No description available.

Thesis--Catholic University of America. / Bibliography: p. 145-149.

This study was undertaken to determine (a) the extent to which P.T.A's in the Vancouver area engage in activities designed to promote citizenship education for New Canadians and (b) the relative effectiveness and merit of citizenship programs by a comparison of what is being done with what might be accomplished. The study is based on (a) a questionnaire submitted to the 53 associations In Vancouver, (b) examination of records In the office of the Historian for P.T.A's and in the files of the Liaison Officer in Vancouver, and (c) on personal and telephone Interviews with executive officers of the associations and ethnic groups, with school principals and with officials of the Vancouver Council of P.T.A's. The questionnaire was designed to establish the different types of programs and projects used, and to find out, where applicable, the factors limiting their use. Interviews were used to gain information about program planning and association aims and purposes, with reference to whether or not these were oriented to citizenship education. Following a consideration of citizenship education from the viewpoint of implications for Canada as a nation, this study outlines briefly the history of the P.T.A. movement and then examines the focus of P.T.A. programs in the Vancouver area. These are found to centre around (a) interpretation of the school to parents; (b) parent-child relationship problems; (c) topics of current interest in the community and (d) programs portraying student skills and talents. Program planning is, with three exceptions, carried out with consideration for what is thought to be the purpose of the association and the predominating Interests of its members. Seventeen associations out of forty-five reporting, or 38%, do not use any citizenship programs or projects. The reasons given are (a) there are too few New Canadians in the area to warrant time being devoted to the subject and (b) there is no demand from their members for such programs. Three indicated they thought this was not a P.T.A. function. The remaining twenty-eight associations together devoted eighty hours or 6% of their total program time to citizenship activities. Of the twenty-eight, one association reported having devoted the full year's program to citizenship education for newcomers, using twenty hours. The programs used, in order of frequency, are: (a) Films about Canadian life and about other cultures; (b) social evenings and afternoon teas; (c) "New Canadians" evening and (d) plays, pageants or concerts. Examination of records and files showed a great variety of material available from which citizenship education programs could be readily developed. No appreciable cooperation was found to exist between P.T.A's and ethnic groups. This study indicates the need for cooperation and coordination amongst groups interested in citizenship education for newcomers. It is concluded that P.T.A's, organized as they are in practically every local school area, could plan effectively for programs and projects which would help newcomers get a better understanding of, and fit more easily and readily into, the community. Further study could be devoted, with profit, to the particular needs of each association with reference to the incidence of immigrant population and, consequently, the kinds of citizenship programs and projects most pertinent to each area. / Arts, Faculty of / Social Work, School of / Graduate

"It is the purpose of this study to discover the present practices of the senior high schools of Florida with respect to parent-teacher organizations and from these data to make observations which might suggest means of improvement. The problem as it will be considered in the study deals with the following questions: A. What are the actual conditions and the present practices under which parent-teacher organizations function in the state of Florida? B. What observations can be made on present practices and what conclusions can be reached which might suggest improvement? In the consideration of these two phases of the problem, more specific aspects present themselves which are stated as follows: 1. To what extent do Florida senior high schools have parent-teacher organizations? 2. In what areas do parents and teachers combine their efforts most frequently? 3. What activities are engaged in most commonly by parent-teacher organizations? 4. What efforts are being made along the lines of parent education to create better understanding of and participation in the program of education? 5. What are the attitudes of principals as to the positive and negative values of parent-teacher organizations? 6. What improvements are possible and desirable?"--Introduction. / Typescript. / "July, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 29).

No description available.

No description available.

A growing number of indjviduals in this country, who share a common background, are gaining academic success, accessing work-related training, further and higher education, and entering rewarding occupations. Their common background is home-schooling. They have received all or part of their 'compulsory' years of education at home. This is a study of a small number of such individuals aged sixteen and over. I include case studies of their family's home-schooling experiences and focus on the legacy that this 'alternative' education has provided for their transition into 'institutionalised' learning - at school, college, university or workplace. I explore political, historical and philosophical perspectives of the 'movement', which has escalated rapidly in the USA over the past twenty years and is gaining impetus in the UK. Views expressed by Education Authority officers, teachers and employers also help me to frame my inquiry into whether this educational provision presents an appropriate rather than (as I initially viewed it ) a radical alternative to school. As well as revealing the development of my understanding of this multifaceted, alternative form of 'child-centred' education, this study also examines the methodological complexities of the inquiry.

No description available.

No description available.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 88-91).