Thesis (M.S.)--University of Wisconsin--Madison, 1961. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 196-204).

Thesis (Ph. D.)--Public Policy, Georgia Institute of Technology, 2008. / Eric Twombly, Committee Member ; Theodore Poister, Committee Member ; David Van Slyke, Committee Member ; Mary Frank Fox, Committee Member ; John C. Thomas, Committee Chair.

No description available.

No description available.

No description available.

The purpose of this study was to find out under what conditions people would be willing to donate money to public education; and to find out if foundations as an alternative for financial support, are an option for the schools. The study researched two primary questions dealing with individual's willingness to give, a voice factor, and the conditions under which people will philanthropically support public education, a choice factor rooted in exchange theory. The data was collected by structured, open-ended interviews with a selected sample of thirty residents of the subject school district. The sample included fifteen residents who supported a recent, failed budget override effort in the subject district, and fifteen residents who did not support the override. The data was qualitatively evaluated to derive answers to the study's research questions. Analysis of the data found that eighty-three percent of the respondents would conditionally donate money to public education through a foundation. One of the findings was the respondents' desire to have a voice in the functioning of the system through controlling their donations by manner of giving, or through designation of monies by earmarking for specific areas. Among the variables that affected the willingness to allocate private money to public education, perception of quality was the primary factor that was directly responsible for the decisions of the respondents. Conceptually this study looked at voice as an indicia of involvement, and as a way to reverse organizational exit. The ultimate goal of involvement becomes commitment or loyalty. Foundations may precipitate a process of increased community involvement in public schools.

Thesis (M. P. A.)--Texas State University-San Marcos, 2006. / "Fall 2006." Includes bibliographical references (leaves 179-180).

Thesis (Ph. D.)--Columbia University, 1938. / Vita. Published also without thesis note. Bibliography: p. [329]-339.

Thesis (M.S.)--Cornell University, August, 2009. / Includes bibliographical references (leaves 86-88).

Thesis (Ph. D.)--Columbia University, 1938. / Vita. Published also without thesis note. Bibliography: p. [329]-339.