Indiana University-Purdue University Indianapolis (IUPUI) / Two boarding schools existed in the state of Indiana to educate Native American children between the ages of six and eighteen. Both schools received a government contract to teach native students which provided the institutions with money for each student they enrolled. St. Joseph’s Indian Normal School in Rensselaer operated from 1888 to 1896. White’s Indiana Manual Labor Institute in Wabash educated Native American children as part of a government contract from 1882 until 1895. These two schools were not the only institutions to educate Native American students in Indiana. However, they are the only boarding schools referenced in the literature on native tribes in Indiana and the only institutions I have found referenced which participated in a government contract to educate native children. This thesis will study both institutions during the period of their government contracts from 1882 until 1896.

Thesis advisor: Ted Youn / This study is about access for low-income students at an elite boarding school. As "feeder schools" to elite colleges and universities, elite boarding schools play a significant role in determining which students will be in the upper class in America; however, little is known about the history of low-income students at these schools. The purpose of this study is to examine the history of access at one elite boarding school through the frameworks of organizational saga and institutional theory to enhance understanding of how the concepts of access and opportunity at elite institutions have developed over time. Employing a historical, organizational case study approach, this study uses archival research, document review, and interviews with school leaders to construct a developmental history of Phillips Academy, in Andover, Massachusetts. Findings from data collection and analysis revealed a profound organizational saga oriented towards access that has guided Phillips Academy through its development. Phillips Academy's powerful organizational saga of access is embraced by senior leaders, faculty, and alumni, and has deepened their commitment to the historical traditions of the institution. This organizational saga allowed the school to survive and thrive, despite major changes in its organizational field over the last century. By fostering deep commitment among multiple actors throughout the institution's history, Phillips Academy's organizational saga has become a dominant influence in its organizational decision-making. This research extends Burton Clark's (1970) concept of organizational saga to the concept of organizational fields, and explores the interaction of a strong organizational saga with an institution's organizational field. It contributes to the literature on elite boarding schools, and enriches that of elite colleges and universities by better understanding their historic "feeder schools." It also contributes to our understanding of social production, reproduction, and mobility in the United States. Implications for theory and elite boarding schools, colleges, and universities are discussed, along with calls for further research. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

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.

For some Aboriginal people, healing is a relatively new word that seems to have emerged and taken on a life of its own only after the 1990 Mohawk Crisis and the ensuing Royal Commission on Aboriginal Peoples (RCAP, 1996). In spite of the massive 4000-page RCAP report, some mainstream authorities (Brasfield, 2001) still believe that the meaning of Aboriginal healing has not been fully explained. In this study, an attempt will be made to widen the meaning of Aboriginal healing by examining ancient Haudenosaunee (People of the Longhouse) philosophy, historical cultural upheaval, and narratives from First Nations survivors of Indian residential schools and a Holocaust survivor. The results have shown a connection between Aboriginal healing and Canadian society. Healing can only occur if the wound is not continuously reopened such as when long-standing land claims remain unsettled, Indigenous language and culture programs are neglected, and a People are ignored.

Adolescents’ (N = 272) psychological changes were examined at a residential academy for gifted junior and senior high school students in the Midwest. The School-Based Conception of Giftedness (Coleman & Cross, 2005) was drawn on to understand how school environment influences student development. Quantitative and qualitative research methods were used to inform the study. Outcome measurement data from the Youth Outcome Questionnaire Self-Report 2.0 (YOQ-SR) tracked students’ level of psychological distress over the course of an academic year. Using Latent Growth Curve Model (LGM) analysis, the initial level of distress did not impact how students’ stress levels changed over time. The results indicated a strong negative correlation (r =-.884) between the slope and quadratic change; meaning, the more a students’ level of stress increased the more rapidly they were able to reduce it over time. Overall, the change in stress formed an inverted-U shape, as students adapted to the challenges of the school. Phenomenological interviews were conducted with 9 senior students with a wide range of YOQ-SR scores at the beginning of their junior year. Four categories emerged from the interviews about student experiences at the academy: Psychological Changes, Academic Adjustment, Social Adjustment and Social Comparison. In essence, when participating in the academy, students experienced advanced personal development, improved management skills and developed a sense of readiness for college. / Department of Educational Psychology

Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 1988. / Includes bibliographical references (leaves 265-274).

Thesis (Ph.D.)--University of Adelaide, School of Education, 2004. / Title from opening screen; viewed 19 May 2005. "October 2004" Includes bibliographical references. Also available in print format.

Thesis (Ph.D.)--University of Adelaide, School of Education, 2004. / "October 2004" Includes bibliographical references (leaves 352-380). Also available electronically via the Australian Digital Theses Program.

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 6, 2007) Includes bibliographical references.

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