The origins of the present segregated schooling system are bound up with the structuring of South African racial capitalism under the dominance of mining capital, particularly in the period 1900-1924, In attempting an historical explanation of this process, this study argues that the economic and social foundations of the backwardness of the schooling for Blacks in South Africa are connected with the segregationist structure determined by class struggle in the for early period of mining capital. It demonstrates that the basic characteristics and features of segregation in education had been established during the same period.

This statement helps explain what I personally experience after having travelled half way across the world and stayed in Canada for almost two years. Accordingly, this work is an attempt to look back into the educational systems in the different territories of my homeland, Malaysia, and to examine them from a broader perspective and in terms of other systems. [...]

There is no abstract available for this dissertation.

The purpose of this study was to compare the reading achievement of pupils bussed from two predominantly Negro central-city schools to several predominantly white receiving schools, with the reading achievement of a group of pupils remaining in the two predominantly Negro sending schools.ProceduresThe sample of the present study was drawn from the public school system of a midwest city of approximately 200,000 population. The subjects in the study were those pupils who had been enrolled in the third grade in two central-city schools during the 1965-66 school year, and who continued to reside within the school districts served by the two central-city schools through the 1968-69 school year. The bussed group included sixty-one Negro and three white pupils who were transported from the two predominantly Negro schools at the beginning of the fifth grade and through the sixth grade to ten predominantly white schools. The non-bussed group included forty-three Negro and two white pupils who remained in the two predominantly Negro sending schools through the sixth grade. Data on the individuals included in the sample were obtained from the cumulative folders of the students which were on file at the twelve schools involved in the study. Measuring instruments used to collect data were: the Otis Quick Scorinq Mental Ability Tests, which were given at the sixth grade level; the assessment of reading achievement for grade three, four, and five were based on the reading subtest of the Stanford Achievement Test; and the assessment of the reading achievement for grade six which was based on the reading subtest of the SRA Achievement Series. An informal questionnaire, prepared for the purpose of this study to discover the bussed pupils' feelings toward the situation in the receiving school was administered by the author to the bussed pupils in May, 1969.ConclusionsThe following conclusions are based upon the findings secured from the data and within the limitations established for the study.1. One or two years of bussing for pupils at the fifth and sixth grade level has a positive effect on reading achievement scores. This conclusion is based on the finding that the evidence was statistically significant in favor of the bussed group. This significant difference between the bussed and non-bussed group on the basis of reading achievement increased after two years of bussing.2. One or two years of bussing at the fifth and sixth grade levels has a positive effect on pupils' growth toward reading expectancy levels. This conclusion is based on the finding that after one year of bussing the bussed group gained slightly over the non-bussed group. After two years of bussing the difference in favor of the bussed group was statistically significant at the .05 level of confidence.3. Two years of bussing at the fifth and sixth grade levels has little effect on the number of times pupils are above the median of the four discrepancy scores. This conclusion is based on the finding that there was no statistically significant difference between the bussed and non-bussed groups.4. Students' attitudes toward the receiving school do not seem to affect reading achievement. This conclusion is based on the finding that the relationship between the two does not exceed chance.

Thesis (M.S.)--Butler University, 1965. / Includes bibliographical references (leaves 118-127).

Thesis (Ph. D.)--Illinois State University, 1979. / Title from title page screen, viewed Feb. 14, 2005. Dissertation Committee: Ronald Laymon (chair), J.H. McGrath, Larry Kennedy, Ned Lovell, Rodney Riegle. Includes bibliographical references (leaves 87-89) and abstract. Also available in print.

Thesis--St. Louis University. / Vita. Includes bibliographical references (leaves 184-191).

No description available.

No description available.

No description available.