Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Robert T. Carter. Includes bibliographical references (leaves 111-113).

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaf 117-122).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaf 117-122). Also available in print.

Text in Afrikaans / Private schooling is a very controversial topic. Those in favour of it focus on the fundamental rights of the individual in freedom of choice, association, religion and culture. On the other hand private schools are often regarded by the media and the man on the street as an expensive option whereby èlite is promoted. Private education, being an expensive option, is also a problem for the managers of private schools, who have to deal with the dilemma of insuffisient funds. This forms the background against which this study was undertaken. Since no official data base regarding Christian Afrikaans Private schools in Namibia existed, data had to be gathered by means of a questionnaire. This data formed the base for a second questionnaire regarding financial management and the role of the school principal in this regard. The second questionnaire was used in personal interviews with two principals from two private schools. Although the financing of private schools was looked into, the emphasis was on the principal acting as executive and financial manager. An attmept was made to suggest a financial strategy which could be used by a principal in school management. / Educational Studies / M. Ed. (Onderwysbestuur)

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

The purpose of this qualitative study was to examine the perceptions of collaboration between public and Catholic school administrators using the involvement in the federal Title II professional development program as the subject area. Volunteer participants were interviewed using a researcher developed and pilot study tested interview guide. Four locations were selected covering eight sites and 11 total participants. Interview transcripts, researcher observations, and researcher notes were used to describe the participant perceptions and develop the study’s emerging themes of communication and attitude.

Thesis (M.Com. (Development Theory and Policy))--University of the Witwatersrand, Faculty of Commerce, Law and Management, School of Economic and Business Sciences, 2017 / This paper carries out an analysis to test for the existence of a private school premium in schooling outcomes among primary school children in Pakistan. In Pakistan, private schools are often preferred over public schools, due to their assumed higher quality of education, by almost every social class in the country. However, there is a lack of empirical evidence on whether a private school premium in learning outcomes exists using recent geographically representative data, and whether private school benefits accrue to children in every social class proportionally. Using the latest ASER (Annual Status of Education Report) data from 2015, the analysis confirms the existence of a private school premium. It also identifies some of the mechanisms that drive this premium. In particular, it appears that household-level characteristics account for a large part of why children in private schools do better than children in public schools. In addition, the findings suggest that private schools disproportionally affect the learning outcomes of the students belonging to different social backgrounds and in different areas, benefitting those at the upper end of the distribution and in urban areas more. / GR2018

Submitted in partial fulfilment of the requirements for the degree of Master of Education in the Faculty of Humanities at the University of the Witwatersrand, September 2016 / The research investigates the contribution of the low-fee private school sector towards access to quality education by examining two models of low-fee private schools in the Gauteng province, South Africa. The study generates insights about the contribution to quality education and implications of a growing low-fee private school sector for equity in the South African context. It looks at the factors that encourage the growth of the sector, the nature and challenges of running private schools and the quality of education offered by low-fee private schools. The study uses an exploratory qualitative research methodology and a case study design. Elite interviews with three experts; three founding directors; principals and two teachers from two low-fee private schools (one non-profit and the other one for-profit) in Bramley, Johannesburg were used as data collection instruments. The findings reveal that government support for private schools post-1994; excess demand due to middle class population growth in certain areas and differentiated demand owed to better quality and faith-based education are the key factors driving the growth of the private school sector in South Africa. The quality of education offered by low-fee private schools in South Africa is different across schools and mirrors the inequalities in the public school system. With reference to the literature, it is clear that the low-fee private school sector plays a noteworthy role, ensuring that some learners have access to schools in areas where government has not been able to keep up with the middle class population growth. Low-fee private schools give parents the opportunity to choose faith-based schools in a country where the public education system is faith-neutral. Although low-fee private schools are viewed as an alternative from public schools due to the poor quality offered by the latter, it is important to note that there are great differences with the quality offered by different schools in the private sector. / MT2017

Milton Friedman and his disciples contended for decades that private markets could deliver better schooling than governments. In the 1990s, this belief was put to the test in the United States by Edison Schools Inc. and other for-profit educational management organizations (EMOs). Edison grew rapidly, running schools in cities across the country. Yet disappointing academic and financial outcomes before long pushed the company and its competitors to the margins. This study documents the expectations of EMO advocates and chronicles the failure of EMOs to live up to these expectations. The failure is explained as the consequence of paradigm encroachment: unbridled confidence in the free-market model obscured the difficulty of achieving, one, sufficient trust in a domain necessarily defined by incomplete contracting; and, two, political support for outsourcing a core civic service. For perspective, this failure is set against the relative success of nonprofit charter management organizations (CMOs) across the United States and of for-profit firms operating under more favorable circumstances in Sweden.

In this study I present case studies of the art classes at three private schools in the Midwest. The schools include a Catholic school, a Mennonite school and a Transcendental Meditation school. In the study I spent time observing art classes at each school for eighteen weeks totaling an average of thirty hours in each school. At the schools I observed the art classes and interviewed the art teachers, administrators and students in order to be able to describe the history and philosophy of each school as well as the art teaching and learning that occur in the art classes. The purpose of the study is not to determine which school is best or if they are better than public schools, but to present descriptions of art classes in nontraditional settings. Accomplishing this inquiry presented the possibility of drawing out unique or innovative teaching practices that could be implemented in any art classroom to improve the quality of education.