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Citizens changing ideas into action:...

Cooper, Eleanor McCallie.

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Citizens changing ideas into action: A phenomenological study of community learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Citizens changing ideas into action: A phenomenological study of community learning./
Author:	Cooper, Eleanor McCallie.
Description:	348 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
Subject:	Sociology, Theory and Methods. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3592587
ISBN:	9781303338267

Citizens changing ideas into action: A phenomenological study of community learning.
Cooper, Eleanor McCallie.

Citizens changing ideas into action: A phenomenological study of community learning. - 348 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ed.D.)--The University of Tennessee at Chattanooga, 2013.

This study defines and explores the concept of community learning as a driver of economic and social change. Community learning refers to the creation of new knowledge and skills as a result of people interacting with each other to affect change within a locality. Jointly-created knowledge and skills build the efficacy of individuals as well as the capacity of a group to further its purpose. The question that shaped this study was: How do communities educate themselves for change? A theoretical framework is developed based on social constructivist learning theory, organizational and collaborative learning, and community development. This study applies Morse's (2006a) six postulates of community learning to the creation of Chattanooga Venture, a non-profit organization in Chattanooga, Tennessee, in 1984. Three primary sources---personal interviews, organizational documents, and newspaper accounts---ground the study in the lived experience. By applying Morse's postulates to the origin of Chattanooga Venture, the study examines both the process and structure of community learning and has implications for both theory and practice. The significance of this study is to determine if a theoretical understanding of community learning can be applied to creating stronger and better communities, increasing the knowledge-base both individually and collectively, and generating social and economic productivity.

ISBN: 9781303338267Subjects--Topical Terms:

626625
Sociology, Theory and Methods.

Citizens changing ideas into action: A phenomenological study of community learning.
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100 1 $a Cooper, Eleanor McCallie. $3 2093419
245 1 0 $a Citizens changing ideas into action: A phenomenological study of community learning.
300 $a 348 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: James A. Tucker.
502 $a Thesis (Ed.D.)--The University of Tennessee at Chattanooga, 2013.
520 $a This study defines and explores the concept of community learning as a driver of economic and social change. Community learning refers to the creation of new knowledge and skills as a result of people interacting with each other to affect change within a locality. Jointly-created knowledge and skills build the efficacy of individuals as well as the capacity of a group to further its purpose. The question that shaped this study was: How do communities educate themselves for change? A theoretical framework is developed based on social constructivist learning theory, organizational and collaborative learning, and community development. This study applies Morse's (2006a) six postulates of community learning to the creation of Chattanooga Venture, a non-profit organization in Chattanooga, Tennessee, in 1984. Three primary sources---personal interviews, organizational documents, and newspaper accounts---ground the study in the lived experience. By applying Morse's postulates to the origin of Chattanooga Venture, the study examines both the process and structure of community learning and has implications for both theory and practice. The significance of this study is to determine if a theoretical understanding of community learning can be applied to creating stronger and better communities, increasing the knowledge-base both individually and collectively, and generating social and economic productivity.
590 $a School code: 0274.
650 4 $a Sociology, Theory and Methods. $3 626625
650 4 $a Urban and Regional Planning. $3 1017841
650 4 $a History, United States. $3 1017393
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710 2 $a The University of Tennessee at Chattanooga. $b Education. $3 1678768
773 0 $t Dissertation Abstracts International $g 74-12A(E).
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791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3592587