Thesis (M. Ed.)--University of Hong Kong, 2007. / Also available in print.

Thesis (M.A.)--Trinity Evangelical Divinity School, 1996. / Abstract. Includes bibliographical references (leaves 181-195).

Thesis (Ed.D.)--Teachers College, Columbia University, 1963. / Typescript; issued also on microfilm. Sponsor: Gordon N. Mackenzie. Dissertation Committee: Arthur W. Foshay, Philip H. Phenix. Includes bibliographical references (leaves 237-247).

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaf 149-154).

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 107-113). Also available via the Internet.

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaf 149-154). Also available in print.

<p> This dissertation examines the use of corporal punishment in 142 Tennessee public school districts, as well as the data from the United States Department of Education Office of Civil Rights to identify demographic patterns and trends regarding corporal punishment in the state of Tennessee. This project also studies the relationship between school district enrollment and corporal punishment. This dissertation uses quantitative methods to analyze the data.</p><p> The results of this study finds that medium-sized school districts (student enrollment between 500 and 1500 students) report the greatest number of corporal punishment incidents. Also, a higher percentage of white students experience corporal punishment than nonwhite students in a majority of the years studied. The study also finds that a relationship exists between district size and corporal punishment practices. Corporal punishment rates in Tennessee's 10 largest districts are quite low. The findings of this research are similar to those found in past research in Texas, Mississippi, and North Carolina.</p><p>

The study hypothesizes that even as the 1860’s were years of significant political, social, and economic change, they can also be identified as the beginning of modern education in Ontario. Primary sources utilized included textbooks for teachers and pupils, letters, family papers, diaries, minutes of the meetings of teachers' associations and school boards, journal articles, books, annual reports, and various other documents. The study is divided into three parts: society and education; theory of education; and practice in education. The first discusses the social environment, the educational level of Ontarians, political-religious issues that affected education, and the extent and quality of public participation in school management. The second investigates concepts of education and of child nature. The third deals with common and grammar schools, teacher-training and certification, teaching techniques, and the Ontario teacher. The 1860's were years of transition as Ontario was changing from a pioneer to a modern society. Educators strove to keep pace with the forward thrust of Ontario life. New concepts and practices co-existed with traditional ones to a degree that the decade is unique as a turning point in Ontario education. Specific examples indicating the pivotal position of the 1860's in education are: the resolution of the separate school question by the Scott Act of 1863 and the British North America Act of 1867; the increasing humanitarian concern for children in and out of school; the growing desire for a more scientific approach to teaching; the changing concepts of pupil discipline and motivation; the extension of free schooling to include over 90% of the province's elementary schools; the broadening of the aims of education and the expansion of the common school curriculum; the change from a predominantly religious to a more secular and nationalistic emphasis in pupil textbooks; the widespread adoption of grading in elementary schools; the revision of the form and function of secondary schools; the large influx of girls into secondary schools, as they were granted the legal right to enroll; the popularity of object and oral teaching; the dramatic rise in the number of women teachers; and the organization of a provincial teachers' association which gave the teachers a united voice and contributed to greater professionalism. The Chief Superintendent of Education, the Rev. Dr. Egerton Ryerson, played a prominent role in nearly every area. New theories and practices in education were being tested and accepted to such an extent that the 1860's mark the beginning of modern education in Ontario. / Education, Faculty of / Graduate

The number of Catholic women's colleges has decreased dramatically since 1970. This has caused a void in the Roman Catholic Church's educational system. This research investigated life-cycle theory and its application to organizations. A college as an organization can be analyzed within the framework of organizational life-cycle theory. The phases identified in life-cycle theory are birth, growth, maintenance, decline, and death. The birth phase includes all the events which make the organization a reality; ideas, funding, location, and personnel. The growth phase is of indeterminate length. It details the movement of the organization from the end of the birth phase until the organization has earned a place for itself in the organizational world. The maintenance phase is a period in the organization's history when it stops to take stock of its accomplishments and sets a direction for its future. The decline phase of life-cycle theory is characterized by a drop in production or in delivery of service with subsequent loss of income. The final phase, death, occurs when the organization no longer functions as intended--going out of business, experiencing a take-over, submitting to a merger. The case study of the two Catholic women's colleges presented in this research were developed around these life-cycle phases. In the account of one college, the case study chronicles the college's movement from birth to its untimely death. The other case study follows the college from birth through decline. It then describes the college's activities during decline which turned the college from death to new growth. The comparison of the events in the decline phase may lead administrators of other Catholic women's colleges to examine comparable factors in their settings and make adjustments to insure continued existence.

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