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Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2999-01-01

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to examine one manifestation of an individual's group selection process--the relationship between what a group says about itself in its printed materials and what its members say about it--in order to develop a useful screening and evaluation tool. Six Boston area social agencies participated, each providing the names of 50 volunteers to whom questionnaires could be mailed and appropriate printed materials which could be analyzed. The research was based on previously developed, extensively tested categories which were then subdivided into Instrumentally- and Informally-oriented factors. Each subject was asked to indicate the importance of each factor on a graphic rating scale. These scores were ranked and a computer analysis was undertaken to compare volunteer profiles with organizational profiles developed from an evaluation of printed materials. Although the relationships used to develop the questionnaire were not supported statistically, the data do suggest that the form has the ability to isolate individuals with extremely positive or negative attitudes toward their agencies. The possibilities and potential of refined testing procedures and standardized profiles are discussed. / 2999-01-01

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem. / 2999-01-01

Thesis (M.S.)--Boston University

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The focus of this study was to understand how public school principals perceived their roles changing as a result of the Massachusetts Education Reform Act of 1993 (MERA) and to gain an understanding of the context from Which the changes in the principal's role evolved. The findings provide a basis for policy recommendations directed to the legislature and to policymakers at the state and local levels to ensure that our public schools have capable leaders to lead the Commonwealth's schools through ongoing education reform. There were three major findings of the study: (1) principals embraced the philosophical tenets of MERA and the conceptualization of their role as educational leaders; (2) principals perceived their roles to be more complex in the realm of interactions with constituencies (students, teachers, parents, community, and central office administrators) and in the kinds of tasks they encountered to meet student and program needs stemming from MERA implementation at both the state and local levels; and (3) principals experienced a restrained capacity to lead their schools due to lack of resources for leadership, comprehensive training, and the inability of the organization to modify its structures to meet new MERA governance designs. The findings of this study are clear: since the passage of MERA, principals perceive themselves to be school leaders confronted with complex jobs for which have neither sufficient authority nor sufficient training to effect reform to the level envisioned by MERA architects; even the most experienced among them is having difficulty. The findings further suggest principals need support to implement the ambitious MERA goals and the MERA vision for school reform will not be fully realized until policymakers provide principals with: (1) administrative structures and organizational cultures in which superintendents delegate authority to principals and provide them with the support that the MERA architects envisioned and which is commensurate with their changing and wide-ranging responsibilities; (2) employment conditions which provide contractual support and just cause protection so MERA expectations in the realm of innovation, change, human resource management, and increased student performance at the schoolhouse can be realized; and (3) comprehensive and sustained training programs and professional development opportunities in the areas of educational leadership and administration, instruction, organizational development, human resource management, and legal matters to realize the responsibilities required of their redefined roles. The research design was a qualitative study accomplished through personal interviews with five MERA architects and legislators and thirty principals representing both genders at the elementary, middle, and high school levels in urban and suburban school districts and relevant documents. Analysis of the data indicated that there were no meaningful differences among principals regarding their role change as a result of MERA. / 2999-01-01

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The objective of this dissertation is to re-create, as thoroughly as possible, the life of John Eliot, 1604-1690. To accomplish this end, the author has used an historical and descriptive method. The author began by gathering all the available material he could find which had direct bearing on the preacher's life. These materials were then critically evaluated in the light of scholarly knowledge of New England Puritanism. The result is an essay designed to reveal in an original manner the life of the "Apostle to the Indians," and the "Saint of the New England Way," within his historic, political, and social setting. EARLY LIFE: John Eliot was the son of Bennett Eliot and Lettese Agar. He was baptized on August 24, 1604, in Nazing, England. He grew up in the villages of East Anglia. English Puritanism was vibrant during this period, and Eliot was strongly influenced by Puritan thinking. In 1630, Eliot migrated to Massachusetts. THE THEOLOGICAL CLIMATE IN MASSACHUSETTS: The covenant or federalist theology was the dominating force in Puritan Massachusetts. This theology was so forceful that it intimately influenced the whole social, political, and ecclesiastical structure of the Bay Colony. The church polity of the covenant contained the leaven of democracy with its provision for voting and discussion amongst church members. Church and state were mutually supportive, but not in unity. ELIOT AS TEACHER AND PASTOR: In 1632, John Eliot was ordained a teacher in the First Church, Roxbury, "to teach Doctrine & therein to Administer a word of knowledge." The young Puritants vigorous ascetic tendencies adapted him well to his role. John Eliot helped guide the church during the dangerous times of the balky Roger Williams and the winsome Anne Hutchinson. He was one of the leaders at all of the early synods that helped to farm Congregational polity. At these synods, he was deeply involved in the Half-Way Covenant controversy. ELIOT'S EFFORTS FOR THE INDIANS: Eliot did his best to convert the Indians by making them conform to English patterns of life. He preached to them in their own tongue. He encouraged Indian publications, Indian towns, and Indian churches. The greatest single monument to Eliotts life was the translation of the Bible into Algonquin. The Bible was dedicated and presented to Charles II in 1664. Eliot's sacred, dedicated mission was a failure. War, vice, drunkenness, and disease hastened the demise of the Massachusetts Indians. Why did he fail? Probably because he was more concerned for the Indians(1) sinful condition than he was interested in the Indians(1) culture. The integrative nature of his theology forced him to look at the Indian in terms of himself. He tried to offer the Indian a religion, ideal and experience that he believed he had achieved for himself. He was only able to see the savage Indian world in terms of the civilized Puritan Reality. ELIOTIS OTHER LABORS: Eliot labored in a wide range of early Massachusetts life. For nearly sixty years he served a growing parish. He was their sole clergyman from 1642-1650, and 1674-1689. He served as "overseer" at Harvard College from 1642-1685. He established fourteen Indian towns, the Roxbury Latin School, and the Eliot School, Jamaica Plain. He printed fifteen Indian translations, including two entire editions of the Bible. He was the first to request funds for a college in North America. He was an editor of the first book printed in North America, The Bay Psalm Book. ELIOT'S LAST YEARS: Eliot's old age was mostly spent alone. He had buried his supportive wife and his five exemplary sons, three of whom were devoted to religious work. Only a daughter survived him. He watched the decline of the churches and the Indian mission. He saw the tyranny of Andros descend upon the colony and then lift again after the victory of William of Orange. A moment before death, at the age of eighty-six, he is recorded to have said, "Welcome joy!" He was not afraid to die. But the Massachusetts Indians had lost a great champion. / 2999-01-01

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2999-01-01

Thesis (Ph.D.)--Boston University. Note: missing pages: 40, 212, and 214. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was twofold: (1) to investigate empirically whether there is an association between value system similarity and marital adjustment; and (2) to examine qualitatively the nature of that association. The relationship between mutual values and marital adjustment has long been assumed to be a strong one, although little research has been done to verify the assumption. The theoretical framework and empirical instrument developed by Milton Rokeach were used to define and measure the independent variable, value convergence. A value is defined as a belief centrally located in the belief system about how one ought to behave or about an end-state of existence which a person considers worth attaining. A value system is the rank order of a person's values in terms of their importance to him. Two separate value systems are postulated, a terminal value system (goals for living) and an instrumental value system (modes of behaving). The term, value convergence, refers to the degree of similarity or agreement in value systems existing between husband and wife. The conceptual approach and adjustment test of Harvey J. Locke were employed to define and measure the dependent variable, marital adjustment. The term, marital adjustment, refers to the level of adaptation of husband and wife in such a way as to resolve conflicts sufficiently so that both spouses feel satisfied with their marriage and with one another, develop common interests and activities, and feel that their marriage is fulfilling their expectations. Two major theoretical hypotheses were constructed which, summarily stated, posit a greater degree of terminal and instrumental value convergence between well-adjusted than maladjusted spouses. Control hypotheses were also theoretically generated on certain demographic variables in order to check on the uniformity of the sample groups. In order to test the general hypothesis an investigation was conducted with 50 married couples, all of whom reside in a twelve-town area in southeast Massachusetts. Twenty-five maladjusted couples were selected from consecutive admissions for marriage counseling at the Plymouth Area Mental Health Center. Twenty-five well-adjusted couples were drawn from a subject pool of 35 happily married couples recommended for participation in the project by clergymen. The 25 couples scoring highest on the Locke Marital Relationship Inventory were selected to comprise the well-adjusted group. Data on couples' value systems were obtained by using the Rokeach Value Survey and a semi-projective sentence completion instrument designed by the researcher. The results of the quantitative investigation were found to be positive and significant. The results showed that well-adjusted couples had more similar terminal and instrumental values than did maladjusted couples. Like instrumental values were further found to be more strongly associated with good marital adjustment than like terminal values. In other words, it is important that couples agree on their goals for living but, even more crucial, that they concur regarding modes of behaving. The findings from the qualitative inquiry into the nature of the association between the variables revealed that well-adjusted couples with like values differ from their counterparts in that they (1) perceive the future positively sharing similar goals, (2) make decisions conjointly agreeing on means, and (3) experience a high degree of marital unity based on common goals and shared activities. On the basis of the findings from the quantitative and qualitative investigations, it was concluded that level of marital adjustment is positively related to degree of value convergence. Value system similarity appears to be important as two people interact with one another over a long period of time, and as they engage in long range planning. / 2999-01-01

Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2999-01-02