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No description available.

The past 45 years have witnessed unprecedented growth in social and economic inequality in the U.S. Much has been studied regarding the economic, sociological, and educational conditions that have led to increasing inequality, but it has mainly focused on the lower end of the socio-economic spectrum. Recently there has been an increase in research on elites, but one area that has remained relatively understudied is the private, independent school industry. Since the Civil Rights Era of the 1960’s, most of the 1,600 independent schools in the U.S. have attempted to become accessible to more students, mainly by admitting growing numbers of students of color. However, over the last 20 years financial aid relative to school revenue has remained essentially flat, suggesting that “diversity” in independent schools has taken on a particular meaning. This study traces the history of “diversity” and interrogates why “diversity” is a problem worth addressing, how it has been conceived at different times, and what doing so has accomplished for independent schools. Previous literature has relied on Marxist and Bourdieusian structuralist theories to describe the mechanisms of social reproduction in elite schools. Instead, this study employs a Foucauldian framework and discourse analysis to examine the primary industry journal, Independent School, to construct a genealogy of “diversity” discourse since 1976. This approach endeavors to broaden the theoretical perspectives of elite research and reconceptualize independent schools’ role in perpetuating inequities in the U.S. The study finds six distinctive eras of “diversity” discourse within these 45 years, each with its own “diverse” subjectivities. “Diversity” has functioned in two primary modes corresponding to different regimes of truth. The first that spans 1976 to 1998 appreciates “diversity” as a matter of threat that must first be neutralized and then can be harnessed for the benefits of elites. In the second period (1999 to 2021) “diversity” transitions to a series of actions and skills that elites can equip themselves with to better their chances of success in their futures as societal leaders. The implications extend from there that by producing conceptions of “diversity” like these, particularly as matters of race, sexual orientation, and gender, (and not socioeconomic status) the institutional apparatus maintains a moral façade and obscures the role it plays in maintaining social stratification in the U.S.

The problem of juvenile delinquency is one that has received increasing emphasis during the past ten years. The rise and spread of the Coordinating Council Movement, the number of surveys made by public and private agencies on the subject, the increasing number of books published that deal with the problem and the new knowledge that has come from the Child Welfare Centers, the psychiatrists, and the psychologiste have all been noted and used by the various groups of interested citizens. Not only have we seen the rise of leisure time activities that are designed to meet the needs of the individual as well on the exceptional child, but we cannot forget the philosophy behind the present day educational theory that is re- calving more and more emphasis. The development of the guidance program, the new and broader concept of education as "all and any experience that widens the horizons of the ch114", and the on the one work program in Child Welfare Centers have all helped to bring the problem of how to lower the juvenile delinquency rate to the fore.

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No description available.

The purpose of this study was to investigate the relationship of standardized test scores on the Tennessee Comprehensive Assessment Program (TCAP) of students enrolled in Unicoi County Schools, that offers a universal breakfast program, compared with mean scores of students in both public and private schools in the state of Tennessee during the 2007-2008 school year. Test results of 404 Unicoi County third and fourth graders were examined with only the mathematics and reading and language arts sections of the TCAP used in this research. The State means were calculated using data collected from TCAP mathematics and reading and language arts tests in 222 public and private school systems across Tennessee. The concept that nutrition, eating breakfast in particular, played an integral role in cognition has been considered for years. Student assessments are now measured using standardized tests. A school system that featured a universal breakfast program and TCAP scores provided a connection between the 2 areas. Four research questions guided the study. One null hypothesis was generated from each of these questions for a total of 4 null hypotheses. Four one-sample t tests were computed to evaluate the data. The results of the one-sample t tests were that there were no statistically significant differences between the Unicoi County and State TCAP score means in third grade mathematics and reading and language arts. However, there was a statistically significant increase between the Unicoi County and State TCAP score means in fourth grade mathematics and reading and language arts. From the results of the study, it was suggested that school administrators consider implementing school breakfast and universal breakfast programs.

This study was designed for the purpose of quantitatively examining the perceptions of northeast Tennessee principals as they compared their system's professional development plans to Learning Forward's, formerly the National Staff Development Council, recently revised definition of professional development. The theoretical frameworks for this study lay in the recent works of Schlechty (2009) on transforming schools into learning organizations, and Senge (2006), who provided the essential principles of learning organizations. Data were collected from 124 principals in 19 school systems in northeast Tennessee, using a 4-point Internet based survey created by Learning Forward to evaluate perceptions of how well professional development programs address the individual components of Learning Forward's revised definition of professional development. Findings included no statistical significance between the size of the school and perception of how comprehensive, sustained, and intensive the professional development plan was or the method used to implement the professional development plan. Additionally, there was no significant difference between the perceptions of comprehensive, sustained, and intensive professional development and the method used to implement the professional development plan. Elementary school principals believed that their professional development plans were more comprehensive, sustained, and intensive than did their secondary school principal colleagues. However, there was no significant difference between their perceptions of methods for implementing professional development plans.

At Northeast State Community College (NeSCC) nearly 70% of students need some form of financial aid to attend. State support is flattening or decreasing and the gap is filled by private donors' support (Northeast State Community College, 2011). Hundreds of donors have made significant contributions to aid in the education of those in the Northeast Tennessee region. The purpose of this study was to investigate the philanthropic motivations of a select group of 4 donors who have given a significant amount to a community college and to garner their specific reasons for doing so. This qualitative study included 4 interviews from current donors in the President's Trust at NeSCC who had contributed at least $10,000. I interviewed an alumni representative, a faculty member, an individual contributor, and a corporate representative to better understand their approaches and perspectives on giving to NeSCC. Through the interviews, I learned personal stories and motivations for giving. Some of their experiences can be linked to the servant leadership theory, transformational leadership, and Maslow's Hierarchy of Needs. Also, the participants had similarities in stating that it was rewarding to give back and they all agreed that something from childhood spawned their motivations for giving.

The purpose of this quantitative study was to better understand the relationship of perceived ethical climate on the organizational commitment and job satisfaction of full-time faculty members in institutions of higher education. Full-time faculty members are the forefront employees of any educational institution, and they have a direct impact on the successful implementation of the vision, mission, and goals of the institution. It is imperative to understand potential factors influencing organizational commitment and job satisfaction because decreased levels of commitment and satisfaction have been linked to lower productivity, stagnated creativity, higher levels of turnover, and deviant workplace behaviors. The nationally reported controversy that occurred in the Sociology Department of The Ohio State University during the 1960s provided the theoretical framework for this research. Four different regional universities, producing 594 responses, participated in this study. A modified version of 3 previously establish scales were used to measure each factor: 1) Three Component Model (TCM) of Employee Commitment created by Meyer and Allen (2004), 2) Revised Ethical Climate Questionnaire (RECQ) created by Victor and Cullen (1993), and 3) Job Diagnostic Survey (JDS) created by Hackman and Oldham (1980). The data analysis found significant differences in self-reported levels of organizational commitment and job satisfaction for full-time faculty members with regards to type of perceived ethical climate (i.e. egoism, benevolence, and principled). Results of this study also indicate that gender differences play a significant role in the self-reported level of organizational commitment. Females reported higher levels of organizational commitment than their male counterparts. There was no significant difference in the self-reported levels of job satisfaction based upon gender differences. Finally, the results of the study included a significant and positive correlation between the total organizational commitment scores and the total job satisfaction scores of respondents.