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The purpose of this study was to identify the current stated purposes of Christian schools and the reasons parents give for choosing to send their children to these schools. The methodology was essentially a comparative analysis of multiple sources. Documents from the Association of Christian Schools International (ACSI), the professional literature, and the sample schools were analyzed. Administrators and parents from selected Christian schools were interviewed and their statements were also analyzed.;Comparative analysis was used to reduce the coded statements Categories that child/student environment, and to emergent themes and then to common categories emerged were: (1) faith/spiritual development, (2) development, (3) home/family, (4) school academic (5) school non-academic environment. Comparisons were made across the categories to determine agreement or non-agreement.;The results of this study were consistent with earlier findings in the professional literature. New to this study were questions referencing possible legislation to return school sponsored prayer and Bible reading to public schools.

As fundamentalist-conservatives pressed their agenda in Southern Baptist Convention life, and, in particular, as they assumed a majority on the board of trustees of Southeastern Baptist Theological Seminary in Wake Forest, North Carolina, the academic freedom of the Southeastern faculty became an issue. Concerns enunciated by Robert M. MacIver (1955) provide reference points in responding to the inquiry: "Was the academic freedom of the faculty violated at Southeastern Baptist Theological Seminary?" While a prologue and epilogue are offered, the study parameters of the Southeastern Seminary experience are 1979 to 1989. The study concludes that academic freedom was compromised in this case. The following areas were identified: the ability of the faculty to investigate in their fields, draw conclusions, and share their knowledge and skills with freedom; the censorship of the faculty as a collect, as well as some individual members; indirect curbs to faculty mobility; the manipulation of tenure and status conditions of the faculty to insure conformity to religious principles; and, institutional policies and procedures which impinged on academic freedom.

Over the past 50 years, the demographics of medical school graduates in the United States has changed dramatically with the number of women (47%) almost equaling the number of men in 2014 (AAMC, 2014). However, the Association of American Medical Colleges (2014) reports that orthopaedic surgery has the lowest proportion of female residents, instructors, assistants, associate, and full professors of all the sub-specialties and little has changed in the past several decades. Due to the healthcare reform and the changing needs of our society, it is importance to recruit, retain, and promote women into leadership positions. The purpose of this study is to ensure the success of women in orthopaedic surgery. A self-report survey was sent to all known women in orthopaedic surgery. The survey assessed perspectives of women in orthopaedic surgery in regards to organizational culture, leadership development, challenges, diversity, gender bias, recruitment, and retainment. An examination of the data provides insights into areas of improvement and implications for institutional practice. The results indicated that although institutions are making progress, more advocacy for gender equality, pro-family policies, and employee retention is needed.

Earning a college degree correlates with achieving financial security. Thus, improving an individual’s access to college is a key tactic used to mitigate poverty and foster intergenerational mobility. Despite the recognized value of higher education, earning a degree remains unattainable for many because of financial constraints. However, research definitively demonstrates that financial aid overcomes that obstacle. It also reveals that some program designs are more effective than others. The Kalamazoo Promise is a place-based scholarship program that offers four-year, full-tuition scholarships to residents who graduate from a Kalamazoo public high school. It is characterized by first-dollar and universal eligibility features, which are fundamental to designs that promote upward economic mobility. Leveraging a rapidly growing body of knowledge that links context (place) to upward mobility, this study examined the relationships between the Kalamazoo Promise, the place where it is based, and intergenerational mobility. My investigation focused on the interplay between the program design and its context. I examined changes, which emerged in the first five years after the program’s inception, in four Kalamazoo City characteristics that correlate with mobility. The study revealed increases in residential and school segregation by race and class, intense income inequality, elementary school quality that continued to lag behind the quality in neighboring communities despite improvements in test scores, and a reduction in family stability. These findings suggest that in the first five years the Kalamazoo Promise did not produce impacts to the context, in direction or magnitude, to improve intergenerational mobility. In the future, longitudinal research and mixed methods studies could add richness to our understanding of the people and place. In addition, changes to school assignment policies, modifications to the promise program design, and adjustments to employer recruitment/enticement programs are proposed.

Articulation was the topic of some educational leaders within Virginia over twenty years ago. More recently, however, the Commonwealth developed statewide articulation.;The procedure used in this research to present the findings of this study involved an examination of various documents. Some of these documents were produced by the State Council of Higher Education for Virginia, the State Board of Education, Minutes of State Council meetings, as well as Minutes of Board of Education meetings. Interviews were another source of data. Interviews were obtained from persons involved in educational articulation in the Commonwealth. A few of the persons interviewed included a former Chancellor of the Virginia Community College System, a former Secretary of Education for Virginia, a former State Superintendent for Public Instruction, college presidents and many other individuals involved in educational articulation between 1966 and 1990.;In order to conduct this research in a scholarly way, the years covered, 1966 through 1990, were examined in a systematic way. The entire span of years was broken down into five time periods. Then each period was examined by searching the three educational segments--the secondary school, the community college and the senior college. Within each agency, the key persons involved in articulation, if any, were noted together with any significant influence of the agency. If articulation policy was developed, it was noted also. at the end of each period under discussion, the key forces which were found to influence educational articulation during that time were summarized. However, the period between 1988 and 1990 was discussed first to give insight as to where articulation is now in the Commonwealth.;The Commonwealth made tremendous strides between 1988 to 1990. During this time, statewide articulation policy was developed in the form of Dual Enrollment Agreement.;Many of the public secondary schools have developed articulation agreements with community colleges, and some four-year institutions have articulation agreements with community colleges. Many factors can influence the development of articulation policy. Yet, articulation policy can be developed between educational agencies; however, it requires the support of educational leaders and the actual work of faculty. (Abstract shortened with permission of author.).

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Problem. The problem of this study was to ascertain the extent that education has become a focus of attack by fundamentalist groups during the past two decades in America. Design. The study was designed to consist of five chapters: an Introduction, a Review of Related Literature, Methods and Procedures, Presentation of Data and Analysis of Research Questions, and Summary, Conclusions, and Recommendations. An attempt was made to present a compilation of the literature published relating religious fundamentalism to education in the United States. In Chapter 2, the attempt was to provide a historical overview of the literature to provide a definitive statement on the development of relationships between Church and State and their appendages. Specifically, the literature of the 1970s and 1980s were presented to establish resurgent attitudes and patterns. In Chapter 4, each of four basic questions pertaining to the phenomenon was analyzed. There were: (a) which societal factors have been historically associated with a rise in fundamentalism? (b) How has the role of the media influenced fundamentalist movements in shaping their focus of attack? (c) Why is the educational system so crucial a subject for directing social change?, and (d) Are there parallels between the Neo-Fundamentalist movement and other political movements? In Chapter 5, tentative conclusions were drawn based upon the observations. Conclusions. It was concluded that rapidly changing social, cultural, and technological conditions in society causes a concurrent flux in social institutions resulting in various reactionary trends. Rising pluralism, insecurity and frustration, feelings of individual powerlessness, institutionalization and increasing secularism all give rise to reactionary religious thought. The use of modern media as an instrument of division and conquest by fundamentalists is basic to their attack. The media is used to network all fundamentalists and neutralize those individuals, corporations, political parties, and groups declared in opposition to fundamentalist beliefs. The educational system has been increasingly attacked by the fundamentalist due to a perceived or constructed conflict of purpose, variant emphasis of subject matter, the end goals of the system, and the school's visibility. Finally, there is a substantial similarity between all social movements that pursue varying degrees of totalitarianism in their development of a national fervor, use of propaganda and force prejudice, deception, and hatred for opposing ideas.

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