Recently, teachers and administrators have found it difficult to address issues concerned with religious beliefs and practices for fear of offending either students or the community. As a result, whatever is deemed religious in nature is rarely discussed or practiced in school classrooms. In earlier decades, teachers generally had little difficulty relating to students on a religious level because the majority, both teachers and students in this city were from a predominantly Christian orientation. As the demographics of the population of Saskatchewan changed because of immigration and the waning of religious beliefs, public schools also had to change to reflect the beliefs of the population and become more inclusive. This research, employing narratives, is based on Grounded Theory and explored students’ experiences with religious content and issues as they attended public high schools. Students were asked what their experiences were and if their experiences and beliefs about religion affected their subsequent education, and lives. The findings of this study suggest that more sensitivity needs to be given to students’ religious identities in the classroom. Negative comments about religion and religious beliefs made by teachers or students can greatly affect an individual’s school experience. These negative experiences can be addressed by discussing religions and religious beliefs in the classrooms of public high schools. This would lead to a greater understanding of others and then in turn, students of all backgrounds will have an increased feeling of acceptance and a sense of belonging to the schools they attend.

This paper will explore the implications of Arizona 2010 House Bill 2281, a vaguely worded piece of legislation which has been identified as an attempt to eliminate ethnic studies programs from Arizona public schools, and particularly the Mexican-American Studies program of the Tucson Unified School District. Specifically, this analysis is concerned with the implications of this law on debates surrounding the legitimacy of ethnic studies, and more broadly, on the purpose of public education in the United States today. While both supporters and opponents of the bill believe that it is inappropriate to indoctrinate students in public school with a singular political agenda, an unraveling of this story makes clear that it is impossible to avoid such a quandary when curriculum insists that an objectivity of knowledge exists. As such, I advocate for a more fundamentally postmodern rethinking of social science curricula in which no single narrative is granted validity at the expense of all others.

The purpose of the study was to examine the existing similarities and differences in the organizational and operational structure among the eight school study councils currently in operation in the state of Indiana. The operational structure for the eight school study councils was described by means of personal interviews and a search of existing study council files.The first School Study Council in Indiana was founded in 1961; the most recent became operational in 1977. Presently, eight councils are operational in Indiana. Six study councils are headquartered at Ball State University, Muncie, Indiana; the remaining two are headquartered at Indiana University, Bloomington, Indiana.The School Study Councils in Indiana claimed a combined membership of 135 public school corporations and represented slightly over 44.5 percent of all the public school corporations in the state. The smallest study council consisted of 10 school corporations whereas the largest study council was composed of 27 school corporations. Decisions made in a School Study Council setting in Indiana potentially affect over 549,000 students and more than 23,700 teachers.Membership in a School Study Council in Indiana was determined by one of three factors: (l)-geographical proximity of member schools; (2) student enrollment of the applying school corporation; or (3) a combination thereof.Yearly operational needs of school study councils were largely subsidized by the school corporations annual dues. Annual school corporation membership dues for Indiana councilsvaried from $200.00 to $500.00 a year. The most popular means for determining membership assessment was the flat assessment fee.Each School Study Council in Indiana functioned according to an established constitution and a formal set of by-laws. The major components contained in each constitution were: (1) Name; (2) Purpose; (3) Membership; (4) Officers and Executive Committee; (5) Nominations, Elections, and Appointments; (6) Finances; (7) Amendments and/or Revisions; and (8) Effective Date.The constitutions were more uniform than the by-laws; however, the majority of the study councils accepted the following articles: (1) Duties of Officers; (2) Terms of Office; (3) Vacancies in Office; (4) Executive Committee; (5) General Meetings; (6) Quorum; (7) Committees; (8) Publications; (9) Rules of Order; and (10) Amendments and Revisions.Ball State University and Indiana University agreed to support school study councils by providing, without cost to the councils, the following services: (1) an Executive Secretary;(2) required stenographic services; (3) one part-time graduate assistant or doctoral fellow; and (4) office facilities.The responsibilities of the Executive Secretary was a major difference between Ball State University and Indiana University. A professor serving as Executive Secretary at Ball State University received a one-third reduction from the normal teaching responsibility. No such reduction was agreed upon at Indiana University.At both universities, a graduate assistant or doctoral fellow was assigned to work with the Executive Secretary. The graduate assistant or doctoral fellow served in the following capacity: (1) assisting the Executive Secretary in planning and implementing school study council programs; (2) conducting necessary research as requested by the study council membership; (3) correspondence on behalf of the study council; and (4) the preparation of reports and minutes of the council business meetings. The stipend received by the doctoral fellow or graduate assistant was approximately $3,000 for an academic year.Conclusions drawn from the study are:1. The basic purpose for the establishment of School Study Councils in Indiana was the improvement of education in member school systems by providing an opportunity to: (1) share and pool vital information; (2) discuss approaches to sound educational management; (3) participate in professional growth through in-service workshops.2. The support and affiliation offered to the School Study Councils by the universities were judged to be the most crucial consideration affecting the overall development of the councils.Recommendations for further research are:1. Consideration should be given to evaluating and researching the variables of success in school study councils as viewed by: school administrators; teachers; and students.2. Research should be conducted to investigate the impact school study councils have upon educational programs and curriculum of member school corporations.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 210-219).

Thesis (Ed. D.)--Lehigh University, 2004. / Includes vita. Includes bibliographical references (leaves 189-201).

Thesis (Ph. D.)--University of Chicago, Department of Education, August 2001. / Includes bibliographical references. Also available on the Internet.

This dissertation offers a case study on the intersection of gender and modernization in the Middle East within the context of the 19th century Ottoman modernization project. It analyzes the position of Muslim/Turkish women in the Ottoman Empire between the years of 1870 and 1922 through a prosopographic study of the first professional women in Turkish history, the schoolteachers known as the muallimat. In 1870 Ottoman educational reformers opened Darülmuallimat, the Women Teachers' Training College, to train female instructors for the recently established girls' middle schools. This training and employment opportunity created by the government provided favorable conditions for Muslim women to fashion a respectable career for themselves as teachers and to forge a new definition of femininity which was based on the convergence of the traditional and the modern. This study provides a multi-faceted portrait of the muallimat by examining their respective socio-economic profiles, educational backgrounds, income levels, living standards and family lives. It also offers a revision of the official Republican narrative which claims that the "universally suppressed" Muslim/Turkish women were emancipated only under the auspices of Atatürk's secular westernization reforms. The experience of the muallimat clearly defies the oversimplified conception of "Islamic patriarchal oppression" and demonstrates that Ottoman women teachers played a significant role in shaping their own future and the future of the society at large. My study relies primarily on the records of the Ottoman Ministry of Education. To supplement the official sources, I also utilize material from the Ottoman women's press as well as the biographies and autobiographies of women writers of the period and various other late Ottoman literary works. Together, the archival and other primary material help to illuminate major aspects of the late Ottoman era women school teachers' professional and personal experiences.

Photographs of Iraqi prisoners’ abuse by American soldiers sent shockwaves throughout the world during the Iraq War (Wikipedia, 2003). This again raised the question of human rights and how these rights are balanced in diverse societies. This article intends to focus on the relationship between human rights and religious requirements in the day-to-day functioning of public schools.

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