Dissertationen: „Committee on Educational Policy“

1

Groom, Ileetha Brooks. „SOCIAL PROMOTION OR RETENTION? FACTORS THAT INFLUENCE COMMITTEE DECISIONS“. NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-12182009-095630/.

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The purpose of the research presented here is to identify which factors school level practitioners consider in deciding whether to retain or promote a student and to ascertain their knowledge of and training in retention research. This research illuminates the process of determining which students are promoted and which are retained, and the results will generate a theory that school administrators may use to establish policies and guidelines to assist promotionâretention committees in better serving students below grade level.

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2

Birch, Rhiannon. „The policy work of the National Committee of Inquiry into Higher Education in the United Kingdom (the Dearing Committee, 1996-97)“. Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19280/.

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Appointed with bi-partisan support in the context of a funding crisis, the National Committee of Inquiry into Higher Education (the Dearing Inquiry) was asked to make recommendations to a new UK Government in the summer of 1997. Employed to tackle complex, difficult and controversial questions, national committees have been a favoured policy instrument in the British tradition. They represent an independent, expert, consultative and deliberative policy process. The thesis is a study of the policy work undertaken by the Dearing Inquiry. Policy work is the totality of people, methods, activities and processes deployed by a national committee to meet its terms of reference and the expectations of ministers and politicians. Based on a systematic analysis of archival documents, an account is given of how the Inquiry approached its work, how evidence was collected and weighed, how expertise was used, and where, when and how these sources informed the National Committee. The main argument of the thesis is that, while external commentary focused on specific issues, the larger purpose of the Inquiry was to equip higher education with the architecture for a post-binary mass phase of development and that in completing its work the Committee undertook a process of codification. The findings highlight three key features. First, the Inquiry demonstrates common features of the National Inquiry form of policy-making, being organised using a hierarchy of groups which developed collective views informed by evidence. Second, the Inquiry demonstrates the adaptability of national inquiries. The Committee supplemented existing data and reports with commissioned research, including a significant national consultation exercise, and sought stakeholder views to inform recommendations. Third, the effectiveness of a national inquiry depends on participating actors. A small group within the Committee provided direction and momentum while the Chair and Secretariat provided coherence, ensuring that the Inquiry met its reporting deadline.

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3

Gerbensky, Kerber Anne E. „Organizing for Health: A Poststructural Feminist and Narrative Analysis of a School Health Committee“. Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1311776134.

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4

Douglas, Anne. „The significance of James Bay Cree cultural values and practices in school committee policy-making : a documentary study“. Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59542.

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This documentary study sought to determine the relevance of the James Bay Cree's cultural values and practices to their policy-making process as school committee members. The Cree's formal school system, for which they have full responsibility, is based on the values and practices of non-native society.
Using the historical method, both primary and secondary sources were searched for relevant information concerning Cree culture and its distinguishing characteristics. Evidence of a distinct egalitarian society, practicing consensus, reciprocity and communal land use was found. Sources also indicated the continuing existence and adaptability of Cree values and practices despite prolonged interaction with non-native society.
This thesis proposes that these cultural values and practices predispose the Cree to be effective school committee members. The study provides data for a possible future ethnographic study of Cree school committee participation. Further research could also focus on the policy-making process required of Cree school board members.

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5

Ade-Ojo, Gordon O. „Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee“. Thesis, University of Greenwich, 2008. http://gala.gre.ac.uk/6088/.

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This study was designed to trace the significant factors that informed the evolution of adult literacy policy from the 1970s to 2000. The study proceeded on the premise that factors have continued to change not only because of the changing social environment but also in line with developments within overarching educational policies. The study, with a focus on process rather than product analysis, established a preference for the qualitative approach to research on the basis of its alignment to the social theory of literacy and employed methods including interviews, electronic questionnaire and documentary analysis, to collect data at three levels. The first consisted of as many members of the Moser Committee as would consent to being interviewed (8). A second group of ten individuals who were practitioners in the 1970s and 1980s, but who now have different roles ranging from involvement in research to management, were also interviewed. Lastly, data were collected through the use of an online questionnaire which was based on 65 responses from current practitioners to find their perception of the impact of policy on practice. The study establishes that influential factors in the evolution of policy changed from the themes of entitlement and social responsibility which were dominant up to the mid-1970s, to the themes of the economy, the labour market and international competitiveness from the late 1980s onwards. These latter themes were found to be particularly significant in the deliberations of the Moser Committee which produced the most recent strategy on adult literacy. Also, the study confirmed that a focus on UK-wide perceived skills needs rather than the needs of individual learners was primary in the deliberations of the Moser Committee. Furthermore, it identified conflicting allegiances among members of the Moser Committee and that the SfL agenda the Committee produced was a product of compromises on many aspects of the Committee’s deliberations. Finally, the study recorded that a majority of practitioners responding to the questionnaire held negative perceptions of the agenda and that, like some members of the committee, they compromised their paradigmatic inclinations in implementing the dictates of the SfL agenda. The study concludes that literacy policy after the mid- 1970s was largely informed by a perception that poor literacy was the cause and remedy of social dysfunctions rather than being just a symptom of them. Finally, the study makes a number of recommendations to practitioners, policy makers, awarding bodies for literacy qualifications and teacher trainers. Central to these recommendations is the development of literacy curricula for specific purposes.

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6

Horst, Deena L. „Understanding the influence of lobbying on decisions made by the Kansas House Education Committee, 1995 - 2006“. Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1355.

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7

Braat, Christopher J. „Perceptions of Two Educational Technology Standards: A Case Study of an Ohio Urban K-12 School District“. Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1257300199.

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Thesis (Ph.D.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on Dec. 15, 2009). Includes bibliographical references (p. 67-76). Available online via the OhioLINK ETD Center and also available in print.

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8

Frank, Adam Harrison. „Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee“. Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1573900707645968.

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9

Jewison, Deborah. „Policy and practice : design education in England from 1837-1992, with particular reference to furniture courses at Birmingham, Leicester and the Royal College of Art“. Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/11390.

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This thesis is an examination of policy-making and practice in design education in England from 1837-1992. It takes a longue durée approach to the history of the development of design education to provide a new narrative which shows a pattern of recurring debates concerning the purpose of design education and how it should be taught. Using the curricula of furniture design courses at three art schools to illustrate the way policy was put into practice, this thesis argues that historical context is key to understanding why debates regarding the way designers should be trained for industry have recurred since 1837. Based on a wide variety of primary source material the thesis contributes to historiography by extending the scope of previous histories of art and design education, and also, for the first time, focuses solely on the development of design education, whilst acknowledging its place in the wider development of art and design education. Following the introduction, chapter two of this thesis examines the events which led to the 1835-6 Select Committee and argues that many of the issues raised during the Committee influenced the teaching of design education through the remainder of the nineteenth century; this is further demonstrated through chapter three. Charting the development of design education into the twentieth century through chapters four, five and six, this thesis shows that changing historical contexts, such as the development of industrial methods or wider changes in higher education, have also had an impact on design education. In the light of changing historical contexts, policy makers for design education have continually questioned what design students should be taught and how they should be taught, which accounts, in part, for the recurring nature of debates in design education.

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10

Spencer, Christopher. „Committee decisions and monetary policy“. Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/843286/.

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Economic theory typically assumes that monetary policy is set by a single policy-maker. However, the reality of monetary policy decision-making is very different. Monetary Policy Committees (MPCs) are responsible for setting the short-term interest rate in most countries across the world, and up until very recently, economists paid little serious attention to this fact. In light of this finding, this thesis (i) addresses the current dissonance between the theory and reality of monetary policy decision making and (ii) assesses the empirical evidence on monetary policy committee voting, with emphasis on the voting behaviour of Bank of England MPC members. The thesis contains four core chapters. In Chapter 3 I extend the game-theoretic literature on jury decision making to include the case of a monetary policy committee faced with making a binary choice under simple majority rule. I gauge the extent to which decision outcomes are a function of the amount of effort put into the decisions by individual members when paying attention is not costless. The game builds on Mukhopadhaya (2003), and is of the 'contribution' variety proposed by Rasmusen (2001).In Chapter 4 I present a boundedly-rational model of how monetary policy committees are able to reach decisions on the interest-rate. I draw upon Morris DeGroot's (1974) characterization of consensus formation in groups and DeMarzo, Vayanos and Zweibel's (2003) notion of persuasion bias. Monetary policy committees are shown to reach agreement even when the views its members are initially diverse. The model potentially explains the stylised facts of how members of the United States Federal Open Market Committee, European Central Bank Governing Council and Bank of England Monetary Policy Committee reach a decision on the interest-rate. Chapters 5 and 6 constitute empirical analyses of MPC voting behaviour, and investigate the voting behaviour of members of the Bank of England Monetary Policy Committee over the first five years of its being. This encompasses the entire spell for which the MPC was chaired by Sir Edward George. Using voting data obtained from Minutes of meetings, I show that as a group, internally appointed MPC members (insiders) on average prefer lower interest rates than external appointees (outsiders). Ordered logit analysis demonstrates that insiders and outsiders are motivated by different concerns when setting interest rates. Asymmetric policy preferences exist for the two groups. Insiders are found to dissents significantly less often than outsiders, with the majority of dissents cast by the former group being on the side of tightness. For outsiders, the reverse is shown to be true, with the majority of dissents being for looser policy.

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11

Opperman, Julianne Radkowski. „Elementary teachers committed to actively teaching science and engineering“. Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722544.

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Committed elementary teachers of science and engineering, members of a professional learning community called Collaborative Conversations in STEM, were studied to elicit their perceptions of experiences that influenced their commitment to, and their pedagogical content knowledge of, STEM teaching and learning. The hermeneutic phenomenological interviews enabled the teachers to express their beliefs in their own words. Data analysis employed a theoretical framework that investigated teacher epistemology and knowledge in light of their experiences. Findings revealed a web of lifelong experiences unique to each individual, and evidential of the committed elementary scientist-teachers’ present day values, teaching epistemology, lifelong learning, and emotional and intellectual engagement. Scientist-teachers are individuals whose teaching and learning characteristics reflect those of scientists and engineers.

Evidence indicated that no single transformative learning experience resulted in those elementary teachers’ commitment to STEM teaching and learning, but recent professional development activities were influential. Formal K-16 STEM learning was not uniformly or positively influential to the teachers’ commitment to, or knowledge of, STEM.

Findings suggest that ongoing professional development for STEM teaching and learning can influence elementary teachers to become committed to actively teaching STEM. The Collaborative Conversations in STEM provided intellectual and emotional engagement that empowered the teachers to provide STEM teaching and learning for their students and their colleagues overcoming impediments encountered in a literacy-focused curriculum. Elementary teachers actively committed to teaching science and engineering can undergo further transformation and emerge as leaders.

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12

Doyle, Monique. „The South African parliamentary committee system and institutional capacity“. Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24449.

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This study aims to provide an analysis of the factors which facilitate or impede the capacity of the portfolio committees of the South African National Assembly in the carrying out of the primary function of oversight. Parliamentary oversight presents itself as a key function of legislatures and further than this, serves as a primary indicator of the effectiveness of the legislature as a principle institution in the system of democratic governance. There has not been much contribution to the field of study of the committee system of the South African Parliament much less its institutional capacity. The dissertation conceptualised capacity as the "hard" physical resources available to the committees as well as the "soft" political environment in which the committee operates. The study made use of a number secondary documents relating to the work of committees along with data collected from interviews carried out with chairpersons and committee researchers. From an analysis of these variables in relation to a sample of committees, findings present a varied picture where capacity, in terms of both hard and soft variables, differ from one committee to the next. Overall committees differ from one to the next whether in terms of the scope of their oversight or their workload and this study found that capacity has to mirror these distinctions for effective oversight.

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13

Wood, Chris S. „Professional Learning Committee Team Functionality and Team Trust“. BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6087.

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In response to increasing demands placed on public education, professional learning communities (PLC) have emerged as a means of providing teachers with opportunities to collaborate together. Collaboration has been shown to improve teaching practices and lead to better student outcomes. Many collaborative teams, however, struggle to reach their collaborative potential. Trust has been shown to be an important factor contributing to the success of collaborative efforts. Few studies exist that empirically assess the relationship between team functionality and team trust. This study examines the relationship between these two constructs. A measurement tool was developed by the author to measure PLC team functionality based on five domains of functionality. Team trust was measured by a preexisting tool developed by Costa & Anderson (2010) based on four dimensions of trust. Multiple regression analyses were performed to assess the strength of the relationship between PLC team functionality and team trust. Control factors such as team stability, years of teaching, and principal support were included in the analysis. Findings showed a positive, significant relationship between the five domains of PLC team functionality and the four dimensions of team trust. While individual relationships between domains of functionality and dimensions of trust varied, between 46%-60% of variability in team functionality was explained by team trust. This study demonstrates the importance of trust in collaborative efforts of PLC teams as well as highlights a more complex relationship between the two constructs than previously understood in the literature.

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14

Vogel, Regina. „Bürgerliche Werte und Statuserhalt“. Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2008. http://dx.doi.org/10.18452/15823.

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Die Reaktionen von Hochschullehrern und Unternehmern auf Bildungsreformen und -expansion in Westdeutschland und Britannien nach dem Zweiten Weltkrieg sind Gegenstand dieser Arbeit. Sie untersucht, wie sich beide Gruppen zu Hochschul- und Schulreformen im Besonderen und zur sozialen Öffnung im Allgemeinen äußerten. Welche bildungs- und hochschulpolitischen Interessen verfolgten diese Gruppen? Mit welchen Argumentationen versuchten sie, ihre Interessen durchzusetzen? Spielten bürgerliche Werte und Bildungsideale dabei noch eine Rolle? Herrschte eine bildungspolitische Werte- und Interessenübereinstimmung zwischen Hochschullehrern und Unternehmern, und knüpften sie gemeinsame Netzwerke zur Durchsetzung dieser Interessen? Die Arbeit bietet im ersten Teil einen Überblick über bildungspolitische Veränderungen und über gesellschaftliche Entwicklungstendenzen der Vermögens- und Einkommensverteilung sowie der Einordnung der beiden Akteursgruppen in die jeweilige Prestige- und Sozialstruktur ihrer Länder. Im zweiten Teil folgt eine Analyse ihrer bildungspolitischen Aussagen auf Hinweise einer Existenz von bürgerlichen Werten und Abgrenzungsversuchen gegenüber nicht-bürgerlichen Schichten. Im dritten Teil werden schließlich bildungspolitische Netzwerke und Gremien nach ihrer Zusammensetzung und -arbeit betrachtet. Damit möchte die Arbeit einen Beitrag zur Frage leisten, ob nach 1945 weiterhin ein Bürgertum mit einem Berufsgruppen übergreifenden Standesbewusstsein existierte, oder ob dieses in einzelne Berufsgruppen wie Hochschullehrer und Unternehmer mit je eigenen Interessen und Identifikationen zerfallen war.
This thesis compares the responses of university lecturers and business people to educational reform and expansion in West Germany and Britain in the postwar period. It examines how these groups reacted to increased social mobility in general, and university and school reform in particular. How did they attempt to persuade others of their position? Did middle-class values and educational ideals play a role? To what extent did the values and interests of university lecturers and business people intersect, and did they create networks to achieve their goals? The first part of this study surveys the postwar social and educational landscape, changes in income and wealth distribution, as well as the position of university lecturers and business people in each country. Part two analyses both groups’ positions on education, with particular reference to the existence of middle-class values and attempts to define themselves in relation to other classes. The final part explores how networks and bodies on education issues were set up and how they pursued their work. This study contributes to the debate as to whether a middle-class group identity existed in the postwar period, or whether this identity had disintegrated into individual professional groups, each with their own interests and identifications.

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15

Alkitani, Said S. „Exploring the role of educational theory in educational policy“. Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246355.

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16

Sibayan, Jerome Tan. „A network analysis of China’s Central Committee: a dynamical theory of policy networks“. Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15317.

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Doctor of Philosophy
Security Studies
David Graff
How does the social network structure of China’s Central Committee influence the direction and timing of intra-Party events, domestic policies, and foreign policies? How do changes in network structures explain specific patterns and propensities for policy change? The purpose of this study is to describe the social network structure of the Chinese Communist Party’s Central Committee from 1922 to 2011 and to explore the relationship between changes in the network and policy trends. This study draws on policy network theory, network dynamics, Veto Player Theory and Prospect Theory which together posit that dynamic network structural characteristics influence policy outcomes. I introduce a dynamical theory of policy networks and describe some observable implications. This mixed method analysis is based on a new network dataset and follows two major lines of investigation. A structured, focused comparison of case studies associates changes in the Central Committee’s network structure in 1969, 1978, 1982, and 1997 with consequent policy outcomes and demonstrates the explanatory power of the dynamical theory. Statistical analyses of China’s foreign policies (1949-1978 and 1984-1995) and China’s domestic policies (1984-1995) suggest the dynamical theory is generalizable. Changes in paramount leader and potential competitor centralities and Central Committee centralization are important causal factors explaining the timing and type of intra-Party, domestic, and foreign policies.

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17

Finlayson, John M. „The cabinet committee system and the development of British colonial policy, 1951-1964“. Thesis, University of Leeds, 2002. http://etheses.whiterose.ac.uk/774/.

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This thesis has a dual focus: the British Cabinet committee system and British colonial policy. Its primary interest is the functioning of the Cabinet committee system and in order to investigate this colonial policy will be analysed. This policy area has been chosen both for its intrinsic interest and because it provides an ideal vehicle for a full analysis of the workings of the committee system and the impact it had on policy development. Chapter One provides a critique of studies of British government and an outline of the main debates in the literature on colonial policy. It then outlines the nature, aims, hypotheses and aims of this study and the topics that will be studied. The second chapter provides an account of the development and workings of the Cabinet committee system. A brief account of the period up to the end of the Second World War is followed by a more detailed account of the elaboration and consolidation of the system under Attlee and then by an account of how the system fared under the Conservatives. Chapter Three examines the interrelationship between colonial policy and external policy. It first examines the various policy studies of the period and then examines three case studies: the Southern Cameroons, Malaysia and Aden. It concludes that sometimes colonial policy was entirely determined by strategic considerations, that the many external policy studies had little influence on the development of policy and that the committee system functioned erratically, had a conservative influence on policy-making and was poor at getting to grips with the big issues such as decline. The fourth chapter deals with colonial constitutional development. An analysis of the various long-term timetables for constitutional development precedes a brief account of the committee structure for this subject. Two geographical areas are then analysed, the Caribbean and Africa. This chapter concludes that the timetables for independence were of little value, highlights the difficulty Britain had in relinquishing control of the smaller colonies, and concludes that there was no coordinated policy for Africa and that there was no planned process of decolonization. The penultimate chapter deals with all aspects of policy for Malta, including its attempt to become part of the United Kingdom, and serves as a recapitulation of the various themes of this study and highlights the extent to which various policy areas were inextricably intertwined. It demonstrates the problems of constitutional advance in a strategically valuable colony and argues that the committee system did little to provide policy alternatives. This study concludes that the Cabinet committee system was anything but a neutral piece of government machinery. It had a significant impact on policy, but that was because of its many failings, not least its failure to coordinate policy. What was designed to give cohesion and control frequently produced confusion and incoherence. Overall a flawed policy process produced a flawed outcome.

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18

Marthinus, Mercia. „Morele opvoeding aan leerders binne die konteks van plekke van veiligheid in Wes-Kaapland“. Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1589.

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19

Kotenko, Diana G. „Prospective Reappointment and the Monetary Policy Preferences of the Federal Open Market Committee Members“. Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1246273422.

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20

Beauchamp, Jane S. (Jane Suzanne) Carleton University Dissertation Social Work. „The Fraser Committee on Pornography; a study of the ideological practice of social policy“. Ottawa, 1987.

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21

Gilfillan, Beth. „CONSUMING A PARTICIPATION POLICY: CAMBODIAN HEALTH COMMITTEES“. Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/6024.

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Participatory decision making practices were introduced into the Cambodian health sector in the late 1990s by the international development community. These practices were consolidated into a government policy in 2003. The participation policy requires lay citizens and other community representatives to be involved in management committees for health centres. In this thesis I report my research to ascertain if a participation policy results in strong participation. I did an ethnographic study of seven health centres in regional Cambodia. I found that participation levels of all lay citizens and other community representatives in health centre management were very low – the committees were only established where an international NGO supported them. Where the committees were operational, they were not decision making bodies. Community representatives including lay citizens had low levels of participation partly because of poor process design and lack of policy institutionalisation. This context enabled international NGOs to dominate and manipulate the committees. They used committees as a forum to educate community leaders about health, mobilise leaders to promote health centres, and lobby the government for changes in health centre management. By drawing together and extending the work of others, I show how in Cambodia both the participation process used in the study area and the national participation policy became commodities that were consumed in the game of international development. International development actors produced, marketed, and “sold” participation policies and processes and, in return, offered an implicit promise of resources to the government. As a result, lay citizens and other community representatives in Cambodia were short-changed by the consumption of participation policies and processes, being left without meaningful involvement in government decision making.

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Gilfillan, Beth. „CONSUMING A PARTICIPATION POLICY: CAMBODIAN HEALTH COMMITTEES“. University of Sydney, 2008. http://hdl.handle.net/2123/6024.

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Doctor of Philosophy (PhD)
Participatory decision making practices were introduced into the Cambodian health sector in the late 1990s by the international development community. These practices were consolidated into a government policy in 2003. The participation policy requires lay citizens and other community representatives to be involved in management committees for health centres. In this thesis I report my research to ascertain if a participation policy results in strong participation. I did an ethnographic study of seven health centres in regional Cambodia. I found that participation levels of all lay citizens and other community representatives in health centre management were very low – the committees were only established where an international NGO supported them. Where the committees were operational, they were not decision making bodies. Community representatives including lay citizens had low levels of participation partly because of poor process design and lack of policy institutionalisation. This context enabled international NGOs to dominate and manipulate the committees. They used committees as a forum to educate community leaders about health, mobilise leaders to promote health centres, and lobby the government for changes in health centre management. By drawing together and extending the work of others, I show how in Cambodia both the participation process used in the study area and the national participation policy became commodities that were consumed in the game of international development. International development actors produced, marketed, and “sold” participation policies and processes and, in return, offered an implicit promise of resources to the government. As a result, lay citizens and other community representatives in Cambodia were short-changed by the consumption of participation policies and processes, being left without meaningful involvement in government decision making.

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23

Kaprinis, Kosmas Ioannis. „The institutional structure of macroprudential policy in the UK : an assessment of the accountability mechanisms of the Financial Policy Committee“. Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:00a9704f-e14a-4726-b400-bb58b8bace9e.

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This thesis examines the accountability of the macroprudential policy (MPP) authorities, concentrating on the case study of the Financial Policy Committee (FPC) of the Bank of England (BoE). It explores the appropriate design of legal safeguards through which accountability of MPP authorities in the United Kingdom can be ensured. Under its mandate, the FPC has been delegated a range of MPP instruments. These instruments are, in essence, mechanisms that control the overall level of risk-taking in the financial system and have an impact on economic growth as well as direct distributional consequences. The degree, therefore, to which MPP is used for socially beneficial purposes depends crucially on aligning the interests of this unelected authority with the interests of society for financial stability. This thesis's analysis is conducted in two steps. The first part examines the analytical framework of MPP, the legal structure of the FPC and the political economy issues stemming from the delegation of MPP to an independent authority. The second part evaluates five accountability mechanisms: (i) the transparency framework; (ii) the Non- Executive Directors of the Court of the BoE; (iii) the House of Commons Treasury Select Committee; (iv) judicial review; (v) and peer review by international MPP authorities. The main argument is that FPC members are susceptible to influence by the regulated sector which may cause the FPC to deviate from purely technocratic promotion of the public interest. Our study proposes an effective accountability regime for the FPC that should decrease the agency costs of delegation to an independent MPP authority and any subsequent welfare losses.

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24

Hughes, Lonnie L. Laymon Ronald L. „Administrative perceptions of the effect of parent-teacher advisory committees on the development and implementation of discipline policy in Illinois schools“. Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713216.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed July 26, 2005. Dissertation Committee: Ronald L. Laymon (chair), Paul J. Baker, Ronald S. Halinski, Calvin C. Jackson, Mary Ann Lynn. Includes bibliographical references (leaves 110-116) and abstract. Also available in print.

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25

Bryant, J. M. „Does institutionalization matter?, policy influence and The National Action Committee on the Status of Women“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/MQ32471.pdf.

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26

Gaarde, Ingeborg. „Negotiating a Global Policy Space : la Via Campesina in the Committee on World Food Security“. Paris, EHESS, 2016. http://www.theses.fr/2016EHES0008.

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Les modèles dominants des études de mouvements sociaux nationaux décrivent l'institutionnalisation de ces mouvements comme un modèle qui mène à la dé-radicalisation et la cooptation (Kriesi, 1996; Tilly, 2004, Tarrow, 2008; Walker, 1994; Blumer, 1951). Cette thèse explore comment La Via Campesina (LVC), mouvement paysan international réunissant plus de 200 millions de petits producteurs dans 80 pays du monde construit un modèle d'internationalisation beaucoup plus sophistiqué que les précédents modèles. Pour illustrer cela, notre étude présente comment la LVC s'engage au sein du Comité de la Sécurité Alimentaire mondiale (CSA) à travers le Mécanisme de la société civile (MSC). Basées sur la recherche à la fois « multi-sites » et « multi-échelles », les données empiriques de cette thèse ont été recueillies à la fois dans les au sein de l'ONU et lors de réunions globales et locales de mouvements paysans. Cette approche nous permet d'explorer les différentes dimensions des tensions et des débats animant ce mouvement, ainsi que possibilités et défis au sein d'un mouvement cherchant à établir des liens entre les luttes initiées au niveau local et couplées au niveau global. Cette étude conclut que si nous cherchons à explorer davantage comment les mouvements sociaux globaux aujourd'hui cherchent à créer des synergies entre des différents formes d'activisme politique, nous devons aller au-delà des dichotomies et favoriser des cadres d'analyse moins déterministes que ceux qui ont largement dominé la littérature des mouvements sociaux nationaux
The dominant models in social movement studies expect movements to either disappear or to institutionalise following a pattern that has inevitable endpoints. Such as "taming" (Kaldor, 2003), de-radicalisation, co-optation and elite-formation (Kriesi, 1996; Tilly, 2004; Tarrow, 2008; Walker, 1994; Blumer, 1951). This dissertation argues that La Via Campesina (LVC), the global peasant movement that brings together over 200 million small producers in 80 countries of the word, is building a more sophisticated model of internationalisation. In order to demonstrate this, the dissertation present some of the opportunities and challenges arising from the current engagement of small-scale food producers in the 2009-reformed Committee on World Food Security (CFS) through the International Food Security & Nutrition Civil Society Mechanism (CSM). With empirical data collected both in UN arenas and at global and local meetings of farmers' movements, the dissertation explores the tensions and debates within a movement seeking to build links between struggles initiated at grassroots level and engagement in a global policy arena. The dissertation concludes that if we wish to further explore how global movements seek to build synergies between different forms of political activism today, we need to move beyond dichotomies and towards less deterministic analytical frameworks than those that have largely dominated the literature on national social movements

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McShane, Ian, und n/a. „"Balanced development" a study of the Murray Committee on Australian Universities“. University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20050509.161344.

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This thesis is a study of the work of the Committee on Australian Universities of 1957, usually called the Murray Committee after its chairman. Interpretations of the Murray Committee's work usually focus on its achievement in securing funding increases for Australian universities at a time of great financial need, and establishing an arms-length grants body that assisted what was referred to as the "balanced development" of the sector. In this thesis I look at the context of the inquiry and the text of the committee's report to place this outcome within what I consider to be the broader scope and intent of the committee's work. I argue that the committee was anxious to secure the position of the universities at the top of an educational hierarchy in a period of change and challenge. The committee responded to the Commonwealth Government's request that the future pattern of university development be in the best interests of the nation by defending what they saw as the traditional role and purpose of the university. I argue that this response is one that has at various times been put foward by universities to demands for change, a response that, to paraphrase a view popular in university circles at the time, seeks to give government what it needs rather than what it wants. In this instance the committee looked to an English model of a residential university as the "traditional" template on which Australian institutions should be fashioned. The committee argued for the value of a broad, liberal education as emblematic of university pedagogy in an era of increasing knowledge specialisation and increasing confusion of purpose in the tertiary education system. It considered that a residential university conducted on liberal principles was the best institutional representation of its ideal of a community of scholars. The committee set down in its report a range of strategies by which the ideal might be realised, or at least approached, in the Australian context. It paid particular attention to the incorporation of first year students - the newest and most vulnerable members of the community. I also argue that in setting down its ideas on the institutional form and pedagogy of the university, the committee made assumptions about the personal characteristics of "the scholar", and I analyse these assumptions. In redefining the university in the Australian context the committee also engaged in a process of defining the roles and purposes of other tertiary education institutions. The committee took a hierarchical view of social organisation to their work, and viewed the education system in this light. The committee charged the universities with oversight of the Australian education system and intellectual guardianship of the Australian community. University graduates, in the committee's view, were the natural leaders of Australian society, and their education should prepare them to undertake properly this role. In redefining the university the committee members engaged in a process of boundarysetting, consolidating an institutional hierarchy in what they saw as a confused and uncoordinated system. However, they sought to incorporate a commitment to meritocracy and expansion of education opportunity within this perspective and urged the creation of pathways between the institutions. To characterise the committee's work I extend the concept of "balanced development" to the various areas in which the committee made recommendations. The concept of balanced development can be seen to refer to the proper development of the individual in the university system (the production of a balanced personality, or the education of the whole person); to the balanced development and co-ordination of the university sector; to the development of the tertiary education system as a whole and its proper articulation with the labour market; and to the process of reconciling the needs of the universities with the demands of government

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Amanatiadis, Matthaios. „Between Faith and Bureaucracy : The treatment of immigrants’ religion in Swedish integration policy, 1974 –1986“. Thesis, Uppsala universitet, Historiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-428276.

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This essay contributes new knowledge on Sweden’s immigrant- and integration policy during the years 1974–1986 by researching the policy’s treatment of immigrants’ religion and that of their faith communities. This is achieved through an empirical analysis on how immigrants’ religion was understood, argued for and regulated during key points of policy evaluation, as well as how this was expressed in practice by relevant actors and measures. The analysis focusses on the official government investigations that respectively formulated and evaluated Sweden’s integration policy. It furthermore delves into how immigrant faith communities were institutionally represented and allocated state support by the two state-affiliated organizations associated with these tasks, namely the Swedish Free Church Council (SFR) and its Cooperation Committee for State Support to Faith Communities (SFRS/SST). The essay draws its inspiration and theoretical departure points from theories on secularism, bureaucratization and models of immigrant incorporation, which are operationalized using a ‘What’s the problem represented to be?’ (WPR) methodology. The essay’s empirical findings indicate that religion was initially understood to have reduced cultural and societal significance than ethnicity and language. This understanding gradually changed over time and was amended when Swedish integration policy was evaluated during the 1980s. The empirical analysis furthermore shows that immigrant faith communities received reduced state support in relation to immigrant ethnic organizations, which resulted in administrative and representational dependency on SFR and SST. Following the policy’s evaluation during the 1980s, an initiative to increase state support for faith communities and improve their organizational independence was taken by the Swedish state but had not been implemented by 1986.

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29

Cho, Ming-shook, und 曹明淑. „Pressure groups and educational policy in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31975069.

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Cho, Ming-shook. „Pressure groups and educational policy in Hong Kong“. [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12334601.

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31

Lee, Jenny, Megan Owens und James Lampley. „Educational leadership and Policy Analysis and Encouragement Study“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2989.

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Among doctoral programs, attrition rates and student feelings of isolation are high. In an attempt to determine the current levels and sources of support and encouragement from students enrolled in a Doctor of Education program, a survey was sent to students. There were 94 respondents to the online survey. Fifty-two (65%) of the respondents were female, and 28 (35%) were male. Fourteen respondents did not self-identify. Using an independent samples t-test, it was determined that female and male doctoral students report very similar experiences in support and encouragement. The majority of doctoral students reported the highest level of support (Total Support) for almost all of the areas of survey. When asked to rank a list of sources of support and encouragement, over 71% ranked Spouse, Partner, or Significant Other as being most important. Other sources that were ranked as important were Immediate Supervisor, Children, and Workplace Peers. Most financial support for doctoral students came from a combination of Self (72%), Employer (66%), and Financial Aid/Scholarships (59%).

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32

Zangmo, Zinpai. „Educational policy borrowing in the Bhutanese education system“. Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122873/1/Zinpai_Zangmo_Thesis.pdf.

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This study focussed on analysing educational policy documents to understand the history and discourse of educational policy borrowing practice in Bhutan's K-12 education system. The conceptual framework drew on theories of globalisation and the theory of discourse. An interpretivist methodology drawing on James Paul Gee's discourse analysis was employed to comprehend the education policy borrowing and policy learning practices within the K-12 education policies of Bhutan. The findings revealed that while there is a complex system of policy borrowing influenced by the phenomenon of globalisation, there are discourses that stress the importance of Gross National Happiness and local themes. The study concludes by stating that policy borrowing and policy learning are important aspects of Bhutanese education policy.

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Hodges, Amelia Elizabeth. „The No Child Left Behind Act of 2001 the impact of policy requirements and recommendations for policy improvements /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.47 Mb., 97p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3200524.

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34

Senate, University of Arizona Faculty. „Faculty Senate Minutes March 6, 2017“. University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/623059.

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35

Iselin, Michael. „Estimating the Potential Impact of Requiring a Stand-Alone Board-Level Risk Committee“. The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1402311135.

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36

Leung, Wai-keung Savio. „Participation in property management : a study of the Estate Management Advisory Committee and Owners' Corporation /“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24533695.

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37

Baxter, Jorge Grant. „Who governs educational change?| The paradoxes of state power and the pursuit of educational reform in post-neoliberal Ecuador (2007-2015)“. Thesis, University of Maryland, College Park, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10159139.

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This study identifies and compares competing policy stories of key actors involved in the Ecuadorian education reform under President Rafael Correa from 2007-2015. By revealing these competing policy stories the study generates insights into the political and technical aspects of education reform in a context where state capacity has been eroded by decades of neoliberal policies.

Since the elections in 2007, President Correa has focused much of his political effort and capital on reconstituting the state’s authority and capacity to not only formulate but also implement public policies. The concentration of power combined with a capacity building agenda allowed the Correa government to advance an ambitious comprehensive education reform with substantive results in equity and quality. At the same time the concentration of power has undermined a more inclusive and participatory approach which are essential for deepening and sustaining the reform.

This study underscores both the limits and importance of state control over education; the inevitable conflicts and complexities associated with education reforms that focus on quality; and the limits and importance of participation in reform. Finally, it examines the analytical benefits of understanding governance, participation and quality as socially constructed concepts that are tied to normative and ideological interests.

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Patrick, Andrew P. „Educator Evaluation and Bilingual Education Policy| A Three Article Dissertation“. Thesis, Manhattanville College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642032.

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The time between the passage of the No Child Left Behind Act of 2001 and its replacement, the Every Student Succeeds Act of 2015, marked a period of unprecedented policy-driven education reform. Unfortunately, the major objectives of the policy were not achieved, and the very problems it sought to fix still exist. One reason for this was an overreliance on testing and test scores as a lever for change. This study’s purpose was to explore the ways in which an educational leader could bring the tools of the practitioner-scholar to bear on public policy problems worth solving. This research question was addressed through three distinct, but interconnected, articles that utilized different methodologies. The first demonstrated the application of the tools of public policy analysis to bilingual education policy at the federal, state, and local levels. The second critiqued New York State’s student growth model used in the Annual Professional Performance Review (APPR) using quantitative methods. The third analyzed the broader APPR policy and sought to address its many shortcomings by proposing a new, viable policy alternative for consideration by policymakers. The major implications of this study include a strong caution against the use of standardized tests of student achievement to measure progress toward policy goals, a demonstration of the importance of identifying and applying criteria to assess public education policies, and a recognition of educational leaders as important actors in the policy making process.

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Dumas, Victor A. „Is housing a sound educational policy? evidence from Chile /“. CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4181.

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40

Asadullah, Mohammad Niaz. „Equality of educational opportunity and public policy in Bangladesh“. Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418837.

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41

Chan, Yiu-wing, und 陳耀榮. „Political and economic objectives in post-Mao educational policy“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31949770.

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42

Lilley, Anthea Mercer. „Government intervention in educational policy making : contrasts and continuities“. Thesis, University of Sunderland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274771.

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43

Carroll, Pam. „Race and citizenship after 2000 : educational policy and practice“. Thesis, University of Chichester, 2003. http://eprints.chi.ac.uk/857/.

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The thesis develops from the introduction and analysis of an heuristic methodology, to a dedicated chapter that considers the issues raised in respect of minority ethnic citizenship, particularly in relation to identity. This chapter includes questions of semiotics, discourse, and the development of a dynamic model of change incorporating these related concepts. A critical perspective on the Crick Report follows, and examines whether the report does in fact give 'due regard' (CRE, 2001, p7) to issues of anti-racism and minority ethnic citizenship. The data chapters then present the results of field study both from within the Local Education Authority (LEA) as an institution, and from various schools throughout the county. Both contain comprehensive case studies; the LEA chapter introducing a 'typology of engagement' in relation to the issues raised by minority ethnic citizenship, whilst the pupil data returns to further analysis of identity related issues. The concluding chapter endeavours to pull the research findings together, considering the implications for both policy and practice, with attention given to further research that might follow from the findings. At the same time consideration is given to various texts and contexts presented throughout the thesis in order that these may be considered in overview from a more holistic perspective.

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44

Woods, Glenys J. „Spirituality, educational policy and leadership : a study of headteachers“. Thesis, Open University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288996.

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45

Al-Nuaimi, Tareq. „Educational reform in Oman : policy context and teachers' attitudes“. Thesis, Durham University, 2002. http://etheses.dur.ac.uk/1281/.

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The purpose of the study was to explore the main problems that teachers encounter in their daily lives in the Omani schools. Despite teachers problems have been researched in many developing and developed nations, these problems have up until now never been researched in Omani schools. The relevant research indicated that teachers are adversely affected by the economic and social conditions of a society, which in turn affect their roles and affects pupils' academic performance as well. This was indicated in the experience of some Asian and European nations. As a result, to solve and improve performance, developed and some developing nations made serious attempts to reform teacher's social and economic status. Also, they went further by refOrming school environment (e,g, reducing class size) and enhancing the home school relationship as an important issue in refOrming educational poliCies. The ideas for this research were based on the World Bank and Ministry of Education reports that identified problems in the educational system in Oman. To explore the main problems that affect teachers' performance, the researcher selected a large sample (50/0 of the total population of male teachers) of teachers (as the main sample in the study). the total population of the principals of educational areas, and purposive samples of parents, schools principals and school teachers. The study used a combination of qualitative and quantitative methods to reveal the problems that were investigated. The questionnaires were handled to teachers and the principals of the educational areas. Semistructured interviews were also used with teachers, parents and schools principals. The outcomes of the field survey indicated that teachers have a good relationship with the schools' principals and with their colleagues as well. By contrast, the majority of teachers in the sample are dissatisfied with the salary, the annual salary increment and the opportunities of in-service training. Teachers also indicated that large class size produces adverse effects on teaching practice and on the Omani pupils' academic performance. With regard to the Omani pupils' performance, teachers indicated that the aspects that are most affected by large class size are: amount of individual attention, the assessment and standard of work. Teachers considered the issue of class size as one of, or indeed the most important issue for them and for enhancing the academic performance of the Omani pupil's performance. Teachers indicated that they are dissatisfied with Omani parents contact with school. They attributed the lack of home-contact with the school to many factors, e,g. illiteracy among parents. disregarding of the value of education for the future of their sons.The principals of the educational areas emphasised the same issues that teachers raised in the questionnaire namely: weak home contact with the school. large class size and lack of in-service training. The semi-structured interviews revealed that Omani parents are dissatisfied with the perfonnance of the Omani teachers. Also. they indicated that the lack of the necessary facilities and curricula improvements, are serious problems that have adverse effects on teachers' and Omani pupils' perfonnance. Schools principals believe that the economic condition of Omani families and ignorance among Omani parents are serious social impediments that hamper them from contacting schools and to followup their child's academic progress. Alongside these home-school problems, the school principals indicated that the Omani pupils perfonnance has been worsening and the Ministry of Education must introduce an effective policies that support and enhance teachers perfonnance and improve the Omani parents awareness of the value of education. The outcomes of the teachers' semi-structured interviews indicated that most of them are not optimistic about the future of education in Oman unless the Ministry of Education introduces qualitative improvements. It was concluded that there was an urgent need for an appropriate balanced policy that takes into account the point that expanding the educational services must not be at the expense of the quality of education system in Oman. Also, I concluded that refOrming teachers' status and teaching perfonnance must be the starting point in any prospective improvements policy. Moreover, I concluded that improving the social awareness of the Omani parents of the importance of education must be an essential input in improving the perfonnance of the Omani pupil perfonnance and to bridge the gulf between the home and the school.

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Leon, Katrina Johnson. „Yuli's story| Using educational policy to achieve cultural genocide“. Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181177.

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All children residing in the United States have the right to a quality education. At least that is our collective expectation. Through the lived experience of Yuli, a Native American woman from the Southwest, you will discover, due to her birth on a remote reservation, she was not given the same access to education you or I would expect. On Yuli’s reservation, the school system is managed by the Bureau of Indian Education (BIE). Rather than provide K-12 schooling, the BIE operates K-8 on her reservation and then Native youth who want to go to high school must move off-reservation.

This qualitative study focuses on Yuli’s experience as she traversed the educational system offered to her in order to complete eighth grade, earn her high school diploma and be accepted to college. Her narrative gives insight into what she lost, personally and culturally, as a result of the operational delinquency of a United States of America government agency tasked with one duty, providing an adequate, quality education to Indigenous youth across America. This study explores Yuli’s story, educational inopportunity, and the cultural impact of leaving the reservation to attain an education.

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Matrosov, Alexandr, Victoria Matrosova und Evgeniy Kramarenko. „Educational policy as a basic intellectual levelof innovative potential“. Thesis, Львівський національний університет ім. Івана Франка, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/40517.

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48

Easton, Lois Brown. „The Arizona Student Assessment Program (ASAP) as educational policy“. Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185711.

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The Arizona Student Assessment Program (ASAP) is a major piece of legislation for Arizona, reducing norm-referenced standardized testing, providing performance-based assessments matching curriculum, requiring district articulation with state curriculum frameworks and assessments, collecting contextual information from districts, and producing complete profiles of schools, districts and the state. In its first year of implementation, the ASAP is appropriately examined through policy analysis rather than through an evaluation study. Six criteria for educational policy analysis developed by Mitchell (1986) were validated and used as interview questions with seven interviewees knowledgeable about the ASAP. Results of the interviews suggest the degree to which the ASAP is good educational policy and likely to make a difference in Arizona. Interviewees indicated that the ASAP is democratic, providing for both the needs of legitimate stakeholders and the general public interest. It recognizes and supports the organizational integrity of schools only if schools have begun to make some reform efforts of their own in the direction of the ASAP. The ASAP provides adequate means-end linkage for the first two years of implementation, including through school, district, and state profiles, but may need to provide additional help to districts during the first two years; furthermore, relief incentives may be needed, rather than sanctions or disincentives, to encourage continued implementation. The ASAP may not be integrated into overall state educational policy, primarily because there has been no unifying state policy until the ASAP. The ASAP may emerge as a force to reorient current and unify future policy. The ASAP will be expensive, but the interviewees felt the short and long-term benefits justify cost. The ASAP was the most politically feasible policy available to bring about the changes needed, but perhaps not the most palatable, especially to districts that have made no reform efforts of their own. Policy analysis using different criteria and evaluation studies are recommended.

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Lopez, Francesca. „Educational Policy and Scholastic Competence Among English Language Learners“. Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193881.

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In this study, I explore the potential impact of differing educational policies and reform efforts that influence state and federal standards-based assessments and their interpretations. Specifically, I examine the educational policies of Arizona (Structured English Immersion [SEI]) and Texas (bilingual education) for their effect on the belief systems of students, parents, and teachers. I also examine the role of identity and language in the motivation to learn and student disposition toward school among English Language Learners (ELLs). In support of a co-regulation model of emerging identity, acculturation, acculturative stress, and student perceptions of scholastic competence, student disposition toward school, and student motivational dynamics contributed to the accurate prediction of 77.5% of the participants' group membership in either SEI or bilingual education. ELLs in bilingual education had higher perceptions of scholastic competence than ELLs in SEI (d = .54). Four types of dispositions toward school, Pride in Achieving, Participation and Belonging, Literacy, and Math, were higher for ELLs in bilingual education than for ELLs in SEI. Contrary to the hypothesized results, however, there were no differences in the Rigid and Right disposition between ELLs in SEI and bilingual education. In reference to motivation, scores on Disengaged and Distracting were higher for ELLs in SEI (Arizona) than for ELLs in bilingual programs (Texas). However, contrary to the hypotheses, Good Worker/Engaged Learner, and Struggling and Persistent were higher for ELLs in SEI than for ELLs in bilingual programs. I conclude by discussing the potential impact of differing educational policies and reform efforts on the belief systems of ELLs, their parents, and teachers.

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50

Owens, Megan E., James Lampley und Jenny Lee. „Educational Leadership and Policy Analysis Support and Encouragement Study“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3026.

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Dissertationen zum Thema „Committee on Educational Policy“

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