The chief argument of this study of major reforms within Maori schools is that while their curriculum was updated and morale restored, all educational developments were predicated upon the Maori people remaining a rural, dependent people. In the background to schooling changes were two expressions of nationalism within New Zealand: Attempts of the Dominion, at an official level, to assert its independence, moves made more urgent by the Depression, and secondly, the growing sense of the Maori people of their racial and cultural heritage. These significant changes were joined by a clutch of moves which propelled the Maori people into the national economy. The chief architects of schooling changes would have considered their work made a major break with the past. In reality it continued a tradition embedded in the nineteenth century in which education was regarded as a means of social control. As such, this paternalistic stance originated from British colonial theory, and from the purposes defined for education of the so-called lower classes. Partial reinterpretations of the tradition emerged in the growing practice of setting aside reserves for native education, from E G Wakefield�s theories, and the highly influential stance of John Thornton, Headmaster of Te Aute Collage. In a theory novel for the nineteenth century, Thornton held that Maoris should be so educated that they might fill any job or profession. Douglas Ball, appointed Inspector in 1928, was a domineering presence within Maori Schools. The substantial support of unique, creative government projects to make productive farms of Maori traditional lands were joined to Ball�s promotion of the tenets of Progrssive Education, and the then-novel introduction of Maoritanga in the curricululum. Education and social philosophies so espoused were derivative; the former from the �child-centredness� of Progressive Education, the latter, from the late colonial theory of adaptionism. Schooling renewal and land development attracted bi-partisan support. Ball received further support from international colleagues. It was the demise of the Proficiency Examinaton, however, that enabled education to be pressed into a vocational pattern, and with it, moves to link school and community. This renewal received limited challenge until officials pressed for reforms and expansion of secondary education on a vocational basis. Pressure on Denominational Schools to virtually abandon academic courses was exceedingly unpopular, as were the turns the development of the Native District High Schools took: Maori families had become aware that a good life on the land was not possible for all. They also felt the vocational slant was an insult to Maori aspiration for better jobs and recognized status within New Zealand. Maori opposition to this form of education was an appropriate response to its limitations. This study concludes, however, given the paucity of articulate critics a no-contest situation emerged in face of strongly-held stereotypes and the bureaucratic vigour of an Education Department bent on implementing �progressive� policies.

This field study is a critical analysis of early streaming in Singapore. Primary school pupils are streamed at the end of Primary 3 on the basis of their performance in achievement tests in English, Mathematics and Second Language. The streaming policy is based on eugenic and economic premises. The policy-makers believe that intelligence is largely determined by genes, and that the quality of human resources is a vital factor for nation building. The study identifies the ideological position of the policy-makers by unpacking some of their major assumptions about humans, society, knowledge, school and curriculum, and reveals the ideological underpinnings of inherited differences in IQ and meritocracy which support this policy. The study also examines the inequality of advantage of this form of streaming. The findings of the pre-primary study and the study on dropouts show that unnatural inequalities do affect the performance of pupils in achievement tests and their desire to stay on in school. The analysis of the planning and management of the change shows that different reactions of principals, teachers and parents can have different effects on pupil motivation and learning, with grave social implications.

Thesis (D.Ed. (Education Policy))-University of Pretoria, 2007. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.S.)--Eastern Illinois University, 1960. / Includes bibliographical references (leaf 24).

Thesis (M.Ed.)--University of Hong Kong, 1983. / Includes bibliographical references (leaf 107-117). Also available in print.

Thesis (Ed. D.)--Oregon State University, 1971. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

Thesis (M.A. in human development)--Washington State University, May 2007. / Includes bibliographical references (p. 73-83).

Thesis (M.Ed. (Education for Community Building)) -- University of Pretoria, 2005. / Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.Phil.)--City University of Hong Kong, 2006. / "Submitted to Department of Applied Social Studies in partial fulfillment of the requirements for the degree of Master of Philosophy" Includes bibliographical references (leaves 114-129)

The primary foci of the study were to determine the relationships among perceptual modality, temporality, and academic achievement, and to develop implications for the academic counseling of middle school students based on the findings. The sample was composed of 613 students enrolled in Prineville Junior High School. The Edmonds Learning Style Identification Exercise, the metronome, and the Iowa Tests of Basic Skills were the instruments used to collect data. Five statistical tools were used in the analysis of data. The findings at the .05 level of significance were as follows: 1. There were no significant differences in perceptual modality mean scores for the three temporal groups. 2. There were no significant relationships between sex and temporal grouping (slow, medium, fast). 3. A significant relationship existed between grade level and temporal group. There was a higher concentration of sixth graders in the slow temporal group. 4. There was a significant difference between sex and the perceptual modality score of visualization. Males scored significantly higher. For the other three perceptual modality scores and sex, there was no significant differences. 5. There was no significant difference for grade level and perceptual modality mean scores. 6. There was no interaction for grade level and sex on perceptual modality mean scores. 7. There were no significant relationships among perceptual modality scores within each temporal group. 8. There were no significant relationships among academic achievement scores, preferred temporal pace, and perceptual modality scores. Implications for the academic counseling of middle school students stressed the importance of using visual materials in the curriculum for males, and the varying of instructional pace to accommodate differences in students' temporal paces. / Graduation date: 1984