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This purpose of this study is to provide a description and chronology of the development of general education in the history of the U. S. Marine Corps. A review of the various general education activities, with particular emphasis on the establishment of the Vocational Schools Detachment and the Marine Corps Institute accomplished this purpose. The review encompassed 1739 to 1992. The problem investigated in this study posed particular questions about the establishment of general education activities. Several research questions guided the investigation through specific periods of Marine Corps history. These questions concerned the establishment of general education activities affected by (1) general education initiatives, (2) Marine Corps leaders and other individuals and their contributions, (3) relationships of the changing size and mission, (4) conditions surrounding their creation, (5) educational styles established, (6) purposes for each, and (7) support measures required by each general education activity. The historical research method provided the means to reconstruct the past systematically and objectively by collecting, evaluating, verifying, and synthesizing evidence to establish facts and reach defensible conclusions. The researcher collected, categorized, analyzed, integrated, and synthesized data from a mass of sources and interpreted this evidence in context with the sources. The study found that Marine Corps general education activity development resulted in unique circumstances from a variety of influential change agents throughout five major periods. However, the most influential factor was the occasional leader who interpreted the significance of need and provided leadership to establish or modify a general education activity to meet the need. General John A. Lejeune and Secretary of the Navy Josephus Daniels were the most efficacious in this regard. Other Marine Corps Commandants and various general education activity directors also contributed to the employment and continuance of these activities. The study concluded general education activities resulted from strong leaders with well founded philosophies and vision, and the aptitude to put their concepts into practice. / Ed. D.

The purpose of this study was to determine the technological, organizational, legislative, and research events that should be included in a 1989 revision of A Chronology of Business Education in the United States last updated in 1968 by Samuel J. Wanous with selected events added in 1977 by National Business Education Association staff. To achieve this objective a modified Delphi technique was employed using a 29-member panel. The Delphi panel was comprised of 23 members of the Policies Commission and 6 John Robert Gregg award winners. The panel members provided expertise in business education, a national perspective, and representation of the major professional organizations. The members of the Policies Commission in effect define business education and are considered to be experts in the field. The John Robert Gregg award winners have made outstanding contributions to the development and advancement of business education. Additionally, the Delphi panel members represented the five geographic regions of the United States (i.e., Eastern, Mountain-Plains, North-Central, Southern, and Western). The professional organizations in business education (i.e., American Vocational Association, National Business Education Association, and Delta Pi Epsilon) were all represented. / Master of Science

The purpose of this study was to demonstrate how a well developed and validated national standard for United States history can affect public school achievement levels. Currently, there is no mandated national standard for United States history; rather it has been left to the respective states to create their own. This study focused on the state of Virginia, which has been able to meet both the nationally mandated adequate yearly progress (AYP) level, and achieve high proficiency levels in United States history achievement. This comparative case study examined two neighboring states of similar demographics: Virginia which made both the AYP and high history achievement, and a southern U.S. state which did not meet either the AYP or acceptable history scores. Archival data included achievement levels as assessed by the National Assessment of Education Progress (NAEP) test scores in U.S. history for both states, and State of the State (SOS) national assessments of state history standards. It was hypothesized that there would be a correlation between well established and vetted standards and achievement levels. Sequential analyses employing Pearson correlations and Somers' D tests of association demonstrated significant correlations between SOS standards and NAEP achievement scores. These results can contribute to positive social change by informing research based decision making related to best practice standards for U.S. history curricula that will increase student achievement levels, and provide a more common curricular foundation from which supporting resources can be developed and shared to offset reductions in education budgets.

The Alternative Education movement in American public education emerged in the 1970s as an outgrowth of the social criticism and political activism of the 1960s. Alternative Schools represented the pragmatic adoption of the least objectionable proposals which were popularized by radical school reform advocates. What began as a movement of alternatives to conventional schooling became a movement of widening options within public school systems.This study is an anaylsis of the historical roots and evolution of Alternative Education. A broad perspective is structured first by a theoretical discussion of public schooling and social reform which includes a historiographical interpretation of New Left revisionism. Next a description of selected parts of the radical movement of the 1960s is related to the political and intellectual context of school reform. This part of the study focuses on the social and intellectual origins of young radicals and the structure and ideology of SDS (Students for a Democratic Society) as illustrations.A discussion of the rhetoric of radical school reform is the next part of the evolutionary framework structured in this study. The central themes of selected spokesmen of the radical critique of public schooling, including Paul Goodman and John Holt, are briefly examined. Then the relationship between the rhetoric of radical school reform and the development of private free schools is described in the context of the political activism and intellectual radicalism of the 1960s. The progression is completed with a broad assessment of the Alternative Education movement which examines its origins in the 1960s, its popularization in the 1970s, and its evolution from radical reform to political pragmatism.Finally, a case study of an Alternative school-within-a-school, Learning Unlimited at North Central High School in Indianapolis, Indiana, illustrates the conclusions of this study and demonstrates the theoretical problems. The description of Learning Unlimited is based on observations, interviews with participants, documents, and involvement in program evaluation. The emphasis is on the role of Learning Unlimited as a model-program designed to demonstrate and encourage educational innovation.York

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In the late 1970's and 1980's, education issues formed a pivotal part of the American religious conservative agenda. The issues of school prayer, textbook content and the teaching of evolution in particular inspired lively debate and committed activism on the part of conservative Protestant leaders and activists. Confronting the behemoth of secular humanism, these leaders sought to win converts and to foment action in the converted through two separate modes of rhetoric: the emotional, which used impassioned arguments, and the intellectual, a more phlegmatic approach used to achieve political ends. Finding their roots in the 1920's, conservative Protestants have placed paramount importance on education issues throughout American history, believing that the United States is a fundamentally Christian nation, founded on a normative Protestant world view, and that American children should be taught according to these principles.

Benefits for soldiers follow the formation of ancient and present day armies raised for the purpose of extending the national or state will. Veterans' benefits for defenders of the U.S. emerged during the American colonial period. College benefits began after WWII with the GI Bill of Rights. This study examines the variations in purpose for nationally established educational benefits for veterans and the singular value to the veterans of these 5educational benefits. The study begins with an overview of the history of veterans' benefits. Primary emphasis is then placed on the educational portion of the World War II Servicemen's Readjustment Act and the current educational benefit, the Montgomery GI Bill. As the purpose of awarding educational benefits changed from World War II to the latest U.S. war, the Gulf War of 1990-1991, the economic value to the individual veteran also changed. The WWII GI Bill featured an educational provision intended to keep returning veterans out of the changing economy whereas current GI Bills is intended as a recruiting incentive for an all-volunteer force. Correspondingly, the economic value to the individual veteran has changed. Data supporting this study were extracted from historical documents in primary and secondary scholarly studies and writings, government documents, national newspapers and periodicals, Veterans Administration publications, service newspapers, and anecdotal writings. The study offers conclusions regarding the shifting purposes and economic value and recommends changes to current and future GI Bills. The conclusions of this study are: (a) the purpose of the Montgomery GI Bill is to serve as a recruitment tool for the armed force, whereas the WWII GI Bill emphasized concern over the return of millions of veterans to a changing wartime economy unable to offer full employment and, (b) the present GI Bill funds less than 50% of the costs for a 4-year degree while the first GI Bill fully funded a college degree, including tuition and living expenses.

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