Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Amanda Datnow.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1983. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 309-317).

The purposes of this descriptive study were to determine the reasons for which Anglo and Hispanic parents/guardians send their children to a Catholic high school in the southwestern United States and to investigate the effect of specific demographic elements upon the parents'/guardians' reasons. These elements were sex, age, and ethnicity of student; age, sex, ethnicity, religion, educational level, and social-economic status of parents/guardians; and marital status, family school affiliation, and family configuration, and family mobility. A modified Delphi procedure with two questionnaires was used to both identify the reasons and to investigate the possible effects of the demographic elements. A RVAX computer with SPSSX was used to apply measures of central tendency, factor analysis, and ANOVA to the data. The study revealed that the main reasons for this Catholic school choice were academics and discipline/environment. The secondary reasons were teachers/students, size and programs, and religious instruction and atmosphere. The two remaining reasons were dissatisfaction with public schools and family tradition. The study indicated that the interaction of age, sex, and ethnicity of students did significantly influence the evaluations of discipline/environment, religious instruction and atmosphere, and family tradition. In addition, the evaluations of the seven factors were significantly influenced by various combinations of family mobility, economic status, family configuration, marital status, religion, educational level, and ethnicity, age, and sex of parents/guardians. The study suggested that although parents/guardians in 1986 agree with those in a 1974 study that academics is important, they place much less importance upon religion. Other major findings suggested that the values of specific categories of parents/guardians cannot be accurately predicted and that it should not be assumed that Anglo and Hispanic students are sent to a Catholic school for different reasons. Finally, the study suggested that academics and discipline/environment, the main reasons for which parents/guardians make the Catholic school choice, should be a concern of all schools, whether they are parochial, private, or public.

The major purpose of this study was to determine what associations exist between student Internet usage in secondary science classrooms and the way students perceive their classroom environment. A second purpose was to study how the Internet was used in each classroom involved and to see what effects these various approaches had on classroom environments. The study included a sample of 431 students in five Hawaii Catholic high schools and data were collected using site observations, student-teacher interviews, and a questionnaire using the Constructivist Learning Environment Survey, a student attitude towards science scale, and Internet usage questions. Site observations were carried out periodically over an academic year, with a high degree of communication between the sample teachers and the author. / Some three dozen students representing all five high schools were interviewed in depth in an attempt to qualitatively clarify the quantitative findings of the total sample. The results of the study indicate that there is an association between greater student Internet usage and a positive perception of classroom environment. Additionally, the students in this sample express an almost total acceptance of the Internet as an educational resource. Student interview data suggest that this new technology has moved past the innovative stage and into the mainstream of daily educational routine. It seems that student attitudes, as well as individual feelings of self-control and personal relevance seem to be enhanced by the use of the Internet, allowing students to construct unique meaning on a personal level. Finally, there is a high association between student Internet usage and teacher Internet usage, that is, the attitude and behaviour of individual teachers concerning their Internet usage has an influence on the extent to which their students use the Internet for academic purposes.

Thesis (M.A.)--University of Detroit, 1955. / "February 1955." Includes bibliographical references (p. 67-76).

The completion of two school-based evaluation reports at a Catholic High School in the ACT highlighted the need for support structures both for evaluating staff and for the management of an evaluation report. The writer (a school principal) felt a need to review school-based evaluations in a more professional manner, and to ensure that evaluations were managed with greater support for the staff involved. In the absence of known Australian checklists, designed to review school-based evaluations, two recognised evaluation checklists, those of Russell and Maling-Keepes, are tested as instruments of review, by applying them to the two school evaluation reports. Four evaluation reviews are documented, in all. The main purposes of this research were: (1) to determine the merits of the completed evaluations by applying the checklists of Russell and Maling-Keepes, (2) to test the relevance of the evaluation checklists of Russell and Maling-Keepes as instruments of review at the school level, (3) in the light of this research, to be in a better position to recommend a) a suitable review method for use by Catholic School Principals, b) support structures, both at a system level and a school level, to assist the development of school-based evaluations.

Thesis (Ph.D.)--Cleveland State University, 2009. / Abstract. Title from PDF t.p. (viewed on Mar. 11, 2010). Includes bibliographical references (p. 252-291). Available online via the OhioLINK ETD Center and also available in print.

Thesis (Ed. D.)--Duquesne University, 2004. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 70-73) and abstract.

No description available.

Over the past six years, analyses of the National Center for Education Statistics' High School and Beyond data have primarily focused on the differences in achievement between public and Catholic high school students. Valuable data on non-Catholic private school students have been virtually ignored. Based on a strategy proposed by Althauser and Rubin (1970), in this study non-Catholic private schools are matched with public schools similar in school average base year student achievement levels, school average base year student socioeconomic levels, geographic region and racial composition. T-test results show that, among students in the most similar matches, non-Catholic private school students score significantly higher on vocabulary, reading, and a test composite of vocabulary, reading and general math scores. Public/non-Catholic private differences in basic and advanced math, science and civics are not significant although all but the civics tests show a small non-Catholic private advantage. The multiple regression analyses suggest that, for the most closely matched pairs, non-Catholic private school students have a small statistically significant advantage over public students on the 1982 reading test and test composite. However, the non-Catholic private advantage on general math, science, vocabulary and writing tests, and the public advantage on the advanced math and civics tests, are not significant. Thus, the null hypothesis stating that there are no differences between the 1982 achievement test scores of students in public schools and the tests scores of students in non-Catholic private schools is generally refuted. Yet, the differences, primarily favoring non-Catholic private school students, are small and in many cases not significant. / Master of Science