Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (M.A.)--Ohio State University. / Includes bibliographical references (leaves 108-115).

Thesis (M.A.)--Ohio State University. / Includes bibliographical references (leaves 116-124).

Thesis (M.A. in education)--Washington State University, May 2007. / Includes bibliographical references (p. 42-43).

During the first half of the fifteenth century, Vittorino da Feltre was employed by the Duke of Mantua to preside over a classical residential school for the sons of influential men of the day. This task Vittorino accomplished with singular success, standing in loco parentis and establishing from the start a family atmosphere that contrasted sharply with the harsh educational methods of the times. Since the inception of Vittorino's Mantua boarding school, the idea of an educational institution that combines school and home has remained very much alive in Europe. When the French settled permanently in the New World, it was natural that they should transplant their own version of the residential school to North American soil. As a means of maintaining a learned and influential Catholic clergy and of spreading a general culture, such schools have continued in French-speaking Canada down to the present day. After the cession, the English, too, introduced boarding schools, some of which were modelled on such famous "public" schools as Eton or Winchester. At first designed to serve the wealthy upper classes, these schools found the residential plan well-suited to the aims of preserving British institutions and of providing leaders imbued with a sense of social purpose and responsibility. In the course of time, both French and English authorities found themselves faced with the considerable problem of educating the native Indian whose level of civilization, according to European standards, appeared extremely primitive. Though several different objectives lay at the foundation of Indian instruction, there appeared common recognition that isolating the Indian pupil from retarding home influences would play an important part in introducing the young savage to white man's ways. Accordingly, Indian boarding schools were established, at first under private auspices and later with federal government assistance and direction. Although many French, English and Indian residential schools were firmly established in British North America prior to Confederation, it was not until the post-Confederation era and the emergence of provincial education systems that public boarding schools received serious consideration. An early attempt at running such a school was made at Cache Creek, British Columbia in 1874. However, mismanagement together with widespread establishment of one-room rural schools soon brought about its closure. Nevertheless, the Cache Creek experiment anticipated later boarding establishments that were to be devoted not to religious, national or class proselytizing but to providing a day school education to geographically isolated children. As Canada pushed back its frontiers, there arose a need to satisfy the educational requirements of children located along the outer fringes of settlement. Thus, in spite of the earlier Cache Creek failure, British Columbia once again gave thought to public boarding schools, and since 1948 has evolved a successful scheme of public school dormitories. In Alberta, depression and drought of the early nineteen-thirties caused grave concern about making high school education available to young rural people whose presence on the labour market posed a threat to more seasoned workers. As in British Columbia, the public school dormitory provided a partial answer to the question of bringing pupils to centrally located high schools. Unlike their earlier French, English and Indian counterparts, public school dormitories in Western Canada have been almost exclusively associated with problems of geography and communications. Because of new population patterns, better roads and more advanced vehicles, however, day school education can now be provided for the majority of Canada's rural pupils by transporting them in buses to central schools. So rapid has been the improvement of transportation and communication and so widespread the development of new population centres that Alberta's once extensive scheme of public school dormitories has been entirely discontinued. Further, though British Columbia continues to operate nine such establishments, three at least are now facing diminishing enrolment, whilst the public education systems of most other Canadian provinces find bus transportation adequate to the educational requirements of their country school population. Thus it appears that public school dormitories founded for the sole purpose of equalizing educational opportunity on a regional basis are destined to remain in operation for a relatively brief period of time. This survey has shown, though, that boarding schools, whose basic aims have transcended mere geographic considerations, have developed quite steadily throughout Canada's educational history. Therefore it is suggested that British Columbia, whose public dormitory system appears to have reached, and perhaps just passed, its peak of usefulness, immediately seek alternative objectives for its school dormitories before probable disillusionment, associated with their inevitable decline in the face of economic growth, rules them out as strong and important educational forces for the future. The central contention herein put forward is that British Columbia's public school dormitories must serve the province in the years ahead as instruments of educational excellence. / Education, Faculty of / Graduate

In 1945 the University of British Columbia set up a number of temporary residential areas for the students who flocked to the University at the close of the war. Acadia, the first of these, is particularly interesting because it housed both men and women residents, because it acquired some of the elements of a residential community, and because it was close to the main campus. Accordingly, an analytical study has been made of the first four years of its development. Three main sources of material were utilized: (l) Personal contacts with the students living at Acadia in various years, (2) The minutes of the Student Council meetings, (3) Questionnaires on the pros and cons of residential conditions, student activities, etc., filled in by 244 students (70 per cent of the total of 292 men and 88 women resident in 1948). The study describes the physical features and development of the area from the original army "camp"; the characteristics of the student residents; student participation in campus activities; the functioning of the Acadia Council, and administrative problems of a student residence as exemplified by this experiment. The indications are that (a) the physical facilities were severely limited, but accepted cheerfully by most residents; (b) a majority of student welcomed and benefitted from the community aspects of Acadia; (c) only minimum supervision is called for, and a good deal of self-government can be developed, but (d) it is important that lines of administrative responsibility be clearly drawn. The "cottage type" of student accommodation and non-segregation of men and women students, both gained heavy votes from the Acadia students, among the preferences suggested to them for a future permanent type of residence. / Arts, Faculty of / Social Work, School of / Graduate

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No description available.

Thesis (M. Arch.)--University of Hong Kong, 1997. / Includes special report study entitled: Common spaces for college students. Includes bibliographical references.

Thesis (M.F.A.)--Rochester Institute of Technology, 1993. / Typescript. Includes bibliographical references (leaf 50).