Southern Appalachian Settlement Schools as Early Initiators

216 Pages·2016·7.1 MB·English

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
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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
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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.
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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
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