Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 160-163). Also available in print.

<p><p><p>Swedish school system is today victim of facing competition. Today sees the school leadership the students like customers whom they depend to operate their school. But I have asked myself, what will be the new students see and how much this spectacle in both money and time that project will cost for the municipality and school teachers. The question is if whether the school will be better when the competition becomes school or just better marketed? I'm interested in how clearly ideologies emerge in schools brochures if we study them at critically and analytically way.<strong> </strong>I will study how the independent schools present themselves and what ideas they describe. Can we see the ideological arguments that Reagan and Thatcher had in the 80s who proved their controlled Swedish politicians argued in the 90s in the published material from the Swedish Independent schools today? Independent schools can be seen as vanguards in the Swedish school policy. The Neoliberal winds blowing can probably be best reflected by the private sector in pursuit of the student base. At the same time, the independent schools on the side of the ideologies that best describe the Neoliberal doctrine.</p><p>I'm interested in how and how societal change is implemented and how clear ideologies reflected in school materials in their struggle to become winners in the Swedish context of market adjustment. I will be studying the brochures from an ideology critical approach that highlights the ideological formulations that can be traced back to the basic ideology.</p></p></p>

The No Child Left Behind Act of 2001 is designed to help create a national minimum standard in the United States‘ public education system by requiring states to implement accountability systems. I examine the effect of No Child Left Behind on private school enrollment using a difference in differences model. Using data from the Private School Universe Survey, conducted by the National Center for Education Statistics, which is a survey conducted every two years and is mandatory for each American private school‘s administration to complete, I can evaluate the movement between public and private schools during the period when the requirements of No Child Left Behind were being implemented. I hypothesize that public schools have moved resources away from high achieving students toward the marginal students causing the high achieving students to enroll in private schools. Hence, private school enrollment will have increased due to No Child Left Behind. I find through my regressions that this hypothesis is true; the percentage of school-aged children in private schools increases after the signing of the No Child Left Behind Act.

The purpose of this master's thesis is to examine and compare the process of starting a school library at schools which haven't had a school library before, and to examine and compare the experience of this process according to the principals and the persons responsible for the school library. I have examined two Swedish independent primary schools (age 6-15 years). I have made qualitative interviews with the principals and the persons responsible for the new school library. In all, I have made seven interviews. As requested by the new Swedish Educational Act, both schools had recently started creating school libraries. One of the schools had recruited a half-time teacher-librarian and the other had no staffing at all. In the interviews, I have examined the attitudes of the informants towards school libraries, if this attitude has changed during the process of starting the school library, the informants' experiences during this process and the informants' views on the school library as an agent for student achievement. I have used David V. Loertscher's taxonomies for the principal, the school librarian and the student, to analyze the statements of the informants. The result of the study shows that at the school without library staff, the person responsible for the library had a hard time starting it as there were no time allocated. The work was easier and quicker done at the school with the part-time teacher-librarian. The views of the school library and of its possibilities for student achievement, that the informants expressed, were positive at the school with the staffed library,as well as their experiences. At the other school, the attitudes and experiences were more negative. The conclusion of the study is that staffing is an important factor for a successful school library, and that starting a school library requires a great amount of planning, knowledge, time and resources. This is a two years master's thesis in Archive, Library and Museum studies.

Background: School health services of today focus on prevention and health promotion within the school. A collaboration between the school health services and the student care team from the guidelines with focus on the student, is expected. Purpose: The purpose was to illustrate School nurses  vocational experiences and what the role of school health services in the student care team at upper secondary schools of John Bauer in relationship to the vision of the school. Method: Qualitative content analysis with inductive approach was used (Lundman &amp;Hällgren-Graneheim, 2008). Data was collected by interviewing  school nurses at  School of John Bauer. Result: From the results school nurse´s health enhancement-and promoting work, team cooperation, prioritizing, management and co-ordination were found. From the data eight categories were found such as teamwork, health promoting tools, follow-up of schoolenvironment, knowledge, accessibility, low prioritized student care team, inadequate management and co-ordination of the team. Conclusion: According to the study, time limits and lack of comprehension from school management makes it more difficult for school health service to reach its fully potential. Theresults can be used to improve school nurses´ situation through self-education and encourage education of other student care team members and quality assurance.

Swedish school system is today victim of facing competition. Today sees the school leadership the students like customers whom they depend to operate their school. But I have asked myself, what will be the new students see and how much this spectacle in both money and time that project will cost for the municipality and school teachers. The question is if whether the school will be better when the competition becomes school or just better marketed? I'm interested in how clearly ideologies emerge in schools brochures if we study them at critically and analytically way. I will study how the independent schools present themselves and what ideas they describe. Can we see the ideological arguments that Reagan and Thatcher had in the 80s who proved their controlled Swedish politicians argued in the 90s in the published material from the Swedish Independent schools today? Independent schools can be seen as vanguards in the Swedish school policy. The Neoliberal winds blowing can probably be best reflected by the private sector in pursuit of the student base. At the same time, the independent schools on the side of the ideologies that best describe the Neoliberal doctrine. I'm interested in how and how societal change is implemented and how clear ideologies reflected in school materials in their struggle to become winners in the Swedish context of market adjustment. I will be studying the brochures from an ideology critical approach that highlights the ideological formulations that can be traced back to the basic ideology.

Thesis (PhD)--Macquarie University, Division of Society, Culture, Media & Philosophy, Department of Critical and Cultural Studies, 2004. / Bibliography: leaves 310-325.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 211-215).

published_or_final_version / Education / Master / Master of Education

Parental input and participation on curricular decisions influence the educational process in private schools. Parental participation in the development and continual examination of the curriculum is essential to maintaining an educational environment that reflects the ideals and goals of all of the stakeholders. However, parents often have differing ideas from schools on what the curriculum should encompass. The problem facing private school leaders is how to negotiate the tensions resulting from conflicting parental expectations for the curriculum of the school. Literature is reviewed surrounding the main research question for this study: how do school leaders respond to the differences in expectations for curriculum between parents and private secondary schools? Areas of the literature reviewed include the purpose of education, the curriculum development process in schools and the role of educational leadership in the curriculum development process. The overall research design of this study is framed by a qualitative methodology that includes a multiple-site case study that aims to create a better understanding of the dynamics of parental influences on curriculum in private schools. Data from the Upper Schools of three private schools in a metropolitan area were collected over the period of one academic semester from a variety of sources, including interviews, observations and document analysis. The emerging themes were constructed around the current and past knowledge of informants within the context of the social interactions of the stakeholders in the three schools. Several significant findings resulted from this study, which provides a framework to understand how school leaders negotiate parental curriculum expectations. These findings include parental influence and expectations, the distinction between leadership with the curriculum versus the co-curriculum, and the factors influencing the negotiation of curriculum conflict. This inquiry is important because it creates a dialogue among the stakeholders who influence curriculum in private schools. The results of this study help school leaders understand the influences of parents on the curriculum of their schools and offer practical suggestions for private school leaders on how to negotiate the differences in expectations for curriculum between parents and private secondary schools.