The sources of data included a review of the literature and supplemental materials. The survey technique, employing a jury—validated questionnaire, was used to collect the perceptions of superintendents, principals, teachers, and college professors in the State of Texas. A total of 121 educators and lay participants responded to the questionnaire. As a result of the study, it appears that according to the perception of those surveyed, that the community education programs in Texas are accomplishing at least 83 percent of all the goals purported in the nationally-circulated literature. Based on the study, it appears that the ongoing community education programs in Texas are perceived to be effective by those most closely associated with them and therefore deserve to continue to receive special considerations and funding.
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Teaching the Japanese American internment : a case study of social studies curriculum contention /Camicia, Steven Paul. January 2007 (has links)
Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 223-238).
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Perceptions of the influence of school-based activities on voter behaviorBorella, AnnLouise 19 January 1994 (has links)
The purpose of this case study was to explore the
perceptions of school district administrators and members
of the community about the influence of school-based
activities had on voter behavior. The case study focused
on a school district in the Willamette Valley of Oregon.
Interviews were held with the school district
administrators and taxpayers in the community. The
surveyed taxpayers were prominent, influential and well
informed about the school district and the community.
Three questions were addressed to both the school
administrators and taxpayers. (1.) What are the
perceptions of the interviewee on the influence of school
site activities on voter behavior? (2.) What activities
would the interviewee perceive to be most effective in
gaining/keeping community support? (3.) Does the
interviewee perceive anything unusual about the community
in its participation in school site activities and/or
non-school activities?
It was found that attracting the people to the school
site can be a positive influence, provided that the
schoolsite is in good order. The activities most
effective in gaining/keeping community support were those
activities that pulled the widest range of community
members to the school site. The administrators perceived
the large attendance at school activities as support
for the school system rather than the family members
supporting the children. Administrators were also aware
of a large segment of the community without school-age
children, yet no active budgeted plans to reach them
had been made.
Furthermore, community members felt that the district
should live within their budget even though there was
large community support for school based activities.
The change in demographic characteristics, increased
enrollment, and increased property evaluations have caused
the community's perception of the school district to
become more fiscally conservative. Due to the lack of
trust by the taxpayers, the school district needs to
be sensitive to the community by furnishing timely
information about the how and why public monies are being
spent. / Graduation date: 1994
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An ethnography of community leadership through community-based community educationRoudebush, Deborah May 03 June 2011 (has links)
The purposes of the study were: 1) To describe important characteristics of an ongoing, viable "community-based" community education project, 2) to determine whether the critical-principles postulated at the beginning of the study would be illustrated by considering a community-based community education project in one community, and 3) to describe the leadership behaviors utilized in a successful community-based community education project, and 4) to generate hypotheses for future research studies in community education.The data were collected and analyzed using a modified version of Spradley's Developmental Research Sequence Writing methodology, including interviewing participant observation, supplemented with document analysis and surveys.Eight of nine postulated critical principles were present in the organization studied. A partial listing of proposed hypotheses follows:1. The general principles, values, and leadership actions outlined in the agency summary can be successfully transplanted to another community.2. The director of a successful community-based community education agency must be good at controlling the flow of information, adept at negotiating, and politically persuasive.3. A tax levy is a sound, stable means for providing primary local financial support.4. The non-profit corporation is an effective structure capable of building on the resources of the major political bodies (the city council, the public school board, and the township trustees) while maintaining integrity in decision making and service provision.5. The political bodies, the people of the community, and the businesses and community organizations must all be represented in the governing body of a commuity-based community education organization.6. Detailed procedures and policies play a critical role in bridging the transition period when a new director is hired.
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Site-based management and school councils : history and impact on education /Caul, Barbara, January 2000 (has links)
Thesis (M.Ed.), Memorial University of Newfoundland, 2000. / Includes bibliographical references.
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School-based family resource centres : the village approach, a handbook on school-community partnerships for professionals serving families /Fritz, Lorell C., January 2001 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 80-90.
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Perceptions of four principals of Southeastern award-winning urban schools on school, family, and community involvementStokes, Eleanor V. January 2009 (has links) (PDF)
Thesis (Ed. D.)--University of Alabama at Birmingham, 2009. / Title from PDF title page (viewed Feb. 1, 2010). Additional advisors: Martha S. Barber, Lois M. Christensen, Dave Dagley, Tondra Loder-Jackson, Boyd Rogan. Includes bibliographical references (p. 100-110).
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Knowledge networks, secondary schools and social capitalSteele, Frances A. January 2009 (has links)
Thesis (Ph.D.)--University of Western Sydney, 2009. / A thesis presented to the University of Western Sydney, College of Arts, Centre for Educational Research, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
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Re-thinking education in South Africa : case studies of community participation in education in the Durban Functional Region.Matsepe, Rosemary Mputsanyane. January 1993 (has links)
The inadequacies of Black education have been approached from various angles including government intervention in the form of legislation, socio-economic measures, and others. People have also discovered this inadequacies and are struggling to resolve them in the form of 'alternative schools' or 'people's education' campaigns. The focus of this thesis is on community participation in the provision of education looking at two case studies in the Durban Functional Region. The theoretical framework for the study was threefold: derived from the development literature incorporating community participation; followed by a review of the literature on space; and a discussion on education - people's education. Data was gathered from intensive interviews, group discussions, newspaper articles, school reports and other documents. This assisted in giving an insight into the particular forms that community participation took in the two case studies. The following processes were identified from the study: processes of conflict and opposition and processes of co-operation in sharing a common task. These were analysed based on parameters such as: goals, concerns, students, community involvement, accountability, finance, sustainability and empowerment. The salient yet powerful features of the study were that of 'space' and 'locality' which presented a powerful force explaining the specificity of the processes in each of the case studies. The case studies succeeded in critically illuminating the precise meaning and evolution of community participation, its theoretical consistency, spatial sensitivity and also assessed its practicality. Furthermore, the study emphasised that local and domestic strategies in the provision of education need to be re-enforced through positive national or state interventions. Finally, as demonstrated in the two case studies, context-specificity should be the guiding principle in any community participation efforts. / Thesis (M.A.)-University of Natal, 1993.
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Statutory support for community involvement in public elementary and secondary schools in Canada : an analysis of provincial education actsNyenhuis, Mieke. January 1982 (has links)
No description available.
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