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Curriculum Modifications Used By Schools For Missionaries' Children

dc.contributor.committeeMemberBring, C.R.
dc.contributor.committeeMemberSavage, H.W.
dc.contributor.committeeMemberNewton, E. E.
dc.creatorBrell, Ellen E
dc.date.accessioned2022-10-11T22:05:30Z
dc.date.available2022-10-11T22:05:30Z
dc.date.issued1973-04
dc.date.submitted1973en_US
dc.description.abstractABSTRACT This study was planned to investigate the curriculum modifications used by schools for missionaries' children. Schools included in the study met all of the following criteria: 1. enrolled a majority of missionaries' children 2. enrolled at least 75A students from outside the country of location 3. used a curriculum not based on that of the country of location. One hundred forty schools were identified as possibly meeting these criteria, through correspondence with missionary-sending organizations, and through directories of schools overseas. The problem was to determine what common curricular problems the missionary schools faced in preparing their students to fit into the school systems of their homelands, and in assisting new students to adjust to the missionary school, and to identify methods used by the missionary schools to minimize these difficulties. An investigator-made questionnaire was sent to the 140 schools, with 118 responses (84.3%) received. Of these 76 (64.5%) were included in the analysis of data. The schools were classified in each of four ways--geographical location, size of student body, variation of student nationality, and type of curriculum used. Responses were compared within and between these groups using frequency and per cent calculations. It was found that three-fourths or more of the schools surveyed enrolled 100 or less students, had over 75% American and Canadian children enrolled, considered their first priority to be the preparation of their students to fit into the educational systems of their homelands, and were confident that they were preparing their students adequately for the next stage of their education. Over 70% of the schools followed an American type of curriculum. Approximately half of the schools offered less than a complete high school program because of low enrollments, the cost of the program, and the isolated location of the school. The curriculum problems most commonly identified by the schools surveyed were those of obtaining qualified teaching staff, providing adequate teaching and learning resources, and teaching in the field of the language arts. Most missionary schools attempted to ease these problems in similar ways. They provide individual tutorial help for students, offer classes like those in the homeland of the majority of the students, provide special classes as needed, recruit staff from different countries, and provide detailed reports when students transfer. There were very few differences between schools of different size, location, curriculum, and variety of student nationality. Recommendations made on the basis of the study are theses 1. There should be more consultation between missionary schools in the same part of the world, especially those often involved in student transfer for high school studies. 2. There should be an effort to arrange exchanges between missionary schools for periods to one school year. 3. Schools using American curricula and students from Britain, Australia and New Zealand for faculty of 3 months enrolling should make adaptations in their course offerings for these students, and should consider employing teachers from these countries. 4. There should be a special effort in language arts instruction at missionary schools, and consideration should be given to employing a specialist in this field. 5. There should be more instruction using the mother tongue of the students if this is not the usual language of instruction at the school. 6. There should be a higher priority placed on staff continuity at missionary schools by those who are in a position to recruit staff. 7. There should be a joint effort by missionary schools to develop a general curriculum for use and adaptation by the schools in all parts of the world. 8. Missionary schools should provide in their curricula courses designed to help students adjust socially and emotionally to life in their homelands.en_US
dc.identifier.urihttps://hdl.handle.net/10388/14254
dc.titleCurriculum Modifications Used By Schools For Missionaries' Childrenen_US
dc.type.genreThesisen_US
thesis.degree.departmentEducational Foundationsen_US
thesis.degree.disciplineEducationen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Education (M.Ed.)en_US

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