Thesis advisor: Kathleen Bailey / The slums of Cairo are a relatively new addition to Cairo. A product of urbanization and Western Structural Adjustment and economic liberalization programs, the slums are built on squatter land on the periphery of Cairo. From their inception, the slums have been informal and as a result, residents lack the resources to change their situation. I will argue that schools must be developed in the slums. These schools cannot be schools similar to other schools in Egypt, but instead must be a product of the slums. These community schools must be developed and run by the residents of the slums to produce change. I argue that these community schools would not only increase educational levels and quality within the slums but would also serve as a means to political and social change. / Thesis (BA) — Boston College, 2010. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: College Honors Program. / Discipline: Islamic Civilization and Societies. / Discipline: Islamic Civilization and Societies Honors Program.

The purpose of the study was to determine the satisfaction of parents with the magnet program in which their child was enrolled as a part of the system-wide elementary magnet alternative plan of the Fort Wayne Community Schools. The level of parent satisfaction was determined by forwarding 1,651 parent questionnaires to randomly selected parents of students attending Fort Wayne Community Schools' elementary magnet schools and magnet program schools for the 1989-90 school year. Nine hundred ten of the 1,651 distributed parent questionnaires were completed, resulting in a 55 percentage response of all possible survey participants.Data frequencies and percentages were tabulated for each question on the parent questionnaire. As a result of a review of related literature, research, and data, the following conclusions were developed:1.The Fort Wayne Community Schools' system-wide elementary magnet alternative plan has a high degree of parental satisfaction. The parents were very satisfied with the educational programs, the varied educational opportunities, and the school staff. Specifically, the following lists highlight unique features of some MAP schools: a. Each school offered a unique specialty curriculum.b. The school operated on an Academy basis, which had certain academic and behavior codes.c. The school provided a full-day kindergarten program.d. The certified staff made application and were selected to teach at magnet schools.2. Race was not a factor determining the high level of parental satisfaction with the MAP plan. a. Magnet Schools(1) Ninety-four percent of the white parents who participated in the survey were satisfied with the magnet school attended by their child.(2) Ninety percent of the black parents who participated in the survey were satisfied with the magnet school attended by their child.b. Magnet Program Schools(1) Eighty-eight percent of the white parents who participated in the survey were satisfied with the magnet program school attended by their child.(2) Eighty-five percent of the black parents who participated in the survey were satisfied with the magnet program school attended by their child.3. There was no significant difference in the degree of parent satisfaction with MAP, whether a parents' child attended a magnet school or a magnet program school. Ninety-three percent of the magnet school parent survey participants indicated satisfaction with their child's school. Eighty-seven percent of the magnet program parent survey participants indicated satisfaction with their child's school.4. The Fort Wayne Community Schools elementary magnet schools and magnet program schools were meeting the expectations of parents.5. Parents felt that "help when needed" for their child was more readily available at an elementary MAP school. Specifically, elementary MAP schools were provided with additional resources above non-magnet school resource allocations, such as; an assistant principal and/or a resource teacher, an administrative aide, fourteen extra hours of school aide time per day, and more dollars on a per pupil basis.6. Although, the two primary purposes for the Fort Wayne Community Schools developing and implementing MAP were: (1) to racially balance its elementary schools, and (2) to serve the needs of students with special interests; "closeness to home" was the main reason parents selected a certain school for their child.7. Magnet program schools were very desirable to parents due to the fact that a change in one's neighborhood attendance area was not required.8. Parents who were given a "choice" regarding the school their child was to attend was more satisfied with the educational setting.9. Based on the high degree of parental satisfaction with MAP, the Fort Wayne Community Schools should explore the possibility of offering more elementary alternative programs.10. The length of time a child was in the elementary magnet school program, had no significant impact upon parental satisfaction.11. An effective transportation system was identified as essential for the success of magnet schools.12. Surveys and parental assessment instruments must be continually used by the Fort Wayne Community Schools to help develop alternative educational programs and to monitor progress.

Thesis (D.Ed.)--University of Delaware, 2009. / Principal faculty advisor: James A. Whitson, School of Education. Includes bibliographical references.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 135-139.

This study examined the perceptions of three inner city principals on how poverty impacts the school experience and success for children attending high poverty schools in the Winnipeg School Division. This study focused on how three principals defined and understood poverty; how they created a vision for their school as well as exploring the sustainability of their work. The study examined and explored the frameworks and strategies that each principal worked from in an effort to address the impact of poverty on their schools. In doing this, the thesis attempts to tell the stories of three school principals who spent their entire careers working in the inner city district of the Winnipeg School Division. The schools examined in this study exist within a current reality in stark contrast to the one sought in the Mission and Vision for all students by Manitoba Education. The study found that there is a need for greater professional development for principals on the issue of complex poverty and how it impacts schooling. Although participants outlined a great deal of programming that is already in place to support children attending high poverty schools, all felt that much more can, and should, be done to improve conditions for children impacted by poverty. Findings suggest that policy and practice at the school, district, and provincial levels need to be examined and, where necessary, changed to address the needs of students and families impacted by poverty.

Thesis (Ph.D)--Murdoch University, 2008. / Thesis submitted to the Faculty of Arts and Education. Includes bibliographical references (leaves 211-229).

Thesis (Ph. D.)--University of North Texas, 2001. / Includes bibliographical references (p. 164-167).

Thesis (M.Ed.) -- Memorial University of Newfoundland. / Typescript. Bibliography : leaves 139-144. Also available online.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

For a great many years American schools were able to fit themselves into a definite pattern without confusion as to their aims. Their function was to provide an opportunity for formal education. Each child either conformed to the pattern or child and school parted company. During this period, home and church were strong stabilizing factors, change was slow, and transmission of a body of "book learning!' satisfied school and lay people. / Typescript. / "August, 1948." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: R. L. Eyman. / Includes bibliographical references (leaves 48-52).