published_or_final_version / Education / Master / Master of Education

The purpose of this study was to report the evaluation ratings and describe the Arkansas NCA secondary schools, as indicated in the Summary Reports of the Evaluative Criteria, 1960 edition, and to compare ratings on all sections and divisions, section D-J, by size classifications.

This thesis investigates a new kind of conservative Protestant schooling that emerged in Australia after 1962.Themelic schools developed out of a reaction to secular humanist trends which emerged after World War II. The author argues that these schools constitute a system which warrants greater research. Historical, philosophical and theological work is integrated with a considerable methodological basis in oral history. The research seeks to introduce the schools, clarify their theoretical positions, evaluate their theological and social position and offer criticism and recommendations regarding their educative value. One of the central arguments is that the themelic system of schooling is one of fear and confusion.It is argued that the themelic system is laden with numerous contradictions that have not been addressed and that the schools are reactionary, authoritarian and educationally limited. Some recommendations are made that address organisational and language issues. Though criticism offered is sometimes negative, the intended outcomes of the thesis are positive so as to help these schools establish better environments for education / Doctor of Philosophy (PhD)

Enrolment trends in non-Catholic, non-Government schools since 1962 show various interesting features. Overall the percentage of students enrolled in such schools today is about the same as it was in 1962, but this percentage has fluctuated in the intervening period. It contrasts notably with the trend in Catholic schools which is one of a sustained decline. Further analysis reveals that the number of boarders in non- Catholic, non-Government schools as a percentage of total enrolments in such schools has declined markedly, and during this decade has declined in absolute terms. This fall appears to relate to declining rural incomes and to rural-urban migration. The drop occurs despite the fact that increases in boarding fees are less than increases in tuition fees, the former relating closely to trends in the consumer price index, the latter to movements in the gross national product per capita. The masculinity level for All Schools and for non-Catholic, non-Government schools is about 1O5 in each case. However, in All Schools there has been a notable decline to reach this point, whereas in non-Catholic, non-Government schools there has been a steady increase in masculinity over the last fifteen years to arrive at the same point. Since 1962 Undenominational Schools have increased their enrolments at a considerably faster rate than have other religions. Presbyterian schools have lost ground, reflecting, perhaps, their interest in non metropolitan boarding schools, a sector which has been adversely affected in recent years, and also, perhaps, reflecting some inertia resulting from the impending union into the Uniting Church. In non-Catholic, non-Government schools a ratio of about 2:1 between secondary and primary enrolments seems common. Enrolments within these two sections seem to be affected by somewhat different factors, but a balance has been maintained at this level. Trends noted are not the result of particular variables but of a large number of interrelated factors. Relationships can be noted but not causality. Many interesting paths appear, often paths which cannot be followed in this field study. Nevertheless, there are various questions which beg further research. For example, why it is that New South Wales (including the Australian Capital Territory) with the highest per capita income of any state has the lowest percentage of school students attending non-Catholic, non-Government schools?

Private schools have frequently provided innovative, experimental, and creative program unavailable to students in the public system. The most successful have survived and expanded by offering an educational experience widely perceived to be not just as good as that available in the public system, but better. In Canada, private schools are enjoying an unprecedented popularity and while most are day-only, over sixty sustain boarding programs, as do two off-shore Canadian schools. The Handbook of Canadian Boarding Schools presents information on the educational environment of each province,then offers comparative information on each boarding school. The information on each school includes: basic data, location, history, philosophy, the campus, boarding facilities, health and safety, administration and faculty, student body and student conduct, academic calendar and program, information technology, student activities and student conduct, admission and costs. The Handbook also supplies several appendices outlining important programs often available through boarding schools, such as Advanced Placement courses and the International Baccalaureate. For parents in Canada and abroad about to commit substantial sums to their children''s education, the Handbook of Canadian Boarding Schools is an essential tool to help them make the right decision. It is also an indispensable resource for supporters of the public system looking for ideas that have worked elsewhere. / Ashley Thomson, a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury, is the author/editor of the Directory of Canadian Private Residential Schools (1986), of which this is a major revision. Sylvie Lafortune is a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury. / Laurentian University subsidized the research for this project.

A Comparative Study of Operation of Overseas Schools of Taiwan and USA Tsen-Fei Lin Abstract The study was designed to achieve two goals¡Gthe first was to discuss the background, the actual state, and the problems of overseas Taiwan schools and overseas American schools. Second goal was to compare the operation of overseas Taiwan schools and overseas American schools. In order to achieve the above aims, the researcher adopted Bereday¡¦s comparative studies as the major research method, and assisted with the method of documentary analysis and semi-structured interview. Firstly, to describe and interpret the development of subjects containing Chinese Taipei School (Penang), Jakarta Taipei school, Chinese Taipei School (Kuala Lumpur), Surabaya Taipei International School, Taipei School in Ho Chi Minh City, and the American-Sponsored Overseas Schools. Secondly, for the comparison and analysis, to use the nine comparative points including the background of schools¡¦ establishment, the property of schools, the board of directors, enrollment, faculties, curriculum, finances, facilities, and encountering problems. Thirdly, the researcher proposed four tentative conclusions¡G 1. For Taiwan and America, the operation of overseas schools is getting institutionalized. 2. Because of the distinctive environment, students in overseas Taiwan schools and overseas American schools have different performances when compared with native students. 3. Students from overseas Taiwan schools and overseas American schools choose to enter a higher school of centre countries. 4. Because of centralization, overseas Taiwan schools have less autonomy. To support the four hypotheses above, the researcher concluded the following fix finding¡G 1. The goal of establishment of overseas Taiwan schools and overseas American schools is to satisfy the need of their people and country. 2. The operation of overseas Taiwan schools and overseas American schools is full of autonomy and diversity. 3. Overseas American schools have more autonomy when compared with overseas Taiwan schools. 4. The encountering problems of overseas Taiwan schools and overseas American schools are almost similar. 5. The operation of overseas American schools is more institutionalized than overseas Taiwan schools. 6. The management of overseas Taiwan schools and overseas American schools can develop their own school-based curriculum. Finally, suggestions were proposed to the education authorities, schools and for future research.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 203-215). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Nevada, Reno, 2007. / "May, 2007." Includes bibliographical references (leaves 111-121). Online version available on the World Wide Web.

Thesis (M.S. in Management)--Naval Postgraduate School, June 1992. / Thesis Advisor: San Miguel, Joseph G. "June 1992." Description based on title screen as viewed on March 10, 2009. Includes bibliographical references (p. 116). Also available in print.

In this exposition, the writer has attempted to give a clear idea of the origin, organization, and curricua of the three types of schools of the Mexican public educational system. The information was gathered from first-hand knowledge, from careful study and analysis or publications of the department of Education, visits to schools, Interviews with school pen, and from various earler works on the subject of Mexican education.