The purpose of the study was to identify problems associated with unaccredited private schools and home instruction programs and possible solutions to problems as perceived by State Education Officials in the Great Lakes States. The States were Illinois, Indiana, Michigan, Minnesota, New York, Ohio, Pennsylvania and Wisconsin.Eleven State Education Officials having responsibility for unaccredited private schools and home instruction programs were interviewed by telephone to collect the data. An interview form was designed to elicit non-directed responses to major problems confronting the states, methods of handling problems, possible solutions to problems, and practices in the next five years.Major problems existed with state regulations regarding equivalent instruction, teacher qualifications, courses of study, and definition of a school. Lack of criteria for interpreting the terms and assuring compliance with requirements were reported. Local school superintendents were confronted with similar problems regarding state regulations. State Education Officials identified problems with lack of certified or qualified teachers in fundamentalist schools and home instruction programs, difficulty obtaining data from pastors and parents, and extent of state authority to regulate private schools. Also, student loss of services, materials, and diplomas was a concern.Solutions to the problems as perceived by State Education Officials included changes in statutes from compulsory school attendance to compulsory education with minimum standards and achievement testing, clarification of terms in state statutes, and separate state regulations for private education. Other recommendations were a separate accrediting agency, a national co-op agency, and communication and cooperation between public and private educators.State Education Officials projected no substantial changes in regulations or practices in the next five years. However, expanding interest and increasing enrollments in private schools were expected.

Background: School health services of today focus on prevention and health promotion within the school. A collaboration between the school health services and the student care team from the guidelines with focus on the student, is expected. Purpose: The purpose was to illustrate School nurses  vocational experiences and what the role of school health services in the student care team at upper secondary schools of John Bauer in relationship to the vision of the school. Method: Qualitative content analysis with inductive approach was used (Lundman &Hällgren-Graneheim, 2008). Data was collected by interviewing  school nurses at  School of John Bauer. Result: From the results school nurse´s health enhancement-and promoting work, team cooperation, prioritizing, management and co-ordination were found. From the data eight categories were found such as teamwork, health promoting tools, follow-up of schoolenvironment, knowledge, accessibility, low prioritized student care team, inadequate management and co-ordination of the team. Conclusion: According to the study, time limits and lack of comprehension from school management makes it more difficult for school health service to reach its fully potential. Theresults can be used to improve school nurses´ situation through self-education and encourage education of other student care team members and quality assurance.

Swedish school system is today victim of facing competition. Today sees the school leadership the students like customers whom they depend to operate their school. But I have asked myself, what will be the new students see and how much this spectacle in both money and time that project will cost for the municipality and school teachers. The question is if whether the school will be better when the competition becomes school or just better marketed? I'm interested in how clearly ideologies emerge in schools brochures if we study them at critically and analytically way. I will study how the independent schools present themselves and what ideas they describe. Can we see the ideological arguments that Reagan and Thatcher had in the 80s who proved their controlled Swedish politicians argued in the 90s in the published material from the Swedish Independent schools today? Independent schools can be seen as vanguards in the Swedish school policy. The Neoliberal winds blowing can probably be best reflected by the private sector in pursuit of the student base. At the same time, the independent schools on the side of the ideologies that best describe the Neoliberal doctrine. I'm interested in how and how societal change is implemented and how clear ideologies reflected in school materials in their struggle to become winners in the Swedish context of market adjustment. I will be studying the brochures from an ideology critical approach that highlights the ideological formulations that can be traced back to the basic ideology.

Thesis (PhD)--Macquarie University, Division of Society, Culture, Media & Philosophy, Department of Critical and Cultural Studies, 2004. / Bibliography: leaves 310-325.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 211-215).

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

This study examined eighth grade students' perceived degree of mattering in their private school environments. Mattering, as defined by Rosenberg and McCullough (1981), is a person's sense that he is the object of interest and importance to others, he is wanted or serves as an ego-extension for others, and others depend on him. The study included 167 students from three urban private schools in the lower mainland. Students completed The Ways of Mattering Questionnaire (Individual and Group Forms), and a one page questionnaire, providing information about students' academic self-concept (Bachman's scale), student involvement in extracurricular school activities, and selected demographic variables. Step-wise multiple regression revealed that gender and grade point average were statistically significant predictive variables on the Group Mattering Scale in student to teacher relationships, and only grade point average was a significant predictive variable on the Individual Mattering Scale (student to peer relationships). Recommendations are provided for further study into students' feelings of mattering in the school environment.

Parental input and participation on curricular decisions influence the educational process in private schools. Parental participation in the development and continual examination of the curriculum is essential to maintaining an educational environment that reflects the ideals and goals of all of the stakeholders. However, parents often have differing ideas from schools on what the curriculum should encompass. The problem facing private school leaders is how to negotiate the tensions resulting from conflicting parental expectations for the curriculum of the school. Literature is reviewed surrounding the main research question for this study: how do school leaders respond to the differences in expectations for curriculum between parents and private secondary schools? Areas of the literature reviewed include the purpose of education, the curriculum development process in schools and the role of educational leadership in the curriculum development process. The overall research design of this study is framed by a qualitative methodology that includes a multiple-site case study that aims to create a better understanding of the dynamics of parental influences on curriculum in private schools. Data from the Upper Schools of three private schools in a metropolitan area were collected over the period of one academic semester from a variety of sources, including interviews, observations and document analysis. The emerging themes were constructed around the current and past knowledge of informants within the context of the social interactions of the stakeholders in the three schools. Several significant findings resulted from this study, which provides a framework to understand how school leaders negotiate parental curriculum expectations. These findings include parental influence and expectations, the distinction between leadership with the curriculum versus the co-curriculum, and the factors influencing the negotiation of curriculum conflict. This inquiry is important because it creates a dialogue among the stakeholders who influence curriculum in private schools. The results of this study help school leaders understand the influences of parents on the curriculum of their schools and offer practical suggestions for private school leaders on how to negotiate the differences in expectations for curriculum between parents and private secondary schools.

The purpose of this thesis is straightforward: to survey the development of a 'private' school over a period of a little more than half a century. In the survey, I hoped to indicate the way in which the school developed as an institution: the main elements in its government and the way it was affected by changing conditions; to describe the main features of its educational programme: curricular and extra-curricular activities; and to attempt an assessnent of its achievement and an analysis of its distinguishing characteristics. The period covered is from the foundation of the school in 1896 to the resignation of F.R. Snell in 1952, the latter date being chosen chiefly because the distance proper to a thesis did not seen possible in a survey of this kind for the succeeding period. I have, however, also included a chapter on the precursor of Michaelhouse as relevant background infomation; and I have taken the story of the Old Boys up to the present, since most of them had been at school before 1952. Athough I have included an assessment of the school's achievements in the list of purposes, it soon became apparent that my aim should be more modest. The interaction of home, school and society is so complex that a proper study of the school's role, even in so obvious a matter as academic achievement and particularly in relation to such aims as leadership or religious development, would require a careful sociological analysis which would have made the thesis extremely unwieldy and for which sufficient information, especially on the earlier stages, was in any case not available. My more modest aim was therefore to place the development of the school and the education it provided in perspective. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1968.