Developing Community Service and Continuing Education Programs in California Higher Education Institutions. An Evaluation of the Title I (HEA, 1965) Program in California, 1966-1971.

Autor/inn/en	Farmer, James A., Jr.; und weitere
Institution	California State Coordinating Council for Higher Education, Sacramento.
Titel	Developing Community Service and Continuing Education Programs in California Higher Education Institutions. An Evaluation of the Title I (HEA, 1965) Program in California, 1966-1971.
Quelle	(1972), (117 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Programs; Community Services; Data Analysis; Educational Finance; Federal Government; Higher Education; Models; Objectives; Problem Solving; Program Evaluation; Projects; State Agencies; Teamwork; California + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Gemeindenahe Versorgung; Auswertung; Bildungsfonds; Bundesregierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Goal definition; Zielsetzung; Problemlösen; Programme evaluation; Programmevaluation; Öffentliche Einrichtung; Kalifornien
Abstract	An evaluation of Title I of the Higher Education Act of 1965 is presented. This act committed federal support at the 75 percent level to institutions of higher education for community service and continuing education programs to the attainment of these two objectives: (1) To help solve community problems; and (2) To strengthen and improve community service and continuing education programs of institutions of higher education. The evaluation team found that there have been several sources of confusion in interpreting the Title I Act. A widespread agreement was found that the Act itself contains a lack of clarity concerning what kinds of activities are appropriately fundable with Title I funds. In Chapter I, similarities and differences that have been identified between what seems to be the intent of the act and each of the following are presented: (1) the agricultural extension model, (2) community development, (3) community services in community college, and (4) public service in higher education institutions in general. The analysis of the evaluative data led to the inductive identification of the following alternative involvement models: (1) the Faculty Involvement Model, (2) the Student Involvement Model, (3) the Agency Involvement Model, (4) the Target Population Involvement Model, (5) the Transactive Involvement Model, and (6) the Comprehensive Involvement Model. The evaluative data generally indicate that the achievement of positive effects from local Title I projects was facilitated by the role played by the State agency. (Author/CK)
Anmerkungen	Russell L. Riese, Coordinating Council for Higher Education, Sacramento, California (Free of charge)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC