Southern Appalachian Settlement Schools as Early Initiators PDF
Preview Southern Appalachian Settlement Schools as Early Initiators
East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works May 1996 Southern Appalachian Settlement Schools as Early Initiators of Integrated Services Eloise H. Jurgens East Tennessee State University Follow this and additional works at:https://dc.etsu.edu/etd Part of theOther Education Commons,Public Health Commons, and theSocial Welfare Commons Recommended Citation Jurgens, Eloise H., "Southern Appalachian Settlement Schools as Early Initiators of Integrated Services" (1996).Electronic Theses and Dissertations.Paper 2747. https://dc.etsu.edu/etd/2747 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howdl Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761*4700 800/521-0600 SOUTHERN APPALACHIAN SETTLEMENT SCHOOLS AS EARLY INITIATORS OF INTEGRATED SERVICES A Dissertation Presented to the Faculty of the Department of Educational Leadership And Policy Analysis East Tennessee State University In Partial Fulfillment Of the Requirements for the Degree Doctorate in Education by Eloise Hollyfield Jurgens May 1996 UMI Number: 9623475 UMI Microform 9623475 Copyright 1996, by UMI Company. All rights reserved. This microform edition Is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Copyright© by Eloise Hollyfield Jurgens 1996 APPROVAL This is to certify that the Graduate Committee of Eloise Hollyfield Jurgens met on the 02 Of April, 1996 The committee read and examined her dissertation, supervised her defense of it in an oral examination, and decided to recommend that her study be submitted to the Graduate Council, in partial fulfillment of the requirements for the degree of Doctorate of Education in Educational Leadership and Policy Analysis. Chair, Graduate Committee u IL LL ;/ ■ l Signed on behalf of the Graduate Council nYeSlnr Dean, SScchh ool of Graduate Studies ii ABSTRACT SOUTHERN APPALACHIAN SETTLEMENT SCHOOLS AS EARLY INITIATORS OF INTEGRATED SERVICES by Eloise Hollyfield Jurgens This historical-descriptive study examined Southern Appalachian settlement schools as early initiators of integrated health and social services with education from the 1900s through the 1970s. Three schools were studied: Hindman Settlement School (KY), Pine Mountain Settlement School (KY), and Crossnore School, Inc. (NC). The purpose of the study was to determine the type and extent of services provided, the relationship of the settlement schools with their respective county public school system, and the transfer, if any, of integrated services from the settlement schools to public schools as the public schools took over educational responsibilities once offered by the settlement schools. The conclusions of this study were that extensive integrated services were offered, changing in type over time, the relationship of the settlement schools with their respective county public school systems was, for the most part, cooperative and sometimes collaborative, and there was no transfer of integrated services from the settlement schools to the public schools. Instead, the settlement schools became an integrated service to the public schools. An additional finding was that Pine Mountain Settlement School engaged in a primitive form of privatization with the Harlan County Board of Education. * Further, all three settlement schools, through the wide range of services offered, were builders of communities. iii INSTITUTIONAL REVIEW BOARD APPROVAL This is to certify that the following study has been filed and approved by the Institutional Review Board of East Tennessee State University. Title of Grant or Project: Southern Appalachian Settlement Schools as Early Initiators of Integrated Services Principal Investigator: Eloise Hollyfield Jurgens Department: Educational Leadership and Policy Analysis Date Submitted: January 02, 1996 Institutional Review Board, Chair. DEDICATION This work is dedicated to the people of Southern Appalachia and to those who serve them, past and present. v ACKNOWLEDGMENTS There are many to whom I wish to express my gratitude for their support and assistance in the completion of my doctoral work. Most importantly, I wish to thank my family, near and far, for their patience and encouragement. For them, especially, this has been a trying time, as much of my i time has been dominated by the demands of this work. I owe a special debt of gratitude to Dr. West, my major advisor. This dissertation could never have been completed without his skillful and patient guidance. He encouraged me from the onset to be a risk-taker in the development of this dissertation. I wish, also, to express my appreciation for the advice and support given me by my other advisors. Dr. Gresso, perhaps without realizing it, kept me mindful of the importance of culture as I conducted my study. Dr. Odom, a historian, advised me on numerous occasions on matters related to historical research. Dr. Marie Hill has served as a role model to me and taught me well the "hardiness theory." I am grateful for the support of all my fellow Cohort IV members, and a special thanks go to Cohort members Nancy Wagner and Mike Carter. Also, I wish to acknowledge the encouragement I received from my good friend and fellow vi
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