Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 160-170).

Thesis (Ph. D.)--Drexel University, 2006. / Includes abstract and vita. Includes bibliographical references (p. 212-221).

Thesis (Ph.D.)--Virginia Commonwealth University, 2010. / Prepared for: Dept. of Educational Studies. Title from title-page of electronic thesis. Bibliography: leaves 132-141.

Thesis (Ph. D.)--Drexel University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 212-221).

Thesis (M.A.)--Ohio University, June, 2005. / Title from PDF t.p. Includes bibliographical references (p. 117-124)

Thesis (M. A.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

No description available.

This study deals with the private schools of English Canada with a special emphasis on Upper Canada and later Ontario. Its approach is macrosociological: it covers three hundred years of schooling in Canada and compares private schools in Canada with school systems in one hundred and fifty-three societies. Various sociological models are used during the course of the study and at the conclusion the private schooling principle is connected to general sociological theory. Chapter One discusses the relationship between mass schooling and modernizaticn. Drawing on the ideas of Durkheim and Weber a developmental model of the rise of state schooling is presented. It is suggested that in modern societies private schools result from the strains of social differentiation; this yields two kinds of private schools: schools of privilege and schools of protest. Chapter Two includes an international survey of private schools; this helps to place the private schools of Canada in a comparative perspective. The survey revealed that communist and communist-inc.lined societies have abolished private schools. In non--communist societies the amount of private schooling is variable and shows no clear relationship to the degree of industrialization. From the comparative data a typology of scliool systems is developed. Further analysis shows that private schooling in English Canada is relatively small; only Norway and Sweden among modern industrial non-communist societies have smaller private school enrolments. Chapter Three covers the first four stages of the developmental model in an account of the rise of state schooling in the ten school systems of Canada. In a more detailed treatment of Upper Canada (later Ontario) it was possible to explore a conflict model of educational change presented by Scotford-Archer and Vaughan (1968). The conflict model was found to be inappropridte for the Canadian experience. The account of schooling in Newfoundland also indicated that the developmental model also required further modifications. Changes in the patterns of private schooling in nineteenth-century Ontario were discussed. Chapter Four deals with the two types of private schools. The schools of privilege are examined from a national point of view since they play an important role in the formation of the English Canadian elite. The Social characteristics of private elite schools are presented in a national survey of private school enrolment. In discussing the second type of school, the schools of protest, the study confines itself to the contemporary private schools of Ontario. The private schools run by the Roman Catholics, Reformed Church members, Mennonites and secular groups are described. Chapter Five turns to the problem of the contribution of schools tothe economy. Since state schooling seems not to be a necessary feature of industrialization a diffusionist account of the spread of state schooling is given. Private schooling is discussed in connection with two important sociological approaches: normative functionalism and conflict theory. An account of private schooling and the formation of communities shows the limitations of both these theories. Modern critics of state schooling are mentioned, included in some of their proposals is the suggesstion that more private schools should be opened. Finally there is a concluding section with suggestions for further research in the area. A lengthy appendix is attached which provides technical information, data and further comment on problems raised in the text; this appendix is intended for future researchers in the field. / This study deals with the private schools of English Canada with a special emphasis on Upper Canada and later Ontario. Its approach is macrosociological: it covers three hundred years of schooling in Canada and compares private schools in Canada with school systems in one hundred and fifty-three societies. Various sociological models are used during the course of the study and at the conclusion the private schooling principle is connected to general sociological theory. Chapter One discusses the relationship between mass schooling and modernizaticn. Drawing on the ideas of Durkheim and Weber a developmental model of the rise of state schooling is presented. It is suggested that in modern societies private schools result from the strains of social differentiation; this yields two kinds of private schools: schools of privilege and schools of protest. Chapter Two includes an international survey of private schools; this helps to place the private schools of Canada in a comparative perspective. The survey revealed that communist and communist-inc.lined societies have abolished private schools. In non--communist societies the amount of private schooling is variable and shows no clear relationship to the degree of industrialization. From the comparative data a typology of scliool systems is developed. Further analysis shows that private schooling in English Canada is relatively small; only Norway and Sweden among modern industrial non-communist societies have smaller private school enrolments. Chapter Three covers the first four stages of the developmental model in an account of the rise of state schooling in the ten school systems of Canada. In a more detailed treatment of Upper Canada (later Ontario) it was possible to explore a conflict model of educational change presented by Scotford-Archer and Vaughan (1968). The conflict model was found to be inappropridte for the Canadian experience. The account of schooling in Newfoundland also indicated that the developmental model also required further modifications. Changes in the patterns of private schooling in nineteenth-century Ontario were discussed. Chapter Four deals with the two types of private schools. The schools of privilege are examined from a national point of view since they play an important role in the formation of the English Canadian elite. The Social characteristics of private elite schools are presented in a national survey of private school enrolment. In discussing the second type of school, the schools of protest, the study confines itself to the contemporary private schools of Ontario. The private schools run by the Roman Catholics, Reformed Church members, Mennonites and secular groups are described. Chapter Five turns to the problem of the contribution of schools tothe economy. Since state schooling seems not to be a necessary feature of industrialization a diffusionist account of the spread of state schooling is given. Private schooling is discussed in connection with two important sociological approaches: normative functionalism and conflict theory. An account of private schooling and the formation of communities shows the limitations of both these theories. Modern critics of state schooling are mentioned, included in some of their proposals is the suggesstion that more private schools should be opened. Finally there is a concluding section with suggestions for further research in the area. A lengthy appendix is attached which provides technical information, data and further comment on problems raised in the text; this appendix is intended for future researchers in the field. / Thesis / Doctor of Philosophy (PhD)

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. / This study measures to what extent students of Al-Dharra Madressor (ADM), a private school in Kuwait, achieve American, Western "cultural proficiency," defined as the ability to understand and function in another culture. ADM operates as its own self-contained bilingual school system with a kindergarten, elementary, middle, and high school. Native speakers of English and Arabic conduct subject and language classes in both languages, and cultural proficiency forms an implicit, if not explicit, part of school design. ADM graduates attend American, British, and Arab universities, and many eventually run Kuwaiti businesses that have a multi-cultural work environment, so American cultural proficiency holds instrumental value. The study's first half, building on the cultural and organizational theories of Hofstede, Ali, and Patai, develops a model of Arab culture in general and that of Kuwait. A historical and social survey of Kuwait focuses on the role and position of the Asil, a cohesive, affluent, long established, merchant group. The study depicts the Asil as politically and economically liberal but socially conservative. ADM functions as a representative Asil institution. The study's second half uses qualitative research and a mixed methodology to measure Arab and American (Western) cultural proficiency. The study triangulates the results of three instruments: the KATWII, adapted from the ARSMA II (Arnold, Cuellar, and Maldonado, 1995), an accepted measure of biculturality; the AWSIT, interviews of ADM students, Arab teachers, and Western teachers to access their reaction to American and Kuwaiti cultural situations; and the AGS, a general cultural survey. A series of student observations provides supplementary means of analysis. The study concludes that, though ADM students remain fundamentally Arab, most obtain an important, secondary American, Western cultural proficiency with some arguably "bicultural." While students show an awareness of some Western social norms and beliefs, when forced to choose, they typically choose Arab norms over Western. All design methods reach similar conclusions. This supports the findings of other studies of Arab groups in similar situations of cultural contrast. / 2999-01-01

Thesis (M.Ed.)--University of Hong Kong, 1983. / Includes bibliographical references (leaf 107-117). Also available in print.