Thesis (M. Ed.)--Dept. of Education, University of Adelaide, 1966. / Cover title: Success and failure of first year university students with special reference to the school attended. Includes bibliographical references (p. 95-96).

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 140-145).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 140-145). Also available in print.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2010. / Directed by Svi Shapiro; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed Jul. 14, 2010). Includes bibliographical references (p. 159-167).

Thesis (M. Ed. (Education))--Rhodes University, 2005. / In partial fulfilment of the requirements for the degree Masters in Education (Education Leadership & Management).

Thesis (Ph. D.)--University of Iowa, 2009. / Includes bibliographic references (leaves 141-144).

This research examines the challenges and opportunities of implementing diversity and multicultural education in faith-based Catholic high schools in Ontario, Canada which meets the requirements of both the Equity and Inclusive Education (EIE) and the Catholic Equity and Inclusive Education (CEIE). The data for this research were generated through interviews and focus group discussions with stakeholders—teachers, parents, students, educational assistants and educational administrators at the Catholic District School Board and the Community of the Beloved Catholic High School. Based on data analysis and review of literature in the areas of equity, inclusive education and multicultural education, the current research identified the school culture as the most decisive component in realizing the strategy for inclusion and safe schools required both by the EIE and the CEIE. The fundamental challenge identified by this research is that multiculturalism and diversity are fairly broad sets of values, programs, and projects in Canada which offers challenges in understanding what educational strategies and approaches for realising them in faith-based schools. In addition, this research found out that Catholic schools and boards of education have become sites for conflict and tension in the understanding, interpretation and application of what different stakeholders understand and implement about equity and inclusion. The current research discovered that this tension is an opportunity for the Catholic schools to create a new identity through a greater commitment to ‘real encounters’ between teachers and students which place a greater accent on the cultural and personal experiences and social location of students. This research proposed that the separate educational system in Ontario needs to discover new ways of meeting the challenges of multicultural education. The research recommended how such new ways could draw from the rich social teaching resources of the Christian tradition with regard to options for the poor, and from recent studies and innovations in critical theories of cultures, pedagogy and educational policies and programs in pluralistic societies. Such a new approach will be broad enough to integrate diverse interpretations of diversity and multiculturalism in Canada, and specific enough to model effective pathways for meeting the needs of students and the goals and priorities of a safe schooling culture within a specific faith- based setting. / Educational Studies / D. Ed. (Socio-Education)

In the past, Catholic schools have made a significant contribution to educational provision in Lebanon. In the restructuring of society in post-war Lebanon, Catholic schools are called on to continue to provide academic excellence. To meet this need, principals of Catholic schools are challenged to provide instructional leadership and manage schools effectively. Against this background, this study explores the Catholic school principal's role with regard to its management and leadership capacity. A literature study investigates theories of management and leadership as applied to the principal. An overview of the Catholic school system in Lebanon is given against the backdrop of historical, social, political and economic factors. The role and tasks of the Catholic school principal are examined with particular focus upon the unique spiritual dimension of the role. From this theoretical and descriptive base, the research design is described. A qualitative investigation of the principal's role was conducted. Data gathering was done by means of an preliminary questionnaire, individual interviews and a focus group interview as well as participant observation in a Catholic school in Lebanon. The interviews explored the themes of management and leadership as experienced by a small sample of principals of Catholic schools. Data was analysed, discussed and synthesised. Significant issues discussed included management topics such as delegation, strategic planning, time management, financial management and the evaluation and staff development of teachers; leadership topics comprised vision, mission, faith formation, and school culture. The findings provide a basis for a recommended profile and model for the Catholic school principal. The study suggests that the future effectiveness of the principalship rests upon the clear conceptualisation and implementation of both management and leadership functions. In the light of this, the present formation and training of the principal may fall short in meeting the increasingly complex demands of Lebanese Catholic schools. Without strong endorsement and training for educational management and leadership principals in Catholic schools could face a precarious future. Further research and management training and formation is needed to lead Catholic school principals into a steadfast future. / Educational Leadership and Management / D.Ed. (Educational Management)

Thesis (MPhil (Education))--St Augustine College of South Africa, 2006. / One of the fundamental aspects of my work as Religious Education Coordinator of an Independent Catholic School in South Africa is to ensure that the vision and distinctive character of the school in which I work is aligned to the vision for Catholic Schools as described by Church documents'and other leading authors on the subject. Every member of the teaching staff employed by the Independent Catholic School (The School), has to sign a contract in which is included the sentence: "The Teacher has an obligation to respect, promote and support the Catholic Ethos and the special character of the School". This obligation is based on the assumption that the daily practice of teachers is a critical element contributing to the ethos of The School. The Sacred Congregation for Catholic Education, in its document The Catholic School (1977), states that: "By their witness and their behaviour teachers are of the first importance to impart a distinctive character to Catholic Schools" (#78). More recently, Me Laughlin states: "Every teacher, it has been argued, can and should make some sort of contribution to this distinctiveness [of the school] and this contribution should feature in their formal appraisal" (Mc Laughlin 1999: 73).

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