Thesis (M.Ed.)--Unitec New Zealand, 2008. / Includes bibliographical references (leaves 77-85).

Small school reform is an increasingly popular reform in urban comprehensive high schools. Efforts to divide large high schools into small school groups have been funded by The Bill and Melinda Gates Foundation as well as by the Coalition of Essential Schools (CES). The Coalition of Essential Schools is a network of small schools that adhere to similar educational ideologies such as the desirability to provide inclusive educational environments. CES promotes inclusion as a means to equitable and democratic education. This study explains the tensions the philosophy and practice of inclusion has produced concerning English language learner (ELL) programs in conversion small schools. This study investigates (a) the ways in which ELL programs in conversion small schools have supported inclusive education, (b) the ways small school inclusion has affected ELL programs, and (c) the impact inclusion philosophy in conversion small schools on inclusive and equitable instruction for ELL students. Through a multi-case qualitative study including interviews and observations, the contexts for the ELL programs in three different conversion schools are investigated and described. The data shows that none of the ELL programs investigated have been able to fully support instructional inclusion either due to a lack of belief in the efficacy of inclusion or a lack of resources. Small school inclusion has affected ELL programs differently in each school. At one school, the ELL program felt almost no effects of the conversion. At another, the program is radically different than previous to the conversion. Third, inclusive and equitable instruction for ELL students in conversion small schools, even in the best case, is happening only in some classes. Due to a lack of resources, no ELL program has been able to implement inclusion as a programmatic reform. Finally, the impetus to involve ELL students in inclusion programs is highly influenced by special education policies rather than by legislation overseeing ELLs. The study concludes that inclusion is understood and practiced differently at each site. At the sites where any type of inclusion was practiced, teachers reported that inclusion provided ELL students with more social than academic benefits.

The purpose of this study is to identify aspects of successful Advanced Placement programs in small schools of enrollments of 600 or fewer, and to describe the strategies that are used in these schools to make their programs successful. The study includes a pilot research project with a small school with a floundering program identifying the major problems that it has faced in starting and creating its program along with cases of two additional small schools that have found success with their programs. The cases of the successful schools are analyzed to find the aspects of the programs that have led to their success to provide struggling schools with suggestions for improvements of their programs.

Typescript. / "August 8, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 33-34).

No description available.

Thesis (Ph.D.)--Antioch University, 2008. / Title from PDF t.p. (viewed Oct. 26, 2008). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy March, 2008."--from the title page. Includes bibliographical references (p.137-142).

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 122-140). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 122-140). Also available on the Internet.

It is a fallacy to assume that because a school is small it must necessarily be a poor school. Unfortunately size, number and quantity have become criteria of success in our American way of life, and educators, too, sometimes associate bigness with goodness. This fact has been noted by the American Association of School Administrators. True, the small school poses some problems and limitations not found in the larger schools, but there are also some definite advantages in the small school. It is the purpose of this paper to focus attention on the small school and to suggest ways and means of providing an enriched curriculum in the small school despite the limitations. Particular attention will be directed to the Windermere, Florida, Elementary School, where the writer is employed. / Typescript. / "August, 1956." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Marian Black, Professor Directing Paper. / Includes bibliographical references (leaves 53-54).

The purpose of this study is to determine sound principles for custodial service in the small school.