This thesis investigates a new kind of conservative Protestant schooling that emerged in Australia after 1962.Themelic schools developed out of a reaction to secular humanist trends which emerged after World War II. The author argues that these schools constitute a system which warrants greater research. Historical, philosophical and theological work is integrated with a considerable methodological basis in oral history. The research seeks to introduce the schools, clarify their theoretical positions, evaluate their theological and social position and offer criticism and recommendations regarding their educative value. One of the central arguments is that the themelic system of schooling is one of fear and confusion.It is argued that the themelic system is laden with numerous contradictions that have not been addressed and that the schools are reactionary, authoritarian and educationally limited. Some recommendations are made that address organisational and language issues. Though criticism offered is sometimes negative, the intended outcomes of the thesis are positive so as to help these schools establish better environments for education / Doctor of Philosophy (PhD)

Bibliography: leaves 118-122. Presents the history of this boys' school chronologically, using the periods of tenure of the various principals as a basis for organizing the material. -- abstract.

The heavily privatized and socially stratified schooling system in Uttar Pradesh, India offers low income children limited opportunities for social mobility via education. In that context, this thesis presents the results of interviews with low-income mothers in the city of Varanasi, gathering their perspectives on the relationship between their children’s current schooling and anticipated adult futures. The results indicate that these mothers see education as an essential investment in both their boys’ and girls’ ability to “stand on their own feet” as independent adults. Study participants dream of a life for their children, especially their daughters, which differs dramatically from their own, and pursue this dream through strategizing to secure the highest quality education possible within their means. Alongside their strong commitment to education, mothers are filled with uncertainty about the adult futures their children will face, especially given the current climate of economic, educational and social change in India.

The heavily privatized and socially stratified schooling system in Uttar Pradesh, India offers low income children limited opportunities for social mobility via education. In that context, this thesis presents the results of interviews with low-income mothers in the city of Varanasi, gathering their perspectives on the relationship between their children’s current schooling and anticipated adult futures. The results indicate that these mothers see education as an essential investment in both their boys’ and girls’ ability to “stand on their own feet” as independent adults. Study participants dream of a life for their children, especially their daughters, which differs dramatically from their own, and pursue this dream through strategizing to secure the highest quality education possible within their means. Alongside their strong commitment to education, mothers are filled with uncertainty about the adult futures their children will face, especially given the current climate of economic, educational and social change in India.

Private schools have frequently provided innovative, experimental, and creative program unavailable to students in the public system. The most successful have survived and expanded by offering an educational experience widely perceived to be not just as good as that available in the public system, but better. In Canada, private schools are enjoying an unprecedented popularity and while most are day-only, over sixty sustain boarding programs, as do two off-shore Canadian schools. The Handbook of Canadian Boarding Schools presents information on the educational environment of each province,then offers comparative information on each boarding school. The information on each school includes: basic data, location, history, philosophy, the campus, boarding facilities, health and safety, administration and faculty, student body and student conduct, academic calendar and program, information technology, student activities and student conduct, admission and costs. The Handbook also supplies several appendices outlining important programs often available through boarding schools, such as Advanced Placement courses and the International Baccalaureate. For parents in Canada and abroad about to commit substantial sums to their children''s education, the Handbook of Canadian Boarding Schools is an essential tool to help them make the right decision. It is also an indispensable resource for supporters of the public system looking for ideas that have worked elsewhere. / Ashley Thomson, a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury, is the author/editor of the Directory of Canadian Private Residential Schools (1986), of which this is a major revision. Sylvie Lafortune is a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury. / Laurentian University subsidized the research for this project.

Thesis (Ed. D.)--University of Hong Kong, 2010. / Includes bibliographical references (p. 261-266). Also available in print.

This study analyzed the perceptions of 184 teachers in 38 member institutions of the Canadian Association of Independent Schools to determine the most important characteristics and indicators of school effectiveness. Review of the school effectiveness literature indicated eight characteristics of school effectiveness: leadership, expectations, mission, time on task, monitoring, basic skills, climate, and parent/community participation. In addition, research on school effectiveness has found certain procedures or activities that contribute to effective schooling, termed indicators for this study. / Of the eight characteristics, creating a positive learning climate was ranked highest, as was the case in a recent study of private schools in the United States. At the level of indicators, top rankings were given to student-oriented concerns: (1) care about students as people, (2) providing an enriched and all-round quality programme for students, (3) pride in the school's and students' successes, (4) listening to students, (5) providing an enjoyable environment, (6) care of students in a professional manner. / In conclusion, these findings indicate that a balance of school effectiveness characteristics and indicators are required to render an overall quality programme for the benefit of the students.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 1994.

Exploratory research was conducted in an attempt to understand how three schools in the Midlands of KwaZulu-Natal market themselves. The marketing of schools is a relatively new concept both in South Africa and internationally. Not only is the marketing of schools vital, in that it allows schools to use their resources in the most efficient and effective way in satisfying the needs of the customer, but associated with this, is that it allows for a meaningful and relevant education. The schools chosen for this research were Cowan House, Epworth and Hilton College. These schools represent a wide cross-section of schools including a primary school, two senior schools, a monastic boys' boarding school and a monastic girls' school with day scholars and boarders. All of the schools had a marketing function within the school. All three schools applied the basic marketing concept. They were customer focused, were orientated towards achieving long term goals, tried to integrate activities within the school and strongly believed in societal aspects of marketing. Of particular interest was the strong focus on the customer by some of the schools. None of the schools had been exposed to the seven Ps of service marketing, and so did not structure their marketing mix based on the service marketing model. All the schools felt that their staff were a differentiating factor (people) and had impressive grounds and facilities (physical evidence). The major problem that all three schools experienced was developing a differentiated service that separated themselves from competitors within the market. They were not aware of the unique position that they occupied in the mind of the customer, although all the schools felt that they were unique. The result of this was that their marketing mix was not able to support and enhance the differentiated service and proposed market position. A possible reason for the schools not developing a unique position in the market is that they may not analyse the external environment in enough detail. This meant they were not able to capitalise on, or develop,unique internal strengths to satisfy needs that their customers considered important, valuable and were willing to pay for. It is recommended that a more structured approach to strategic marketing be used. This should allow the schools to implement each of the steps required in strategy formulation. If this is done effectively they will be able to match internal strengths with opportunities in the external environment and so develop a differentiated product that is required by the target market. The schools should also adopt a service marketing strategy as education is a service. Adopting the seven Ps of service marketing would allow the schools to implement a marketing mix that is suitable for a service institution. It is hoped that this dissertation will contribute to a better understanding of marketing of schools, allow them to be more focused in their strategy and ultimately result in a better education for their learners. / Thesis (M.B.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Studies focusing on Catholic schools as a proxy for all private education or all private religious education miss important variances within the private school sector, especially at the first grade level. The implication of this is that the vast majority of secondary school choice studies are incomplete; the elementary schooling decision of the parents should be included for all secondary school choice analyses. I augment the scope of a households first grade schooling choice by offering a rich model that includes the public schooling option and the most detailed typology of private schools to date: Catholic, Evangelical or Fundamental Protestant, Mainline Protestant or Other Faith, and Secular. Upon selecting a school type, I evaluate a students performance within this selected sector. While critics argue that selection and omitted variable biases generate test score gains for students rather than private school superiority, I include a childs fall kindergarten reading, math, and general knowledge test scores to control for a students knowledge acquired prior to kindergarten enrollment. I examine whether higher first grade test scores are the result of selection into the private sector or preeminence of the private sector. I find kindergarten test performance, household income, and parental education are significant and positive factors in selecting a school. Additionally, household religiosity and the denominational composition in the households home county are also significant determinants of schooling choice. Results from voucher simulations indicate that an increase in private school attendance does not translate to uniform enrollment increases at all types of private schools. White and Hispanic girls display similar patterns for Catholic and Protestant schools while African-American and white girls select Evangelical schools in analogous trends. Findings suggest that, while a students ability is the driving force behind first grade achievement, the type of school attended in first grade does affect a childs test score for all three tests. First grade private school enrollment makes below average achievers in kindergarten into better students in the first grade. Private schools offer no significant benefit for first grade enrollment to high achieving kindergarten students.