dc.contributor.author	Elliott, Michelle Wildman
dc.coverage.spatial	United States, Georgia	en_US
dc.coverage.temporal	2017-2018	en_US
dc.date.accessioned	2019-09-20T15:32:31Z
dc.date.available	2019-09-20T15:32:31Z
dc.date.issued	2019-07
dc.identifier.other	3107C97A-E270-BFA9-4AB4-DF86FEF59911	en_US
dc.identifier.uri	https://hdl.handle.net/10428/3943
dc.description.abstract	This study sought to gain an understanding of changes that take place among youth as a result of participating in community-led leadership programs. Study participants were recruited from five counties in Georgia and had participated in community-led leadership programs during the 2017-2018 school year; these programs all lacked access to resources needed to conduct formal evaluation. The goals of this study were to quantify changes in participatory citizenship, community awareness, and leadership skills learning among participants. Participants were surveyed prior to the delivery of leadership program content and then again after the program’s completion. Relationships between the variables that emerged from survey responses were analyzed using cross-tabulation and were tested for statistical significance using chi-square, gamma and Kendall’s tau-c analyses. The findings revealed that learning occurred in the categories of participatory citizenship, community awareness, and leadership skills. Participants gained knowledge of community engagement consistent with the objectives of new public service theory. They demonstrated increased community awareness through an enhanced understanding of the social and economic issues facing the community, and also showed increased learning and confidence in both transactional and transformational leadership skills. The relationship between program participation and these changes aligned with the positive feelings associated with youth leadership programs. These findings support ongoing efforts to improve programs and to attract and retain funding. In the long term, community-led youth leadership programs may serve as an antidote to the “brain drain” and outward migration facing rural communities. Keyword 1: evaluation Keyword 2: youth Keyword 3: leadership Keyword 4: Georgia Keyword 5: rural	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Chapter II: LITERATURE REVIEW 13 -- Public Administration Theory 15 -- Leadership Theory 18 -- Evolution of Participatory Leadership Theory 18 -- Leadership Training 22 -- History of Community-Based Leadership Programs 23 -- History of Community-Based Leadership Programs in Georgia 24 -- Youth Leadership Program Evaluation 32 -- Program Effects 32 -- Popular Theory: Skills and Education 33 -- Limitations of Evaluation 33 -- Intervention Programs and Other Program Evaluations 34 -- University of Connecticut 34 -- Wright State University 35 -- University of Georgia Fanning Institute for Leadership Development 37 -- National 4-H Program 37 -- Georgia Chambers of Commerce 39 -- Comparisons of Community-Based Leadership Programs: Georgia Illustration 40 -- Conclusion 43 -- Chapter III: METHODS AND PROCEDURES 46 -- Sample Description 47 -- Instrumentation and Measures 52 -- Procedures 55 -- Data Analysis 56 -- Limitations of the Research 58 -- Chapter IV: RESULTS 61 -- Relationship of Youth Leadership Program Participation to Participatory -- Citizenship 64 -- Relationship of Youth Leadership Program Participation to Community -- Awareness 69 -- Relationship of Youth Leadership Program Participation to Leadership Skills -- Learning 75 -- Communications Composite 77 -- Learning Composite 79 -- Leadership Composite 82 -- Questions Developed by the Researcher to Address Confidence and -- Leadership Skills 83 -- Summary of the Leadership Composites 87 -- Conclusion 89 -- Chapter V: DISCUSSION 92 -- Findings Related to Participatory Citizenship Learning 92 -- Findings Related to Community Awareness 94 -- Findings Related to Leadership Skills Learning 96 -- Potential Implications of the Findings 98 -- Limitations 100 -- Principle Implications of the Findings 102 -- Recommendations for Future Research 103 -- Conclusions 104 -- REFERENCES 106 -- APPENDIX A: Operational Definitions 112 -- APPENDIX B: Evaluation of Community-Based Youth Leadership Programs in -- Georgia (Pre- and Post-Test) 114 -- APPENDIX C: Institutional Review Board Approval 118 -- APPENDIX D: IRB-Approved Parent/Guardian Consent Form 125 -- APPENDIX E: Child Assent Form 128 -- APPENDIX F: Statistical Report: Evaluation of Community-Based Youth -- Leadership Programs in Georgia 130.	en_US
dc.format.extent	1 electronic document, 144 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Community leadership	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education, Rural	en_US
dc.subject	Educational evaluation	en_US
dc.subject	Leadership--Study and teaching	en_US
dc.subject	Rural schools	en_US
dc.subject	Youth	en_US
dc.title	Evaluation of Community-Based Youth Leadership Programs in Georgia	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department Of Political Science Of The College Of Humanities And Social Sciences	en_US
dc.description.advisor	Peterson, Bonnie
dc.description.committee	Peterson, James
dc.description.committee	Chapman, Sue
dc.description.committee	Cruz, Becky K. da
dc.description.degree	D.PA.	en_US
dc.description.major	Public Administration	en_US