Dissertationen zum Thema „Commission on Native Education“
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Ray, Giulia. „"Wiping the Slate Clean of What Has Never Been Written". The Sout African Truth and Reconciliation Commission, History Education and the Building of National Identity“. Thesis, Linköping University, Department of Thematic Studies, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2621.
Der volle Inhalt der QuelleDuring Apartheid, the history subject in South African national education and the use of history served as fuel both for apartheid as well as for counterhistoriography. Afterthe 1994 elections, the official debate used phrases like "reconciliation through truth" and "knowledge about the past" in order to"move on". The national institution the Truth and Reconciliation Commission advocated a shared understanding of the past for promoting reconciliation. Considering historiography’s earlier contested use, one might expect the history subject in post-apartheid national education would be emphasised as very important, serving as an important tool for the general shaping of South African identity.
Earlier research as well as my own study, has shown that this is not the case. From the viewpoint of history teachers in South African schools and through various documents on South African post-apartheid education, it seems that the major shift in South African education is the one to an outcome-based approach (OBE). The approach and the new Curriculum (C2005) seem, in fact, have minimised the history subject to the extent that it is no longer a subject in its own right. In addition, the new Curriculum does not list a specific content, which allows the individual teacher large freedom to teach as much or as little about the past as they like. Moreover, what have been emphasised are subjects like science and technology, as well as learning practical skills of "constitutional value". In addition, phrases like "the new patriotism" and "allegiance to the flag" seems to be a recent way to create and promote a shared South African identity.
Sellers, John Paul. „Perceptions of Texas Public School Teachers and Principals Regarding Recommendations for Educational Reform“. Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331701/.
Der volle Inhalt der QuelleSwartz, Moshe Edward. „African perspectives on the land question: The Native Laws Commission 1883“. University of the Western Cape, 1995. http://hdl.handle.net/11394/6335.
Der volle Inhalt der QuelleBoth Am-Xhosa and the European farmers, being pastoralists "the search for land and grass was (their) first principle", notes Walker (1928). When they met, they differed fundamentally on the "vital matter oflandholding" . So different were their perspectives, that Lekhehla (1955) suggested, as far as the treaties were concerned: "The Native Chiefs either did not understand the implications of the border treaties, or if they did, never intended to respect such treaties" (p.2 1). Hopper (1980) says the tension between the Europeans and the Africans on the land issue emanated from the fact that "Xhosa expansion" and "colonial expansion" processes were entirely different. While Am-Xhosa expanded in order to "preserve their political integrity" colonists were driven by an economic dynamic they expanded because land was necessary to accommodate growth (1980:261).
Lagarde, Natasha. „Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario“. Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37834.
Der volle Inhalt der QuelleSteinhauer, Diana M. „Native education, a learning journey“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21253.pdf.
Der volle Inhalt der QuelleBae, Sun Hee. „The Syntax-Phonology Interface in Native and Near-Native Korean“. Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845482.
Der volle Inhalt der QuelleLinguistics
Mishina, Christy Lokelani. „Hawaiian Culture-Based Education| Reclamation of Native Hawaiian Education“. Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10275900.
Der volle Inhalt der QuelleAmerican colonization of the Hawaiian Islands has brought about generations of Native Hawaiian learners being subjected to educational practices that are incompatible with core Indigenous beliefs. Consequently, Native Hawaiian learners have lower academic achievement than other ethnic groups in the islands. The lack of success is not confined to academics since Native Hawaiians are also underrepresented in material-economic, social-emotional, and physical wellbeing. Hawaiian culture-based education (HCBE) can be used to decolonize educational practices by increasing cultural relevancy and compatibility within schools. This study was conducted within a school founded explicitly for the education of Native Hawaiian children. The selected campus has approximately 80 teachers and 650 Native Hawaiian learners (age eleven to fifteen). The purpose of the study was to better understand implementation of the HCBE framework components and data was collected through surveys and semi-structured follow-up interviews. The findings showed that although there was a range of the extent the teachers at the school understood and implemented the various HCBE components, there was commitment to using Hawaiian language, knowledge, and practices as the content and context for student learning. The data also showed though teachers have a high level of understanding of the importance of relationship building, that building family and community relationships remains an area of challenge. Additionally, teachers pride themselves on delivering meaningful personalized learning experiences and assessments to their students, and would like their own professional development to be grounded in the same educational practices. This study provides baseline data to inform further growth.
Allan, Elizabeth J. „Constructing women's status : policy discourses of university women's commission reports /“. The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488190595941051.
Der volle Inhalt der QuelleBrown-Tremblay, Paulette C. „Educational climate in a Native employment preparation program: The perceptions of Native learners“. Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10344.
Der volle Inhalt der QuelleJones, Peter D. „The European Commission and Education Policy in the European Union“. Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505797.
Der volle Inhalt der QuelleMorrison, Lesley A. „Native American students perspectives on higher education“. Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000morrisonl.pdf.
Der volle Inhalt der QuelleSoroosh, Wilma Jean. „Retention of Native Americans in higher education“. Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187325.
Der volle Inhalt der QuelleStrong, Brooklynn. „Understanding Native American education a qualitative literature review examining Native American values, boarding schools, and multicultural education and counseling /“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006strongb.pdf.
Der volle Inhalt der QuelleWong, Lai-ching Lillian. „Language attitudes in Hong Kong : mother tongue instruction policy and public perceptions /“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685444.
Der volle Inhalt der QuelleRoberts, Amy. „Faculty Practice Among Commission of Collegiate Nursing Education Accredited Nursing Schools“. Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3317/.
Der volle Inhalt der QuelleKim, Jung-Ok. „Roles of native and non-native teachers in test-preparation courses in Korea: teachers' and students' perceptions“. Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32406.
Der volle Inhalt der QuelleCette thèse analyse la question concernent le rôle des professeurs anglophones et non anglophones de TOEFL dans le système coréen. Dans ce système, les examens ont beaucoup d'impact sur l'enseignement et l'apprentissage. Le but de cette étude est d'examiner les perceptions des parties concernées : les professeurs anglophones et non anglophones ainsi que les étudiants dans les écoles secondaires en Corée. Les données ont été collectées à travers des entretiens avec des professeurs et des étudiants, des bulletins de classe et des conversations informelles; et ce pendant une période de deux mois. Les professeurs et les étudiants s'entendent que le rôle des professeurs coréens est beaucoup plus important que celui des professeurs non coréens, notamment en tout ce qui a trait à la discipline, la facilité de l'apprentissage et les cours de TOEFL. Pendant les entretiens et les observations, d'autres problèmes tels que les devoirs à la maison, l'implication des étudiants et leur attitude en classe, ont émergé. Ces problèmes sont à même d'entraver les enseignants à aller au delà de leur objectif dans les classes de TOEFL. L'étude révèle que les professeurs anglophones et non anglophones doivent améliorer leurs potentiels de communication et de collaboration afin de mieux accomplir leur rôle dans les classes de TOEFL et aider les étudiants à atteindre un bon niveau de compétence en anglais, non seulement pour le TOEFL, mais aussi pour la vie courante.
Morris, Traci Lynn 1965. „Interpreting our own: Native peoples redefining museum education“. Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278608.
Der volle Inhalt der QuelleWhite, Eyes Chance. „Native American Access and Success in Postsecondary Education“. Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24198.
Der volle Inhalt der QuelleCampbell, Deanna Ing. „Perspectives of Native American community college students“. Thesis, University of Southern California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10160160.
Der volle Inhalt der QuelleCommunity colleges are increasingly accountable for student outcomes and have been focused on closing outcome gaps among groups of students. Nevertheless, Native American students have continued to be among the lowest performing ethnic groups. Yet there has been a dearth of studies on Native American community college student experiences. This dissertation addresses the lack of research by presenting perspectives of Native American community college students. Native American students’ perspectives on their educational experiences and how those experiences supported or hindered achievement of their educational goals provide a foundation for understanding why outcome gaps persist. Further, these perspectives suggest ways the gaps can be closed. The interviews and focus group conducted with 10 Native American community college students resulted in qualitative data that revealed factors that influenced students’ educational experiences and educational goals. This study finds that students’ pathways through community college, factors within the community college (faculty, campus environment, students, services, staff), student development, factors external to the community college (family, work, financial aid, “significant life challenges,” tribal community), and cultural factors (identity, symbols, behaviors, expectations, “rez life,” racism, curriculum, historical trauma, Native American classmates) influenced educational experiences and goals. This study posits that by supporting the positive factors and mitigating the negative factors, community colleges can better support Native American students in achieving their educational goals and thus move closer to closing equity gaps. Further, this dissertation recommends further research on each of these factors and how the factors influence and impact Native American community college student success.
Bean, Maynard K. „Factors that affected the 1986 report of the Commission on Excellence in Education“. Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115039/.
Der volle Inhalt der QuelleBuckley, Tianna Jeanne. „Academic Persistence Among Native American High School Students“. BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7257.
Der volle Inhalt der QuelleFujita, Kyoko. „Roles of native and non-native teachers in English education in Japan : teachers' and students' perceptions“. Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98923.
Der volle Inhalt der QuelleLittle, Kathryn. „Science education with or for Native Americans? : an analysis of the Native American Science Outreach Network /“. Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/6486.
Der volle Inhalt der QuelleBailie, Susan Davis. „Cultivating Native American Cultures: An Integrated Resource Curriculum“. UNF Digital Commons, 1993. http://digitalcommons.unf.edu/etd/154.
Der volle Inhalt der QuelleScott, David John 1946. „The Currie Commission and Report on Education in New Zealand 1960-1962“. Thesis, University of Auckland, 1996. http://hdl.handle.net/2292/2283.
Der volle Inhalt der QuelleMarkwardt, Daylanne. „From Sputnik to the Spellings Commission: The Rhetoric of Higher Education Reform“. Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228460.
Der volle Inhalt der QuelleVanGinhoven, Martin J. „Le processus de réexamen des décisions de la Commission nationale des libérations conditionnelles“. Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5529.
Der volle Inhalt der QuelleMulvaugh, Lucas Wyman. „The Native Education Equity Project : educating for the future“. Thesis, Montana State University, 2004. http://etd.lib.montana.edu/etd/2004/mulvaugh/MulvaughL1204.pdf.
Der volle Inhalt der QuelleBadoni, Georgina. „Native American art and visual culture education through skateboards“. Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/305338.
Der volle Inhalt der QuelleWatkins-Mace, Sarah P. „The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers“. Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/224.
Der volle Inhalt der QuelleChan, Wing-yan Alice. „A critical analysis of the medium of instruction (MOI) policy in Hong Kong“. Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31967450.
Der volle Inhalt der QuelleKing, Conrad Alexander. „Convergence, coooperation, coordination : higher education governance and the Bologna process“. Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/786.
Der volle Inhalt der QuelleTurner, Jesse Patrick. „Inventing a transactional classroom: An Upward Bound, Native American writing community“. Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/279997.
Der volle Inhalt der QuelleTuitoek, Joseph Francis Kiboswony Arap. „Education commissions as an inquiry of education policy in Kenya : a case study of the Koech Commission“. Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424095.
Der volle Inhalt der QuelleChappell, Carolyn D. „The Virginia Commission on Higher Education Board Appointments| The Impact of Legislative Reform on Public University Governance“. Thesis, George Mason University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591030.
Der volle Inhalt der QuelleRecent national attention to issues of access, cost, and institutional performance in our public institutions of higher education have included numerous critiques and calls for reform at the level of board appointments and board governance. There has been considerable attention in both scholarly and popular media regarding governance issues including shoddy political appointment practices, lack of orientation and preparation, run-away boards, arrogant chief executives, and the negative effects of under-prepared, under-qualified trustees. These concerns have persisted as national, even congressional, attention has turned to high college costs, student debt-load, and the use of university endowments to offset costs to students and their families. These concerns were amplified by the recent economic recession and its impact on higher education. The use of appointment commissions or councils (whose responsibility is to recommend board member appointments based on merit) has been identified as a way in which to improve higher education governance. This study will examine the context surrounding the establishment of the 2002 Virginia Commission on Higher Education Board Appointments (which will be referred to as the Commission), and will explore its impact on subsequent boards of visitors at the four largest public universities in the Commonwealth. The question, Has board governance in Virginia state-supported higher education institutions changed with the advent of the Commission? will be investigated. The methodology employed and the conclusions reached may inform and encourage other state systems to consider similar reforms in the trustee appointment process and will add to the literature on best practices in higher education governance.
Fox, Lisa Jeannette. „Influence of Family on Native American Students“. BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3299.
Der volle Inhalt der QuelleFahad, Ahmed K. „Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers“. University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512.
Der volle Inhalt der QuelleAlenazi, Oudah. „The employment of native and non-native speaker EFL teachers in Saudi higher education institutions : programme administrators' perspective“. Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2501.
Der volle Inhalt der QuelleMakara, Christina. „The relationship between language experience, language of narration, and communicative development in novice, advanced non-native, and advanced native Spanish speakers at the college level /“. The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu148767224590072.
Der volle Inhalt der QuelleChu, Yuk-wo Edward. „The medium of instruction in Hong Kong schools : some problems and possible measures /“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18717639.
Der volle Inhalt der QuelleBlair, Mark L. M. „Taking the Next Step: Promoting Native American Student Success in American Indian/Native American Studies Graduate Programs“. Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556961.
Der volle Inhalt der QuelleHjartarson, Freida Amelia. „Epistemological foundations of traditional native education according to Algonquian elders“. Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10004.
Der volle Inhalt der QuelleKelly, Linda. „Experiencing Higher Education in Louisiana through a Native American Lens“. ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/681.
Der volle Inhalt der QuelleCastillo, II Ramon Francisco. „Higher Education in Native American Communities: Who Graduates and Why?“ BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2664.
Der volle Inhalt der QuelleYeh, Ellen. „Parental Involvement in Non-Native English Speakers' Postsecondary Enrollment“. Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1400070424.
Der volle Inhalt der QuelleAvery, Quinn. „Student absenteeism: An American Indian/Native American community perspective“. Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282330.
Der volle Inhalt der QuelleOkutsu, Yuko. „Requests made by Learners of Japanese, with Native Comparisons: From a Pedagogical Perspective“. Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220380580.
Der volle Inhalt der QuelleWurr, Adrian John. „The impact and effects of service-learning on native and non-native English-speaking college composition students“. Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/290046.
Der volle Inhalt der QuelleGhabanchi, Zargham. „Aspects of academic writing : a comparative analysis of English texts written by native speakers of English (L1E), Persian texts written by native speakers of Persian (L1P) and English texts written by native speakers of Persian (L2E)“. Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266053.
Der volle Inhalt der QuelleWorley, Jerry A. „E-mail spam filtering solution for the Western Interstate Commission for Higher Education (WICHE)“. [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/JWorley2005.pdf.
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