This study was designed to: 1) measure selected characteristics of postsecondary proprietary school students; 2) compare those students to students at public community colleges, area vocational-technical institutes, and similar tax-funded institutions; and 3) evaluate the claim by proprietary school spokesmen that they are competing with the public institutions. The data represent only students who were about to graduate high school in 1972, and who reported in 1973 that they had enrolled in either a proprietary or public postsecondary institution. Students at proprietary schools were more likely to be white, female, and middle class. The predominant reason for recent high school graduates to attend proprietaries seems to be influence by parents and peers. Since there are statistically and conceptually significant differences between the two types of students, the present data do not present a compelling case for competition between the two types of postsecondary institutions. However, because this sample is national, it may be masking competition at the local level. / Ed. D.

Determining the costs of special education in public and nonpublic settings is an important undertaking necessary for policy formulation and implementation. The Rehabilitation Act of 1973 (P.L. 93-112) and the Education for All Handicapped Children Act of 1975 (P.L. 94-142) require that all handicapped children receive a free, appropriate, publicly supported education. Further, P.L. 94-142 mandates: education in the least restrictive environment, a continuum of alternative placements, and that handicapped children in private schools be provided special education and related services at no cost to their parent(s) or guardian(s) provided that such children are referred or placed by the public agency. In the context of fiscal accountability, the issue of providing comparable services for the least amount of expenditure in special education has become a critical one. Local education agencies (LEAs) are continually faced with decisions of whether to pay for nonpublic placements of handicapped pupils or provide public placements often at the expense of starting new programs and services for a small number of pupils. To date, most LEAs have been unable to accurately analyze and compare these costs. This study developed a framework to be used for descriptive and comparative analysis of costs of public and nonpublic programs and services utilized for handicapped pupils. Borg's model of research and development procedures was used with modifications to include expert panel review at preliminary product development and product revision stages. The framework was tested in six LEAs within Virginia which represent county and city divisions in high, medium, and low population settings. Ten nonpublic day and residential programs utilized by the LEAs were selected for analysis. Analyzed public per-pupil costs by handicapping condition and environment were compared to the analyzed per-pupil costs to the LEA for nonpublic special education programs by handicapping condition and environment. The product of this study may assist LEAs in policy formulation and implementation concerning the placement of handicapped pupils. / Ed. D.

This study will endeavor to make a comparative study of seventeen children in the second grade in an elementary school in Dallas that attended private schools and omitted the first year of the public school, and seventeen children that are in the second grade after completing the first grade in the public school. The purpose of the study in comparing the social and academic status of the two groups is to determine if the non-scholastic child after a year of private school is able to adjust and accomplish an academic and social status on the level of the second year of the public school as compared with children of school age that have been through the first year and are now in their second year.

Private schools often face a gap between their tuition income and the cost of the educational program. Private school administrators, tasked with balancing the school budget, seek to fill this gap through the acquisition of supplemental revenue. Private school administrators have often reported feeling unprepared for the unique responsibilities of the position. In addition, both individual and organizational donors have been noted to assert influence on educational programs. This study adds to the literature specific to supplemental revenue practices for elementary private schools and was influenced by the field of social entrepreneurship. A qualitative case study approach was used. Through purposeful sampling, a private school site was selected in California with fewer than 200 elementary students, evidence of successful fundraising, and tuition under $10,000. The chosen site was a Jewish community day school operating a program for infants through sixth graders. It was the only Jewish school in the county and adjacent areas. Data was collected from ten participant interviews, multiple documents, the school website, and observations. Data components were coded for themes, and a constant comparative method of analysis was applied. The data revealed five themes: (a) systems, (b) purposes of fundraising, (c) constraints on supplemental revenue, (d) operational concerns, and (e) relationships. Thirteen conclusions were drawn from the study. Unanticipated elements included a culture of student fundraising for charity, the coexistence of separate fundraising arms within the school, restrictions religion brought to supplemental revenue efforts, the role tuition discounts played in creating the schools price-cost gap, and differences in donor motivation behind monument building and annual operational support. Recommendations were made for both practitioners and researchers, including the illustration of applying social entrepreneurship to private schools.

Public concern with respect to declining traditional values, character, and family structure in the midst of increased crime, violence, and drug use have brought American education into the political arena and under intense scrutiny. The purpose of this study was to investigate whether or not differences exist in the values fostered in private schools, public choice schools and public attendance-zone schools and whether or not there are differences in the values that are identified by students as compared with teachers. The theoretical framework for the study is based upon the beliefs that values form the foundation of human behavior and that schools influence the values of societies in which they exist.

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-09-25T13:15:59Z No. of bitstreams: 1 Kristina Michelle Silva-Speakes.pdf: 1239746 bytes, checksum: 93718b1728e7e6933b9a60c1d1093e44 (MD5) / Made available in DSpace on 2017-09-25T13:15:59Z (GMT). No. of bitstreams: 1 Kristina Michelle Silva-Speakes.pdf: 1239746 bytes, checksum: 93718b1728e7e6933b9a60c1d1093e44 (MD5) Previous issue date: 2017-09-12 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This work brings forth a debate from the perspective of the social sciences on the relationship between the themes used by families about the supply of and demand for bilingual education, in this case English-Portuguese bilingual education, at a private school in the eastern ward of the city of São Paulo. The research was guided by the hypothesis that families seek to provide their children with the opportunity to master the English language so that it can later be transformed into economic capital, prompted by a real or perceived need to use the language in a globalized world. It was also believed that families seek social ascent or class maintenance through an interiorization of an “objectively determined object” which is represented by their children’s education. The study sought to understand if, in fact, the supply of and search for bilingual education actually represents a main, additional or superfluous criteria when choosing a school. The research used a relational approach, using a literature review of the basic principles and understandings of bilingual education in Brazil and the sphere of research surrounding globalization as a fashionable buzz word and also as sociological concept. These two wide-ranging subjects were funneled into an empirical discussion on the placement of the families and the school in the eastern ward of the city and, finally, were narrowed even further until reaching the desires and motivations of the families involved in the study. Data was collected using a quantitative, structured questionnaire, applied using an on-line platform, and qualitative, semi-structured interviews carried out with five mothers from the school. Analysis was carried out by observing general data provided by the questionnaire in comparison with data from the 2010 Demographic Census and other data provided by Zichelle (2010) about the city and the eastern ward. In addition, respondents were grouped according to level of education and occupation for later comparison with other elements from the questionnaire. The interviews provided qualitative information to support and clarify subjective aspects of the parents’ choices. The research confirmed that even though the school provided other attractive features, one of the principle motives parents had for choosing the school was the fact that the school offered bilingual education. It was possible to demonstrate that the families view English as a necessity for the future of their children, and linked with education as a whole, make up the essential elements for the realization of the parents’ own dreams for social ascent and sometimes class maintenance. The work of Bauman (1999), Blommaert (2010), and Burbules and Torres (2004) influenced the understanding of globalization from a variety of perspectives and the work of Bourdieu (2000, 2004, 2011) sustained the discussion of social space, class fraction, economic, social and cultural capital / O presente trabalho traz um debate de uma perspectiva das ciências sociais sobre as relações entre os motes das famílias a respeito da oferta e procura de uma proposta de educação bilíngue, no caso de Língua Inglesa, em uma escola da rede privada de ensino na Zona Leste da cidade de São Paulo. A pesquisa foi guiada pela hipótese de que as famílias buscam propiciar o domínio da Língua Inglesa aos filhos para uma posterior transformação em capital econômico, impulsionado por uma necessidade, real ou percebida, do uso da língua em um mundo globalizado; e também de que as famílias procuram uma ascensão social ou manutenção de classe por meio de uma interiorização do “destino objetivamente determinado” que a educação dos filhos representa. O estudo procurou entender se, de fato, a oferta e busca pela educação bilíngue representa efetivamente um critério principal, adicional ou supérfluo à escolha de uma escola. A pesquisa utilizou uma abordagem relacional na qual a compreensão dos princípios de educação bilíngue no Brasil e a esfera da pesquisa sobre globalização, como um modismo e também como conceito sociológico, se deram por meio de estudos bibliográficos. Esses dois assuntos amplos se afunilaram para uma discussão empírica da inserção da escola/as famílias na Zona Leste da cidade, e finalmente estreitou mais até chegar aos desejos e às motivações das famílias envolvidas no estudo. A coleta de dados ocorreu por meio de um questionário quantitativo e estruturado, aplicado com base em uma plataforma on-line e entrevistas qualitativas e semiestruturadas efetuadas com cinco mães da escola. Sua análise foi feita observando dados gerais propiciados pelo questionário que foram comparados com dados do Censo Demográfico e outros dados apresentados por Zichelle (2010) sobre a cidade e a região da Zona Leste, e agrupando os respondentes por escolaridade e ocupação para posterior comparação com outros elementos do questionário. As entrevistas propiciaram informações qualitativas para apoiar e esclarecer os aspectos subjetivos da escolha dos pais. A pesquisa afirmou que embora a escola oferecesse outros atrativos, um dos principais motivos pelos quais os pais escolheram a escola foi o fato de oferecer uma educação bilíngue. Comprovou-se que as famílias enxergam na Língua Inglesa uma necessidade para o futuro dos filhos, e atrelada a educação como um todo, compõem elementos essenciais para realizar um sonho dos pais, a ascensão social e em alguns casos a manutenção de classe. Os trabalhos de Bauman (1999), Blommaert (2010), e Burbules e Torres (2004) influenciaram a compreensão da globalização sob perspectivas variadas e os trabalhos de Bourdieu (2000, 2004, 2011) sustentaram a discussão de espaço social, fração de classe e capital econômico, social e cultural

本研究係針對台灣高級中等學校之城/鄉、公/私立及學校規模之學業成就與教育資源進行研究。以大學入學考試中心提供之數據進行分析。經由三因子變異數分析結果指出城地區的學業成就高於鄉；公立學校成績高於私立；學校規模學業成就依序為大、中、小型。城鄉皆以公立高中學業成就優於私立高中；在城的公立高中學業成就又高於鄉地區。公立大型高中學業成就高於公立中、小型；私立大型、中型、小型學業成就排序亦同。再藉由典型相關分析可知公立學校學業成就與教育資源有典型相關最後使用t檢定比較教育資源的差異，得到生師比及平均班級人數並無城鄉差異；在公私立學校間的平均班級人數以公立優於私立。公立高中學校於教育資源及學業成就均優於私立學校，此與國外研究不同。 / The purpose of this research explores the relationship between the academic achievement and educational resources among urban/ rural schools, public /private schools and different size of senior secondary schools in Taiwan. The raw data offered by the College Entrance Examination Center is analyzed in this study. By three-way ANOVA, we found the academic achievement of urban schools is better than that of rural schools. The academic achievement of the public schools is better than private ones. Furthermore, the academic achievement of the large-sized schools is better than that of the medium and small-size ones. In addition, the academic achievement of the urban public schools is better than that of rural public ones. The academic achievement of the large-sized public schools is better than that of the medium and small-size public ones. The result shows the same order while it comes to the difference of academic achievement among private school of different size. There is significant canonical correlation between educational resources and academic achievement in the public school. Finally by t-test, the research’s result represents that pupil-teacher ratio and class size have no significant difference between urban schools and rural ones. And the class size of the private schools is larger than in public schools. In Taiwan, the performance of academic achievement and educational resources in public schools are better than private ones that differ from some previous foreign studies.

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed Aug. 13, 2004. Dissertation Committee: Rodney P. Riegle, Barbara S. Heyl (co-chairs), Mary Anne Moffitt, Amee Adkins, Will Ashton. Includes bibliographical references (leaves 113-116) and abstract. Also available in print.

This study aims at obtaining a deeper and clearer understanding of various factors that motivate teacher to work in profit-making schools. Herzberg’s motivator-hygiene theory on motivation is adopted as the main theoretical basis. A questionnaire survey was used to gather data from English teachers in a profit-making school. Of the 95 returned questionnaires, 87 were found valid for statistic analysis which was processed by SPSS 17.0. The major findings were summarized as follows. First, the most important factor is Job Security while the least important one is Responsibility. Second, it is found that hygiene factors are more important than motivators to motivate teachers in this case school, which is not so consistent with Herzberg’s theory. Third, the results of the study also challenged the Maslow’s theory. Maslow’s statement that lower level needs must be satisfied before the desire of the next high level is not confirmed by this study. Fourth, when concerned with the relationship between teachers’ background and the motivation factors, this study showed that teachers with different gender, age, working experience, academic background and marital status have different perceptions of the importance of the factors. Further study could be follow-up to extend this study to other employees, such as middle management in schools. Since this study only answer the question “what” motivate teachers, “how” those factors affect teachers to work is another area. / published_or_final_version / Education / Master / Master of Education