Thesis (M.A.)--University of Tennessee. / Mimeogrpahed. Bibliography: l. 96.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Julius R. George. Dissertation Committee: Gordon N. Mackenzie. Includes tables. Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references. Also available in print.

Originally presented as the author's thesis, Madrid. / Bibliography: p. 406-418.

Thesis (Ph. D.)--Georgia State University, 2009. / Title from title page (Digital Archive@GSU, viewed July 21, 2010) Eric Freeman, committee chair; Donna Breault, committee member. Includes bibliographical references (p. 241-249).

Thesis (M.A.)-University of KwaZulu-Natal, 2004.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to discover why African-American parents, traditionally supportive of public school education, are seeking private schooling for their children in growing numbers. In particular, this study addressed the question of "What are the factors, variables, or conditions that contribute to African-American parents selecting Parkside Christian Academy as their school of choice?" Both qualitative and quantitative methods were used to find out how and why African-American parents select schools for their children. The findings of this study suggest that parents make choices regarding their children's early elementary school years many times based on the parents' own personal school experiences. As a result ofthe interviews and the survey, a new model called the Parent Concern Model was created. This model has ten dimensions that correspond to factors that might influence the way parents select schools for their children. The ten dimensions that emerged from the twenty qualitative interviews shape and affect the way African-American parents think and select schools. The ten dimensions, identified as the Parent Concern Model were financial concerns, performance concerns, equity concerns, self-esteem concerns, transportation concerns, safety concerns, displacement concerns, teacher concerns, parental involvement concerns, and emotional distress concerns. / 2031-01-01

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (Ed. D.)--Oregon State University, 1971. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.