Thesis (Ed.M.)--Boston University

Thesis (Ed. M.)--Boston University, 1950. Includes bibliographical references (leaf 201) PLEASE NOTE: some front matter and pages 1-3 are missing from the physical thesis.

Thesis (Ed. M.)--Boston University, 1940. Includes bibliographical references (leaves 82-83)

Thesis (M.A.)--Boston University Bibliography: leaves 290-316.

Thesis (M.A.)--Boston University / The endeavor to make the significance of Amos and Hosea real and vital, both to teachers of young adults and to young adults themselves, has made the preparation of this thesis a challenging work. The primary purpose has been to provide helpful and reliable information and to suggest conclusions concerning these great pioneering minds of the eighth century B. C., together with presentations of some practical procedures and techniques which might he used in teaching the materials to which reference has been made and which have been included in the main body of the thesis. It has been assumed that too often Biblical materials have seemed unapproachable to modern young adult groups. Like- wise, their teachers are frequently unaware of the great opportunities and challenging possibilities for exploring important truths and teaching the most powerful and pertinent lessons to be found anywhere that are available to them in the pages of the Bible supplemented by the findings of the best scholar- ship of the ages. Therefore, it has been one of the chief aims of this dissertation to call attention to these prevalent attitudes and misconceptions and to seek to arouse enthusiasm for new exploration and discovery in this realm so many times neglected and by-passed. It naturally follows that an additional goal sought by this discourse has been to bring inspiration and revelation through the specific studies of Amos and Hosea which would create a desire for further and continued quest for the riches contained in the Old and New Testaments which would be used as foundation and background for the work of young adults in our churches. [TRUNCATED]

Thesis (Ed.M.)--Boston University Includes bibliographical references (leaves 221-226).

Thesis (Ed.M.)--Boston University

Thesis (M.A.)--Boston University

Allston, considered Boston’s student neighborhood, has a historical trajectory that has been understudied, in that the neighborhood has not followed a linear path of either ascent or descent. Given Allston’s status as a hybrid neighborhood, displaying durable trends of both ascent and decline, residents and other neighborhood actors utilize cultural narratives to orient Allston’s history and future, which, in turn, reify certain aspects of the neighborhood. Based on ethnographic observations for two years and interviews with over 60 residents, students, business owners, real estate agents, and workers in Allston, this study extends previous literature on urban change in demonstrating Allston’s understudied hybridity, as well as locals’ use of cultural narratives to navigate this context. In so doing, neighborhood actors have perpetuated cultural narratives of Allston that embrace Allston’s gritty nature as the root of Allston’s legitimacy. The perception of Allston as a relatively disinvested and student neighborhood have allowed two distinct cohorts to see themselves as early stage gentrifiers, investing in the area. Nostalgia for the past also shapes residents’ cultural narratives of Allston, specifically for lifelong residents and other longtime residents. Tensions persist between the two groups, as an imagined past informs each groups distinct orientation to Allston’s future. Real estate agents and students perpetuate Allston’s student narrative by engaging in ritual interactions specifically related to “Allston Christmas,” or the September 1st moving day. Combined with Allston’s gritty nature, these rituals and interactions perpetuate an exploitative housing market characterized by poor housing conditions. This study demonstrates how neighborhood actors utilize cultural understandings to make sense of their surroundings and how these narratives reify existing conditions and perpetuate neighborhood inequality in the context of non-linear neighborhood change. This study contributes to literature on cultural understandings of place by examining how neighborhood hybridity facilitates specific neighborhood narratives, and how different cohorts utilize the same narrative frame, but with distinct orientations.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem. / 2031-01-01