Two case studies of community educational programs : planning, organization, and implementation Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/kh04dt51p

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  • The purpose of this thesis is (1) to study two Oregon communities and to report data related to their concepts of community education and (2) from this data, to develop guidelines for the planning, organization, and implementation of comprehensive community-wide educational programs. In accomplishing these purposes, it is hoped a contribution will be made to the growth and acceptance of the community education concept in the state of Oregon. A selective review of literature reveals that the community education concept is increasingly perceived as a means of meeting an impending crisis in modern public education. The diverse nature of community schools now in operation is due to (1) the several developmental levels at which these community schools exist, (2) the unique nature of the single community, and (3) an inductive planning method that continually readjusts programming plans to the changing educational needs of the community. Interviews were conducted in two anonymous Oregon communities, Lakepark and Riverside, to gather data pertaining to the planning, organization, and implementation of their current educational efforts. Written publications of each district were also examined carefully. Comparison of the two districts revealed that Riverside had made considerably more progress toward successful implementation because (1) the administration was strongly committed to a common goal of relevant education for their students, (2) a reciprocally supportive relationship existed between the school and the community, (3) an inductive planning method incorporating several evaluative instruments was used, and (4) innovation and change were accepted and encouraged. Innovative educational efforts in local communities must be given professional recognition and assistance in order to succeed, but the current public education system does not adequately provide this recognition and assistance. It is recommended that an " idea center" be established and staffed by people who have the ability to develop and stimulate innovative change in education. This "idea center" would collect and disseminate ideas; it would pilot practical research projects related to the planning, organization, and implementation of community education programs; and it would establish model schools and programs that would provide for the training of community school teachers, counselors, and administrators.
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