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(1 - 12 of 12)
- Title
- The development of a community-school partnership in a Brazilian elementary school: A case study.
- Creator
- Carvalho, Renata Osborne, Florida Atlantic University, Decker, Larry E.
- Abstract/Description
-
This case study focused on describing the perspectives of educators and community members involved in a school-community partnership in an elementary public school in Rio de Janeiro, Brazil. Their perspectives included what they saw as the partnership's history, influence of the Friends of the School Project, benefits, conflicts, processes, and future expectations. This research was significant because community involvement in Brazilian public schools has been growing recently. The researcher...
Show moreThis case study focused on describing the perspectives of educators and community members involved in a school-community partnership in an elementary public school in Rio de Janeiro, Brazil. Their perspectives included what they saw as the partnership's history, influence of the Friends of the School Project, benefits, conflicts, processes, and future expectations. This research was significant because community involvement in Brazilian public schools has been growing recently. The researcher was a participant observer in the school, observing activities, interviewing adults, and collecting documents related to the partnership. The result was a holistic narrative of the case study from the triangulation of the methods of data collection and the views of participants. The research revealed a divided community, a previous abusive use of the school by the community, and a school open to constructive partnerships. The Friends of the School had a complementary role in the development of partnerships. The school had positive pedagogy, culture, and participation of parents and volunteers. The partnerships brought resources to the school and enriched the lives of people, particularly the children and the volunteers. There was an unequal distribution of partner activities per grade level and the roles of the citizens, educational professionals, and the state were questioned. Matching interests and respecting school's routines were important in the process of developing partnerships. Participants expected more participation from partners, more efficiency from the state, and better public schools. Their vision was of the children growing to be happy, critical, and able to compete in the world. The conclusions were that the public school was important in the fight against inequalities; the relationship between the school and the community could improve; the Friends of the School helped to make the partnerships official and brought more citizens in to participate in the school; the partnerships enriched the lives of children, parents, educators, and partners; Brazilians needed to demand their rights as stated in the Guidelines and Basis Law of the National Education (1996); and the volunteer action needed to be more organized.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/11981
- Subject Headings
- Community education, Community schools
- Format
- Document (PDF)
- Title
- RELATIONSHIP BETWEEN ADULTS PARTICIPATING IN EVENING COURSES AND THEIR OPINION OF THE DAY SCHOOL IN THE SAME BUILDING.
- Creator
- GOHEEN, ROSS WINFRED., Florida Atlantic University, MacKenzie, Donald G.
- Abstract/Description
-
Purpose. The purpose of this study was to find out if attending an adult education course at the local high school had an effect on adults' opinion of the day-time operations in the same building. Procedure. A sample of 233 adults rated the local secondary school on a scale of 1 to 7. After they attended various ten-week adult education interest courses, 68 of the pretest sample were retested. The mean opinions of several demographic sub-groups of the pretest sample by age, sex, type of...
Show morePurpose. The purpose of this study was to find out if attending an adult education course at the local high school had an effect on adults' opinion of the day-time operations in the same building. Procedure. A sample of 233 adults rated the local secondary school on a scale of 1 to 7. After they attended various ten-week adult education interest courses, 68 of the pretest sample were retested. The mean opinions of several demographic sub-groups of the pretest sample by age, sex, type of dwelling (a socioeconomic indicator), length of residency, and education were compared. Findings. I. The ex post facto pretest revealed: (1) Night school clients rated the day school higher than non--participants. (p < .01) (2) Parents of high school student rated the school higher than non-parents. (p < .01) (3) Clients who had taken evening courses previously rated the day school higher than new clients. (p < .01) (4) New night school clients initially rated the day school no higher than non-clients. (5) Older adults rated the school higher than adults 28 and under. (p < .001) (6) There was no difference between male and female ratings. (7) Those living in separate homes rated the school higher than those from townhouses and apartments. (p < .05) (8) Those who lived five years or longer in the community rated the school higher than those who arrived more recently. (p < .001) (9) The level of education showed no effect on the rating. II. The test-retest analysis of variance revealed: (1) New clients showed a significant gain in their opinion of the day school at the end of their first night school course. (2) Those who had attended evening courses previously showed no gain in their rating after the course. III. Other findings included: (1) The night school itself was rated high, social advantages and instruction getting the most positive reaction. (2) The high school's programs, facilities and extramural activities received the most praise and discipline the most criticism. (3) Non-parent night school clients who rated the day school lowest on the pretest, rated it highest on the posttest. Recommendations. (1) Since evening school has a positive effect on participants' opinion of the day school, it is in the day school's best interests to promote adult education in the school. Community education should continue to be expanded and developed. (2) Night school is a low-risk opportunity for citizens to get involved with the local high school. Some may continue to get more involved into decision-making organizations like the school board, PTA and advisory councils. Future research could explore ways to get adults more involved to help bridge the widening gap between parents and their children who are in large school operations. (3) The local high school should make a continuous effort to communicate with all community citizens. Non-parents who receive much of their information via the media need more direct interaction with the school so they become aware of the positive things happening there.
Show less - Date Issued
- 1981
- PURL
- http://purl.flvc.org/fcla/dt/11785
- Subject Headings
- Adult education, Schools--Public relations, Community and school
- Format
- Document (PDF)
- Title
- ROLE SATISFACTION OF COMMUNITY SCHOOL COUNCIL MEMBERS.
- Creator
- BRINDISI, JOHN M., Florida Atlantic University, Kerensky, Vasil M., Smith, Lawrence E.
- Abstract/Description
-
This study examines the roles of community school coordinators and community school advisory council members, the satisfactions they derive from their council participation, and their interactions. This study examines the relationships between the level of satisfaction both derive from their roles and perceptions of their participation in leadership and council operations. The results of this analysis appear to support both hypotheses. The highest canonical variate sets for coordinators are: ...
Show moreThis study examines the roles of community school coordinators and community school advisory council members, the satisfactions they derive from their council participation, and their interactions. This study examines the relationships between the level of satisfaction both derive from their roles and perceptions of their participation in leadership and council operations. The results of this analysis appear to support both hypotheses. The highest canonical variate sets for coordinators are: (1) Achievement, Personal-Interpersonal; (2) Decision-Making, Goal Setting; (3) Responsibility, Work Itself. Those highest for council members are: (1) Achievement, Recognition, Monetary; (2) Leadership, Decision-Making; (3) Personal-Interpersonal; (4) Work Itself, Recognition; (5) Communication, Control; (6) Monetary, Supervision, Achievement; (7) Goal Setting, Leadership. The results, while not dramatically conclusive, imply that the instruments employed are operable in community schools.
Show less - Date Issued
- 1976
- PURL
- http://purl.flvc.org/fcla/dt/11667
- Subject Headings
- Citizens' advisory committees in education
- Format
- Document (PDF)
- Title
- A STUDY OF COMMUNITY EDUCATION PARTICIPATION AND SELECTED VARIABLES AND THEIR RELATIONSHIP TO AN INDIVIDUAL'S ATTITUDES TOWARD THE PUBLIC SCHOOLS.
- Creator
- GEHRET, EDWARD F., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
The purpose of the study was to determine the role participation and other selected variables (i.e., age, sex, race, education, etc.) play in an individual's attitude toward the public schools. The research was conducted in the community of Dade County, Florida, utilizing forty-one of the fifty-eight school centers designated as Community Schools. Hypotheses. (1) There is no significant difference in the mean attitude scores based upon participation groups at the .05 level of significance. (2...
Show moreThe purpose of the study was to determine the role participation and other selected variables (i.e., age, sex, race, education, etc.) play in an individual's attitude toward the public schools. The research was conducted in the community of Dade County, Florida, utilizing forty-one of the fifty-eight school centers designated as Community Schools. Hypotheses. (1) There is no significant difference in the mean attitude scores based upon participation groups at the .05 level of significance. (2) There is no significant difference in the mean attitude scores of Community School groups by years of Community Education implementation at the .05 level of significance. (3) There is no linear relationship between attitude scores and the stated demographic variables at the .05 level of significance. (4) There is no significant differences in the perceived influence of participation between the defined participation groups at the .05 level of significance. Results of the Study. Hypothesis Number 1 - the null hypothesis was rejected. Hypothesis Number 2 - the null hypothesis was not rejected. Hypothesis Number 3 - the null hypothesis was rejected. Hypothesis Number 4 - the null hypothesis was not rejected. The significant demographic variables are: race, children in school, marital status, and occupation. An R('2) test of significance discloses that 12.25 percent of the variability in the dependent variable can be accounted for by the demographic and participation variables. Conclusions. (1) Residents within Dade County, who participated in the Community Education registration of September 1981, generally have positive attitudes toward the public schools. (2) The more positive attitudes were found among respondents who had had some sort of K-12 related participation experiences. (3) School related participation, whether it was Community School or K-12 types of experiences, produces positive attitudes toward the public schools. (4) Private school parents have significantly lower attitudes toward the public schools. (5) Skilled laborers have significantly more positive attitudes toward the public schools. Implications. (1) The research results and the review of the literature suggest the need for additional attitudinal change strategies once participation has begun. (2) The process of Community Education holds the promise of attitudinal change. Programs alone hold very little hope for positive attitude gains.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11813
- Subject Headings
- Community and school--Florida--Miami-Dade County, Community schools--Florida--Miami-Dade County
- Format
- Document (PDF)
- Title
- A qualitative study of participants' role expectations on school advisory councils.
- Creator
- Huie, Kathleen K., Florida Atlantic University, Jurenas, Albert C.
- Abstract/Description
-
This qualitative study examined the role expectations of participants on School Advisory Councils (SACs). Selected teachers, principals, parents, and community members were interviewed, SAC meetings observed, and SAC documents analyzed in an investigation into the roles of the SAC and SACs' impact on school reform. Data was transcribed, coded, triangulated, and analyzed to understand the views of SAC members. The study resulted in nine major findings: (a) State and local policies are unclear...
Show moreThis qualitative study examined the role expectations of participants on School Advisory Councils (SACs). Selected teachers, principals, parents, and community members were interviewed, SAC meetings observed, and SAC documents analyzed in an investigation into the roles of the SAC and SACs' impact on school reform. Data was transcribed, coded, triangulated, and analyzed to understand the views of SAC members. The study resulted in nine major findings: (a) State and local policies are unclear about the actual role of SAC, (b) past histories and current contexts shaped participation in SAC, (c) involvement in SAC was a result of personal motivation, (d) availability of information was an important reason for participation in SAC, (e) SAC participation brought the opportunity to have a voice and vote, (f) reform of curriculum, instruction, and assessment was not addressed by SAC, (g) SAC serves mainly as support, (h) the accomplishments of SAC are elusive, and (i) principals and chairs of SAC have the clearest view of the role of the SAC. The study concludes that SAC makes no significant impact on school reform, that connections between SAC and school reform are difficult to identify and recommends further research, a lessening of emphasis on high-risk, state-mandated assessments; and a change in state law to clarify the role of SAC.
Show less - Date Issued
- 2000
- PURL
- http://purl.flvc.org/fcla/dt/12631
- Subject Headings
- Citizens' advisory committees in education, Community and school, Educational change, School management and organization
- Format
- Document (PDF)
- Title
- SELECTED COMMUNITY INSTITUTIONS' EFFECT ON LITERACY OF BLACK YOUTH MEMBERS.
- Creator
- FAYSON, GEORGE LEWIS, SR., Florida Atlantic University, Kerensky, Vasil M., Smith, Lawrence E.
- Abstract/Description
-
Purpose. The purpose of this study was to determine the positive contributions of community social agencies and institutions outside the home and school on the literacy and academic success of black youth members. Recent assessment at the State's level indicates that 37 percent of the state's 11th graders failed Part II of the Florida State Student Assessment Test (formerly termed the Functional Literacy Test) during the Fall of 1977. Evaluation of the Fall, 1978, testing revealed that 26...
Show morePurpose. The purpose of this study was to determine the positive contributions of community social agencies and institutions outside the home and school on the literacy and academic success of black youth members. Recent assessment at the State's level indicates that 37 percent of the state's 11th graders failed Part II of the Florida State Student Assessment Test (formerly termed the Functional Literacy Test) during the Fall of 1977. Evaluation of the Fall, 1978, testing revealed that 26 percent of the State's 11th graders failed to show mastery of skills necessary to be considered functionally literate. A closer exploration of these statistics revealed that a particular segment of the 11th graders--specifically, black youth--performed in a reverse order: 78 percent of black 11th graders failed in the Fall of 1977, and 61 percent failed again during the Fall of 1978. This data indicated that black students at the 11th grade level failed twice as often as their white counterparts. The Fall of 1979 testing showed some gain on the part of all 11th graders, however, black 11th graders continue to fail at a disproportionate rate. The sample in this study was drawn from the four high schools situated in the north and central-mainland areas of Brevard County, Florida. The sample includes only those black students who had attempted the State Student Assessment Program during their residency in Brevard County, Florida. There currently is no well-defined methodology relating to the informal learning of children. This study attempted to develop a model which scaled a child's participation in activities which may foster informal learning. Scaled participating was based of membership, office held, committee chaired, and the number of hours per week of involvement in community-based activities. The data compiled and analyzed for the subject population yielded a correlation between community institutional participation and demonstrated literacy on the State Student Assessment Test. The scores were tabulated for each respondent. The data were transmitted to IBM computer cards and submitted for statistical analyses through the use of the Florida Atlantic University's Computer Center. The Statistical Package for the Social Sciences was used to compute Pearson's product-moment Correlation, in addition the Fisher t-test was used to verify the level of significance in deciding to reject or accept the research hypothesis at the .05 level of confidence. Conclusions and Recommendation. In testing the hypothesis, there were no significant differences at the .05 level of significance in students who participated in community institutions' activities and those students having little or no participation in community institutions' sponsored activities. Based on the statistical analysis of the responses, the previously stated hypothesis should be rejected. However, a very interesting phenomenon appears when females who participated in headstart programs are compared with females who had not participated in the headstart programs. The female students with headstart exposure experienced a higher degree of success in passing the SSAT. There was not a significant difference in the achievement of black male students with headstart exposure as compared with the black male students without headstart exposure. It is concluded from the results of these analyses that a variety of variables, outside of the home and school, do play a role in the general literacy of our youth. If educational systems are to become more effective, all segments of the community must be provided ways to become involved in the creation of proper learning environments. It is recommended that a replication of this study be made utilizing a large urban district. It is also recommended that replication of this study be made using the white counterpart to this study.
Show less - Date Issued
- 1980
- PURL
- http://purl.flvc.org/fcla/dt/11772
- Subject Headings
- African American children--Education--Florida, Community and school
- Format
- Document (PDF)
- Title
- School-business partnerships: Awareness, attitudes, and actions of secondary school principals and their business counterparts in selected Florida school districts.
- Creator
- Wechter, Dennis., Florida Atlantic University, Bogotch, Ira
- Abstract/Description
-
The role of the business partner in education has come into more prominence in the public school system, especially at the high school level. Shrinking budgets have prompted high school principals to explore the idea of business partnerships as a way to close the gap in academic achievement and provide direction for high schools struggling to meet the workforce development demands in today's society. In addition, financial support has provided opportunities for curriculum enhancement, staff...
Show moreThe role of the business partner in education has come into more prominence in the public school system, especially at the high school level. Shrinking budgets have prompted high school principals to explore the idea of business partnerships as a way to close the gap in academic achievement and provide direction for high schools struggling to meet the workforce development demands in today's society. In addition, financial support has provided opportunities for curriculum enhancement, staff development, and student support. However, as more emphasis is placed on the development of school business partnerships, the need to determine how these partnerships function successfully is a necessary part of the process. This study looked at the historical perspective concerning the involvement of the business sector and their relationship with education throughout the twentieth century. This exploratory study utilized quantitative and qualitative data gathering procedures. The purpose of this study was to identify the skills and knowledge that high school principals and their business counterparts need to have to create an equitable relationship. High school principals from three school districts in the State of Florida were asked to complete a quantitative survey, including a section in which they named their business partners. A section was provided for each principal to agree to a personal interview. One principal from each Florida school district was selected at random from among those returned surveys in which the principal agreed to be interviewed. In addition, a photo matrix was created by visiting each high school campus in which the principal agreed to an interview in order to collect data of businesses that had visible name recognition. The top six business partners based upon frequency of appearance or as indicated by the principal were selected from the matrix and contacted for an interview. The research questions that guided this study were (a) What is the nature of the relationship between high schools and their business partners? (b) What do high school principals need to know in order to create equitable business partnerships? (c) What do business partners need to know in order to create equitable education partnerships? (d) Based on this study, what recommendations emerge that will promote more equitable relationships between business and education partnerships?
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fau/fd/FADT12097
- Subject Headings
- Business and education--Florida, Education, Cooperative--Florida, Community and school--Florida, School management and organization--Florida
- Format
- Document (PDF)
- Title
- A school, family, community partnership predictor model: Based on principals' communication and action strategies.
- Creator
- Bernstein, Susan Beth, Florida Atlantic University, Decker, Larry E.
- Abstract/Description
-
Family and community involvement literature reveals that principals play a key role in the success of family and community involvement initiatives. However, there is a paucity of information on specific strategies that principals use to increase involvement. This lack of information applies to schools in general and for schools with diverse populations with low socio-economic status. To help fill these gaps in information this researcher examines differences in communication and action...
Show moreFamily and community involvement literature reveals that principals play a key role in the success of family and community involvement initiatives. However, there is a paucity of information on specific strategies that principals use to increase involvement. This lack of information applies to schools in general and for schools with diverse populations with low socio-economic status. To help fill these gaps in information this researcher examines differences in communication and action strategies used by principals in, both Title I and non Title I schools, with exemplary family and community involvement programs (as evidenced by their school receiving the FL DOE Five Star School Award) compared to strategies used by principals whose schools did not receive such a distinction. Sixty-one potentially significant communication and action variables are extracted from the literature and grouped into three categories (one-way communication, two-way communication, and action-based communication strategies). Seven null hypotheses addressing the significance of these categories and the potential to develop a predictor model are tested using a specially designed Family and Community Involvement Principal Survey whose content, construct, and validity was subjected to the scrutiny of experts in the field and pilot tested for its reliability. Data was collected in January 2003 from a final sample of fifty-nine Palm Beach County. Florida elementary school principals (an 80% response rate). This data is subjected to a series of factorial Analysis of Variance and Discriminant Analysis, testing the null hypotheses at a .05 level of significance. The analyses identify statistically significant differences in action-based communication variables for Five Star, Title I, and an interaction among Five Star/Title I principals including: (a) planning teacher in-service on involvement, (b) funding involvement programs, (c) creating a Family Resource Center, and (d) encouraging family and community members to participate in shared decision-making. No significant differences were found in one-way or two-way communication variables for Five Star, Title I, or an interaction between Five Star/Title I. Further, the null hypothesis for a predictor model was rejected allowing for identification of key variables in a partnership classification model. Conclusions, recommendations, and implementations are discussed for further research and practical application.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fau/fd/FADT12033
- Subject Headings
- School principals
- Format
- Document (PDF)
- Title
- EFFECTIVE CITIZEN PARTICIPATION STRATEGIES FOR EDUCATIONAL LEADERS.
- Creator
- BARBER, DANIEL MAXFIELD, Florida Atlantic University, Kite, Robert H.
- Abstract/Description
-
This study examined the effectiveness of citizen participation strategies occurring most frequently in the administration of educational programs. Determining the most frequently occurring citizen participation strategies required an exhaustive search of case studies noting the frequency of occurrence of the various strategies. A second search of the case studies yielded twenty critical criteria or issues which were frequently mentioned in the selection of a particular citizen participation...
Show moreThis study examined the effectiveness of citizen participation strategies occurring most frequently in the administration of educational programs. Determining the most frequently occurring citizen participation strategies required an exhaustive search of case studies noting the frequency of occurrence of the various strategies. A second search of the case studies yielded twenty critical criteria or issues which were frequently mentioned in the selection of a particular citizen participation strategy. Strategies found to occur most frequently were the public hearing, advisory committees, organizations and workshops. A panel of experts was randomly selected from a list of educational leaders with experience in citizen participation. A questionnaire was drafted, field tested and then mailed to each expert. It was found that educational leaders rank the advisory committee strategy as the most effective strategy followed by the workshop, organizations and public hearings. Another conclusion reached was that when specific criteria are suggested, the preferred strategy is subject to change based on the criteria and circunstance of the situation. The study further revealed that when a specific criteria or issue is weighted most heavily, the educational leaders identify different strategies as being most effective for the various circumstances. Differences in the frequencies of first choice responses within the demographic categories were also interpreted to be significant by the chi-square test.
Show less - Date Issued
- 1974
- PURL
- http://purl.flvc.org/fcla/dt/11637
- Subject Headings
- Citizens' advisory committees in education, Stress (Psychology), Job stress
- Format
- Document (PDF)
- Title
- DESIGN, IMPLEMENTATION AND EVALUATION OF AN ADMINISTRATIVE MODEL FOR CONDUCTING A COMPREHENSIVE COMMUNITY EDUCATION NEEDS ASSESSMENT SURVEY.
- Creator
- LAAKSO, LEONARD HENRY., Florida Atlantic University
- Abstract/Description
-
This study was designed to implement and evaluate an administrative model for conducting a community education needs assessment because a proven procedure for such an assessment had not been available to educational planners. Implementation was based upon an administrative model which involved a needs assessment committee and the services of a technical advisor. Included in the model were procedures for a preliminary agency survey phase and a survey of citizen opinion. The citizen survey...
Show moreThis study was designed to implement and evaluate an administrative model for conducting a community education needs assessment because a proven procedure for such an assessment had not been available to educational planners. Implementation was based upon an administrative model which involved a needs assessment committee and the services of a technical advisor. Included in the model were procedures for a preliminary agency survey phase and a survey of citizen opinion. The citizen survey represented 440 households and was conducted by 49 volunteer interviewers who were trained to give an 108-item questionnaire employing telephone survey methods. Results were reported in a Working Report designed for use by lay planning groups at nine community education centers in Monroe County, Florida. Evaluation of the model occurred in the following areas: (1) Hypothesis One explored survey results through examination of sample size, the sampling frame, length of interview, respondents' cooperation and understanding, sample subpopulations, the Working Report of Survey Results, the family size statistic and the statistical significance of rank ordered variables which resulted from the survey. (2) Hypothesis Two studied project expense through investigation of personnel costs and material expenditures required by the project. (3) Hypothesis Three researched project impact upon ongoing programs through examination of the Needs Assessment Committee members' ratings on a specific item on a ten item questionnaire pertaining to administrative concerns. (4) Hypothesis Four explored the usefulness of the ten item administrative questionnaire as an evaluative tool by studying rater reliability and main effects of four repeated measures of the instrument. The four hypotheses together represented an omnibus exploration of the effectiveness of the administrative model which was designed and implemented as the Monroe County community education needs assessment survey.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11803
- Subject Headings
- Educational surveys--Florida--Monroe County, Community and school--Florida--Monroe County
- Format
- Document (PDF)
- Title
- Exploring teachers' perceptions of professional development in virtual learning teams.
- Creator
- Purnell, Courtney Paschal., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The demand for virtual education is rapidly increasing due to the proliferation of legislation demanding class size limitations, funding cuts, and school choice across the United States. Virtual education leaders are discovering new ways to enhance and develop teachers to become more efficient and increase quality of learning online. Learning teams are one tool implemented by professional development departments in order to obtain a community of shared best practices and increase professional...
Show moreThe demand for virtual education is rapidly increasing due to the proliferation of legislation demanding class size limitations, funding cuts, and school choice across the United States. Virtual education leaders are discovering new ways to enhance and develop teachers to become more efficient and increase quality of learning online. Learning teams are one tool implemented by professional development departments in order to obtain a community of shared best practices and increase professional learning for teachers. ... The purpose of this exploratory case study was to investigate teachers' perceptions of the contribution of virtual learning teams to their professional development in a completely online K-12 environment. ... Five major themes emerged from the interviews, which were teacher professional development as it relates to student success, collaboration, balance, knowledge gained from being part of a virtual learning team, and teachers' perception of student success.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3358964
- Subject Headings
- Education, Effect of technological innovations on, Educational leadership, School management and organization, Teams in the workplace, Group work in education, Professional learning communities, Mentoring in education, Computer networks
- Format
- Document (PDF)
- Title
- Bowling in Different Alleys: A Study of Neighborhood Organizations and Schools.
- Creator
- Brown, Pamela M., Pisapia, John, Florida Atlantic University
- Abstract/Description
-
This research study explored the nature of the relationship between neighborhood organizations and schools using social capital theory as the conceptual framework. The researcher chose a qualitative multiple case study design to examine three neighborhoods within the same city, their respective neighborhood organizations and the public schools within each neighborhood's boundary. The researcher found that the neighborhood organizations in this study help build social capital through the...
Show moreThis research study explored the nature of the relationship between neighborhood organizations and schools using social capital theory as the conceptual framework. The researcher chose a qualitative multiple case study design to examine three neighborhoods within the same city, their respective neighborhood organizations and the public schools within each neighborhood's boundary. The researcher found that the neighborhood organizations in this study help build social capital through the bonding ties they create with one another, and the bridging ties they form with other organizations and with local public schools. The positive impact of those ties for neighborhood social health, and for the maintenance and improvement of neighborhoods, can be found within each community. This finding adds to what has already been written related to neighborhood organizations and the concept of social capital. The researcher also found that neighborhood organizations faced significant barriers in their attempts to use the bridging ties of social capital to connect with schools in the community. One of the most problematic of those barriers was the attitude of the schools' personnel themselves to matters they believed to be outside of the school gate and therefore beyond their consideration. Nonetheless, the neighborhood organizations did find ways to interact with the schools and some positive impacts have been documented. The concept of enlightened self-interest, rather than simple self-interest or community spiritedness, was found to be a motivator for neighborhood organization members. This finding adds to the existing literature on both social capital and neighborhood organizations, and is significant for future research on why and how social capital is built in communities.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000653
- Subject Headings
- School management and organization--Case studies, Volunteer workers in community development--Case studies, Social change--United States--21st century--Case studies
- Format
- Document (PDF)
