La présente thèse étudie le cas du Collège Maillet, établi en 1949 au nord-ouest du Nouveau-Brunswick. Ce collège pour jeunes filles fut fondé à l'initiative d'une religieuse Hospitalière de Saint-Joseph, soeur Rhea Larose. Au cours des années d'après-guerre, les femmes étaient appelées à répondre à leur vocation naturelle de mères, d'épouses ou de religieuses. L'accès des femmes francophones à l'enseignement supérieur était encore au stade embryonnaire et il peut être surprenant de constater le succès de soeur Larose, particulièrement dans un environnement rural et catholique. Le but de cette thèse est donc d'étudier l'histoire du Collège Maillet à partir de certaines interrogations, afin de démontrer si le projet de soeur Larose était conservateur ou avant-gardiste. D'abord, pourquoi y a-t-il la création d'un collège classique féminin en pleine période de " retour à la normale " ? Quelles étaient les motivations de soeur Larose? Quelles formations étaient offertes au Collège Maillet; qu'attendait-on des étudiantes et diplomées et qu'attendaient-elles du collège? Et enfui, quels sont les facteurs qui ont mené à la fermeture du collège? En cherchant la réponse à ces interrogations, on constate que la fondation de ce collège féminin était un projet plutôt conservateur. Soeur Larose voulait offrir plus d'opportunités aux filles grâce à l'éducation supérieure, mais ses intentions étaient ancrées dans des valeurs traditionnelles et catholiques. La formation dispensée à Maillet visait à développer et entretenir une " culture féminine " et préparait les collégiennes à remplir leurs " devoirs de femmes " dans leur foyer, en société et pour Dieu. Le collège ferma un quart de siècle après sa fondation, en pleine période d'expansion de l'enseignement supérieur, parce qu'il ne répondait plus aux besoins et aux attentes de sa clientèle, des parents, du gouvernement et même de l'Église. Dans la province, le système d'éducation supérieur de langue française se modernisait rapidement et le Collège Maillet dut affronter de graves problèmes administratifs. De plus, le collège s'accrochait aux idéaux traditionnels et au statu quo. Ainsi, l'établissement d'enseignement de jeunes filles dut fermer ses portes en 1972.

The established research on the origins of the Ontario school system emphasizes the educational ideas of prominent public men who advocated for school reform in the mid-nineteenth century. In this research, scholars focus on official educational records and correspondence among the political and social elite. The initial educational legislation enacted by colonial leaders in Upper Canada is dismissed as largely irrelevant to the school movement of the mid-nineteenth century. This thesis broadens the analysis of the origins of the Ontario school system by shifting attention back to Upper Canada and by considering the ideas about schooling that were exchanged in a broader public sphere through colonial newspapers, published pamphlets, and petitions. By systematically analyzing the expanding print media of the late eighteenth and early nineteenth centuries, the educational history of Upper Canada can be seen from a vantage point broader than that of colonial elites or the well-known school promoters. One key conclusion of this study is that print media enabled the emergence of government-aided schooling as a central topic of discourse in Upper Canada. The movement for government-aided schooling in Upper Canada began in earnest during the first decades of the colony's existence. In other words, the intellectual roots of the school movement of the mid-nineteenth century took hold by the 1830s. Upper Canada was not an equal society, and the official political discourse on education, centralized in the colonial legislature, was a restricted discourse; however, through print media a broader range of participants from various corners of the colony took part in a public discourse concerning educational development. Throughout the late eighteenth and early nineteenth centuries, an increasing number of inhabitants, although disconnected by geographic, social, and economic barriers, voiced desires for government-aided schooling that converged in the central meeting place of print media and impacted the official making of educational legislation. Despite varying opinions on the means and ends of government-aided schooling, there was widespread agreement about its need by the 1830s; the debate was no longer about whether government-aided schools were desirable, but rather about what specific kinds of schools would be established. It was this agreement that framed the policy debate among the school promoters of the mid-nineteenth century.

The publication of Webster's Third New International Dictionary in September 1961 set off a national controversy about dictionaries and language that ultimately included issues related to linguistics and English education. The negative reviews published in the press about the Third have shaped beliefs about the nature of the dictionary itself as well as assumptions about dictionary users' desire for authority. Additionally, the reviews influenced how scholars in English, linguistics, and the emerging field of composition studies viewed the public's understandings of language and attitudes toward structural linguistics. Drawing on archival evidence from the correspondence files of Merriam-Webster, Inc., as well articles published in the popular press and scholarly journals in the 1960s, this dissertation reexamines many of the claims made about the Third. First, it reconsiders assumptions about the influence of structural linguistics on the dictionary, showing that the Third was primarily shaped by a research-oriented attitude toward language. Then, it traces how the claims about structural linguistics evolved in the press coverage of the Third. It then examines how scholars publishing in journals like College English and College Composition and Communication responded to these claims about the dictionary. Finally, it analyzes letters sent from dictionary users around the country to complicate assumptions about dictionaries, language, and linguistics circulating in the published writing on the Third. The letters sent to Merriam-Webster reveal that while the controversy surrounding the Third did influence how some individuals perceived the dictionary, many people had far more nuanced and complicated responses than anyone publishing about the dictionary at the time seems to have anticipated. In particular, the letters indicate that assumptions about public hostility to linguistics were unfounded and that many dictionary users did not conceive of lexicographic authority as absolute. Reexamining the response to the Third opens up new possibilities for studying public beliefs about language and English education, especially in relation to composition studies.

After World War II, globalization impacted both, higher education and student affairs. As a result, both increased efforts to internationalize campuses, academics, and student services. The purpose of this research is to examine how student affairs responded to the internationalization in higher education during 1951 to 1996 in the United States (US). Documents and oral histories provided a narrative of how professionals, institutions, and professional associations, specifically the major student affairs associations, ACPA: College Student Educators International; NASPA: Student Affairs Administrators in Higher Education; and the National Association of Women Educators (NAWE), evolved over this 45 year time period. This research highlights the importance of concurrent and grassroots movements, professional experience, and institutional and associational influence that led to a "tipping point" in 1995 and 1996. Each of these main themes contributes to the larger story of the internationalization in student affairs in the US. Post 1996 student affairs has continued to internationalize as literature and collaborative relationships among professional associations worldwide highlight differences and similarities of student affairs and services across the globe. This research provides a horizontal history for the internationalization in student affairs in the US until 1996; however, it highlights a need for further research in the history of student affairs, student affairs and services around the world, and the current state of internationalization of student affairs and services. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2015. / July 10, 2015. / Internationalization, Student Affairs / Includes bibliographical references. / Robert A. Schwartz, Professor Directing Dissertation; Kristine C. Harper, University Representative; Kathy Guthrie, Committee Member; Lara Perez-Felkner, Committee Member.

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STATEMENT OF THE PROBLEM. What is taught in our schools has been the subject of continued discussion among parents, educators, and interest groups, It is primarily the state legislature, however, that determines the general course of instruction,

This study researches the history of black involvement in engineering and technological education from Emancipation to the year 1950. The educational opportunities that existed for black Americans during this period, and the lack of such opportunities, are examined. The progress of the former slave population into the technologically advanced twentieth century is followed. Tactics employed by individual states in reaction to black insistence for advanced learning are examined providing an understanding of black protests on the lack of access and the outright refusal of some states to field the question of black higher education. Voices from both sides of the racial bar address the question of educational parity. Teachers, politicians, and statesmen are prominent in this discussion, displaying a range of views that both astounded and empowered the forces that worked on either side of the controversy. Racism, institutional and individual, is a focal point. Tolerance is shown as a continuing thread throughout, often where one might least expect it, and alliances that forged a new era of cooperation between the races and among institutions are researched and reported. Institutions and individuals responsible for the racial and educational climate are examined: prominent spokespersons, both black and white, are included to give an overall feel for the struggle for parity in this area of the educational arena; institutions, their policies and practices, their willingness to look beyond the color of an applicant's skin, and their efforts to include a diverse student body are examined. There is also a discussion of the emergence of a national policy's broad guidelines that aided in the denial of access to black technological aspirants during this time period. The black struggle for opportunity and acceptance in the technological arena has been a struggle worthy of note. This struggle and the reporting of it is important because, despite the significance of the topic, it is one that has been minimally explored. This is a beginning.

Urban public secondary education has come under constant scrutiny from government agencies, foundations, and educational researchers for more than a decade. It is the quality of public education that is now in question. In conjunction with this trend, is the concern for how this decline of public education may influence the future development of our nation. This dissertation provides some understanding of the complexities of developing and maintaining collaborative programs between academia and the urban secondary schools attempting to achieve effective change. Through an in-depth study of one collaborative, the Boston Secondary Schools Project (BSSP), the study shows how the role of the university or college is of pivotal importance in providing assistance to secondary school educators developing needed changes. In an attempt to remain objective, all aspects of this collaborative were investigated. Included in the study is the organizational structure, growth, evolutionary changes, and the impact of the BSSP on the Boston Public Schools. Additional research was also conducted regarding the value of the program to the participating graduate students. The BSSP has retained its longevity due to the dedication of the University of Massachusetts School of Education faculty, and to the perseverance of the graduate students in their determination to retain the program. The collaborative has been able to include the most essential elements needed to maintain a successful partnership. The program has provided a clear agreement of goals, maintained administrative support, operated under a system of coequality between university and school faculty, worked to overcome the continuous obstacles to its objectives, and has continued to focus on realistic expectations of stated goals.

The research centered on an examination of whether or not the topic of "higher education" has become an academic field of study. First, an historical analysis of the evolution of the academic study of higher education uncovered two threads that have continued up to the present. One thread consisted of those throughout academia who have studied the topic of "higher education" but were uninterested in forming it into an academic field of study. The other thread consisted of those within or affiliated with schools of education, who have attempted to form the study of "higher education" into an academic field. The latter have variously conceived of "higher education" as either an academic discipline, professional field, or some amalgam. They have not achieved a consensus among themselves as to how to proceed, nor have they gained significant recognition from the rest of academia. Secondly, a comprehensive review of two literatures was undertaken. The first dealt with conscious attempts to form higher education into an academic field and the second included most of what has been written about the topic of higher education from 1960 to 1990. Based on these two literature reviews, it was determined that a cohesive body of knowledge and distinct theory base have not been formed. Thirdly, a series of in-depth, unstructured interviews were conducted with seven faculty from three different higher education programs. It was found that these faculty were interested in developing their own academic programs, but had no larger interest in forming an academic field of study. Hence, those who would make "higher education" into an academic field had not greatly influenced those interviewed. It was determined that an academic field had not been formed. There are no distinct theories of higher education--all academic analyses of the topic are conducted through the lens of a wide range of disciplines and professions. This is good, since all of academia should be able to be involved in the academic study of higher education. New ways for encouraging that involvement are put forth in the conclusion.

The study was designed to explore three principle equity factors at Bennett Park Montessori Center (BPMC), Buffalo, New York. The three factors, access/selection, program processes, and outcomes, were used as a conceptual framework. This framework guided the data gathering process as well as the analysis and presentation of the school's relationship to equity through its first 15 years. The data gathering techniques employed in the design of the study were documents gathering, interviews, and on-site observations. Data analysis, a continuous process occurring within all phases of the study, was guided by the research questions. With respect to access/selection data has shown that BPMC consistently has enrolled approximately 50% majority and 50% minority students through the annual lottery. The district adopted a controlled lottery which gave preference to students from racially identifiable schools. Unique to BPMC is the early entrance age of its students, two years, nine months. Age eligibility is the only requirement for BPMC. With respect to program processes, data has shown that mixed-age grouping, cooperation rather than competition, and a sense of community characterized the learning relationships at BPMC. These qualities have been defined as essential elements of authentic Montessori schooling by Rambusch and Stoops (1992). With respect to outcomes, data has shown that BPMC consistently enrolled a high percentage of students who participated in the free lunch program. Achievement outcomes indicated that BPMC students scored at higher percentages above the mean than district students in the majority of instances. However, BPMC and the Buffalo School District have not reported data by ethnic group. The study presented these conclusions: the founding of BPMC was influenced by an extraordinary level of cooperation among the Court, school administrators, community and parents. Shared adherence to Montessori philosophy created and maintained a unity of purpose for BPMC leadership and staff. Recommendations noted the need for school districts to aggregate data in ways which yield information about the effectiveness of programs for each of the diverse ethnic groups represented. Montessori practitioners need to examine the distribution of learning opportunities for majority and minority students within their environments.