Cette thèse étudie le développement de l'enseignement secondaire bilingue en Ontario entre 1910 et 1968. Elle analyse les efforts deployés par les dirigeants francophones pour créer des écoles secondaires offrant un enseignement bilingue adapte aux besoins des francophones et ce, dès la création de l'Association canadienne-française d'éducation d'Ontario (ACFEO) en 1910. Entre 1927 et 1968, les dirigeants francophones sont divisés quant à la stratégie à adopter pour développer une école secondaire pouvant sauvegarder la langue française et la foi catholique. Les dirigeants catholiques francophones veulent obtenir le droit a l'école secondaire bilingue confessionnelle, ce que refusera toujours l'État. Mais la création d'un cours de français avancé en 1927, nécessaire pour former des candidats à la nouvelle École normale de l'Université d'Ottawa, crée une concurrence entre les High Schools "bilingues" publics et les institutions d'enseignement secondaire bilingue catholiques privées. De son côté, l'ACFEO cherche à développer un modèle permettant aux écoles primaires bilingues publiques catholiques, dites "séparées", de rattacher des 9e et 10e années (5 e Cours) et créer des 11e et 12 e années (6e Cours) privées pour garder les élèves francophones dans le réseau scolaire catholique. Cependant, plusieurs dirigeants francophones font la promotion des écoles secondaires publiques. À partir des années quarante, ils soutiennent que les francophones ne peuvent soutenir une expansion du réseau d'écoles secondaires catholiques et soulignent l'urgence de créer une élite économique. L'attrait pour l'école secondaire publique s'accroît dans l'après-guerre. Cette popularité soulève des craintes chez les dirigeants catholiques qui constatent une baisse de la foi chez les francophones. Sous la direction de l'ACFEO, ils entament une campagne de création d'écoles secondaires catholiques privées durant les années cinquante. En outre, ils espèrent y développer des vocations enseignantes chez les filles pour les écoles primaires bilingues séparées. Alors que le réseau catholique privé s'écroule financièrement durant les années soixante, l'ACFEO obtient du gouvernement ontarien la création d'un réseau d'écoles secondaires publiques de langue française en 1968. La thèse souligne le rôle important joué par les, enseignants francophones dans le développement des écoles secondaires bilingues; les hommes laïcs profitent du développement des écoles secondaires publiques; les femmes se retrouvent plutôt au sein des communautés religieuses dans les écoles secondaires catholiques privées. La pénurie en enseignants francophones qualifiés caractérise le développement du cours secondaire bilingue ontarien. Enfin, entre 1927 et 1968, il y a uniformisation de la formation des enseignants et des programmes d'études des institutions catholiques privées et des écoles secondaires publiques.

Cette recherche porte sur la cohérence intra, inter et extra des quatre réformes universitaires décidées au Congo-Zaïre en 1971, 1981, 1989 et 2003. L'analyse de la cohérence intra a cherché à savoir dans quelle mesure, pour chacun des 16 objets habituels des réformes académiques, chaque politique de ces quatre réformes se tient en elle-même. L'analyse de la cohérence inter a chérché à savoir dans quelle mesure chaque nouvelle réforme constituait, pour chacun des 16 objets, une amélioration des ratés et des insuffisances de la réforme précédente, et dans quelle mesure il y a eu une amélioration des politiques depuis la première jusqu'à la quatrième réforme. L'analyse de cohérence extra a cherché à savoir dans quelle mesure ces réformes ont été rigoureusement ancrées vis-à-vis de la trajectoire des besoins de développement de la société nationale. Pour y arriver, conformément à la méthode historique positive, nous avons procédé à une analyse de contenu des documents d'archives collectes au Congo Kinshasa. Mais face à la carence d'études et de modèles conceptuels sur l'analyse des cohérences intra, inter et extra des politiques d'Enseignement tertiaire, nous avons dû modifier et adapter des modèles conceptuels élaborés pour d'autres fins. Ces modèles, plus adaptés, sont : le modèle des 16 objets d'une réforme académique, le modèle de consistance et adéquation (cohérence intra), le modèle cyclique des politiques (cohérence inter), les modèles d'environnement scientifico-économique, social, politique, et culturel de l'Université (cohérence extra). Les résultats sur la cohérence intra montrent qu'à quelques exceptions près, les politiques alignent des stratégies inadéquates notamment quant à la prévision des ressources financières et humaines, et quant aux attitudes des agents de la mise en oeuvre. L'analyse de cohérence inter révèle entre les politiques analogues des réformes consécutives : l'abandon de problèmes non résolus, le non-suivi de résultats désastreux, et la réiteration d'inadéquations de stratégies. L'analyse de cohérence extra montre une absence de concordance entre l'évolution de la société en ses secteurs principaux et l'évolution de l'Enseignement tertiaire régie par les réformes. Par ricochet, l'étude révèle aussi la validité des modèles conceptuels employés dans l'analyse. La présente recherche est une réponse à une double pénurie : pénurie de recherche sur la cohésion, l'amélioration et l'insertion sociétale des politiques académiques du Congo-Zaïre; pénurie de recherche sur l'analyse de cohérence des politiques d'Enseignement tertiaire, et inexistence d'une tradition méthodologique relativement à ce champ des Sciences de l'éducation.

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.

This dissertation describes and examines the fictional representations of friendship between middle-class boys at all-male public boarding schools during the nineteenth- and early twentieth-centuries in England. In the texts under consideration, romantic friendships embody educational, social, and spiritual ideals; readings of sermons, letters, memoirs, and book illustrations contextualize these ideals and suggest that they mirror a broader ideological framework in the culture. Thomas Hughes's Tom Brown's Schooldays (1857) and F. W. Farrar's Eric (1858), which consolidate the tropes of the schoolboy narrative, self-consciously reflect the philosophical and educational standards of Thomas Arnold, Headmaster at Rugby School from 1828 to 1842. For Arnold, highly emotional friendships, based on Christian values, helped to develop piety and to reflect, in earthly terms, the spiritual brotherhood that all "men" share with God. Friendships in Charles Dickens's fiction also conform to many of these narrative and ideological constructs. Nicholas Nickleby (1838-9) represents the comforts of compassionate friendship, while David Copperfield (1849-50) illustrates the torturous complexity of the schoolboy romance. In Our Mutual Friend (1864-5), Dickens alludes parenthetically to Mortimer and Eugene's school days in order to evoke the history and depth of their adult friendship. Edwardian fiction presents a revised discourse on schoolboy friendship, with expressions of affection breaking through a strenuous emotional reserve. In E. M. Forster's A Room With a View (1908), the schoolboy Freddy Honeychurch invites George Emerson to share an uninhibited bond (the "Sacred Lake" bathing scene) that both contrasts with the atomized heterosexual relations in the novel and presages their eventual brotherhood (when George marries Freddy's sister Lucy). The animals in Kenneth Grahame's The Wind in the Willows (1908) inhabit a homosocial society modelled on Grahame's fantasy of the public school. E. F. Benson's David Blaize (1916) dignifies friendship between boys in spite of the political, intellectual, and aesthetic breakdown of male identity and relations that resulted from the oppressive traumas over masculinity indicative of the fin-de-siecle.

Upon entering the male domain of higher education in the late nineteenth-century, college women challenged not only conservative beliefs about women's minds but also restrictive notions about the female body. By the 1920s, attending college had "become the thing to do." Using extensive primary research in college archives, this work examines female students' attitudes toward their bodies in the midst of this cultural transformation This social history makes clear that young women's attitudes toward their bodies developed in relation to a set of cultural discourses that were contested, historically specific, and continually mediated. To explore the impact of ideas about race, class, educational mission, and coeducation on women's attitudes toward their bodies, I analyzed Smith College, Spelman College, and Cornell University. Students' specific experiences were then compared to popular ideals of health, femininity, and female beauty. Prior to the early 1900s, local campus cultures shaped students' ideas about their bodies. At Smith and Cornell, in response to the feared effects of "mental work" on women's femininity and reproductive organs, efforts to prove female health included vigorous exercise, weight gain, and hearty eating. At Cornell, its controversial coeducational design compelled "coeds" to also demonstrate female propriety. For African American students at Spelman Seminary, post-Civil War efforts to counter racist stereotypes dominated bodily concerns. Spelman students resided outside the "protective," race-specific concerns that dominated discussions about white, middle-class women's reproductive health. Beginning in the 1910s, an emergent national student culture rooted in mass consumerism and the idealization of modern youth recast female students' body images. On all three campuses, students donned flapper fashions, bobbed their hair, conducted active mixed-sex social lives, and memorized new nutrition and home economics standards. Yet, even as campus cultures converged, students continued to mediate popular discourses, particularly in regard to dieting practices. While white women joined the "dieting craze," African American women at Spelman College did not.

This descriptive and interpretive study explores the problem of school funding uncertainty in Massachusetts. Information from three main strands converges on the achievement status of today's Massachusetts students: the history of school funding since the earliest permanent English-speaking settlements, the municipal budget-making process in Massachusetts as it affects school funding, and the state budget-making process in regard to its effect on the funding of public K-12 education. Clearly the history of school funding mirrors social and economic issues in the 400-year period reviewed. Definition of social and economic needs of the citizenry has been a continuous political process. Who has had the power to define the needs has affected the funding of public schools. The municipal school funding process in Massachusetts is reviewed both as an annual procedural cycle and as a product of ongoing politically sensitive relationships at the local level. Its effect on the funding of public K-12 schools is influenced by the credibility and political effectiveness of the school district leadership. Funding of public schools by the state is also reviewed both as an annual procedural cycle and as a product of the political give and take that legislators rely upon to get their own agendas supported. Against this background of the past history and current process of allocating resources for public K-12 schools, student achievement scores are examined relative to money provided for schools. A statewide pattern showing money reflected in student achievement is found--both public money and personal money. This study concludes that in Massachusetts, while the uncertainty of school funding continues from year to year regardless of the 1993 Education Reform Act, a sufficient and stable flow of money to the schools is necessary to prepare students adequately for the future. Suggestions for further study and for local action are detailed.

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.