Browsing by Subject "Administration"
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Item Beyond the Park at the Horse Farm : exploring best practices in public-private partnerships to improve Lafayette's growing park system(2014-12) Brooks, Elizabeth Tarleton; Oden, Michael; Lieberknecht, Katherine E.Municipalities throughout the country are increasingly seeking out innovative partnerships with the private sector to acquire, operate, and/or maintain public parks. An example of this is found in Lafayette, Louisiana, where Lafayette Consolidated Government recently purchased a 100-acre farm from the University of Louisiana at Lafayette, and collaborated with community leaders to form a public-private partnership with a new non-profit, Lafayette Central Park, Inc. This entity is currently undertaking the necessary steps to lease, plan, design, fund, build, operate, and maintain a new community park on the property. This report explores the history of public-private partnerships found within park administration, as well as the myriad legal, organizational, and financial structures in place within those partnerships. The research also highlights potential benefits and drawbacks to these partnerships, found within four case studies in the Southeast, as well as through precedents found in previous research. The four case studies are Audubon Park and City Park in New Orleans, Louisiana, and Memorial Park and Discovery Green in Houston, Texas. The insights, challenges, and best practices found through the examination in this report are used to create a series of recommendations for the fledgling non-profit organization, Lafayette Central Park, for both short-term and long-term success.Item The County Permanent School Fund in Texas(1941) McCrary, James Wilson; Not availableItem Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs(2010-05) Cusson, Megan Melanie; Yates, James R.The passage of the Education for All Handicapped Children Act in 1975 gave the public schools a clear responsibility to appropriately educate students with disabilities. This responsibility emerged from a combination of philosophy, law, policy, and procedures oriented towards the "normalization" of services to persons with disabilities. These services have developed as a general responsibility of the whole system and not as a separate component of the educational enterprise. In order to meet federal mandates, the complementary disciplines of general and special education leadership have had to integrate or link, in order to address the responsibility for the delivery of services to students with disabilities. In doing so, general education administrators have become responsible for the education and success of all students, including those students with disabilities. Yet, many of these administrators have not been prepared or trained to serve special population groups, so their task of educating all students becomes more complex. A literature synthesis suggested 12 components that all educational administrators should be trained in to serve students with disabilities: (a) relationship building and communication; (b) leadership and vision; (c) budget and capital; (d) laws and policies; (e) curriculum and instruction; (f) personnel; (g) evaluation of data, programs, students, and teachers; (h) collaboration and consultation; (i) special education programming; (j) organization; (k) professional development; and (l) advocacy. To determine if such training is occurring in elite institutions, 293 professors at University Council for Educational Administration member institutions completed an online survey. Results indicated that relationship building and communication as well as leadership and vision were being taught at the highest percentages. The components of budget and capital, advocacy, and special education programming were incorporated the least. Interestingly, the results showed that the component being required learning in the institution's program or the professor believing the component to be essential for future administrators had little impact on whether it was taught. The major factors in professors regularly teaching a component was their expertise in the area and whether it was part of their research agenda.Item An investigation of the sources of power and legal responsibility of the superintendent in the independent school districts of Texas(1945) Sahm, Edgar Arthur, 1894-; Ayer, Fred C. (Fred Carleton), 1880-Item Major factors and features of college administration as revealed by a study of college catalogues for the year 1946(1950) Wieting, John Herman, 1911-; Not availableItem The relative efficiency of the Louisiana and the Texas types of county school organization(1940) LeMay, Sonley Robert; Blanton, Annie Webb, 1870-1945Item A survey of the philosophical, administrative, and organizational practices and relationships of twenty-one publicly controlled Texas junior colleges to secondary education(1943) Wetzler, Wilson Frederick, 1914-; Not available