Packer and Goicoechea (2000) and Wortham (2006) propose that academic learning is both personal and social transformation. This transformation is continuously negotiated through classroom interaction and curricular choices. The current ethnographic study of an urban southwestern charter high school investigates academic learning in two contexts: a Spanish heritage-language (SHL) class and a humanities class.The study examines Mexican-origin students' resistance to studying their ancestral language. From the first day of their SHL class, students refused to speak Spanish (despite their proficiency), rejected published Spanish-language materials, and acted out. Student resistance was rooted in their perceived lack of relevant tasks and materials, teacher-respect for their home language and culture, and student belief that learning "proper Spanish" could threaten social and familial relationships (see also Fordham & Ogbu, 1986; Labov, 1972a; Mehan, Hubbard, & Villanueva, 1994).The resistance of the heritage language learners contrasts sharply with the engagement of the same students in their Humanities course in which students connect enthusiastically with subject matter and instructor. Findings suggest that engagement was fostered through the teacher's strict adherence to the principles of place-based learning (Gruenewald, 2003a, 2003b), critical democratic pedagogy (Shor, 1992), and the instructor's teacher ethos.Latinos have the greatest high school dropout rate in the United States while simultaneously being the largest growing demographic group (Carreira, 2003; "US Census Report," 2004; Waggoner, 2000). The pairing of these two statistics should draw alarm. Thus the study of Latino student engagement and resistance to academic learning is crucial for understanding this problem as well as exploring what pedagogies hold most promise. In terms of HL instruction, analyses reveal that a critical place-based approach to heritage-language instruction holds such promise.

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The purpose of the research work outlined in this thesis is to determine what impact the new test for exclusion developed in Grant and Harrison has had on exclusionary trends in Canada, to assess this new three-factor approach and to provide recommendations for improvement. To this end, I conducted an empirical survey of section 24(2) cases rendered in 2012 across Canada. Based on the results of this survey, I describe the current trends for exclusion in relation to the three lines of inquiry and the Charter right at issue. I also examine the application of the test to varying types of evidence. The survey found a high rate of exclusion in the 73% range. The survey results show that developing trends do not match the predictions made by the SCC in Grant about how exclusion would operate in relation to different types of evidence. For example, there was a higher than expected rate of exclusion for breath sample results. Moreover, there was a low exclusion rate for guns as compared to the high exclusion rate for other types of non-bodily physical evidence. The rate of exclusion for section 10(b) breaches was lower than expected given the importance of the Charter interests that section 10(b) protects. The Grant rationale and the discretionary approach to exclusion are, in my view, generally satisfactory. However the test could be improved. As regards the first Grant factor, there was considerable variation in the assessment of the seriousness of the violation given the fact-specific nature of the inquiry. For greater consistency and transparency, the test, in future, should not incorporate the good faith doctrine. Police conduct should be assessed on the basis on a scale of intentionality ranging from negligent to deliberate conduct, rather than the current process of labeling police conduct as good or bad faith. Moreover, the doctrine of discoverability should be abandoned. The focus should be placed on the events that actually occurred rather than on whether police could have obtained the evidence by legal means. / Thesis (Master, Law) -- Queen's University, 2013-08-30 20:10:02.008

The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had high dropout rates, low attendance, and low graduation rates, while public schools had low dropout rates, high attendance, and high graduation rates. Finally, public schools had more students ready for college than charter schools.

M.Comm. / The Financial Sector Charter is a transformation charter in terms of the Broad-based Black Economic Empowerment (BBBEE) Act (Act 53 of 2003). The Charter is a voluntary initiative by the financial sector to address racially based income and social inequalities in South Africa. It aims to encourage black economic participation through its six pillars. The Charter came into effect in January 2004 as a result of the Financial Sector Summit hosted by the National Economic Development and Labour Council (NEDLAC), the multilateral social dialogue forum on social, economic and labour policy. The Nedlac partners – government, business, labour and community constituencies – negotiated the Financial Sector Summit Agreements on transforming the financial sector and signed the Summit declaration on 20 August 2002. The Charter commits its participants to 'actively promoting a transformed, vibrant, and globally competitive financial sector that reflects the demographics of South Africa, and contributes to the establishment of an equitable society by effectively providing accessible financial services to black people and by directing investment into targeted sectors of the economy. Financial institutions affected by the Charter include banks, long-term insurers, shortterm insurers, re-insurers, collective investment schemes, investment managers, retirement funds, and licensed exchanges. Any other institution in the financial sector may opt to participate in the Charter. The objectives of the Charter are to: • constitute a framework and establish the principles upon which BEE will be implemented in the financial sector; • provide the basis for the sector’s engagement with other stakeholders; • establish targets and unquantified responsibilities in respect of each principle; • outline processes for implementing the charter and mechanisms to monitor and report on progress. Progress on the Financial Sector Charter Scorecard in the South African Banking Sector In pursuit of these objectives, the Charter commits financial institutions in the sector to transforming in the areas of: • Human resource development; • Procurement of goods and services; • Access to financial services; • Empowerment financing; • Ownership and control; • Corporate social investment. The study provides an overview on the above objectives of the Charter and seeks to measure and assesses in detail the progress of the banking sector regarding the six key areas of the FSC as outlined in the FSC Scorecard against the set targets of 2008. The scorecards analysed would be those that have been submitted to the Council as at the 31 December 2006. • Amalgamated Banks of South Africa (Absa Group); • FirstRand Group (including First National Bank); • Nedbank Group; • Standard Bank Group. The study will assess the performance of each bank, highlighting the positives and providing recommendations where there are shortfalls. The results will be consolidated to give an overall performance overview of the banking sector in South Africa in meeting transformational challenges faced by the country. According to the South African Reserve Bank (2008:106) the financial services sector including insurance, real estate and business services added 22% to the Gross Domestic Product (GDP) in 2007 making it the biggest contributor. It is therefore imperative for this study to be undertaken to assess and ensure that the sector commits to the process of transformation in addressing the past imbalances with regard to inclusive participation by all in the South African economy.

This study considers the contested meaning of public education through a qualitative investigation of Patrick Henry School of Science and Arts, a charter elementary school in Richmond, Virginia. The central research question that guides this study is “How do parents construct the idea of public schools as they explain their choice of Patrick Henry Charter School?” To answer this question I conducted a constructivist inquiry that involved a series of 16 semi-structured interviews with a maximum variation sample of Patrick Henry parents concerning their ideas about the school and about public education. The analysis of these interviews led to a grounded theory of the parents’ ideas as well as a case report constructed from the categorized units of data that explores the core themes of the theory. This study also addresses two sub-questions: (1) “How do the parents’ ideas about public schools reflect the logics embedded in the larger policy discourses concerning charters and the reinvention of public education?” and (2) “How do the parents’ ideas about public schools reflect the local public discourse around the public-ness of the school?” To answer the first sub-question I use my review of literature to develop an understanding of the reform debates around charter schools and their relationship to the contested ideas of public education. To answer sub question two, I present an adapted constructivist qualitative analysis of the public discourse that surrounded the school from April 2007 – when the idea of the school was first proposed at a school board meeting – until December 2011 – a year and a half after the school opened its doors. To capture the public discourse I collected and analyzed articles, editorials and letters from six local print publications (newspapers, weekly magazines) as well as the public comment portion of the minutes from Richmond School Board meetings. This analysis resulted in the construction of two competing narratives about the school, the juxtaposition of which shed light on the how idea of public-ness was constructed in the public discourse.

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. / This study explores the constitutionality of religion-based charter schools. The method of analysis used hypothetical charter schools to answer legal questions. The answers are grounded in law using the latest precedent. The background material before examining charters sets forth both the legal and policy contexts of religious charters schools. The legal context includes a detailed analysis of the Establishment Clause of the U.S. Constitution focusing on the most recent Supreme Court cases on that topic. The policy analysis examines the normative and structural dimensions of charter schools, which are then compared with voucher programs. The historical, political and educational contexts of charter programs are also examined. Three hypothetical situations examine a total of eighteen legal questions: Can coreligionists form a charter school? Can morality-based general propositions of good be taught in a charter school? Can a charter school teach values espoused by coreligionists? Can a charter school teach a course in the relationship between religion and morality? Can a charter school have religious criteria for staff? Can a charter school limit a teacher's right to express different worldviews? Can a charter school offer optional prayer? Can a charter school form for the purpose of allowing students' ease of access to religious education? Can a charter school form to provide students, who would otherwise attend parochial schools, with a free, secular public education? Can clergy sit on the board of a charter school? Can a charter school share facilities with a parochial school? Can a religious organization operate a charter school? Can a charter school have religious criteria for admission? To what extent can a religion class be taught in a charter school? Can a charter school require religious instruction? Can a charter school require religious exercises or worship? Can a charter school affiliate with a denomination? Can states exclude religious organizations from operating charter schools? Each question is analyzed from a legal perspective. The study concludes that charter statutes present an opportunity for parents and communities to form charter schools that will accommodate their beliefs; however, the constitution does not allow them to form schools that endorse their beliefs. / 2031-01-01

Thesis advisor: Elizabeth Twomey / This qualitative study was exploratory and analyzed an emerging form of schooling - "religious" charter schools - within the context of urban Catholic elementary education in America. Specifically, it examined the perceptions of Catholic school superintendents related to this form of schooling. The study investigated if a common understanding of religious charter schools was salient among Catholic school superintendents. In addition, it analyzed the perceptions of Catholic school superintendents related to the benefits and challenges to this type of school in a Catholic context. The research design was a basic qualitative research study. The data collection methods used were the distribution of a semi-structured questionnaire and the conducting of follow-up open-ended interviews. A descriptive contemporary historical analysis of the relevant literature on religious charter schools was a component of the research design and influenced the development of the semi-structured questionnaire and open-ended interview protocol. The synthesis of the literature on religious charter schools is the first of its kind in a Catholic school context. The findings of this study indicate that while the religious charter school terminology is problematic in a Catholic context, the concept of such schools are perceived to be potentially beneficial, but challenging to implement in practice. The clear benefit to religious charter schools in a Catholic context is perceived as financial. This perception was shared by the superintendents against the backdrop of the current closing crisis faced by many urban Catholic elementary schools in the United States. The most likely beneficial scenario that emerged from this study is the leasing of former Catholic school facilities to charter schools and subsequently developing "wraparound" religious education programs. Developing positive relationships with charter schools may result in additional income for struggling urban parishes as well as opening new doors for religious education programming and outreach to the urban poor. Challenges to religious charter schools in a Catholic context include church and state complications related to public funding, religious identity issues, legal concerns and the fact that they are not Catholic schools. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Higher Education and Educational Administration.

The purpose of this thesis is to assess the impact of the EU Charter of Fundamental Rights (the Charter) on the employment relationship. The Charter has long been praised for its inclusion of socio-economic rights alongside traditional civil and political rights. It might have been thought, therefore, that the Charter would be a particularly potent tool in the employment context, characterised as it is, by the continuous interaction between economic and social rights. However, to draw an analogy from George Orwell's Animal Farm, although 'all rights are equal, some rights are more equal than others'. Not only does the Charter distinguish between 'rights' and 'principles', but the EU Court of Justice (CJEU) seems actively to prioritise the Charter's economic freedoms over the social rights. This thesis focuses on the consequences of this variable geometry for the regulation of the employment relationship. In particular, it examines the widening gap between contractual autonomy/business freedom as a fundamental right found in article 16 of the Charter and the employment rights contained in the Solidarity Title. Of particular concern from an employee's perspective is the decision of the CJEU in the case of Alemo-Herron and its progeny. In a series of highly deregulatory judgments, the CJEU has found that the employee-protective aim of the relevant legislation was incompatible with the employer's freedom to conduct a business. At the same time, the CJEU has been reluctant to invoke the Charter's employment rights to give an employee-friendly reading to legislation. The effect of this divergence for the employment relationship is explored in two ways. On a micro level, the thesis looks to the very practical or 'day to day' influence of fundamental rights at various stages in the life cycle of the employment contract. It addresses the relationship between individually agreed employment terms and fundamental rights sources. The macro level considers the broader question of the effect of fundamental rights on the EU's (or the State's) ability to regulate the employment relationship more generally. It is demonstrated that there may be a systemic problem with fundamental economic freedoms being prioritised over social rights, namely the employment provisions of the Charter.

Thesis (Ed. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on Dec. 21, 2007). Includes bibliographical references (p. 90-112).