In 1963, Pope Paul VI circulated the Sacrosanctum Concilium (Constitution on the Sacred Liturgy), in which he formulated one of the chief aims of the liturgical reform by suggesting that full participation in the liturgy be encouraged to all people in the congregation. Recently, the Catholic schools of the Diocese of Columbus, Ohio, exemplified this point by stating that the Diocese standards offer necessary tools to support full participation in worship in schools and in parishes. The purpose of this study is to explore how teachers and administrators interpret the meaning of full participation in terms of musical interaction within the ritual of school Masses and classroom rehearsals, and to examine how they interact with one another to plan and implement a successful experience in which students will continue to return to these rituals. In this study I investigate full participation in parochial chorus—informed by classroom and/or rehearsal interaction rituals. These rituals are understood through the lens of Collins’s Interaction Ritual Chains (2004). Collins posits that feelings of group solidarity are charged by potential emotional effervescence and symbolic content. This study originates from the works of sociologists Durkheim (1912/1995) and Goffman (1959). The methodical approach is one of a micro-ethnography. The data collection was organized using ethnographic field notes and case study applications. Data and analysis from this dissertation suggest that students and teachers embrace the vast history of Catholic Church music in parochial schools. For this dissertation I interviewed Catholic priests and music teachers who play a unique role in educating the whole person by means of a moral, spiritual, and academic foundation. I asked questions about how priests and music teachers interpret the meaning of full participation in parochial chorus. Considering the renewal of faith in the Catholic Mass is certainly a ritual experience charged up with high emotions, I suggested that a larger theoretical framework to embrace various musical settings would show a need for further research and present opportunities to understand how students interact with each other in sacred and secular environments.

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Over the last several decades, school choice – in the context of educational systems that are available to choose from as well as the reasons why parents choose what they do for their child – has become a topic of interest to both educational researchers and the public at large. The Seventh-day Adventist school system, like other faith-based institutions, is uniquely positioned in this subject, as it is an educational organization framed by a religious denomination. In addition to the typical factors such as academic standards, curricular offerings and peer influence, the issue of school choice within this context also involves complex layers of culture and religiosity and spirituality. Are parents able to disengage themselves from the trappings of those expectations and beliefs and objectively choose a school system for their child? Or are religious background and experience simply too embedded into one’s psyche – and, as an extension – one’s choices to ever fully disentangle that subtext from the decision-making process? This mixed-methods study sought to better understand the relationship between parental religiosity and school choice, specifically within the Seventh-day Adventist denomination. In order to assess the influence of Adventist culture, doctrinal commitment and general religiosity, a cultural domain had to first be established. Following the methodology as laid out in cultural consensus theory, free-listing and rank-ordering tasks were given to two separate, geographically representative samples from across the continental United States. Derived from those conversations, statements were then developed that captured characteristics and behavior of a member who adhered to traditional Seventh-day Adventist culture. Those statements were written into the survey instrument, alongside validated scales for general religiosity and Adventist doctrinal commitment. The population for this study targeted any Seventh-day Adventist member in America who had K-12 school-aged children. The survey was developed in SurveyMonkey and distributed through church communiqué (websites, bulletins, announcements, etc.), official administrative channels such as ministerial department newsletters and video announcements, and social media. Over 1,000 responses came in and the data was analyzed through SPSS, specifically examining patterns of school choice among those with high or low general religiosity, doctrinal commitment and Adventist culture. The results of the data analysis demonstrated clear and significant associations between several key variables and the dependent variable of school choice. Several variables, such as Adventist culture, doctrinal commitment and a parent’s own educational background, emerged as predictors for school choice when binary logistic regressions were conducted. Adventist culture proved to be a multi-factorial construct, interacting with other variables in different ways. The conclusions from this study point to several implications for K-12 Adventist education, particularly in the area of marketing to Adventist families and further research could certainly explore that more fully.

Through a comparative study of two Atlanta full-time Muslim parochial schools, this study examines Muslim approaches to Islamic education by analyzing school leaders' secular and religious goals, their main obstacles and concerns, and what they believe the best practices are. The study explores leaders’ visions of socialization and community development by juxtaposing findings from two schools. In order to answer the aforementioned questions, this study 1) assesses national trends in K-12 Islamic parochial schools across the United States through related research, 2) engages Muslim leaders from both institutions through semi-formal interviews, and 3) supplements findings through an extended period of participant observation.

Dieses Buch verdankt sein Entstehen zwei Gründen. Zunächst ist es die Absicht, die an versteckter Stelle befindlichen Urkunden und Aktenabschriften des historischen Pfarrarchivs St. Nikolai der Fachwelt zugänglich zu machen. Außerdem möge diese Urkundensammlung dazu beitragen, die überregionale Bedeutung der Stadt Geithain weiter aufzuhellen und ihren Platz in der Landesgeschichte zu festigen. Insofern richtet sich das Buch sowohl an den interessierten Historiker als auch an den gebildeten Laien. Es enthält eine Fülle von Ereignissen zur Stadt- und Landesgeschichte der Mark Meißen bzw. des Herzogtums Sachsen vom 12. bis zur Mitte des 16. Jahrhunderts, die in der Mehrzahl bisher noch nicht im Druck vorliegen.

Dieses Buch verdankt sein Entstehen zwei Gründen. Zunächst ist es die Absicht, die an versteckter Stelle befindlichen Urkunden und Aktenabschriften des historischen Pfarrarchivs St. Nikolai der Fachwelt zugänglich zu machen. Außerdem möge diese Urkundensammlung dazu beitragen, die überregionale Bedeutung der Stadt Geithain weiter aufzuhellen und ihren Platz in der Landesgeschichte zu festigen. Insofern richtet sich das Buch sowohl an den interessierten Historiker als auch an den gebildeten Laien. Es enthält eine Fülle von Ereignissen zur Stadt- und Landesgeschichte der Mark Meißen bzw. des Herzogtums Sachsen vom 12. bis zur Mitte des 16. Jahrhunderts, die in der Mehrzahl bisher noch nicht im Druck vorliegen.

Through a comparative study of two Atlanta full-time Muslim parochial schools, this study examines Muslim approaches to Islamic education by analyzing school leaders' secular and religious goals, their main obstacles and concerns, and what they believe the best practices are. The study explores leaders’ visions of socialization and community development by juxtaposing findings from two schools. In order to answer the aforementioned questions, this study 1) assesses national trends in K-12 Islamic parochial schools across the United States through related research, 2) engages Muslim leaders from both institutions through semi-formal interviews, and 3) supplements findings through an extended period of participant observation.

Thesis advisor: Peter Skerry / K-12 education policy has become increasingly centralized and technocratic, while falling short of achieving policy objectives. Young people are generally maladjusted to the personal and professional challenges of contemporary life. Parents experience diminishing political influence over the form and substance of their children’s education. I argue that improvement of the quality of private education requires greater emphasis on local political dynamics. School choice offers a free market alternative to a public school system which has largely ceded decision making to avowedly apolitical bureaucrats. Ironically, politics remains essential for the formation and regulation of the very policies that enable the marketplace to thrive as in the case of the tax credit scholarship. The politics behind the marketplace is brought to light by examining the local political relationships required to establish and maintain the Illinois Invest in Kids Tax Credit Scholarship (TCS), a school choice policy of unprecedented magnitude in Illinois. Furthermore, this research examines local dynamics among parents in the Archdiocese of Chicago, many of whom benefit from the aforementioned tax credit scholarships and manifest a variety of views on the teleological purpose of the parochial school. In a nation that is both diverse and increasingly polarized, successful governance of community schools depends upon discerning leaders and the practice of reinvigorated federalism. / Thesis (MA) — Boston College, 2023. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Political Science.

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