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.

The first three years of the twentieth century were a crucial time in the development of state-funded education in England. The rising tide of Germanophobia in the wake of the South African War impressed Conservative politicians with the need to improve England's educational system in order that she remain competitive in the world. With the aid of a very few Liberal imperialists, the Conservatives were able to shepherd through a series of bills which established state funded secondary schools throughout all of England, an expansion on the system created by the Education Act of 1870 in terms of both curriculum and breadth of jurisdiction. The Liberals opposed much of this legislation based on their allegiance to their nonconformist constituents, who viewed the expanse of state-funded schools as a threat to their voluntary schools and as an attempt to enforce Anglican uniformity. The fact that these MPs opposed these bills, and later modified them greatly when Liberal, and later Labour, governments came to power in the decade immediately preceding the first World War, should in no way diminish the importance of these pieces of Conservative legislation. This essay fits into the historiography of its topic in that it provides a detailed examination of debates which have often been overlooked due to historians' emphasis on the later Liberal legislation.

Thesis (M.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis advisor: Janet E. Helms / Abstract Theorists contend that Black girls are mistreated in a manner consistent with racial and gender stereotypes, each of which is equally salient and negatively evaluated by society. Yet, very few empirical studies have investigated the question of how the girls are able to understand and integrate the racial and gender aspects of their identity and withstand the multiple forms of negativity (e.g. gender marginalization and racial oppression) to which they are exposed. The present study examined the socialization experiences of a sample of Black girls (N=14) enrolled in the 9th grade in a predominantly White high school setting. The girls participated in a semi-structured 25-week mentoring intervention intended to provide positive racial and gender socialization experiences. Pre-post interviews investigated the following themes: (a) the girls' perceptions of their experiences, (b) the relationship of these experiences to the girls' racial identity, and (c) the impact of the school-based intervention on Black girls' racial identity, self-concepts, and perceptions of their academic experiences. Participants completed self-report measures that assessed their racial identity, identification with school, and school-related experiences prior to and following the intervention, and a subgroup were interviewed before and after the intervention. "Regular" attendees (RA) were those who attended nearly all of the sessions, whereas "Non-regular" attendees (NRA) did not. Quantitative findings indicated that both RA and NRA participants reported an increase in positive perceptions of teachers. RAs also increased their level of school engagement and belief that their school experiences would have an impact on their future success, whereas NRAs did not. RAs' levels of Immersion racial identity (Black oriented) increased, whereas NRAs' Conformity (White oriented) increased. Qualitative findings suggested that participants who attended the intervention regularly developed a more sophisticated understanding of the ways that racial dynamics impacted their perceptions of school experiences. Methodological limitations, theoretical considerations, implications for future research and the development of race-gender focused educational interventions, and practice, are discussed. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental, and Educational Psychology.

Thesis (Ed.M.)--Boston University / This study attempts to develop a data gathering device to identify significant characteristics of the elementary school pupil population and school community to provide a basis for evaluating the elementary school. Probably the best known example of an instrument used to evaluate a school has been accomplished in the secondary field. The Cooperative Study of Secondary School Standards was organized in 1933 by representatives appointed by the six regional associations of the United States.

O objetivo central deste trabalho foi o estudo da evolução das concepções de estudantes de 2ª e 3ª séries do Ensino Médio de duas escolas da Rede Pública de Ensino, sobre alguns conceitos, envolvendo o tema soluções e da utilização, dessas concepções na construção de um modelo que permitisse interpretar o processo de dissolução como um conjunto de interações entre as partículas constituintes do sistema. Partiu-se do pressuposto de que os estudantes possam ficar insatisfeitos com suas teorias de momento quando, o que acreditam, entra em contradição com as novas informações. Dessa forma, um processo em sala de aula foi desenvolvido para desencadear e encorajar discussões e reflexões sobre as próprias concepções, visando a reestruturação destas para níveis de maior abstração. O estudo se alicerçou em pressupostos construtivistas, e em estratégias de ensino para a mudança conceitual. Os resultados obtidos basearam-se na análise das concepções dos estudantes, antes, durante e após o processo de ensino, o que possibilitou a elaboração de níveis explicativos, os quais permitiram a interpretação da evolução das concepções, desde as noções macroscópicas para as noções microscópicas dentro do tema escolhido. Pôde-se perceber uma evolução conceitual, de níveis concretos, com pouca abstração, para níveis conceituais mais complexos, uma vez que os alunos estão habituados a raciocinar sobre o real. Portanto, as explicações apresentadas pelos alunos foram influenciadas pelos aspectos observáveis e pelas experiências vivenciadas. Também foi possível perceber a influência positiva na construção de conceitos quando da participação ativa do estudante, através de experimentos e experiências em sala de aula que lhes permitissem refletir sobre suas ideias e confrontá-las com outras. Nesta pesquisa procurou-se ir além do conhecimento das concepções alternativas, propondo um modelo de ensino que pudesse contribuir para a superação das mesmas, além de auxiliar os professores a planejarem um ensino mais significativo, especificamente dentro do tema soluções e em outros. / The primary aim of the paper was to study the evolution of second and third grade junior high student\'s conceptions in two public schools as to concepts dealing with the solution theme, and the use of such conceptions in the development of a model which allows an interpretation of the dissolution process as body of interaction among the forming particles of the system. It is understood that students may be unsatisfied with their current theories, when they allegedly contradict new information. In this way, a process was developed to encourage and bring about discussions and reflections about such conceptions, aiming their reconstruction to levels of higher abstraction. The research was based on constructivist conjectures and teaching strategies for a conceptual change. The results obtained were based on a study of the students\' conceptions before, during, and after the teaching process, and that made an elaboration of explicative levels possible allowing the interpretation of conception evolution from its macroscopic to its microscopic notions within the chosen theme. A conceptual evolution will be noticed; an evolution of concrete levels to more complex conceptual levels since students more often reason facts. Therefore, all explanations presented by the students were influenced by observable aspects and their experiences. Also, a positive influence on the construction of concepts was seen as result of the student\'s active part through activities and experiments in class which made them reflect about their ideas and how to confront them with others. The research tried to reach beyond the knowledge of alternative conceptions offering a teaching model which might contribute to overcome such conceptions and help teachers to plan a more meaningful teaching particularly adjusted within the solution theme and in others.

This study has a primary and a secondary purpose. The primary purpose is to call attention to the question of whether or not Utah verse should be introduced for study into the elementary and secondary schools of Utah. The author does not want to imply that he will give a satisfactory answer to this question. He hopes, however, that this effort will emphasize the question and stimulate thought concerning the same. It seems reasonable to suppose that most of the Utah school officials who are concerned in any way with literary material for school curricula will agree that, if there is any Utah verse that has literary merit, it should be utilized in the Utah schools.

This study is concerned with the teaching of biology in Utah secondary schools. It is based chiefly on analysis of: (1) the teaching procedures used by thirty-five teachers of biology in Utah who were designated by their principals as being outstanding teachers. and (2) the facilities and equipment these teachers think are essential.

In the last five years there has been a dramatic increase in perceived levels of antisocial behaviour amongst students in Secondary and National High schools in Papua New Guinea. Certain events have caught the public's attention, such as the burning down of school buildings and reports of Satanic worship. Despite widespread concern, there seems to be little understanding of why such problems are occurring and no systematic studies to estimate the exact extent of such behaviours or their underlying cause. The main objective of this study was to collect information about the students' perspectives on the nature and extent of these perceived problems. For ethical reasons, and with regard to ease of access to participants within the time frame of the study, data were collected from the first year student teachers at Madang Teachers' College, Papua New Guinea, who had been Secondary/National High school students only a few months previously. As this was an exploratory investigation, and it was not known whether participants would feel more at ease talking one-on-one with the researcher or in groups, two methodologies were used: focus group discussions and individual interviews. The research was conducted over a period of three weeks in June 2007, and involved a total of 21 participants (three focus groups of five, five and six people respectively, and six individual interviewees, one of whom also joined a group). The main findings to emerge from these discussions were as follows. First, the participants explained their own and other students' behaviour in terms of exploring old and new traditions of school life. Second, although several participants reported knowledge of supernatural practices, many of the group activities described in the discussions were normal activities among peer cliques that provided a sense of belonging and positive support for school achievement. There were no major differences in the stories told by male and female participants, and no obvious differences in the type of information provided under different research conditions. There was some disagreement among participants as to whether or not school authorities should take strong action to eliminate the possibility of cult practices. The findings are interpreted with reference to both Western psychological ideas about the nature of adolescence, and to local traditions, practices, and understandings of lifespan development. In particular, the notion of 'searching for identity' stands out in these accounts of student behaviour. This was an exploratory study and not designed to yield results that provide an overall picture of the situation in the Secondary/National High schools of Papua New Guinea. Nevertheless, participants' reports did relate to events experienced in the majority of PNG Secondary and National High schools, and some recommendations are tentatively offered.

This thesis aimed to study the perspectives of religious education coordinators’ in secondary schools in the Archdiocese of Melbourne regarding their management of a particular curriculum change in religious education. The change in question involved a “top down” (Morris, 1995) change to a “text-based curriculum” (Pell, 2001) directed by the Archbishop of Melbourne, who is responsible for religious education in Catholic schools throughout the Archdiocese. Situated within a qualitative paradigm this research utilised grounded theory as a means to identify and analyse the theory generated from interviews with religious education coordinators who were responsible for managing the change. The emergent categories were used to generate new theory in relation to how religious education coordinators managed the curriculum change. Key theories generated from this study included factors that impeded the change such as an inability to understand the theoretical position underpinning the curriculum innovation, and inadequate qualifications to teach religious education. It also generated theory about factors that assisted the management of this change such as time to reflect on practice, and support from school leadership teams. The theory generated was analysed against the existing knowledge about curriculum change in education, textbook use and leadership in religious education. A distinguishing aspect of this research is that it linked the general literature on educational change as it applies to curriculum change, with curriculum change in religious education.The study also proposed some recommendations for future directions and practices concerning the management of curriculum change in religious education in Catholic schools.