The purpose of this qualitative study was to examine the perceptions of collaboration between public and Catholic school administrators using the involvement in the federal Title II professional development program as the subject area. Volunteer participants were interviewed using a researcher developed and pilot study tested interview guide. Four locations were selected covering eight sites and 11 total participants. Interview transcripts, researcher observations, and researcher notes were used to describe the participant perceptions and develop the study’s emerging themes of communication and attitude.

Submitted in partial fulfilment of the requirements for the degree of Master of Education in the Faculty of Humanities at the University of the Witwatersrand, September 2016 / The research investigates the contribution of the low-fee private school sector towards access to quality education by examining two models of low-fee private schools in the Gauteng province, South Africa. The study generates insights about the contribution to quality education and implications of a growing low-fee private school sector for equity in the South African context. It looks at the factors that encourage the growth of the sector, the nature and challenges of running private schools and the quality of education offered by low-fee private schools. The study uses an exploratory qualitative research methodology and a case study design. Elite interviews with three experts; three founding directors; principals and two teachers from two low-fee private schools (one non-profit and the other one for-profit) in Bramley, Johannesburg were used as data collection instruments. The findings reveal that government support for private schools post-1994; excess demand due to middle class population growth in certain areas and differentiated demand owed to better quality and faith-based education are the key factors driving the growth of the private school sector in South Africa. The quality of education offered by low-fee private schools in South Africa is different across schools and mirrors the inequalities in the public school system. With reference to the literature, it is clear that the low-fee private school sector plays a noteworthy role, ensuring that some learners have access to schools in areas where government has not been able to keep up with the middle class population growth. Low-fee private schools give parents the opportunity to choose faith-based schools in a country where the public education system is faith-neutral. Although low-fee private schools are viewed as an alternative from public schools due to the poor quality offered by the latter, it is important to note that there are great differences with the quality offered by different schools in the private sector. / MT2017

Milton Friedman and his disciples contended for decades that private markets could deliver better schooling than governments. In the 1990s, this belief was put to the test in the United States by Edison Schools Inc. and other for-profit educational management organizations (EMOs). Edison grew rapidly, running schools in cities across the country. Yet disappointing academic and financial outcomes before long pushed the company and its competitors to the margins. This study documents the expectations of EMO advocates and chronicles the failure of EMOs to live up to these expectations. The failure is explained as the consequence of paradigm encroachment: unbridled confidence in the free-market model obscured the difficulty of achieving, one, sufficient trust in a domain necessarily defined by incomplete contracting; and, two, political support for outsourcing a core civic service. For perspective, this failure is set against the relative success of nonprofit charter management organizations (CMOs) across the United States and of for-profit firms operating under more favorable circumstances in Sweden.

In this study I present case studies of the art classes at three private schools in the Midwest. The schools include a Catholic school, a Mennonite school and a Transcendental Meditation school. In the study I spent time observing art classes at each school for eighteen weeks totaling an average of thirty hours in each school. At the schools I observed the art classes and interviewed the art teachers, administrators and students in order to be able to describe the history and philosophy of each school as well as the art teaching and learning that occur in the art classes. The purpose of the study is not to determine which school is best or if they are better than public schools, but to present descriptions of art classes in nontraditional settings. Accomplishing this inquiry presented the possibility of drawing out unique or innovative teaching practices that could be implemented in any art classroom to improve the quality of education.

This thesis investigates a new kind of conservative Protestant schooling that emerged in Australia after 1962.Themelic schools developed out of a reaction to secular humanist trends which emerged after World War II. The author argues that these schools constitute a system which warrants greater research. Historical, philosophical and theological work is integrated with a considerable methodological basis in oral history. The research seeks to introduce the schools, clarify their theoretical positions, evaluate their theological and social position and offer criticism and recommendations regarding their educative value. One of the central arguments is that the themelic system of schooling is one of fear and confusion.It is argued that the themelic system is laden with numerous contradictions that have not been addressed and that the schools are reactionary, authoritarian and educationally limited. Some recommendations are made that address organisational and language issues. Though criticism offered is sometimes negative, the intended outcomes of the thesis are positive so as to help these schools establish better environments for education / Doctor of Philosophy (PhD)

The heavily privatized and socially stratified schooling system in Uttar Pradesh, India offers low income children limited opportunities for social mobility via education. In that context, this thesis presents the results of interviews with low-income mothers in the city of Varanasi, gathering their perspectives on the relationship between their children’s current schooling and anticipated adult futures. The results indicate that these mothers see education as an essential investment in both their boys’ and girls’ ability to “stand on their own feet” as independent adults. Study participants dream of a life for their children, especially their daughters, which differs dramatically from their own, and pursue this dream through strategizing to secure the highest quality education possible within their means. Alongside their strong commitment to education, mothers are filled with uncertainty about the adult futures their children will face, especially given the current climate of economic, educational and social change in India.

The heavily privatized and socially stratified schooling system in Uttar Pradesh, India offers low income children limited opportunities for social mobility via education. In that context, this thesis presents the results of interviews with low-income mothers in the city of Varanasi, gathering their perspectives on the relationship between their children’s current schooling and anticipated adult futures. The results indicate that these mothers see education as an essential investment in both their boys’ and girls’ ability to “stand on their own feet” as independent adults. Study participants dream of a life for their children, especially their daughters, which differs dramatically from their own, and pursue this dream through strategizing to secure the highest quality education possible within their means. Alongside their strong commitment to education, mothers are filled with uncertainty about the adult futures their children will face, especially given the current climate of economic, educational and social change in India.

Private schools have frequently provided innovative, experimental, and creative program unavailable to students in the public system. The most successful have survived and expanded by offering an educational experience widely perceived to be not just as good as that available in the public system, but better. In Canada, private schools are enjoying an unprecedented popularity and while most are day-only, over sixty sustain boarding programs, as do two off-shore Canadian schools. The Handbook of Canadian Boarding Schools presents information on the educational environment of each province,then offers comparative information on each boarding school. The information on each school includes: basic data, location, history, philosophy, the campus, boarding facilities, health and safety, administration and faculty, student body and student conduct, academic calendar and program, information technology, student activities and student conduct, admission and costs. The Handbook also supplies several appendices outlining important programs often available through boarding schools, such as Advanced Placement courses and the International Baccalaureate. For parents in Canada and abroad about to commit substantial sums to their children''s education, the Handbook of Canadian Boarding Schools is an essential tool to help them make the right decision. It is also an indispensable resource for supporters of the public system looking for ideas that have worked elsewhere. / Ashley Thomson, a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury, is the author/editor of the Directory of Canadian Private Residential Schools (1986), of which this is a major revision. Sylvie Lafortune is a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury. / Laurentian University subsidized the research for this project.

Thesis (Ed. D.)--University of Hong Kong, 2010. / Includes bibliographical references (p. 261-266). Also available in print.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 1994.