This collection contains a sampling of citations and excerpts from books written by University of Dayton faculty. Contributions to books are also included, along with some full open-access volumes.
William Vance Trollinger
More than any other individual, William Bell Riley, pastor of the First Baptist Church of Minneapolis, inspired the resurgence of Protestant fundamentalism in 1930s America. William Vance Trollinger Jr. explores the development of Riley’s theology and social thought, examining in detail the rise of the Northwestern Bible and Missionary Training School and other similar institutions. He sheds light upon the nature, successes, and failures of fundamentalist crusades and makes it clear that, to understand fundamentalist religion in America, one must focus upon its regional and local roots.
Theodore J. Kowalski
Theodore Kowalski addresses the administrative procedures associated with planning and managing school facilities. Practitioner interest in school facilities has been growing rapidly in recent years because decades of neglect, poor planning, and cost cutting have created a situation in which large numbers of America's school buildings are in need of major repair or replacement.
At the same time, the realization that costs related to repair and replacement have escalated significantly has fueled a new concern among school facility planning and management.
Writing for school administrators, superintendents, and board members as well as graduate students in education, Kowalski discusses planning from the perspective of both individual facility projects and more comprehensive district-wide efforts. The responsibilities associated with administering school buildings are also approached from the individual school and district program perspective.
John Alfred Heitmann
This volume relays the history and modernization of the sugar industry in the U.S. state of Louisiana from 1830 to 1910.
Theodore J. Kowalski
"Community education is on the threshold of a major breakthrough. It has captured the imagination of both educational and lay leaders throughout the U.S."
Although these words are an appropriate description of community education today, they were written by V. M. Kerensky 14 years ago. An idea that never took hold to the degree its advocates predicted, community education, nevertheless, refuses to die. Over the past two or three years, the interest of educationalleaders has been stimulated once again by this proposal for expanding the mission and decision-making processes of public schools. In 49 of the 50 states (Hawaii being the exception), local school boards establish educational policy.
Within this governance context, the relationship between the school system and its community is fundamental. Historically, the public schools could count on a guaranteed clientele and faced little, if any, competition. As a result, school boards and administrators planned and implemented programs without substantive community input. Today public school officials are recognizing that perpetuating this isolationism creates weighty problems. A growing number of taxpayers no longer have direct contact with the schools. In many communities, nonpublic schools provide parents and students with alternatives for schooling. As a result, the fiscal and political support once taken for granted now must be nurtured. Given these conditions, it is not surprising that a growing number of educators and civic leaders are seeking alternatives to the practices that have isolated the decision-making processes of public schools. One of these options is called community education.
In the early 1960s there were very few teachers and administrators who had ever heard of community education. Yet by the early 1970s the concept could be found in 1,920 community schools across the United States. Such growth did little, however, to clarify the meaning of this new movement in public education. As a result, the movement tended to be viewed narrowly in terms of a single program, such as recreational opportunities for adults. Primarily because of such ambiguity, the movement lost momentum after the early 1970s.
This fastback examines the origins and meanings of community education. In particular, contemporary conditions spawning renewed interest in the concept are contrasted with conditions that initiated the movement 25 years ago. Community education is examined as a process and as a program. Its promises and potential pitfalls are discussed. And within these presentations, examples of outstanding programs and organizational designs are provided.
Donald R. Geiger and Robert T. Giaquinta
Donald R. Geiger
Sugar Transport in the Phloem: Demonstration of Saturation Kinetics of Phloem Loading and Transport of Exogenous Sucrose
Donald R. Geiger and Susan A. Sovonick