Thesis (Th. M.)--Dallas Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 263-267).

Thesis (M.A.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains vi, 44 p. Includes abstract. Includes bibliographical references (p. 43-44).

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This study traces the development of union education within the Canadian Labour Congress and its predecessors. During the period when union education in Canada originated immediately after World War II, there were two large Canadian Congresses, the Trades and Labor Congress (T.L.C.), and the Canadian Congress of Labour (C.C.L.). The C.C.L., formed in 1940, and its affiliated industrial unions had a pressing need for union education to familiarize its members with union principles. The T.L.C. as a long-established (1883) affiliation of craft unions had a tradition of loyalty toward union aims and was less interested in educational programs. When the two Congresses merged in 1956 and became the Canadian Labour Congress the expansion and growth of membership increased the need for education within the unions. Before the unions organized educational programs for their own members other agencies such as the Mechanics Institute and the Workers' Educational Association attempted to provide a program of liberal arts programs. The programs contributed toward the development of the individual competencies of workers who were not necessarily union members. The peripheral organizations declined as the unions became more adept at administering union education programs. The C.C.L. with its larger affiliated unions is considered to be the originator of union education in Canada. Howard Conquergood, A.L. Hepworth, and Andy Andras, executives of the first education committee in the C.C.L., had a lasting influence on union education trends. The characteristic methods used in union education programs were week-long and weekend schools devoted to giving the student a thorough knowledge of the union as a viable organization dedicated to furthering the economic and social interests of the member. The rise in membership is identified as a factor in the development of the union education program. With the merger of the T.L.C. and the C.C.L. in 1956 to form the Canadian Labour Congress (C.L.C.), more resources could be directed to education. A description is given of the role of the labour movement in adult education through various co-operative activities such as the Labour University Conference in 1956, the National Citizens Forum, and the Canadian Trade Union Film Committee. The co-operation of the C.L.C., McGill University, and the Université de Montreal, led to the establishment in 1963 of the Labour College of Canada as an institution of higher education for trade union members. The College provides an eight-week residential program for workers of Canada and also those of foreign countries. Also pointed out is the broad interest shown by the unions in International affiliations and the study of education in emerging countries. The study concludes by identifying general trends in union education in the past and suggesting some new directions and program areas for union education in the future. / Education, Faculty of / Graduate

This study is an analysis of changing attitudes towards education in China from the turn of the twentieth century to the May Fourth Movement in 1919. The focus is primarily on popular education (e.g., public lectures, spare-time schools, libraries), although there is discussion of education in general, since an overall context is required in order to highlight changes of attitudes. With the abolition of the traditional civil service examinations, which had been designed to recruit government officials, in 1905 and the implementation of a modern, government school system designed to train a patriotic, loyal and hard-working citizenry, Chinese officials and educators began to stress the importance of general and popular education. In contrast to previous English-language studies that have tended to emphasize the "democratic" aspect of western educational influence on China (especially with relation to the philosophy of John Dewey), this study will seek to show that Chinese educators were attracted to quite different aspects of western educational practice. With regard to the formal school system, Chinese educators praised the centralisation, uniformity, discipline, strict supervision of textbooks and inculcation of patriotic ideals which characterized education in the West. Popular, or social, education, which "reformed" the lower classes by emphasizing hard work, patriotism and public hygiene, was also seen as an important factor explaining the strength of Japan and the West. There was much discussion, for example, of censorship in the West as a useful tool to "reform" popular culture and hence improve the quality of the people. Another development after 1905 was the change in attitudes towards vocational education. Chinese educators, in fact, argued for a closer link between education and economic development. In order to compete in the international arena, they argued, education had to train people who could "earn a livelihood," thus benefitting themselves and the country. The promotion of vocational education was also accompanied by changes in attitudes towards manual labour. Such a trend was fully evident in the work-study movement, which was promoted among Chinese workers and students in France. Another feature of discussions on popular education during these years was the idea that formal school education was not fulfilling its required task, that of training a united and patriotic citizenry. Schools were criticized for fostering elitism, division and individualism. Thus it was hoped that public lectures, for example, would stress the virtues of cooperation, unity and concern for the public good. The work-study movement was designed, amongst other things, to break down the traditional social barrier between intellectuals and workers. This study also helps to place educational debate in China during these years within a wider context—in two ways. Firstly, reference is made to educational debates in the West which were often very similar to the discussions being carried out in China. The debate on vocational versus a humanist education, for example, which raged in Germany at the turn of the century was occurring in China at the same time. In other features of Chinese educational practice at this time, such as the elimination of the Confucian Classics from the primary and middle school curricula and the overriding importance Chinese educators placed on a single-track system in order to preserve a certain egalitarianism in education, China was in advance of countries such as England or France. Secondly, this study will show that the issues debated in China at this time were to have a crucial relevance for educational debates in post-49 China. Such issues included the relative merits of a well-structured, formal school system versus a wider network of less well-equipped spare-time schools, and the importance of intellectuals participating in manual labour. The primary sources used in this study comprise contemporary educational journals, the writings of educators at the time, and educational laws and regulations. In 1909 the first Chinese journal specifically devoted to education—"The Educational Review" (Jiaoyu Zazhi)—was published. During the early years of the Republic, a number of journals on education appeared, most of them only lasting a few years. Such journals contained essays on educational topics, the texts of educational laws and regulations and educational news from individual provinces. These journals, in addition to the 5-volume and 4-volume collections of documents on education edited by Taga Akigoro and Shu Xincheng respectively have proved indispensable to this study. / Arts, Faculty of / History, Department of / Graduate

The Principalship has received increased attention since the 1983 report, A Nation At Risk: The Imperative For Educational Reform and the 1986 Carnegie report, A Nation Prepared: Teachers For The Twenty-First Century. These reports challenged the Principal to become a strong, effective leader for school reform. The challenge called for the Principal to become a change agent, to affect the culture and climate of a school, to empower others, and to motivate staff and students. Emphasis on leadership suggests the potential of this position. The Principalship has not always been a position of leadership. The evolution of the Principalship is traced from the first system of public education documented in the United States, in Massachusetts, in the mid-seventeenth century to its growth into the twentieth century. During the twentieth century, the Principalship sustained itself through World War I, the Depression, World War II, the radical sixties and seventies, and through the reform minded eighties and nineties. The evolutionary stages, School Master, Head Teacher, Teaching Principal, Building Principal and Supervising Principal set the stage for present curriculum supervision, vision maker, "building based management", and climate and culture caretaker. The Principalship did not develop by any plan, rather it emerged in response to population growth, grading, and administrative requirements. The Principalship's evolution is cited from primary source materials, a survey and interview of Principals, the National Association of Elementary School Principals, and leading educators. It is projected that the role of the Principalship in the twenty-first century will be influenced by the commitment of citizenry for public education, preparatory programs offered by universities and principal organizations, potential of the individuals who will become principals, and the reform efforts undertaken toward excellence in public education.

The purpose of this study was to investigate the historical relationship between four Catholic women's colleges and the emergence and development of feminism in general and Catholic feminism in particular. The four colleges were: Trinity College, Washington, D.C., 1898; St. Mary's College, Notre Dame, IN, 1903; The College of St. Catherine, St. Paul, MN, 1906; Regis College, Weston, MA, 1927. Three questions are examined, using official and informal publications and correspondence and interviews with the presidents and other staff of the colleges. In Catholic women's colleges, what attitudes and beliefs about the role of women and the nature of the education of women were held by the founders and also their successors? How do these attitudes and beliefs relate to feminism and in what respects did Catholic women's colleges share feminist goals? In what ways, if any, have Catholic women's colleges contributed to Catholic feminism? The intentions of their founders and the mission statements and curricula demonstrate a sharing of the feminists' goals of education and job opportunity for women. The mission and curricula show a reflection of the times and the needs of the students. These are woman-centered campuses with a clear Catholic identity; Catholicism and feminism co-exist in these colleges, resulting in a space for the development of Catholic feminism. Though they are not strongly feminist, these colleges are committed to remaining all female, and to remaining Catholic. They do not challenge their church on issues concerning women's access to birth control and to abortion since to do so would violate their mission as Catholic institutions. However they act on feminist goals by encouraging women to learn, to achieve, and to effect change.

In the 1980s, changing teacher certification was associated with the educational reform movement and the attendant drive to professionalize teaching. In Massachusetts, and nationally, political forces outside traditional education organizations and structures initiated and sustained certification changes. The purpose of this study was to reconstruct the motivations and strategies resulting in a new Massachusetts teacher certification framework in 1987, and to explore connections between national trends and this state development. The Joint Task Force on Teacher Preparation (JTTP) issued a report entitled Making Teaching a Major Profession in October 1987. JTTP recommendations included provisions for two stages of certification: provisional and full. Recommendations for provisional certification included a major in the liberal arts or sciences, or an interdisciplinary major, that would replace the undergraduate education degree. Recommendations for permanent certification included a clinical masters degree that incorporated supervision by both education and liberal arts college advisors, as well as mentor teachers in the schools. Thirty-three participants were identified through membership on the JTTP, member recommendations, and suggestions drawn from a literature review. Interviews used a guided conversation structure, were about one hour in length, and were tape-recorded and transcribed verbatim by the researcher. A significant portion of the data in this oral history was presented through the participants' own words. Participant accounts describe the personal relationships, political contexts, and professional issues that affected both the process and the product of the JTTP. Where possible, supporting testimony and documentation were used to provide corroboration or additional detail. Systematic and organizational analyses informed the study's findings. Participant decisions were not instructed by research on teacher education. Shifting power relations among educational stakeholders affected both the framework's adoption--and its contents.

The study posed the general question: How has the historical federal relationship with higher education affected the institutional capacity of the U.S. higher education system to sustain and expand its international dimension, to internationalize? Two federal programs were identified for their explicit interest in building higher education's institutional capacity in the international dimension between 1958 and 1988. National Defense Education Act, Title VI programs administered by successive federal education agencies were treated in depth. Agency for International Development programs administered by the foreign affairs agencies were highlighted as a counterpoint to Title VI. Two further guide questions helped analyze the evolution of the policy arena. First, how effective were the federal case programs in achieving their legislative aims per se? The theoretical framework was triangulated from three veins in the literature, i.e., public policy implementation effectiveness, diffusion of innovations and higher education organization. The basic tool was legislative case history. The period was 1958-1980. Second, what did higher education institutional participation patterns in the case programs reveal about the effectiveness of these case programs and their influence on the international capacity of the higher education system? This was answered in terms of specific definitions of internationalization. The participation and funding patterns of 506 institutions and consortia of higher education in the two case programs from 1969-1988 were analyzed in terms of regional dispersion within the U.S., ownership balance and institutional diversity. Institutional diversity was analyzed in depth for Title VI. The study revealed a series of policy choices and decisions as the policy arena developed. It confirmed an important but not dominant role of federal programs in sustaining higher education's international capacity. Internationalization depended on higher education itself. Federal resources rarely matched policy goals. Over the thirty years, the case programs most directly contributed to international capacity in research universities, less directly in other higher education groups. The study suggests that barring massive concerted advocacy or a unique policy catalyst, the higher education system can best increase federal resources for internationalization by stretching existing channels rather than creating new ones.

In the decades following World War II American higher education enjoyed a period of unprecedented growth and development. By the 1970s, however, it was clear that the growth curve was flattening. The prospect of fiscal stringency sparked interest in formal planning, and campuses experimented with Program Planning Budgeting Systems (PPBS) and other "rational" planning approaches. As the 1980s unfolded, however, the sense that fiscal problems would persist deepened, and the emphasis shifted to effectiveness. "Strategic" approaches to planning--emphasizing adaptive change in response to environmental analysis--came into wide use. The comprehensiveness and complexity of strategic approaches introduced new challenges for which institutions were poorly prepared, and many had disappointing experiences. The literature offered only fragmented and often inconsistent advice for institutions contemplating strategic planning. The author reviewed the literature with an eye toward identifying "conditions" that support successful planning. Five such conditions were identified: (1) consensus for change; (2) focus on institutional needs; (3) good "fit" between planning and the campus culture; (4) effective faculty participation; and (5) effective leadership. It is argued that an institution which satisfies these conditions increases its chances of success; conversely, an institution which falls short in these areas diminishes its chances. This hypothesis was explored in a case study of planning efforts at the University of Massachusetts at Amherst between 1971 and 1992. The campus engaged in seventeen planning efforts, nine of which were judged to be "strategic." Of the nine, only two could be considered "successful," both quite modest in scope. An examination of the campus's status with respect to the five "conditions" suggested that they were useful in understanding the planning outcomes. The five conditions were then recast as a "diagnostic" tool, a set of questions to be answered before embarking on strategic planning. This tool should help the institution understand its "readiness" to undertake strategic planning; identify areas in which ameliorative action is needed; form a more realistic set of planning expectations. A number of directions for future research are suggested to both test the predictive power of the five conditions and to enhance the usefulness of the diagnostic tool.