Dissertation Conference Call Arthur Lynch November 30, 2012 Capella University Boulder City 31ers: A Phenomenological Study of a Community Based History Preservation Project

Statement of the Problem  A need to engage children in local history and preserve community identity, within the constraints of school and community resources.

Research Questions  1. To what degree does this outreach program illustrate principles of John Dewey and other theorists in terms of constructivism and community-based education?  2. To what extent should the community be involved in education, and in what way can community-based programs be effective and beneficial as a adjunct to schools?  3. To what extent do the issues, views, values and goals of various groups within the 31ers interact with one another?  4. To what extent were the pedagogical and community organization elements of the programs initiated and implemented?  5. How is this program similar to other community programs?

Topics in Literature Review The review is divided among three parts: Public Policy and Purpose Community Interaction and Identity Pedagogical Issues John Dewey researched and examined education and society through these lens and provides the basis for the conceptual framework and the thematic thread through the study. Topics include constructivist pedagogy with a focus on story telling and drama, benefits of civic engagement, examples of school - community collaborations and the ongoing debate about the overall aims & purpose of education. John Dewey researched and examined education and society through these lens and provides the basis for the conceptual framework and the thematic thread through the study. Topics include constructivist pedagogy with a focus on story telling and drama, benefits of civic engagement, examples of school - community collaborations and the ongoing debate about the overall aims & purpose of education.

Methodology  This study used a phenomenological approach. This method is qualitative, descriptive, contextual & subjective. It is free of preconceptions and may challenge assumptions and have practical applications.  It explored meanings and practices, discovered what is essential, captured rich descriptions through in-depth interviews and observations, and looked at multiple perspectives and resources (triangulation).  The study organized and analyzed findings around categories and themes that were found in the course of research.  The study explored the perspectives of community volunteers and participants, teachers, students, representatives from participating organizations.  The size and cultural aspects of Boulder City may limit the applications of this study to other schools or areas.

Anticipated Findings  The 31ers Program used and applied the pedagogical principles discussed by John Dewey and other progressive education theorists.  Findings show benefits of hands-on interactive learning, story telling & drama activities, and the benefits of linking schools with community participants, encouraging the sharing of talents, skills and values.  The activities of the 31er program complemented, extended, presented diverse perceptions, reinforced concepts, and supported classroom & outreach activities without duplicating or replacing curriculum activities.  The outreach program brought community to the school and school to community in keeping with Dewey’s conception of school/community collaborations and potentially a healthy democracy.  This somewhat ad hoc organization developed a closer partnership with the local history museum and was formally integrated into the organization of the museum by end of the study.