Dissertationen: „Education“

1

Wilcox, Susan. „Educational development in higher education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/NQ28081.pdf.

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2

Harvey, Blane L. „Rationality, education, and educational research“. Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33899.

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This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which characterizes the person of practical reason as one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general.

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3

Long, Jonathan C. „Spiritual education in an educational context“. Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286649.

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4

McNamee, M. J. „The educational justification of physical education“. Thesis, University of Leeds, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275801.

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5

Lai, Shu-Ju Alice. „Virtualizing art education : An educational ethnographic case study of a distance art education course /“. The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486457871785818.

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6

Watkins, Larae Anne. „Contributions of vocational education to educational reform as perceived by vocational education policy influencers“. Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240407685.

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7

Belha, Lori D. Baker Paul J. Lugg Elizabeth T. „Compulsory education and educational reform in Iowa“. Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.

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8

Stanley, Monica. „Co-operative education : an effective educational strategy“. Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/482.

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Published Article
Co-operative Education is an integrated learning model that consists of an academic and Experiential Learning component. The concept of Co-operative Education is based on the application of theory and knowledge obtained in the classroom, and the development of practical skills using current technology and techniques in a real workplace context. Co-operative Education is formally recognised as an educational strategy and academic program that is part of the integrated curriculum. The primary aim of Co-operative Education is to prepare a graduate for a particular vocation or profession and is based on a co-operative partnership between a learning institution, an employer and a student, with specified responsibilities for each stakeholder or partner. Experiential Learning is a component of Co-operative Education and consists of interactions such as a formal training module, vocational learning and career experiences. Experiential Learning plays a crucial role in the development of attitudes such as responsible citizenship and professional ethics. The interdependence of the academic and Experiential Learning component of certain curriculum provide a learning experience adequate to meet the demands specified in learning outcomes of teaching programmes and qualifications. The purpose of this paper is to introduce the fundamental concept of Co-operative Education and to briefly explain and evaluate the current practices at the Central University of Technology, Free State.

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9

Duta, Adriana. „Parental education, intergenerational educational mobility and fertility“. Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/397605/.

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10

VIADA, PLATTIER CORINNE. „Education des diabetiques : bilan d'une strategie educative“. Nice, 1989. http://www.theses.fr/1989NICE6519.

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11

September, Sean Christian. „Educator training and support for inclusive education“. Thesis, University of Zululand, 2008. http://hdl.handle.net/10530/1144.

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When the implementation of inclusive education was announced by government, it did not come without shared concerns by many parents, educators, lecturers, specialists and learners about the future of the educational system in South Africa. Research needs to be done in order to address these concerns. The present study aims to address some of those concerns as well as to investigate what is provided to mainstream educators in terms of training, support and skills in three schools in the Cape Winelands district of the Western Cape Education Department. These educators have all previously received training in inclusive education. The researcher embarked research to establish whether the educators believed the training and support they received was effective. Previous studies, local as well as abroad, indicate the importance of effective training and support for mainstream educators when it comes to the successful implementation of inclusive education. Aspects the researcher attempted to highlight are pre-service and in-service training of educators. A closer look is taken at classroom support, collaboration among all parties involved and peer support in order to get a clear understanding of what is needed, with special reference to the issue of support. The researcher also took a closer look at the types of skills that are required for the successful implementation of inclusive education-Data was collected through the administration of a questionnaire. The main findings revealed that the majority of educators believe that the training, support and skills they received from the Western Cape Education Department were effective. These results were interesting, given the fact that most educators, both locally and abroad, still raise concerns about training and support. Some key focus areas the researcher identified for the successful implementation of inclusive education are the integration of pre-service and in-service training programmes, parental involvement and collaboration between special and mainstream schools.

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Vieira, Marques Da Costa R. M. „Education, work and crime : evidence from educational reforms“. Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10047101/.

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This thesis studies the interactions between education, work and crime as a response to highly relevant and debated educational policy reforms: changes in compulsory school laws. In Chapter 1 a study of the recent trends of crime in the United States (US) is presented, along with a general theoretical model of crime as a rational individual decision shaped by different incentives. In the empirical section of the chapter, the use of individual-level data and exogenous variation in compulsory schooling laws helps to establish causality between educational attainment and incarceration in the US between 1960 to 2010 using an instrumental variable design. Chapter 2 looks more closely at the relationship between the policy reforms, education and crime in the recent period since 1980. Using arrest, incarceration and education data for males it establishes a fading response of educational attainment to changes in the laws, through a prevalent reduction effect stemming from the stricter law requirements adopted. In Chapter 3, the negative effect unveiled in Chapter 2 is carefully analysed through a multiple discontinuity design so as to better understand the channels through which compulsory schooling laws operate to reduce crime. Using detailed arrest data since 1974, evidence is found in favour of strong incapacitation effects in the short-run, complemented with dynamic incapacitation effects in the medium-run among young males. Finally, Chapter 4 looks at the response of females to these educational reforms in terms of crime and teenage pregnancy outcomes. Using a multiple discontinuity design, it is found that females respond similarly to their male counterparts with respect to crime and furthermore show a reduction in teenage pregnancy rates as a response to the same changes in compulsory schooling laws. Nevertheless in this chapter it is shown that the crime reducing effects of the laws are heterogeneous according to demographic, labour market and school quality regional conditions.

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13

Montgomery, Jeffrey Michael. „Educating citizens : George Washington's proposals for national education /“. Required Adobe Acrobat Reader, 2000. http://stinet.dtic.mil/str/tr4%5Ffields.html.

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14

Brown, Darla M. „Political and educational perspectives of effective ELL education“. Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/290159.

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This dissertation examines the political and educational perspectives regarding English Language Learner (ELL) education. The broad context is the state of Arizona between 2000 and 2004. The specific context is the community of Rio Verde, a border town in Arizona. The data for this study consisted of a document review and analysis and interviews. The document review was of public documents. The interviews were with 10 study participants from the community of Rio Verde consisting of teachers, administrators, former students, and parents. The document analysis revealed two distinct positions regarding the education of ELL students; those in favor of English-only policies and practices and those against English-only policies and practices. The study participants from Rio Verde focused on beliefs about bilingualism and binationalism, immigration, the local history of ELL education, systemic inequities, and the role of the teacher in ELL education. Implications from this study that may be used to inform ELL policy and practice included: effective methodologies for ELL students based on educational research, collaboration in language policy development, placing value on the local context and history, discussion, reflection, and research as decision-making, and, teacher education programs' focus on ELL education.

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15

Meier, Lori T. „Educational Experience, Foundations, and Dissent in Teacher Education“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5884.

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16

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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17

Bigari, James. „The relation of education for autonomy and education for morality : implications for debates over educational aims“. Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54898.

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In this dissertation I analyze the relationship between education for autonomy and education for morality, and assess the implications of this analysis for debates between liberal, communitarian, and fundamentalist philosophies of education. A conceptual analysis of education based on R. S. Peters’ later work posits education as the expansion and deepening of awareness of those aspects of the human condition that are of particular relevance for a given socio-historical situation. In this sense, education can be conceptualized as the development of excellent perceivers of the human condition. I then posit nine fundamental awareness-promoting capacities whose development will be a necessary part of education: the five senses, critical thinking, empathy, imagination, memory, self-awareness, concentration, intuition, and language. Drawing upon an expanded account of Eamonn Callan’s conception of autonomy, I propose an integrative account of education for autonomy that includes social conditions, and educational and caregiving practices that facilitate autonomy. Drawing upon work in moral psychology, I conduct an analysis of the degree to which these elements of education for autonomy contribute to or hinder moral development. I conclude that education for autonomy and education for morality are mutually interdependent, and any overemphasis of one to the detriment of the other will be self-defeating. Finally, I argue that this analysis reveals the feasibility of liberal and communitarian philosophies of education that are balanced in their advocating of both morality and autonomy as educational aims, but reveals fundamentalist philosophies of education to be problematic insofar their stated educational aims are incompatible, and their methods partially self-defeating. Conceptual limitations of this study and areas in need of further research are discussed.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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18

Bubnys, Remigijus. „REFLECTIVE LEARNING AS AN EDUCATIONAL PHENOMENON IN TRAINING OF SPECIAL EDUCATION TEACHERS AT HIGHER EDUCATION SCHOOL“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090828_134512-98937.

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The dissertation substantiates reflective learning as the conception and continuous education process. The application of the conception of mixed methods created possibilities to diagnose, to reflect and to point out models of reflection applied by future special education teachers during theoretical and practical studies as well as the factors influencing students’ self-reflection and their reflection on their activity and studies. The qualitative research was carried out by analysing unstructured written reflections presented by students, by applying the method of phenomenological hermeneutics to process the data. It was identified what internal and external as well as of what level factors make the strongest and the weakest impact upon the efficiency of reflective learning of students – special education teachers. The quantitative research disclosed general tendencies of students’ reflective learning at theoretical and practical studies by supplementing it with the results of the quantitative research. The significance of theoretical preparation was substantiated by the decrease of the fragmentation and inconsistence of applied methods of reflective learning. The latent structure of reflective learning was revealed, the model of reflective learning at university studies, based on theoretical and empirical data, was designed. The dimensions of the model should be treated in trends when improving the training and development process of special education teachers, modelling... [to full text]
Disertacijoje pagrindžiamas reflektyvus mokymasis kaip koncepcija ir tęstinis edukacinis procesas, transformatyvus ir įgalinantis studentus integruoti teoriją ir praktiką universitetinėse studijose. Mišrių metodų koncepcijos taikymas sudarė galimybes diagnozuoti, reflektuoti ir išryškinti būsimų specialiųjų pedagogų naudojamus reflektavimo modelius teorinių ir praktinių studijų metu bei veiksnius, darančius poveikį studentų savirefleksijai ir refleksijai apie veiklą bei studijas. Atliktas kokybinės edukacinės diagnostikos tyrimas, analizuojant studentų pateiktas nestruktūruotas refleksijas raštu, taikant fenomenologinės hermeneutikos duomenų apdorojimo metodą. Nustatyta, kokie išoriniai ir vidiniai bei kokio lygmens veiksniai daro stipriausią ir menkiausią įtaką studentų specialiųjų pedagogų reflektyvaus mokymosi veiksmingumui. Kiekybiniu tyrimu (apklausa raštu, naudojant uždaro tipo klausimyną), išryškintos bendrosios studentų reflektyvaus mokymosi tendencijos teorinėse ir praktinėse studijose, papildant kokybinio tyrimo rezultatus. Pagrįstas teorinio pasirengimo prasmingumas, mažinant taikomų reflektyvaus mokymosi metodų fragmentaciją ir nenuoseklumą. Atskleista reflektyvaus mokymosi latentinė struktūra, parengtas teoriniais ir empiriniais duomenimis grįstas universitetinių studijų reflektyvaus mokymosi modelis. Modelio dimensijos, traktuotinos kryptimis tobulinant specialiųjų pedagogų rengimo ir ugdymo procesą, modeliuojant profesinio ugdymo curriculum aukštojoje mokykloje... [toliau žr. visą tekstą]

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Hale, Travis L. „Becoming an educator: identity, music education, and privilege“. Diss., Kansas State University, 2018. http://hdl.handle.net/2097/38794.

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Doctor of Philosophy
Curriculum and Instruction Programs
Frederick Burrack
This study is an intertwined critical autoethnography through which my experiences, my stories, are woven together with memories of family, students, and teaching career. Together, the telling of these stories will explore how I negotiated my identity development throughout my middle and high school experiences at a time when I could have been labeled as an at-risk student. The development into my professional career and personal life all influenced strongly by my participation in music education. Filtering these stories and memories through the lens of critical whiteness theory, this study interrogates the social assumptions that may be placed on at-risk students, exploring how these assumptions function within the context of access within our current music education structures, and investigates the ways in which social support systems allow opportunities for access of white male students and privilege in music education. An overarching question guiding this research is: How does the interrogation of such white privileges inform how one develops their identity as a music educator, a researcher, an academic, a husband, a father, a human, as well as, the curricular structures in place guiding access within music education?

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20

Simpson, Yvonne. „The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England“. Thesis, University of Greenwich, 2014. http://gala.gre.ac.uk/18096/.

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This thesis aims to investigate the effect of the Government’s Higher Education White Paper 2011 on the provision of vocational undergraduate degree provision within the UK. In particular the provision of quantity surveying education in the English Higher Education sector will be used as an exemplar. The intention of the study is to glean the potential impact and effects on professionally focused education in the 21st Century. There were two prongs to this study, one reflecting the experience of Australian quantity surveying provision to give some hindsight, the other reviewing the on-going debate between professional education and strategic education as raised by Cardinal Newman (1852). There was attention on the changing role of the state and the rise of individualism, in HE provision. Underlying this study was the anticipated role of knowledge in the form of professional knowledge and competencies. The methodology undertaken was pragmatic and employed mixed methods of qualitative and quantitative data collection. Future studies (Ratcliffe 2008) had an influence on the data collection methods and a Delphi technique tool was designed to harvest the data, the use of thematic analysis (Brown and Carasso 2013) enabled the construction of themes. Philosophical lens of Bourdieu’s cultural capital (1973) and Bhaskar’s critical realism (1978) were employed to provide a basis from which to explore the findings of the thesis. The themes which arguably arose were uncertainty, inequality, barriers, quality, marketization, conflict and power. The findings indicated a withdrawal of state from funding professional HE programmes, rise of individualism which acknowledges the cultural capital of professionally accredited courses and a study of power within the community of practice (Wenger 1998) of chartered quantity surveyors. Surprisingly, it is the lack of awareness surrounding the role of knowledge in favour of competencies which may indicate the schism between professional and generalist HE provision.

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21

Law, Barry Alan. „Experiential education in teacher education“. Thesis, University of Canterbury. School of Educational Studies and Human Development, 1993. http://hdl.handle.net/10092/2356.

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Educators using an Experiential approach to teaching and learning have over a long period of time been promoting the benefits of this style of teaching. Research based on the practical experience of educators using this approach in the United States has indicated that; - pupils/students tend to have a much more positive relationship with teachers and are more interested in what they're learning; the learning environment is considered safe and is learner-centred; - the teacher / facilitators role is much more complex and requires individuals to be able to move quickly between three different modes of operating, giving direction, working co-operatively, and promoting self direction in learners; - experiential education is process oriented, is active and dynamic and is based on a set of working principles. The author has been involved over the last 4 years in developing an experiential process for teacher education and this approach is the focus of this study. The authors professional studies tutor group were given a written survey while two co-tutors were interviewed to gather information on their experience with this approach to teacher education. The results of these surveys and interviews are considered in the light of what characterises this experiential learning approach for teacher education and explores how this differs from mainstream teaching and learning. Because the literature on competency based teacher education and experiential education is extremely limited the author has relied on anecdotal evidence and experiential practice and has sought the views of students and colleagues The study promotes the principles of experiential education and puts forward a case for the use of these practices as key tools for teaching. It also highlights some of the problems faced by beginning teachers wanting to use this approach when they start their teaching career. Experiential education does conflict with many of the traditional practices that currently exist in schools and tertiary institutions. This provides both challenges and obstacles for those who adopt this approach to teaching and learning.

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22

Madden, Ellen J. „Place-based Education| Educator Perspectives on a Critical Pedagogy“. Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110427.

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As education evolves in the 21st century and students learn to develop knowledge from the ground up, educators step into the role of facilitator. Critical to this paradigm shift is a connection with places that develops knowledge from local experiences into broad global understanding. This thesis explores the literature on how people develop a connection with place, the importance of learning about the world through appropriate developmental stages, and the relevance of place-based education as part of learning in the 21st century. Through qualitative research methods—including surveys, interviews, and focus groups—this thesis demonstrates the ways in which educators in an elementary school in Albuquerque, New Mexico develop a personal sense of place. It also asks how an educator’s understanding of place is integrated into her or his teaching practices and addresses where there is room for place-based education principles in a wide range of classrooms. The findings of this study suggest that through relationships to place and people, young learners can develop a sense of belonging that drives a love of and responsibility for places on both local and global scales.

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Gerdin, Göran. „Boys and Physical Education - A Study of Boys’ Experiences of Single-Sex and Co-Educational Physical Education“. Thesis, Växjö universitet, Institutionen för pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45606.

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The role of schools as agencies in the social construction of gender has been well researched and efforts to design the most appropriate learning environment often lead to discussions of single-sex versus co-educational schooling. Physical education is a subject where content and grouping arrangements can contribute to stereotypical expectations and assumptions about gender appropriate role-play. Typically, when gender is raised as an issue in physical education, attention is often directed towards the problems encountered by the girls and their evident alienation and lack of participation in physical education classrooms. To date, few studies have focused on boys’ experiences and whether their needs are met in the various forms of physical education. The aim of this study was to investigate boys participation in and experiences of physical education in single-sex and co-educational classes in order to examine how this is affected by the two different groupings of genders and whether any discrepancies in participation and experiences could be identified within groups of boys. The results show that in both physical education settings there exists a group of boys who are not enjoying their physical education since it is too closely associated with the dominant definitions of masculinity. These boys clearly express their dissatisfaction with what activities they get to do and how they often turn into being overly aggressive and competitive. It was also identified that this group of boys was somewhat greater in the single-sex compared to the co-educational format. The results of this study therefore demonstrate that there is a great need to start recognising the different needs amongst boys (and girls) and that the image of boys and girls as two homogeneous groups aligned with stereotypical perceptions of activities and behaviours of which they are capable and in which they should be engaging, needs to be challenged

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Valeri, Alishia Adele. „Educating About/for Food Security Through Environmental Education: A Qualitative Study of Teacher Education Programs in Ontario“. Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40719.

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Food insecurity is on the rise worldwide and within Canada due to a myriad of factors such as climatic instability, rising food prices and unsustainable food production practices. In this context, educational systems (e.g. schools and universities) can contribute to developing knowledge and awareness of food insecurity as well as fostering new ways of thinking and engaging with food premised on just and sustainable food systems. This study is situated within the field of environmental education where there is a growing body of research at the intersections of food and the environment. Likewise, it was guided by the theoretical framing of EcoJustice Education, which offers a way of teaching and learning premised on the belief that our thoughts and actions can foster and enhance more social and ecologically equitable connections between food and the environment. By engaging in semi-structured interviews with teacher educators in select teacher education programs in Ontario and conducting document reviews, I investigated how the integration of the topic of food security is taking place—or not—in the initial training of future teachers in the province. The results showed that integration is not consistent across the different organizational levels of the programs investigated (i.e. whole-program level and classroom level). Moreover, the interviews with teacher educators revealed that any practices aiming at the integration of food security topics in BEd programs were primarily guided by a sustainable cultures perspective, which sees the world as having interconnected relationships amongst all living things. This view is supported by the data analysis of interviews with teacher educators, the Ontario Ministry of Education curriculum documents, and select course syllabi. On the other hand, the school curriculum documents contained conflicting views on the topic, including an understanding of the world as being based on hierarchized relationships. This research advances the field of environmental education by further adding to the limited scholarship on the topic of food security in the context of EE, as well as contributing to an account of food security education and EE with a focus on teacher education in Ontario.

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Metzger, Nancy. „Educating for Belonging| Place-based Education for Middle School Students“. Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538942.

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This case study examines the effect of a yearlong place-based educational project on a single class of middle school students aged 11-14 at a public charter school in Santa Rosa, California. Of particular interest in this case study was the development of the concepts of belonging and place through the perceptual lens of the middle school student and through the vehicle of place-based education. This study utilizes qualitative methods including participant observation, interviews and pre and post surveys. The findings of this study suggest that the outdoor environment was very engaging for learning. Students reported that the development of a sense of place spurred from repeated visits to the nature preserve over long periods of time. These students indicated that a sense of belonging emerged to the preserve because of the stewardship aspect of the place-based educational project. Students felt a sense of stewardship toward the land after the project, and that sense of stewardship characterized a feeling of belonging. Cosmology was also a factor in understanding how these young adults came to define what it means to feel a sense of belonging to their local natural place.

Keywords: place-based education, sense of belonging, sense of place, stewardship, cosmology or new cosmology, community action, alienation or isolation, ecopsychology, biophilia hypothesis, placelessness, and constructivist curriculum-culture model.

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Österman, Marcus. „Education, Stratification and Reform : Educational Institutions in Comparative Perspective“. Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332622.

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The main argument of this thesis is that research has to take the institutional character of education seriously. Educational institutions carry considerable weight for outcomes of education and their design is a matter of intense political debate. This work focuses in particular on the institution of tracking that has wide-reaching consequences for the structure of education. The thesis consists of an introductory essay, together with three empirical essays. The empirical essays all acknowledge the main argument but study different outcomes and relationships connected to education. Essay I studies how the institutions of political economy and education together affect equality of income and equality of educational opportunity. This essay contributes to the literature by distinguishing the effects of the different institutions of political economy and education, as well as how they interact to affect the two contrasting conceptions of equality. The results reveal that tracking hinders equality of educational opportunity but is also related to better incomes for vocational education graduates in certain institutional settings. Wage bargaining coordination reinforces the more equal educational opportunities of weakly tracked contexts and improves the relative income of vocational graduates in these contexts. Essay II explores how education and tracking affect social trust. It makes two contributions. First, the empirical approach provides strong support for causal inference. Second, it is the first study to consider how tracking affects social trust. The empirical evidence finds no general effect of educational attainment on social trust, but decreasing tracking has a positive effect on social trust for individuals who come from weakly educated backgrounds. Essay III aims to explain cross-country differences in tracking by focusing on the impact of government partisanship. The study contributes to the literature by being the first comparative study to explore how partisan politics may explain differences in tracking and being one of few comparative studies there are on the topic at all. The results show that tracking is strongly related to a dominance of Christian democratic governments, whereas detracking reforms have mainly been carried out by social democratic governments.

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27

Wiens, John Richard. „Hannah Arendt and education, educational leadership and civic humanism“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0028/NQ51936.pdf.

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28

Mulvaugh, 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.

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From the boarding school era to the current high drop-out rates, western-based education systems have a 50% failure rate in its service to the American Indian students of Montana. This thesis takes a critical look at the historical ramifications of Western based education on the Native Peoples of Montana, and the contemporary response from the state to improve Indian Education. The purpose of this thesis is to research current pedagogies being used within public schools with high Indian student populations, to provide recommendations to improve those pedagogies, and to create professional development strategies for teachers who work with Indian students. This thesis uses a collaborative, action-based research model and will provide solutions to current problems involving public Indian Education within Montana. The implementation of The Native Education Equity Project is just one step towards the further development of Indian Education within Montana.

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Åsberg, Samira. „Social Networks in Education: A Facebook-Based Educational Platform“. Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93649.

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Social networking sites are among the most popular daily activities of students these days. Students are mostly using social networking sites for communication and sharing of their experiences. Facebook is an example of a social networking site, which supports additional features such as creating a profile page, creating group pages and supports possibility of implementing different integrated application with Facebook. These features improve the Facebook experience, allowing users to form groups, where they can introduce ideas and concepts, which can be shared and discussed in a structured style. For this thesis we have created a new learning management system by implementing an online educational platform within a Facebook context. This work introduces a new, complementary style of education, where students can improve their knowledge and sociality outside the university in an innovative way. The platform takes advantage of gamification, which introduces game-like elements to concepts such as education and learning management systems, to make them more fun and rewarding. The goal of this thesis is to extend the educational border to an interesting online environment where students can learn, communicate, and examine their knowledge globally in different courses within our application platform in Facebook.

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Buckner, Marjorie M. „Parents' Expressed Educational Dissent in Middle School Education Systems“. UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/38.

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Hoy and Miskel (2008) and Weick (1976) conceptualize schools as organizational systems of which parents comprise part of the organization. Specifically, parent involvement includes such behaviors as assisting students with homework, participating in policy decisions, and providing feedback (Barge & Loges, 2003). Parent involvement is largely championed in K12 education and particularly in middle schools (e.g., Coalition of Essential Schools, 1993; Texas Education Agency, 1991). In fact, both parents and teachers value building positive parent-teacher relationships (Kalin & Steh, 2010) and may communicate regarding a variety of topics including student academic performance, classroom behavior, preparation, hostile peer interactions, and health (Thompson & Mazer, 2012). However, while parents and teachers report valuing positive parent-teacher interactions, Lasky (2000) found that “teachers and parents sometimes felt confused, powerless, and misunderstood as a result of their interactions” (p. 857). One specific type of parent-teacher communication that may lead to dissatisfying interactions is parent expressed educational dissent (PED). Similar to organizations and workplaces that do not value dissent as a feedback process increasing democratic discourse in the system, schools may actively attempt to avoid potentially negative or conflict-inducing communication such as dissent (Ehman, 1995). Scholars (e.g., Davies, 1987; Fine, 1993; Sarason, 1995) note the importance of dissent and parent involvement in education systems, and case studies espouse positive changes within education systems as a result of parental dissent (e.g., Ehman, 1997). In order to better understand PED, this dissertation project seeks to (a) examine why parents express dissent in educational systems, (b) identify how parents express dissent in educational systems, and (c) measure how PED affects members of the educational system. To accomplish these goals, the author conducted a series of focus groups with teachers and parents, developed a measure of PED, and disseminated a survey to both parents and teachers assessing the antecedents and possible outcomes affected by PED. The findings of this research aim to improve organizational communication within middle school education systems such that schools may develop prosocial strategies for (re)framing and addressing PED.

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Ascher, Tamar. „The role of educational belief systems in teacher education“. Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340825.

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Evans, Michael Pier. „Inside Education Organizing: Learning to Work for Educational Change“. Thesis, Boston College, 2009. http://hdl.handle.net/2345/641.

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Thesis advisor: Dennis L. Shirley
Over the past fifteen years there has been a growing scholarly interest in education issues among community based organizations (CBOs). Education organizing is the mobilization of parents and community members for the purpose of transforming schools and CBOs have already demonstrated their ability to impact both student outcomes and educational policy (Shirley, 1997). The Annenberg Institute found that "successful organizing strategies contributed to increased student attendance, improved standardized test score performance, higher graduation rates and college-going aspirations" (Mediratta, Shah, & McAlister, 2008 ). While an increasing number of researchers are exploring this phenomenon, we know little about the experiences of CBOs members who are engaged in this work. Utilizing a qualitative case study approach and a conceptual framework that draws from situated learning, social capital, and networking theory, this study explored the following questions as they relate to the experiences of members in three different CBOs: * What motivates families to participate in CBOs involved in education organizing? * How do members learn the work of education organizing? What skills (if any) are acquired as both individuals and as a collective, and how are they developed? * What impact (both material and personal) does participation have on CBO members' lives? Findings from this study revealed that participation in the process of education organizing has the potential to not only transform schools, but the participants themselves. Initial understandings of self-interest evolved to include broader social concerns. Members reported increases in confidence, desire, and ability to fully participate in democratic processes. The findings also indicated that the effectiveness of a CBO is related to its organizational structure, its members' capacity for learning, the types of issues that members are trying to address, and the strength of their relationships within local civic ecologies. Those groups that were able to operate in diverse networks while developing the necessary technological, political, and cultural knowledge generally met with the most success
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Greatorex, Jacqueline Teresa Ann. „Educational levels in a higher education and healthcare context“. Thesis, University of Derby, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365047.

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34

Hill, Katherine. „Educational Pluralism: Charter Schools as Laboratories for Education Reform“. Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1956.

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This thesis explores educational pluralism in the context of the American public school system and analyzes the charter school movement as a mechanism for education reform. Because charter schools have only existed for 26 years, scholars have yet to understand the effect that they have on our public school system, as well as how they compare with traditional public schools. Rather than trying to determine whether charter schools are better than traditional public schools, I introduce the philosophy behind educational pluralism, examine the evolution of the charter school movement, and analyze states as laboratories for testing new educational practices through charter schools.

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Bisinoto, Cynthia, Claisy Marinho und Leandro da Silva Almeida. „Educational psychology in higher education: Current scene in Portugal“. Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/101763.

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Facing the challenges brought by Higher Education growth, the Higher Education Institutions (HEIs) created the Psychological Support Services. They seek to help the adaptation to the university setting, enhancing the overall students´ development and their integration in the labor market. This qualitative research studies the structure of the Psychological Support Services in HEIs of Portugal and the main activities developed by educational psychologists. Interviews were conducted with eight services and showed that all services are designed for students. Although the most frequent activity is the students' psychological consultation, educational psychologists also develop a variety of interventions: skill development programs, support to students with special needs, and mentoring programs to welcome new students. Traditionally the services were oriented by an individual intervention and in response to the students' problem. Nowadays they are working with other agents and in a preventive way. Actions directed to educational projects and the institutional evaluation could promote a qualitative change in services.
Con el fin de afrontar los desafíos del aumento demográfico de la educación superior, las Instituciones de Educación Superior (IES) crearon los Servicios de Apoyo Psicológico buscando:(a) ayudar a la adaptación a la universidad, (b) mejorar el desarrollo de los estudiantes y (c) favorecer su integración en el mercado laboral. El presente estudio investigó la estructura de los Servicios de Apoyo Psicológico en las IES de Portugal, así como las principales actividades desarrolladas por los psicólogos escolares. A partir de las entrevistas realizadasen ocho servicios de apoyo psicológico, se observó que todos ellos están diseñados para los estudiantes. Si bien la actividad principal es la consulta psicológica para los estudiantes, los psicólogos educacionales desarrollan también una variedad de actividades de intervención, tales como: programas de desarrollo de competencias, apoyo a los estudiantes con necesidades especiales y programas de tutoría para dar la bienvenida a nuevos estudiantes. Asimismo, en la actualidad los servicios están trabajando con otros agentes y de manera preventiva. Se propone que las acciones dirigidas a los proyectos educativos y la evaluación institucional podrían promover un cambio cualitativo en los servicios.

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Wu, Yi. „The equality of educational opportunity in Chinese higher education“. Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/4884.

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Mestrado em Ensino Superior (Erasmus Mundus)
Desde 1998, o governo chinês tem vindo a introduzir reformas no ensino superior: o número de estudantes tem aumentado, assim como o valor das propinas. O objectivo deste estudo é abordar a diferença de igualdade educacional entre as áreas urbanas e rurais desde 1998 até hoje. Esta tese irá debruçar-se sobre se a reforma do ensino superior acentuará a diferença existente entre as áreas urbanas e rurais, zonas desenvolvidas e subdesenvolvidas na China. Primeiramente, esta tese demonstrará as diferentes oportunidades de acesso no sistema educacional chinês no ensino superior. Alguns documentos estatísticos serão abordados para discutir as diferentes oportunidades no ensino superior entre áreas urbanas e rurais na capital Pequim e em toda a China. Seguidamente, este estudo debruçar-se-á sobre as possíveis causas que determinam a diferença de oportunidades no ensino superior chinês. Irá também fornecer visões pessoais acerca da influência da reforma do ensino superior, incidindo sobre a evolução das desigualdades entre áreas urbanas e rurais. Posteriormente, esta tese conclui que a reforma no ensino superior chinês influencia tanto os estudantes de áreas rurais como de urbanas. Apesar de a reforma ter aspectos positivos, esta aumenta a diferença e desigualdade de oportunidades entre as zonas urbanas e rurais no ensino superior.
Since 1998, Chinese government has launched reform on higher education: rapid enrolment expansion and increasing tuition. The purpose of this study is to present the gaps of educational equality between urban and rural areas after 1998. This thesis will discuss if the higher education reform enlarge the existing gap between urban and rural areas, and developed and less-developed areas in China. First of all, this thesis will give the demonstration of entrance opportunity on Chinese higher education. Some statistical description will be used to discuss the difference of higher educational opportunity between urban and rural areas in capital Beijing and whole China. Secondly, the thesis will discuss some reasons from some different facets that cause the opportunity difference in Chinese higher education. And also will give some personal ideas on the influence of higher education reform, especially influence of difference between urban and rural areas. In conclusion, the study finds that Chinese higher education reform influencing both urban students and rural students. Although the reform has some positive factors, it enlarges the gap and inequality of opportunity between urban and rural areas on higher education.

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Mennell, Laura. „The role of the educational psychologist in further education“. Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.690777.

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The Special Educational Needs and Disability (SEND) Code of Practice (CoP) (DfE, 2014) places a duty upon further education (FE) settings to support young people (YP) up to the age of 25, with SEN, in FE. College settings can choose to commission external services such as the Educational Psychology Service (EPS) to support them to fulfil these duties. Relatively little EP work has been carried out in FE. The aim of this research is to explore the challenges for the role of the EP in colleges by gaining the views of frontline and senior college staff from two mainstream college settings, and EPs from one local authority EP service, through the use of focus groups. Focus group discussions were informed by introductory data, deriving from two young people, who attended local mainstream college settings. The data collected from college staff and EPs was analysed using Grounded Theory tools. The findings demonstrate that there are opportunities for EP work in FE, especially in conjunction with staff development, working with individual students or where a college has a potential student problem. However, the research also demonstrated how misunderstandings can arise between colleges and EPs. In the main this is due to the nature of a potential buyer and seller relationship, the sense of their competence being questioned, the lack of knowledge of each other, and differing views about the type of role the EP may have in college. Implications for the role of the EP in FE are discussed.

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Farouki, Dala Taji. „UAE student, staff and educator attitudes towards character education“. Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24091.

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This study aimed to answer the research question: “What role do stakeholders believe character education might play in strengthening UAE university students’ local knowledge?” Implementing character education was explored in terms of its potential influence on national identity and local knowledge in UAE education. The literature review covers several studies that inform a relevant research design. The literature review determines the best-fit term to use in this study by comparing and contrasting suitability of related pedagogical fields to character education, such as citizenship, civic, moral, and ethics education. Additionally, studies that serve as useful examples, such as the Crick Report, Lee’s Taiwan study, and regionally relevant articles such as Al Kharusi and Atweh, are discussed to inform the reader of the study’s design for the Dubai context. A mixed methods methodological design was used with a two-phased approach, a quantitative questionnaire survey and a qualitative series of interviews using an interview schedule. With a relativist, constructivist interpretive viewpoint, three groups were assessed with more than 300 participants: students and administrators at a Dubai case study university were assessed, as well as a group of external education leaders. Findings generally supported the idea of strengthening local knowledge learning both in and outside of educational institutions, with a focus on culture and language familiarity. Also, stakeholders strongly felt the need for choice in how and where learning takes place. Findings that inform the current status quo include that there is already a sentiment of citizenship within the UAE by expatriate residents. Many residents allude to the ‘third culture’ phenomenon, and thus feel belonging to several societies. Thus, results show that character education has potential to influence local knowledge and national identity within the UAE, and be directed at all students, both national and non-national.

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Eastman, Michael G. „The Journey from Engineering Educator to Engineering Education Researcher“. Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10279363.

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Abstract Despite favorable job-growth predictions for many engineering occupations(NSB, 2010), researchers and government agencies have described a crisis in education in the United States. Several simultaneous events have conspired to sound this alarm. First, when compared to other countries, the United States is losing ground in educational rankings, and research and development output and expenditures (NSB, 2014). Second, within the disciplines of science, technology, engineering, and math (STEM) the ranks of engineering education have been identified as one of the most unwelcoming, inequitable, and homogeneous (Johri & Olds, 2014). Third, engineering educators at the university level has historically been select individuals from the dominant culture considered to be content experts in their fields, but having little or no background in educational theory (Froyd & Lohmann, 2014). Researchers and government agencies have recently claimed the changing demographics and need for more engineers in the United States signal a need for revolutionary changes in the way engineers are prepared and the need for a more welcoming and collaborative environment in engineering education (Jamieson & Lohmann, 2012; NSF, 2014). Understanding how to improve the culture of engineering education is an important and necessary ingredient for addressing national concerns with engineering and innovation.

My study seeks to explore the manifestation of the culture of engineering education in the experiences of five long-time engineering professors, who enrolled as part of a STEM PhD cohort, in a School of Education at a large research university in the northeastern United States. The overarching problem I will address is the persistent culture of engineering education that, despite decades of rhetoric about reform aimed at increasing the number of those historically underrepresented in engineering, continues to promote a hegemonic culture and has failed to take the necessary systemic steps to become more welcoming and more effective for all learners. This research involves the story, and the history, of an engineering education culture quick to identify the haves and the have-nots and dismissive of those individuals “not cut out” to become engineers.

My study is driven by the following research questions: (1) What are engineering educators’ perceptions of teaching and learning? (2) In what ways, if any, have participant experiences with constructivism and social constructivism influenced espoused beliefs, perceptions, and enactments of teaching? (3) What may be potential strategies for shifting the culture of veteran engineering educators toward reflective teaching practices and equitable access to engineering education?

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Rosé, M. Alejandra. „Education students' perceptions of multicultural education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23767.pdf.

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41

Cowan, J. „Education for capability in engineering education“. Thesis, Heriot-Watt University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384002.

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42

Dunn, Anne Maureen. „Music education : an adult education perspective“. Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019700/.

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43

Harley-McClaskey, Deborah. „Integrating Leadership Education into Teacher Education“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6016.

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44

O’Sullivan, Gary Christopher. „Technology education; education for enterprise (E4E)“. Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/127.

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This thesis was underpinned by the interpretive-constructivist paradigm utilizing a Fourth Generation Evaluation methodology. The purpose of the research was to examine conflicting rationales for the implementation of technology education and Education for Enterprise, and to evaluate a professional development project. The professional development project was established to facilitate teachers’ incorporation of Education for Enterprise and community partnerships within technology education. The study involved teachers from 16 schools clustered in three regions of New Zealand

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MAN, Kit. „Citizenship education in post-1997 Hong Kong : civic education or nationalistic education?“ Digital Commons @ Lingnan University, 2013. https://commons.ln.edu.hk/soc_etd/35.

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This study investigates citizenship education policy under the “One Country, Two Systems” model in Hong Kong. A number of studies have analyzed the Hong Kong-China national unification from the political, legal, economic, socio-cultural perspectives. This study approaches Hong Kong-China integration from the hotly contested issue of nationalistic education, attempted to be implemented by the Hong Kong government in the official school curriculum. I use as my data sources official documents issued by government agencies including the Chief Executive’s annual Policy Address, an internal report of the Commission on Strategic Development, and curriculum guides of the Curriculum Development Council to tease out the citizenship qualities desired by the Hong Kong government for the younger generation. Historians and social scientists distinguish between civic and ethnic types of citizenship or nationalism. While the civic model is often perceived as intrinsically liberal, voluntarist, universalist and inclusive, its ethnic “blood-and-soil” counterpart is usually associated with illiberal, authoritarian, ascriptive, particularist and excusive connotations. The widely discussed civic/ethnic dichotomy in citizenship and nationalism literature is used as the analytical framework to examine elements proposed by the government in its citizenship education documents. My research points out that the citizenship education policy in post-1997 Hong Kong under the dual process of state and national building is a hybridization of the civic/ethnic conceptions, in which the ethnic components dominate over the civic ones. I further argue that the “One Country, Two Systems” model is about the struggle between the civic and ethnic conceptions of citizenship rather than capitalism and communism. I also discuss the implications of the government’s pro-ethnic conception of citizenship education on political culture and rights of ethnic minority in Hong Kong, and the implication on the literature of sociology of citizenship.

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Peera, Rishma. „Tanzanian educational policy : effects on women's participation in formal education“. Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23349.

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Female participation in all spheres of society is crucial in the development of a nation. One way of increasing this participation is through education in the formal system because it provides more opportunities in a modernizing society. This study presents the situation of women in education in the context of Tanzania, which has developed policies geared towards equality at all levels of society. Tanzanian educational policies have attempted to equalize opportunities for everyone regardless of race, gender and social class. A few of those policies have succeeded in reducing gender imbalances without however changing attitudes towards women's potential in the development of the nation. This study attempts to demonstrate that educational policies affect female participation in a positive manner but essentially in quantity. In the context of Tanzania, quality in education had not been a priority as much as the commitment to mass education. Therefore, female education has evolved at a lower quality than male education, thus affecting outcome in terms of opportunity. Quality education and opportunity for women will only be possible if the school, family, community and all societal institutions join in a comprehensive effort to break barriers which now prevent their full participation.

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Mazzone, Alduino. „Waldorf teacher education : the implications for teacher education of Rudolf Steiner's educational philosophy and its practice in Waldorf schools /“. Title page, abstract and contents only, 1999. http://hdl.handle.net/2440/37875.

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This study is a critical analysis of Waldorf teacher education in Australia. Beginning with an exposition of the central tenets of Rudolf Steiner's philosophy and educational theory, and his lectures to teachers, the author identifies what he sees as the requirements and characteristics of an ideal Waldorf teacher education program. The study next investigates the development of Waldorf teacher education provision in Australia, and surveys a wide cross-section of teachers and teacher educators in Australian Waldorf schools, to ascertain the type of preparation they received or have contributed to, and elicit their views as to its strengths and weaknesses. These findings are then critically analysed, making comparisons with Waldorf teacher education programs in other countries. The feasibility and implications of including a Waldorf course in a main-stream teacher education Faculty in Australian universities are discussed, in relation to current prevailing government policies regarding schooling and the values and emphases which these impose upon state university courses. The study concludes with proposals for change and improvement in Waldorf teacher education provision in Australia to make Waldorf teachers better prepared to educate Australian children for the 21st century, still in keeping with the essential values of Steiner education.
Thesis (Ph.D.)--Graduate School of Education, 1999.

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Stock, David M. „Educating for Democracy: Reviving Rhetoric in the General Education Curriculum“. Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd985.pdf.

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Loverro, Ian James. „Toward a pedagogy of educational technology for teacher education programs /“. Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7552.

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Matsuda, Masami, Katsumasa Ota und Chiharu Ito. „Educational content in nurse education in Japan: A Delphi study“. SAGE Publications, 2011. http://hdl.handle.net/2237/16635.

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Dissertationen zum Thema „Education“

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