The purpose of the study was to evaluate a six weeks pilot summer elementary school program as a basis for making decisions and modifications regarding future elementary summer programs in the Marion (Indiana) Community Schools. As a related part of the research, the study attempted to determine if pupils enrolled in improvement classes designed especially to strengthen skill areas made more gain in basic skills than did students enrolled in summer enrichment classes organized to provide supplementary educational experiences without stress on skills.The dissertation consisted of two major parts--a subjective evaluation of the program by students, parents, and teachers and a statistical study designed to determine effects of the program on achievement of third, fourth, and fifth grade pupils in reading, vocabulary, and arithmetic. Subjective data were provided by parent questionnaires, teacher evaluations, and by pupil opinionnaire surveys administered at the beginning and close of the summer program.For the statistical study related to pupil achievement, experimental and control groups were selected on a stratified random basis and matched according to sex, grade level, and school district. Effects of the experimental conditions were judged in relation to scores on the Iowa Tests of Basic Skills administered prior to summer school, in September following the program, and again in the subsequent spring. The analysis of covariance with pretest scores and intelligence quotients as covariates was utilized to test the four null hypotheses. The F test was then applied to determine if there were any statistically significant differences between the adjusted posttest means of experimental groups of summer school students and control groups of nonsummer school students.The experimental population was divided into two subgroups on the basis of enrollment in enrichment or improvement classes. This was done to compare the achievement of enrichment class students and improvement class students to that of nonsummer school students. Comparisons were also made between the enrichment and improvement subgroups of the experimental population. The following general conclusions seem justified on the basis of data and information described in the dissertation:1. The elementary summer school was a worthwhile program and should be continued and expanded in the future.2. The stated objectives of the summer school were achieved to a high degree.3. Children in the summer program showed growth in social and emotional development in addition to learning many new things.4. The enrichment classes seemed more likely to satisfy the objectives of the program and facilitate growth in the basic skills than did improvement classes.5. The improvement classes of the program need further while for students enrolled. To subject students to more experiences similar to the ones with which they had difficulty during the regular school year, as was done in this program, seems a questionable practice. An enrichment program for students needing remedial help could possibly result in a better program for these pupils.6. The summer school appeared to be a significant factor in facilitating change and professional growth among teachers.7. Modifications, as recommended by students, parents, and teachers, of the summer program should be considered by.8. The summer program seemed to permit or encourage teachers to do more experimentation than did the regular year program.9. A six weeks summer program in remedial reading and arithmetic when emphasis is directly upon skill development cannot be expected to show demonstrable results in achievement the following autumn or spring.

This thesis is a phenomenological, qualitative study of student resistance and seeks to contribute to an understanding of the relationship between community, communication, and resistance by exploring the social contexts that provide meaning to the resistant behaviours of six graduates of an independent Christian school. In doing so, this thesis takes a transactional perspective of resistance – a perspective that recognises students as having multiple and shifting identities, and schools as being complex, social settings which contextualises student resistant behaviours. Integral to this perspective is a communicative potential of resistance that can be used as a means of signalling, generating, and building dialogue among the various groups of people who make up the school community. This study suggest that school need to go beyond seeing resistance as purely an expression of political statements or an engagement in power struggles and consider how resistance can be a potential communicative act. Specifically, resistance signals a need for reflection and dialogue on the ways in which the ideals of that community are both intended and experienced.

This thesis paper was written to meet the requirements for a master's degree in the Studies in Policy and Practice Program through the University of Victoria. British Columbia. A grounded theory was developed studying lateral violence as a process in First Nations institutions in Coast Salish territory. The research question was how does lateral violence function as a process in First Nations institutions? To answer this question, one-on-one interviews were conducted, digitally recorded, transcribed, and analysed using grounded theory techniques. What came from the research findings was a theory on the effects of fear based learning on lateral violence. This research paper looks at the evolution of fear based learning from the Indian Residential School system, into the home of First Nations people, and it's progression from the home into community, and into First Nations institutions. Nine properties of fear based learning were identified. This project contributes as a solution to lateral violence the process of identifying conditions for the perfect storm. Identifying conditions for the perfect storm help administrators navigate developing episodes of lateral violence. Furthermore, this project contributes framing solutions within the Coast Salish cultural and political act of witnessing. Witnessing is seen as providing a cultural foundation for justice. / Graduate

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This study examines the formation and maintenance of young peoples' attitude to Christianity and seeks to ascertain which are the salient factors, or group of factors, involved in such processes. It was stimulated by the apparent gradient of decline in young people's active participation in the life of the Church in many parts of Scotland and by the thought that such decline may be due in some measure to young people's fundamental attitudes to Christianity. The empirical research, which forms the kernel of the study, was undertaken in 1986 among 6,838 secondary school pupils, aged 11 to 17 years, in non-denominational, denominational and independent schools within the Dundee area. Questionnaires relating to attitudes to religion and science were administered by teachers, mainly from Religious Education departments within the schools. The Francis Attitude towards Christianity Scale (ASC 4B) was used in connection with the attitudes to religion items. The data was analysed by means of the SPSSX statistical package. Each section of the study investigates available research literature relevant to the topic considered. Chapter 4 looks in detail at the main variables involved in the formation and maintenance of young people's attitudes to Christianity, viz. Pupils' sex, age, personal Church attendance and Sunday School attendance, parental Church attendance and parental encouragement, social class differences, peer group influence, type of school attended and attitudes to science. The effects of television viewing on young people's perceptions, including their perceptions of religion on television, was also considered. Among the basic conclusions reached by this study are there: - Parental example and encouragement are the most salient elements in the religious socialization of young people. Peer group influence is also shown to be a significant factor in the transmission of young people's attitudes to Christianity. Pupils' Church attendance has considerable influence on their attitudes to Christianity and the continuance of these and their attitudes to science are shown to have special importance for their attitudes to religion. The 13 to 15 year age period merits further and deeper examination. This appears to be a decisive stage in adolescent development, when significant changes occur in young people's perceptions of religion and in their attitudes to Christianity.

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