Thesis (M.A.)--University of Michigan, 1993. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [70]-74).

Thesis (M.A.)--University of Michigan, 1993. / Includes bibliographical references (leaves [70]-74).

Thesis (Ph. D.)--Ohio State University, 2002. / Title from first page of PDF file. Document formatted into pages; contains xiv, 136 p.; also includes graphics. Includes abstract and vita. Advisor: Antoninette Miranda, Dept. of Education. Includes bibliographical references (p. 133-136).

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed February 13, 2006. Dissertation Committee: Paul J. Baker (chair), Ronald L. Laymon, Patricia H. Klass, Richard L. Berg, Rodney P. Riegle. Includes bibliographical references (leaves 141-151) and abstract. Also available in print.

No description available.

The investigation of parent, student, teacher and administrator attitudes toward a magnet school was the focus of this descriptive case study. The program at the magnet school was centered around mathematics, science and computer/technology with a gifted studies component. The study assessed student and teacher attitudes toward computer usage and toward school and learning in general. Data were collected using surveys, inventories and interviews from faculty, administrators, students and groups of parents. Instruments used to gather data were the Parent opinion Inventory, student Opinion Inventory, and Teacher opinion Inventory which were used to assess attitudes toward the magnet school. The Attitude Toward Computer usage scale, an adult version and a student version, were used to assess attitudes of teachers and students toward computers. Structured interviews with teachers, students, parents and administrators yielded data about attitudes of those groups. students and teachers took the Attitude Toward computer Usage Scales in September 1990 and again in April 1991. students and teachers also took opinion inventories in September and April of the first year of the magnet school program. Parents, teachers, students and administrators responded to questions in face-to-face interviews. Data were then categorized and analyzed looking for indicators of individual's and group's feelings about the school and whether attitudes had changed since the magnet school's inception. Analysis of the data indicated that teachers' attitudes toward the school and computer usage were more positive at the end of the first year of the magnet school. student attitudes, while positive at the beginning of the year toward school and computer usage, did not become more positive by the end of the school year. Parental attitude toward school was more positive than the year before. Administrators were strongly positive. The following conclusions were determined: (1) The establishment of the magnet school was a positive experience for most participants of all groups studied: students, parents, teachers and administrators. (2) Parents were willing to enroll their children in the magnet school to take advantage of the mathematics, science, computer/technology program. (3) Increased parental involvement enhanced the success of the magnet school. (4) Parents, students, teacher and administrators view computers as enhancements to school success.

The purpose of the study was to determine the satisfaction of parents with the magnet program in which their child was enrolled as a part of the system-wide elementary magnet alternative plan of the Fort Wayne Community Schools. The level of parent satisfaction was determined by forwarding 1,651 parent questionnaires to randomly selected parents of students attending Fort Wayne Community Schools' elementary magnet schools and magnet program schools for the 1989-90 school year. Nine hundred ten of the 1,651 distributed parent questionnaires were completed, resulting in a 55 percentage response of all possible survey participants.Data frequencies and percentages were tabulated for each question on the parent questionnaire. As a result of a review of related literature, research, and data, the following conclusions were developed:1.The Fort Wayne Community Schools' system-wide elementary magnet alternative plan has a high degree of parental satisfaction. The parents were very satisfied with the educational programs, the varied educational opportunities, and the school staff. Specifically, the following lists highlight unique features of some MAP schools: a. Each school offered a unique specialty curriculum.b. The school operated on an Academy basis, which had certain academic and behavior codes.c. The school provided a full-day kindergarten program.d. The certified staff made application and were selected to teach at magnet schools.2. Race was not a factor determining the high level of parental satisfaction with the MAP plan. a. Magnet Schools(1) Ninety-four percent of the white parents who participated in the survey were satisfied with the magnet school attended by their child.(2) Ninety percent of the black parents who participated in the survey were satisfied with the magnet school attended by their child.b. Magnet Program Schools(1) Eighty-eight percent of the white parents who participated in the survey were satisfied with the magnet program school attended by their child.(2) Eighty-five percent of the black parents who participated in the survey were satisfied with the magnet program school attended by their child.3. There was no significant difference in the degree of parent satisfaction with MAP, whether a parents' child attended a magnet school or a magnet program school. Ninety-three percent of the magnet school parent survey participants indicated satisfaction with their child's school. Eighty-seven percent of the magnet program parent survey participants indicated satisfaction with their child's school.4. The Fort Wayne Community Schools elementary magnet schools and magnet program schools were meeting the expectations of parents.5. Parents felt that "help when needed" for their child was more readily available at an elementary MAP school. Specifically, elementary MAP schools were provided with additional resources above non-magnet school resource allocations, such as; an assistant principal and/or a resource teacher, an administrative aide, fourteen extra hours of school aide time per day, and more dollars on a per pupil basis.6. Although, the two primary purposes for the Fort Wayne Community Schools developing and implementing MAP were: (1) to racially balance its elementary schools, and (2) to serve the needs of students with special interests; "closeness to home" was the main reason parents selected a certain school for their child.7. Magnet program schools were very desirable to parents due to the fact that a change in one's neighborhood attendance area was not required.8. Parents who were given a "choice" regarding the school their child was to attend was more satisfied with the educational setting.9. Based on the high degree of parental satisfaction with MAP, the Fort Wayne Community Schools should explore the possibility of offering more elementary alternative programs.10. The length of time a child was in the elementary magnet school program, had no significant impact upon parental satisfaction.11. An effective transportation system was identified as essential for the success of magnet schools.12. Surveys and parental assessment instruments must be continually used by the Fort Wayne Community Schools to help develop alternative educational programs and to monitor progress.

Thesis (Ed. D.)--Lehigh University, 1996. / Includes vita. Bibliography: leaves 71-77.

No description available.

This descriptive case study investigated eight magnet schools in the Clarksdale Municipal School District (CMSD) in relation to Mississippi Department of Education (MDE) accountability status and expenditures before and after implementation of the magnet school program for the purpose of determining whether positive or negative changes occurred. Using multiple school district and statewide data sources, the investigation was delimited to CMSD to assist school district officials in clearly and concisely determining whether or not the decision to establish eight magnet schools resulted in a positive outcome in relation to MDE accountability status and expenditures. The accountability status and expenditures were analyzed for the 8 schools four school years prior to implementation of the magnet school program and 5 years following implementation. A conversion chart was developed to ensure that comparisons could be made between the school years reported prior to magnet school implementation and the school years in which the magnet school concept was implemented. Positive changes in relation to accountability status occurred in 2 (25%) of the 8 CMSD schools after implementation of the magnet school program. Magnet school implementation had a negative, little, or no impact in regard to accountability status for 6 (75%) of the 8 schools. Implementation of the magnet school program did not improve accountability status for CMSD schools in general. Implementation of the magnet school program appears to have a negative effect on per student expenditures as prior to the magnet school concept being implemented, the school district’s per student expenditures average was 10% lower than the per student expenditures average for the state of Mississippi as a whole and after implementation, the school district’s per student expenditures average was 10% higher than the per student expenditures average for the state. Overall, implementation of the magnet school program increased per student expenditures for CMSD in general, but did not have a positive impact on accountability status for the majority of the participant schools.