Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Inaug.-Diss.--Erlangen. / Biography.

Thesis (M.A.)--Louisiana State University, 1940. / HTML version of 1940 master's thesis. Last viewed 7/25/2007. Vita. Includes bibliographical references (leaf 65).

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ed.M.)--Boston University

M.Ed. (Philosophy of Education) / In this dissertation certain inevitabilities which influence the education of an educand are identified. These inevitabilities may have the effect that the eventual maturity of the educand (the natural objective of education) is diminished if the educand cannot be induced to accept them in a positive manner. lt seems clear, on the" other hand, that an educand who is assisted to accept the inevitabilities with which he has to contend in a pedagogically sound manner, will benefit considerably from the acceptance thereof ...

Since large administrative districts were established in British Columbia in 1945, the "revolution of consolidation" has been virtually completed. The present study analyzes the effects of this movement of consolidation upon pupil achievement in the fundamental subjects and per pupil cost in the secondary schools of School District No. 20. The study begins with a survey of pertinent literature. Studies relating the two factors "size of school", and "general quality of education" are reported to favour the large school overwhelmingly. When "size of school" and actual "achievement" are related, however, the result is found to be varied with approximately half the studies favouring the large school and the other half finding no significant difference. It is noted that most of the latter studies are more closely controlled than the former. Studies relating the factors "size of school" and "cost per pupil" are also shown to be conflicting. Slightly more than half of these find the large school to be the more economical. The others find the reverse, but many of the latter point out that where such is the case the large school is offering a higher quality of education. The achievement aspect of the present study proceeded by measuring the achievement of 308 transported students of the consolidated secondary school and 94 students of small rural secondary schools. A group of 117 non-transported students of the consolidated school served as a control. The measuring device used was the Progressive Achievement Battery. The numbers shown are those remaining after the groups were matched on the basis of intelligence, socio-economic status, and percentage grade composition. The principal statistical technique employed in the analysis of data was the standard error of the difference for matched groups and the t-test for significance. The financial study proceeded by a determination of the cost per pupil figures for current, capital, and total expenditures representing the transported students of the consolidated school and the secondary students of the small rural schools. All transportation expenditures of the consolidated school were charged to the transported students. The study found that there was no significant difference in achievement on fundamentals between the transported students of the consolidated school and those of the small rural schools. Individual grade comparisons showed, however, a tendency toward superior achievement of the transported consolidated over the rural pupils in the senior grades. The total rural school cost per pupil was found to be approximately two-thirds that of the consolidated school when transportation costs were included in the latter. It was concluded that although the study did not show a marked superiority of the consolidated school in achievement, it did indicate at least its equality with the small rural schools. Since achievement in fundamentals is more nearly the main emphasis of the rural school than it is of the consolidated comprehensive school even equality in this area was held to be a notable accomplishment of the consolidated school. It was further concluded that two-thirds of the expenditure of the consolidated school was justified on the basis of equality in achievement with the rural school, whether or not the remaining third was justified as paying for the other emphases of the comprehensive programme was left for further research in that area. / Education, Faculty of / Graduate

A Dissertation submitted in partial fulfilment of the requirements For the Degree of PhD in Community Psychology University of Zululand, 2007. / South Africa hails from a legacy of racial discrimination and other related forms of discriminatory practices. In the decades prior to the democratic elections of 1994, race separation was the defining feature of schooling. However, post-democracy, racial integration became the defining feature. Racial integration in schools has not proceeded smoothly, partly because both learners and educators were not prepared for the complexities that accompany racial and cultural mixing. The absence of an educational programme geared pointedly towards multicultural education in the South African context, thus becomes vital. The primary purpose of this study was to generate guidelines for such a programme. Through a phenomenologica! approach, this study focused on the experiences of a total of eight learners and seven teachers, who constituted the sample. Qualitative research methods were used in the form of vignettes, open-ended questionnaires, focus-group interviews and direct observation, with a view to obtaining deeper insight into the experiences of integration, as well as the problems facing both iearners and teachers in respect of integration in a secondary school. In addition, the study explored solutions to integrated schooling as seen by the participants. The Contact Hypothesis, together with the results of the data analysis, was used to underpin the guidelines for multicultural education. The themes that emerged were: the need for equal status among learners, common goals, cooperation rather than competition, quality activities specifically designed to promote positive integration, authority sanction for integration, as well as compromise in respect of language, relevant education, role of teachers, learner initiatives, forced integration, parent involvement, accepting differences, promoting cultural awareness, the need for open communication, and tolerance. The researcher was thus able to access themes that were then used to develop guidelines for multicultural education in the South African context. The outcomes of the investigation were discussed within the context of international and local literature, which reviewed contact as a means of promoting positive integration, as well as. multicultural intervention strategies. The study concluded with a brief discussion on the limitations of the investigation and recommendations for further research. It is anticipated that that this research endeavour will provide insight into the effective role that educators, learners, parents and the community can play in improving racial integration in secondary schools in South Africa.

Submitted in fulfillment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2007. / In essence this study investigated educators' perceptions of the prevalence of bullying and the effect it has on the primary school learner. Primary school learners are increasingly coming into contact with bullies and the problem of bullying is escalating in schools. Learners who are being bullied experience difficulty in establishing confidence, forming healthy friendships and developing skills. Bullying has physical, psychosocial and normative effects on the development and well-being of the primary school learner. It is important to acknowledge that bullying happens in all schools. There was a time when society regarded bullying in school as a normal part of school life. However schools in South Africa are beginning to realize that intimidation and violence can no longer be overlooked. Bullying, which is a worldwide problem should never be shrugged off or tolerated - it should be dealt with. For many victims the misery extends over many years and affects every day of their lives. It is important to let the bully know that there will be negative consequences if the bullying behaviour continues. Bullying has short and long term implications for both the victim and the aggressor. Individual approaches, whereby the educator acts in isolation to resolve bullying are often short sighted and ineffectual for the school as a whole. Shared vision and action on anti-bullying strategies can transform a school's ethos, to one that is conducive to teaching and learning in a safe and secure environment. The literature review and the empirical study undertaken, point in the direction that bullying is a reality in schools, and it is something we need to combat. All relevant stakeholders need to take bullying seriously. A whole-school approach that tackles bullying from as many angles and across a broad spectrum of the school community which includes all stakeholders including learners, is recommended. Ignoring bullying sends a message of approval to the bully and is not conducive to creating a warm, safe and secure environment for our learners. The message sent to bullies must be loud and clear, bullying will not be tolerated in schools. Bullying awareness, prevention and intervention must become all pervasive in the climate of the school. In the light of the findings some of the following recommendations that were made: s The Department of Education in collaboration with teacher unions, school management teams and governing bodies advocate that we follow a program of interventions which must be targeted at three levels: individual, classroom and school level. This type of program was found to be highly effective in reducing bullying in other countries. s The department of education takes a more active role in mandating national and provincial guidelines on an anti-bullying policy/plan for schools.