Thesis (Ph. D.)--Columbia University, 1943. / Vita on label mounted on inside of back cover. Bibliography: p. 355-365.

Thesis (doctoral)--Universität Jena, 1911. / Vita. Includes bibliographical references (p. [5]-6).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 193-196).

Thesis (M.S.Ed.)--Baylor University, 2006. / Includes bibliographical references (p. 48-52).

Thesis (doctoral)--Universiteit van Amsterdam, 2005. / Description based on print version record. Includes bibliographical references (p. 159-172).

Thesis (Ed.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. / Educational innovations, throughout history, have been largely due to the inspired vision and subsequent achievements of a single individual. One such pioneer is Mary Crist Fleming, an American woman, who, in 1955, travelled to Switzerland to run a summer program for a handful of students and then stayed on to found the first American boarding school in Europe, known as TASIS, The American School in Switzerland. With no financial backing, in a country where women had not yet been given the right to vote, she set up a program to offer young Americans the opportunity to enhance their education with the learning oflanguages at first-hand, and experience Europe's artistic and cultural heritage, in a setting chosen for its outstanding beauty. She is now in her ninety-fourth year. Through a series of interviews carried out over the past four years, aimed at describing and explaining this career, with its successes and failures, forms the basis for this dissertation. The lives of three other educational pioneers, the American Mary Lyon, the founder of Mount Holyoke College, the Italian Maria Montessori, creator of the Montessori Schools, and the German Kurt Hahn, who established a holistic style of education at his school in Salem, and later founded Gordonstoun in Scotland, are reviewed and comparisons made between them and Mary Crist Fleming. They all have a number of characteristics in common, which are discussed under three subheadings, namely, Heritage, Achievements, and Legacies. Heritage is essentially Mrs. Fleming's biography, from her childhood in America and her early education there, to her long career in the international arena. The section on Achievements explores those factors, which have been major influences in her life, as well as in the lives of the other three pioneers, including traditional values, social entrepreneurship, risk taking, and charismatic leadership. In the final section, Legacy, each of the four founders' legacies is explored in detail. / 2031-01-01

In 2004, South Africa celebrated 10 years of freedom, and in August women have celebrated 48 years of women’s activism. South African women have come a long way and yet the battle for women empowerment still rages on. Women have not yet fully achieved equal status. In fact, the struggle for women leadership has intensified in a sense that nowadays-influential positions are also associated with sensitive perks and career patching, which means women are more than ever seen as a threat in relation to the occupation of these positions. Women are faced with challenges when they have to apply for or be placed in management in schools. This study seeks to explain why the number of female principals at Ekurhuleni East High Schools is less than of male collegues. Considering the fact that the ratio between female educators and male educators favours women, it is questionable why management of schools is assigned to males. This brings us to the challenges women have to deal with when they are supposed to be selected for management positions. Ozga (1993:4) supports the above statement and argue that women form the majority of the work force in education: yet they are underrepresented in its management. Women under-representation is and can be attributed to the treatment women receive because of their gender. Thus, the major barrier to selection and recruitment of women is gender. Women are seen as less than and different from men. Interestingly, gender has somehow become synonymous with women. The teaching profession in South Africa has long been characterized by unequal treatment of women in education. / Dr. P.J. du Plessis

The current situation in South-African education warrants a rethink on how we use our leadership expertise and skills. It is a statistical fact that women are under-represented in positions of educational leadership in our schools. Society needs to acknowledge that all our resources must be utilised: women being one of our major resources in the field of education. Experiences from this study show that there are many intrinsic and extrinsic barriers to the progress of women in educational management. These barriers amount to beliefs, assumptions stereotypes, socialisation, organisational constraints and value systems. These beliefs and assumptions have cast women into teaching roles rather than educational leadership roles. The cxpenences of the women principals who were involved in this study suggest that women have the capacity to manage effective schools. Furthermore, these women have the willingness and desire to involve all stakeholders in the process of education. The data indicates that it may be worthwhile to start professional and educational training programmes to empower women to take their place in school leadership. Training sessions need not only to bring women to consciousness but, also to critically analyse these barriers and constraints. An awareness of these imposed limitations will give rise to improved practice and self-driven professional development. / Educational Leadership and Management / M. Ed. (Education Management)

稿本(電腦打印本) / Thesis (M.A.)--香港中文大學. / Gao ben (dian nao da yin ben) / Includes bibliographical references. / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 引言 --- p.1 / Chapter 第二章 --- 文獻回顧 --- p.8 / Chapter 第三章 --- 硏究方法 --- p.56 / Chapter 第四章 --- 姑婆（191´4ؤ ) / 貫徹「做到老、學到老」的信念 --- p.78 / Chapter 第五章 --- 鍾婆婆（192´1ؤ ) / 英雄無用武之地的遺憾 --- p.106 / Chapter 第六章 --- 梁婆婆（192´2ؤ ) / 在兩次婚姻失敗中求存 --- p.135 / Chapter 第七章 --- 李伯母（192´1ؤ ) / 一生篤信基督信仰 --- p.163 / Chapter 第八章 --- 討論 --- p.207 / Chapter 附錄一 --- 區婆婆（1906 226}0ؤ ) / 一位富家小姐的生活 --- p.226 / Chapter 附錄二 --- 蔡婆婆（190´2ؤ ) / 一位「妹仔」的生活 --- p.245 / 註釋 / 書目

This dissertation examines how the formal schooling trajectories of forced migrant women from Africa and the Middle East are shaped by the ongoing confrontation of the women with the policies and practices of the community college they attend. It is based on ethnographic fieldwork done at a community college in the largest metropolitan area in the otherwise predominantly rural state of Maine. This work is motivated by an interest in the validity of the rhetoric of community college as the vehicle for upward social mobility for marginalized populations. The students in the study are constructed as various types of minorities: linguistic, racial, religious, national, depending on the bureaucratic, social or schooling context. Because of the ideology of equal opportunity, often the only documentation by the community college of minority status is their language status that is recognized in the standardized entrance exam. Racial and national origin information is voluntary and commonly left blank on official forms, but, along with religion, are made meaningful both in and outside of the classroom through interactions with white peers and teachers. Forced migrant students experience this construction of otherness, and react through the formation of social support networks made up exclusively of forced migrants where they teach each other ways of adaption and resistance. Because of the conditions that led to their flight, forced migrants have survived traumatic situations, face language barriers and may have interrupted formal schooling, as well as retain familial obligations around the globe that present unique challenges. The community college does not fully recognize these challenges, and maintains a narrow standard that is upheld through teaching practices and the use of standardized exams, which serve to marginalize forced migrant students. This marginalization translates into low graduation rates for forced migrants, effectively blocking any upward social mobility to be gained from the community college.