Thesis (Ph. D.)--Catholic University of America, 1933. / At head of title: The Catholic University of America. Vita. Bibliography: p. 129-138.

Thesis (Ph. D.)--Catholic University of America, 1931. / Vita. Published also as Catholic University of America, Educational research monographs, vol. VI, no. 1. Bibliography: p. 151-153.

Thesis (Ph. D.)--Catholic University, 1946. / "Constitutional provisions and state laws affecting private elementary and secondary schools in force in 1945": p. 241-341. Includes bibliographical references (225-240).

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 212-216). Also available via the Internet.

D.Phil. / The government’s educational reforms since 1994 have focused on access, equity, redress, quality, efficiency and democracy. Redressing historical imbalances and achieving equity are central policy components in attempts to restructure South African education. This aspiration is demonstrated in many education policies, such as the post-provisioning norms, rationalisation and redeployment of educators and non-teaching staff, management of school fees, the functioning of governing bodies and the National Norms and Standards for School Funding policy, and acceptable interventions. While inequalities in resource allocation from the state have been removed, inequalities persist for a number of reasons, including the inability of parents to pay fees, the unavailability of qualified educators in some schools, and unfavourable learner-educator ratios, especially in black schools and public schools in general. This research was conducted in an effort to investigate the implications of the National Norms and Standards for School Funding policy on equity in public schools in the Tshwane West District of the Gauteng Province. A quantitative research methodology was used to elicit the perceptions of educators and School Management Teams with regard to the implications of the NNSSF policy on equity in public schools. Based on the three first order factors derived from the first analytic procedure, namely, effective financial management, the management of equity issues and access to educational resources, substantial government subventions to the education system was undertaken. However, the implementation of the National Norms and Standards for School Funding policy has not been fully realised because inequalities based on race, class and gender still persist not only in the education system, but in the South African society as a whole.

Please read the abstract in the section 00front of this document / Thesis (PhD (Education Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

The issue of religion and its place in society has been a topic of controversy and debate since long before the creation of our constitutional republic. The relationship between religion and government has witnessed some of its most intense conflicts when the governmental entity in question involves public education. As our country moved into the 20th century, legal challenges in the field of public education began to emerge calling into question the constitutionality of various policies and practices at both the state and local levels. This dissertation examined the legal methodology that was initially developed and then subsequently modified as the judicial branch has interpreted how the Establishment Clause delineates the relationship between religion and public education. Because the United States Supreme Court has not overturned its decision in Lemon v. Kurtzman, the tri-partite test it established still remains the law of the land. Subsequent decisions by the Court leading up to their ruling in Mitchell v. Helms, however, have continued to modify the judiciary's approach toward the use of the Lemon test in Establishment Clause jurisprudence. This research analyzed the decisions of the various federal courts subsequent to the ruling issued in Mitchell to discern both the present position of the federal judiciary as it relates to the continued validity of Lemon and theorizes how the future course of any Establishment Clause legal challenges may ultimately be resolved by the federal courts. The analysis suggested that, while the Supreme Court has avoided Lemon's three-part test as the standard for evaluating Establishment Clause claims, the lower courts continue to place a strong emphasis on the importance of the test established in Lemon as the basis for how they render their decisions with issues that involve public education. This data indicated that Lemon continues to be an important tool for determining the validity of state programs and policies involving federal questions related to the Establishment Clause.

It was the purpose of this study (1) to determine how many states have laws relating to corporal punishment in the public schools; (2) to ascertain the number of states having specific provisions in their education code relating to corporal punishment; (3) to determine the authority which authorizes or prohibits or restricts corporal punishment in each states; (4) to find to what extent the laws relating to corporal punishment are specific; (5) to find how much power the laws give school districts and school personnel; (6) to learn the nature of the regulations set forth by the state department of education, or other authority, concerning corporal punishment (7) to learn of the provisions in the regulations for administering corporal punishment; (8) to examine the laws relating to liability of public officials and school employees in each state; and (9) to prepare a recommendation governing corporal punishment in the public schools to be presented to the California State Legislature.

"The purpose of this paper is to make a study of some of the Supreme Court decisions that have affected education. The cases to be cited are the ones thought to be of most value to the writer in the field of school administration. No attempt has been made to show all the court decisions which have influenced education. Cases from the United States Supreme Court and cases from several of the various State Supreme Courts have been selected and studied"--Introduction. / "August, 1951." / Typescript. / Advisor: H. W. Dean, Professor Directing Paper. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Includes bibliographical references (leaves 43-45).