In the late nineteenth century, middle class Canadian reformers tried to use education to change the values and rhythms of working class, immigrant, and Indian children. They used boarding schools, however, only in the case of Indians. Educators expected boardingsschoolstto give them complete control over the environment of their pupils, thus making it possible to rear a generation of culturally and occupationally assimilated Indians. They did not expect their efforts to be blunted or reshaped by existing Indian rhythms. Because Indians were outnumbered, and because their culture was under attack from many directions, historians too have generally assumed that native rhythms had a negligible impact on residential education. Most accounts of the schools portray them as either assisting or victimizing a decimated and essentially helpless minority. This thesis uses Government reports, school records, correspondence, and oral accounts to investigate the way educators and Indians made attendance decisions. It shows that Indians played a vital role in deciding whether children went to residential school; which children went; at what ages they enrolled; how long they stayed; and how much contact they retained with their families and culture while in attendance. It clarifies some of the emotional, economic, and cultural needs which conditioned Indians' attendance decisions. By examining how existing native patterns of life modified a very determined campaign to control and alter Indian society, the thesis hopefully sheds light as well on the gradual, adaptive, and fluid process of "directed" cultural change. Residential schools were not simply an "imposed" social experience, but a mutual and changing relationship shaped by Indians as well as whites. / Arts, Faculty of / History, Department of / Graduate

Magister Commercii - MCom / Economists have confidently agreed that the progression of human capital has an important effect on a state's productivity and growth. Moreover, current research proves the importance of educational outcomes throughout history. Therefore, measuring the quality of education throughout periods can test whether or not human literacy rates directly impact the long-run economic growth of a society. South Africa’s current educational system stems from deeply rooted practices instilled in a previously colonised state. A new branch of economics in South Africa's context is economic history, which allows researchers to analyse previous historical events and make inferences regarding practices, laws, and phenomena occurring in the current era.

A study was conducted to examine one aspect of construct validity for the Kaufman Assessment Battery for Children (K-ABC). Forty-eight Sioux children at five age levels (8 to 12.5) were used in this study. Relying on theories of child development, most tests of mental abilities have been constructed so that raw scores will increase with age. Pearson r correlation coefficients between age and raw scores were calculated across five age levels for this sample of Sioux children. The Simultaneous-, Sequential-, and Achievement-scale raw scores significantly correlate with age at the .05 level for a one-tailed test of significance. Number Recall and Word Order did not significantly correlate with age. Z-score comparisons between the standardization sample (n = 900) and the Sioux sample were calculated. Statistically significant Z-score discrepancies were obtained on a two-tailed test of significance (.05) for the total Simultaneous scale, for Spatial Memory, and for Hand Movements. Gender differences were found between the Sioux males and standardization males. This study also examined the possible effects of school attendance and gender on three K-ABC global scales. An ANOVA (method of unweighted means) test of statistical significance was computed to determine main and interaction effects on the Simultaneous, Sequential, and Achievement scales. There was no significant main effect between the two classification variables and the three global scale scores. Results did indicate Sioux males tended to obtain lower Sequential scores in the low attendance condition and low attending females obtained lower scores on the Simultaneous scale.

The purpose: The purpose of this study was to investigate the effect nonpromotion has on the behavioral academic self-esteem, oral language development, and attendance of 50 Hispanic students who were retained in first grade, and 50 Hispanic students who were promoted to second grade. The results will assist in establishing a baseline of knowledge for decisions in setting future district retention policies, rules and regulations, and alternative.instructional programs.

No description available.

The current study was designed to test the utility of a multivariate rnodel to predict health care utilization, absenteeism, and achievement functioning. The model included demographic factors and measures of physical health status as well as psychosocial predictors (child mental health, child developmental status, and family functioning). Four dependent variables were used including encounters with the health clinic at schoot primary care utilization, absenteeism (partial and whole days for the current year), and achievement status. Multiple regression analyses were performed to determine whether psychosocial factors would account for significant portions of the variance beyond that predicted by health and demographic factors. Results revealed that psychosocial predictors contributed significantly to the prediction of school and primary care health encounters. Predictors of absenteeism and achievement also included contributions of psychosocial factors although they were less robust. / Ph. D.

This study arose from a desire to view the factors involved in Grayson County's High Schools' ability to retain youth after their 16th birthday, the compulsory attendance age. Also from a desire to view these factors in terms of rank of importance. In the process of securing data from which inferences could be drawn concerning this question the Freshman Class of 1956 was taken as the original membership group of the study. Information was obtained from members of the original membership who dropped out of school after their 16th birthday. Information was also secured from those individuals of the original membership who remained in school, since it was felt that information from both groups might be data of significance. A questionnaire submitted to all 1960 seniors of the original 1956 membership provided data used in determining factors in completion. A questionnaire was also submitted to all terminators of the original 1956 membership and provided data used in determining factors in termination. The data from questionnaires from completors and terminators were tabled, tabulated and ranked according to frequency. Those factors having the greater frequencies were considered most important in a descending scale of importance. As a final phase of the study, general statements are made concerning apparent need for improvement in the Grayson County School system. Recommendations are made applying not only to Grayson County Schools but to any school system with the problem of termination. / M.S.

The purpose of this study is to determine factors which are contributing to the educational retardation of each child in a primary group in the Bloutstown Elementary School and to evaluate the results of a program inaugurated for the purpose of correcting these factors with recommendations for improvement. / Typescript. / "June, 1949." / "Submitted in Partial Fulfillment of the Requirements for a Master of Arts Degree." / Advisor: R. L. Eyman, Professor Directing Paper. / Includes bibliographical references (leaf [78]).

The purpose of this study is to examine the factors that cause high school students to drop out. The method for this project was a review of literature collected through journal articles, the internet and books. The factors found to play the biggest role were race, academic age/grade, and gender.

"The primary purpose of this study was to determine what trends and patterns were characteristic of the dropout population at Blount Junior High School in Pensacola, Florida, during the three-year period of 1948 to 1951. A second consideration of this study was to discover what factors are apparently most significant in causing dropouts. A minor aspect of this study was a counseling service undertaken as a method of reducing the number of dropouts utilizing, where feasible, the data obtained from the investigation of the dropouts during the three-year period"--Introduction. / Typescript. / "August, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. F. Cottingham, Professor Directing Paper. / Includes bibliographical references (leaves 68-70).