Thesis (M.S.)--Naval Postgraduate School, 2001. / "September, 2001." Includes abstract. DTIC report no.: ADA397259. Author was part of NPS's company officers program and was stationed at the Naval Academy while doing the research for this thesis. Includes bibliographical references (leaves 93-95). Full text available online from DTIC.

Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, Dec. 2004. / Thesis Advisor(s): Steve Mehay, Linda Mallory. Includes bibliographical references (p. 95-98). Also available online.

Approved for public release; distribution in unlimited. / This study examines the relationship between participation in the United States Naval Academy Foundation Preparatory School Program on Midshipmen performance at the United States Naval Academy. A program review was conducted and several multivariate regression models were developed to analyze the affect of the performance of Academy Midshipmen.

“For we've done so much, with so little, for so long, that now we can do anything, with nothing at all.” This popular phrase at the independent tuition-free school called Harlem Prep in many ways reflected Central Harlem itself in the late-1960s. On one hand, decades of racial discrimination and unfulfilled promises had defined schooling in the neighborhood. There were no public high schools in the area, and talented youth were being pushed out of formal education. Conversely, there was a resilience and continued, centuries-long desire for educational equity. As a result—and buoyed by the dynamic political environment—a handful of leaders in Harlem decided to create a school, similar to other efforts in U.S. cities. However, unlike other emerging Black alternative schools, it would be different than its peers: it would be a multicultural school, and it would be for students who had been pushed out of education and onto the streets. “Liberation, Learning, and Love” explores the unknown history of this school, Harlem Prep. Although firmly rooted in this era’s civil rights activism, Harlem Prep’s educational philosophy—its radical multiculturalism—was also distinct and innovative compared to other ideologies. The school’s leaders, teachers, and students were able to re-imagine education on a community-wide, institutional, and classroom level. Through its “unity in diversity” approach, Harlem Prep not only graduated and sent to college over 750 students, most of them previously out of school, but galvanized the notable Black community of Harlem. This project introduces multicultural education to the lexicon of Black alternative schools in the 1960s and 1970s, and reshapes how historians conceptualize equity, emancipatory education, and beyond. Harlem Prep imagined a more loving, pluralistic world for its young people. Perhaps its story can inspire those of us who strive to create a similar future for our youth today.

This study aimed to conduct an evaluation based on stakeholders&rsquo / perceptions of the effectiveness of the English Language Teaching Program at Atilim University, Preparatory School. Moreover, the study wanted to find out to what extent the program meets students&rsquo / expectations and whether there are any differences in stakeholders&rsquo / perceptions with regard to their ideal language teaching-learning environment and their real (classroom) practices. The sample included 62 instructors, including three administrators, and a teacher trainer and 216 students attending Prep. School in the academic term of 2008-2009. The data were collected through two questionnaires, developed by the researcher: one was designed for instructors and administrators / the other was designed for students. To support the close-ended items in the questionnaires, each questionnaire included some open-ended items. Data based on the questionnaires were analyzed through descriptive statistics. While, the qualitative data were analyzed through content analysis. Lastly, to validate the data and increase the credibility of the data, triangulation procedure was carried out. The findings of the study showed that the program at Atilim University Prep. School needs some improvements in the following areas: (1) the goals and objectives need to be clearly identified / (2) the content of the instruction needs to include all language skills / (3) the resources and materials need to be revised in terms of their content and compatibility with the goals of the school, and the proficiency exam / (4) the goals and the content of the testing means, especially proficiency exam, need to be redefined and made compatible with the content of the books and instruction.

Thesis (M.S.)--Naval Postgraduate School, 2004. / Title from PDF file as viewed on 4/9/2005. "December 2004." Includes bibliographical references (p. 95-98).

Thesis (D.Ed.)--University of Delaware, 2009. / Principal faculty advisor: Fred T. Hofstetter, School of Education. Includes bibliographical references.

The purposes of this study are: (1) to analyze the military system of education and discipline developed and employed by the preparatory institutions of the United States which combine military training with academic training; (2) to show that the military system of education compares favorably with that offered in secondary schools; and (3) that certain distinctive features are present in the military system of education and that these features are worthy of careful consideration by parent and student.

For almost seventy years, the United States Military Academy Preparatory School (USMAPS) has been the official preparatory school for West Point, yet during that time no comprehensive study has been done regarding its impact upon its graduates; moreover, no study had been done on the impact of its English Department regarding the extent to which that department has prepared its students for the West Point English program. This research project undertook the latter topic and specifically addressed the extent to which the USMAPS English Department has prepared its students for their first core English course at West Point, EN 101. This research project used a mixed methods, case study method that relied almost equally on qualitative and quantitative data for its findings, conclusions, and recommendations. The conceptual framework for this study was twofold: that of an input, intervention, and output model, in which the input was USMAPS students, the intervention was the USMAPS English program, and the output was those students’ performance in EN 101, as measured by final course grades; and a values-based framework for that intervention. The qualitative data for this study consisted of a focus group discussion, class observations, interviews, and surveys of student and faculty perceptions. A series of queries collected the quantitative data for this study; this data was centered upon EN 101 GPAs and standardized test scores. This study resulted in seven findings, and its conclusions and recommendations are grounded in five themes that focus upon data integrity, curriculum reform, assessments, school culture, and transferability of findings, conclusions, and recommendations. Although this study found that the perceptions of faculty and students clearly were that the USMAPS English program had prepared its students well for EN 101, those perceptions, combined with this study’s quantitative data, could not definitively establish the extent to which the USMAPS English program had prepared its students for EN 101. Ultimately, though, a combination of clear-cut perceptions and strongly suggestive quantitative data enabled this study to arrive at one very important, overarching conclusion: the USMAPS English program has made important contributions to its students’ preparation for the USMA English program.

This study aims to investigate the relationship between emotional intelligence skills and foreign language anxiety levels of students from Atilim University Preparatory School, in addition to looking at Foreign Language Anxiety (FLA) and Emotional Intelligence (EI) in relation to gender, high-school background, foreign language background and the level of exposure to English. In the data gathering process, 436 students from a private university preparatory school participated. The data were collected in three steps. At first, the participants were given a demographic inventory in order to get some personal information for the research questions. Then, they were asked to complete the Turkish translation of Foreign Language Classroom Anxiety Scale. Lastly, they were given the Turkish adaptation of Bar-On&rsquo / s Emotional Intelligence Quotient Inventory. The data were analyzed by the Statistical Package for Social Sciences. To find out the differences between the male and female / foreign language backgrounds / high school types, anxiety levels and level of exposure to Englishrelated tests were used. The results revealed that for students&rsquo / foreign language anxiety levels, there are significant differences in terms of gender, foreign language background and emotional intelligence skills. For students&rsquo / emotional intelligence skills, significant differences were found in terms of gender and high school backgrounds.