Dissertations / Theses on the topic '160201 Equity and access to education'
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Townsend, Andrea D. "Equity and Access for Students with Disabilities: The Role of Implicit Bias and Oppression." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1625953250126442.
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Garrett, Galen. "Equity of access: Exploring Internet connectivity within Oklahoma public schools." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4663/.
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The purpose of this study was to ascertain if conditions or combinations of conditions existed within Oklahoma public schools that created inequities in the availability of classroom Internet connections. A stratified random sample of the 471 school districts was used to identify 300 specific schools for the purpose of data analysis. Data was gathered utilizing a database provided by the Oklahoma State Department of Education and a researcher developed questionnaire. The database provided data relating to four independent variables (region, district size, school type, and school size,). The dependent variable, percentage of classrooms connected to the Internet, was obtained by the researcher designed questionnaire. The state database also provided percentage information relating to students who qualify as minorities and qualify for free or reduced lunches. The data was tested using a series of ANOVAs and a Pearson product-moment correlation coefficient. The findings of the study are as follows: (a) The analysis of variance showed that none of the independent variables had a significant effect upon the percentage of classrooms connected to the Internet; (b) The Pearson product-moment correlation coefficient revealed little or no correlation between the percentage of disadvantaged or minority students and the percentage of classroom Internet connections.
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Igualada, Mirynne O'Connor. "The beliefs of advanced placement teachers regarding equity and access to advanced placement courses| A mixed-methods study." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154938.
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This mixed methods study of teachers’ beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that has received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students’ prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses.
The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey, and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers’ beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district.
The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not implemented consistently across schools and particularly in science, technology, engineering and mathematics (STEM) related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students.
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Hall, Heather. "Sustained Education Access for Homeless Youth: Case Study of U.S. Transitional Living Programs." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3300.
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Without interventions to address homelessness among youth, the risk of homelessness for future generations is great. As a result, the federal government has invested in funding Transitional Living Programs (TLPs), though it is not clear whether these programs have achieved the intended outcomes of helping youth transition from homelessness to being able to sustain employment and avoid poverty through access to educational and workforce programs. Using the broad conceptualization of democratic governance as the foundation, the purpose of this case study was to assess whether access to educational programs through TLPs benefitted homeless youth in terms of program success. Data for this study were collected through interviews with 9 administrators of TLP service providers and publicly available documents for the years 2008-2014. Interview data were inductively coded and subjected to thematic analysis, and data from public sources were evaluated using descriptive statistics. Qualitative analysis revealed that long term, post-TLP outcomes were difficult to track as individual TLPs tended to lose contact with youth, though self-advocacy for participants, coupled with the ability to sustain long term independence, were keys to success for program participants. Participants also noted their perception that education through TLPs provide opportunity for stable social and economic connections. Positive social change resulting from this study may be attained if TLP long-term outcomes are evaluated using metrics that are realistic for the target population, and organizational goals are refocused on improving opportunities for youth to make meaningful contributions to their communities, and thereby build the social equity necessary for long-term success.
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Stone, Catherine. "The Second Chance Journey... or... "How did these oldies get to be uni students?"." University of Sydney, 2009. http://hdl.handle.net/2123/5324.
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Doctor of Social WorkThis doctoral thesis presents the findings of a qualitative research project which examines the impact of university study on a group of twenty female and male mature-age students at the University of Newcastle, Australia, who have entered university via a non-traditional pathway. The students who are the subject of this thesis are in the second to final years of their undergraduate degree programs and have all faced significant hurdles in gaining university entrance and persevering with their studies. The majority have come from lower socio-economic backgrounds with little, if any, family history of higher education and little positive experience of prior study. Postmodern feminist theory has primarily informed this research, using a narrative method to gather the data, analyse the results and present the findings. This thesis describes the experiences of the twenty individuals, derived from their individual narratives. As such, it gives voice to their stories: their triumphs and achievements as well as their struggles. It examines the gender issues that are at work in the shaping of their experiences, including the ways in which gender affected the type and extent of help and support on which they could rely. It highlights the transformative nature of these experiences for each of the students in this cohort, as well as potentially the next generation, and makes some tentative connections between these individual experiences and the experiences of the wider mature-age university student population. The narratives that individuals tell are socially and culturally located. Hence it is likely that the experiences of these twenty students may reflect, at least to some extent, the experiences of other mature-age students within a similar culture. The findings of this research also highlight the important role that higher education institutions can play, not only in widening access to higher education, but also in encouraging and assisting students, from a diverse range of backgrounds, to participate fully in higher education and achieve their goals.
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Fogarty, Diane. "Universal Design for Learning| A New Clinical Practice Assessment Tool Toward Creating Access and Equity for ALL Students." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10623437.
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To examine to what extent current general education pre-service teachers within a teacher preparation program at a private institution of higher education know and understand the principles of Universal Design for Learning (UDL), expert focus groups were conducted. General education program syllabi were examined for UDL content and found to be lacking in such content. General education pre-service teachers videotaped lessons were reviewed for UDL content and were also found to be inadequate in demonstrating knowledge and understanding of Universal Design for Learning principles. Focus groups comprised of university fieldwork instructors and teacher education experts were asked to review and give feedback on a current clinical observation tool being utilized. Feedback indicated that the current tool was insufficient for measuring pre-service teachers’ knowledge and understanding of UDL. Further, the current tool was not anchored to the UDL framework or any other teaching framework. In service to contributing to the field of teacher preparation, a new clinical practice tool grounded in Universal Design for Learning was created.
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Lorenzo, Sarah-Jane Lasek. "Planning Postsecondary Pathways: An Exploration ofCollege and Career Access through Solutions-Based Reporting." Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1502999397675549.
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Moss, Sidney. "Teachers' Perceptions of Actions to Achieve Equity and Access to Excellence in a Large School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5679.
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The purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change leadership from 2003 to 2011. Teacher perception data were analyzed from a survey presented to teachers in over 16 schools who had been consecutively employed in the target school district from 2003 to 2011. The findings of this research suggest that teachers' perceptions of specific school district leadership decisions, events, and challenges contributed to improving opportunities for students who historically were not provided equitable opportunities for academic achievement and post high school career advancement. Beginning in 2003, the target school district underwent a leadership transition period in which a new superintendent established history-making goals and objectives for the school district. The findings suggest that based on teachers' perceptions, school district efforts provided for greater access to technology, high quality instruction, specific programs of study such as the implementation of magnet programs, and college preparation courses. The greater access provided the opportunity for equity and access to excellence for all students, especially those who historically lacked access and investment with respect to their demographics (race, gender, socioeconomic status, and ethnicity). There were limitations to this study. Objectivity may be questioned since the participants were employees of the school district. It was assumed that participants in the study responded accurately and honestly to the questions asked in the interviews and survey. Future research is recommended that would include a larger and more diverse sample. Further recommendations include separate studies to examine the differences between student achievement as a result of school district leadership efforts to attain access to equity and excellence based on college readiness assessment exam scores such as the SAT and/or the ACT, and college or technical school entrance and completion, with regard to student subgroups such as race, ethnicity, and family income.Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
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Pounders, Cherise. "Social Justice Leadership| Advocating Equity, Access and Opportunity for Black Students Attending Urban High-Poverty Elementary Schools." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685504.
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The purpose of this qualitative phenomenological study was to explore and describe the lived experiences and perspectives of 4 elementary school principals and 4 instructional leaders committed to social justice practices who have improved and sustained grade level performance in reading with Black students for the duration of 3 consecutive years.
Four research questions guided this study and included: What strategies are used by elementary principals and instructional leaders to advance equity, access, and opportunity, to improve core teaching and curriculum, address barriers faced, and develop resilience when leading the work of social justice? Data were collected through semi-structured interviews with the intention of learning specific leadership strategies used to create, promote, and sustain equitable learning environments where Black students meet and exceed proficiency rates in reading.
Key findings suggest that leaders who accomplish and sustain high academic achievement at their schools hold high expectations for their students, immerse themselves in culturally responsive professional development trainings, seek community supports to enhance curricular programs, and invest in professional study and self-care practices to sustain themselves both professionally and personally. Recommendations for future policy demonstrate the need for principal preparation programs dedicated to addressing social justice leadership practices as a means to advocate equity, access, and opportunity for marginalized and oppressed students everywhere.
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Wilhite, Paul. "Superintendent second-order change leadership to achieve equity and access to excellence in a large Florida school district." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5572.
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The purpose of this study was to determine the perceptions of 244 school- and district-based administrators who were employed in a Florida school district from 2003-2011 regarding superintendent second-order change leadership decisions and events to achieve equity and access to excellence for all students in the school district. Interviews were also conducted with 11 active and retired school-based and district-based administrators to specifically address any factors that led to equity and access to excellence as well as any challenges the school district faced when implementing those actions and decisions. Quantitative data were used for a historical comparison of the targeted school district prior to and after 2003 to further understand the impact of equity and access to excellence within the school district. Two superintendent decisions were believed to be extremely educationally significant by respondents: High school reading centerpiece and International Baccalaureate program launch at Seminole High School. Respondents were least familiar with Central Florida Public School Boards Coalition established and Established Principal Forum. Three events were largely believed to be extremely educationally significant by respondents: District rated A each year of accountability, District designated academically high- performing, and Unitary status achieved. Respondents were least familiar with Florida Center for Reading Research project in high schools and Superintendent Leadership transition. Responses to open-ended questions indicated that equity and access to excellence were achieved in the school district between 2003 to 2011. The decision to attain unitary status led to other actions and decisions to achieve equity and access to excellence, e.g., the creation of magnet schools, the introduction of open access to Advanced Placement courses. The superintendent's greatest challenge was perceived by respondents as lack of funding. Interviewees cited poverty as a limiting factor in achievement of equity and excellence. All respondents agreed that working with the lowest achieving 25% of students to improve performance on the Florida Comprehensive Achievement Test was key to achieving equity and excellence in the school district. Most of the interviewees believed that all students have access to equity and excellence. In offering advice to other districts, most of the interviewees stressed the importance of focusing on data, demographics, and academic programs, stating that leaders should be committed to achieving equity and excellence and there needs to be total buy-in from the whole district. Further, superintendent success depended on a clear focus, a set of core values and the willingness and courage to implement second-order change.?Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Mims, Pamela J., and Carol Stanger. "Grade Aligned Language Arts: Access through an iPad App." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/197.
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This presentation will inform participants on a study targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of a single subject study, participants will learn about apps to make accessing the general curriculum motivating and easy to use while promoting best practices. Learner outcomes: • This presentation will provide an interactive session on the use of the iPad app for use in grade aligned ELA instruction for students with significant disabilities from diverse backgrounds; • Participants will learn about the results of the single subject study conducted on the app with students with significant intellectual disabilities including autism; and • Participants will gain information about the scripted lesson, which promotes best practices in teaching ELA.
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Demaree, Roger D. "A Quantitative Analysis of the Association between Advanced Placement Access and Equity at High Schools in a Mid-Atlantic State." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10090331.
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Advanced Placement curricula have become significant components of instruction for high school students in the United States, consuming resources and shaping education in ways that affect high school students both within and outside the AP classroom. Educational research has documented significant gaps in educational equity for some demographic groups and substantial advantages for others. Peer reviewed literature exploring the relationship between the level of educational challenge offered within a school and educational equity within the same school is quite limited. In the absence of the appropriate research, planners and policy makers cannot properly evaluate whether educational strategies emphasizing rigorous instruction, such as is found in AP curricula, would help to address the racial gap in equity, contribute to that gap, or have no effect on educational equity.
The purpose of this quantitative study was to investigate the relationship between the size of a school’s program to provide college-level instruction and the racial equity of that program. Quantitative methods were used to answer this question in a single Mid-Atlantic state, using the relative size of each high school’s Advanced Placement program, per graduating senior, as an indicator of the size of the school’s program to provide college-level instruction to its students. Racial equity was measured by comparing the relative numbers of AP exams per Black or Hispanic graduating senior with the corresponding numbers for all other seniors in the school. Additional qualitative data analysis investigated trends in student choice of AP exams.
Quantitative statistical tests found no statistically significant relationship between the size of a high school’s AP program and the rate of Black or Hispanic participation in that program, or between changes in the size of a high school’s AP program and changes in the rate of Black or Hispanic participation in that program. This neutral result implies that educational leaders can deal with AP planning and with educational gaps among subgroups of students as separate issues rather than as interrelated topics. Qualitative explorations identified several trends, including an apparent general decrease in the proportion of AP exams taken in English and Mathematics as the size of a school’s AP program increases and an apparent changes in the proportions of certain exams, including an increase in the proportion of Science exams taken in Environmental Science, an increase in the proportion of Mathematics exams taken in Statistics, and a decrease in the proportion of Science exams taken in Biology for schools with larger AP programs.
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Jimenez, Bree, and Pamela J. Mims. "Assuming Competence: Philosophical Basis for Research in Access to the General Curriculum." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/186.
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Using best-practices and supports that apply the least dangerous assumption (LDA) is a powerful tool for increasing overall student quality of life and keeping alive a vision of high achievement for all students. This presentation will focus on research and evidence based strategies to promote the LDA for students with significant disabilities regarding accessing personally relevant academic instruction with meaningful student centered outcomes. OBJECTIVES: By the end of this session, participants will be able to: a) identify four criteria to promote Least Dangerous Assumption b) discuss ways to successfully implement the four criteria in their classroom to meet the needs of a wide range of diverse students with significant disabilities c) identify resources that incorporate these four criteria and are applicable to students from diverse backgrounds
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Mensah, Mary Afi. "Higher education access and participation for persons with disability in Ghanaian public universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2364.
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Globally, there is a growing interest in widening access and supporting participation for persons with disability in higher education. This situation is stimulated in part by major international treaties and protocols. Ghana has demonstrated its commitment to this global trend to formulate and implement national legislation on inclusive education across the country’s educational system. However, in Ghana, access to and participation in the higher education system by persons with disability remains poor despite national legislation and policies to address this issue. It appears that national policies have not fully translated into institutional policies and provisions dedicated to supporting persons with disability. This study investigated how the Inclusive Education (IE) Policy (2015) in Ghana has been reflected in institutional policies and provisions that focus on students with disability in Ghanaian public universities. The aim of the study was to explore the extent to which institutional policies, arrangements, and practices in Ghanaian public universities aligned with the IE policy and addressed disability issues to increase access and participation for persons with disability.
A qualitative approach and interpretivist paradigm were adopted using a multi-case study design. In-depth interviews were conducted with a total of 36 participants: seven policy architects from the National Steering Committee on Inclusive Education; three pro-vice chancellors; three deans of students; seven deans of school and heads of department; two heads and two staff from disability support units; as well as 12 students with disability. These participants represented architects of the IE policy and members of the three public universities in Ghana that were studied. Other data were collected from document analysis and observations and, together with data from the interviews, were used to establish how and to what extent institutional policies and provisions support access and full participation of persons with disability in Ghanaian public universities. Data from the interviews, observations, and documents were analysed thematically and presented in a narrative form.
It was evident from the findings that awareness of the IE policy and the knowledge of its contents were limited in the case study universities. Although participants’ understanding of the objectives of the IE policy was consistent with the intentions of the policy, this knowledge was based on the participants’ experience rather than their knowledge of the policy content. Findings showed that the context of each case university reflected the extent of resourcing for policy implementation. This study also revealed that although the case study universities have provisions and a range of support services available for students with disability, these did not meet the students’ expectations. Further, it became evident from the data that attitudes towards students with disability were mainly negative, impacting university experiences of persons with disability. In addition, although the public universities in this research did admit some categories of students with disability, the universities tended to provide adjustments rather than inclusion due, in part, to financial constraints.
This study has highlighted that knowledge of national legislation and policy on the inclusion of people with disability, resourcing, and attitudes at all levels of the university community have implications for widening access and supporting the participation of students with disability in public universities in Ghana. Finally, this study provides recommendations that may improve access and participation for persons with disability in Ghanaian public universities.
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Dadzie, Dominic S. "Cost Sharing and Equity in Higher Education: Experiences of Selected Ghanaian Students." View abstract, 2009. 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:3371486.
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Muyombano, Emmanuel. "The Geography of Primary and Secondary Education in Rwanda." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7773_1263508586.
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The study focuses on primary and secondary education rather than tertiary education as primary schools enrol the largest number of Rwandan students and absorb the major share of public spending on education.
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Taylor, Ashley Rae. "The Change: A Narrative-Informed Case Study Exploring the Tension between Structures and Agency in the Educational Trajectories of Engineering Students from Underserved Backgrounds." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/96732.
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In the United States context, there is a particularly prevalent dialogue about the transformative power of an engineering degree for underserved students. Long positioned as a mechanism for moving up the social ladder, engineering education is often discussed as a mechanism for upward mobility, promising underserved students the opportunity to climb. However, a critical examination of who enrolls and persists in engineering degree programs suggests not everyone can equitably leverage the transformative power of an engineering degree, with persistent inequities for underserved students. Though literature highlights systemic barriers faced by underserved engineering students, much less is known about how underserved students navigate barriers to pursue an engineering bachelor's degree. Accordingly, the purpose of my study was to explore how students from underserved backgrounds navigate their educational trajectories, focusing on the interplay between structures and agency. Using a Bourdieusian lens, my study was guided by the overarching research question: In their narratives, how do students from underserved backgrounds describe navigating their educational trajectories towards a bachelor's engineering degree? I used a single case study methodology with embedded units of analysis to explore this research question. My primary data sources included narrative interviews with 32 underserved engineering students and geospatial community-level data extrapolated from students' home zip codes. My results indicate that underserved engineering students describe a variety of strategies to enact agency by planning, optimizing, and, at times, redirecting their educational trajectories. This study also highlights the influence of family, community, economic, and political environments on the educational journeys of underserved engineering students, as students described navigating and adapting to these various social environments. Students also describe their environments as dynamic, with trajectories changing based on critical incidents such as a parent illness or loss of work. Lastly, students' narratives highlight a diverse range of reasons for pursuing engineering, which often extended beyond private goods approaches to engineering education. My results present implications for engineering education, the most notable of which is that underserved students are not a monolithic group and represent a diverse range of lived experiences. My results also highlight agency as a collective endeavor, challenging popular notions that agency is operationalized at the level of a single individual. Lastly, students' lived experiences with material hardship highlight the dynamic and multidimensional nature of economic disadvantage. Such insights compel engineering educators to reexamine how we conceptualize and measure economic disadvantage in higher education. Ultimately, this research highlights opportunities to increase access and equity in engineering education for underserved students.Doctor of Philosophy
In the United States, engineering is often viewed as a transformative career for underserved students. Long positioned as a mechanism for moving up the social ladder, engineering education is positioned to underserved students as an opportunity to climb. However, inequities in engineering education persist, with low income and first generation students underrepresented in engineering. The purpose of my study was to explore how students from underserved backgrounds navigate their educational trajectories, focusing on the interplay between societal forces (i.e., structures) and individual decision-making (i.e., agency). My study was guided by the overarching research question: In their narratives, how do students from underserved backgrounds describe navigating their educational trajectories towards a bachelor's engineering degree? My primary data sources included narrative interviews with 32 underserved engineering students and geospatial community-level data. My results indicate that underserved engineering students describe a variety of strategies to plan, optimize, and, at times, redirect their educational trajectories. This study highlights the influence of family, community, economic, and political environments on the educational journeys of underserved engineering students. Additionally, students describe their environments as dynamic, with trajectories changing based on critical incidents such as a parent illness or loss of work. Lastly, students' narratives highlight a diverse range of reasons for pursuing engineering, which often extended beyond private goods approaches to engineering education. My results highlight agency as a collective family endeavor, challenging popular notions that agency is operationalized at the level of a single individual. Lastly, students' lived experiences with material hardship highlight the dynamic and multidimensional nature of economic disadvantage. Such insights compel engineering educators to reexamine how we conceptualize and measure economic disadvantage in higher education. Ultimately, this research highlights opportunities to increase access and equity in engineering education for underserved students.
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Greer, Carolyn Anne Harris Melton. "The History of a Model Program for Urban Underrepresented Students to Access Higher Education, 1990-1995." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278206/.
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This study traced the development of the Equity 2000 Program in the Fort Worth Independent School District from its inception in 1990 to its sixth and final year as an exemplary program for equal access to higher education for minority and underserved youth. Program components included mathematics, counseling, staff development, academic enrichment activities, parent education and higher education linkages. Both primary and secondary sources were evaluated from the perspectives of internal and external criticism. The following conclusions were reached: 1) District policy must change if minority students are going to access algebra and geometry. 2) The lack of involvement of other curriculum areas created primarily a mathematics inservice program. 3) Required inservice was necessary to provide improved and more effective campus and district results. 4) The precollege guidance and counseling component needed integration with the mathematics component. 5) Lack of principals' involvement in the early development of the program contributed to uneven administrative support. 6) There was no definitive strategy for parental inclusion. 7) Funding sources were inadequate to fully implement all parts of the program. 8) There was limited participation of local institutions of higher education. 9) There was a lack of an ongoing, structured evaluation process to document the program's effectiveness. 10) Attitudes and perceptions of minority students and their parents about success in higher level mathematics courses can change over time. 11) The program was costly with limited documentation of the results. 12) Much of the training provided mathematics teachers and guidance counselors should be preservice instruction. The researcher made the following recommendations: conduct a historical study at each Equity site; continue the Summer Mathematics and Guidance Institutes; continue the Saturday Academy and the Algebra/Geometry Readiness Academies; provide outreach efforts to parents; provide precollege information to students and their parents; and provide related teacher and counselor preservice training.
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Varley, Anna. "At the Gateway to Higher Education: Tracing Latino/a Pathways Toward First-Year Composition." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195038.
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This dissertation is a critical ethnographic study of institutional, ideological, and cultural factors influencing the educational pathways of low-income Latino/a students. The study lasted for nine months, and research was conducted in two field sites: a public high school and a public university in the Southwest. There were eighteen research participants--seventeen students and one teacher. A funds of knowledge approach combined with a Latino/a Critical Theory lens and best practices in college access allow a consideration of these factors in public schooling. I balanced institutional data with interviews, writing samples, and class discussions, and I found that factors hindering students' persistence included material conditions such as overcrowding, ideological constraints such as low expectations, and a cultural disconnect between students' values and the values embedded in school curricula and policies. Although these Latino/a students demonstrate experiential critical literacy, the students are not given an opportunity to connect their lived experiences to theory in school, which can hinder college-going attitudes. To foster critical democracy, practitioners of First-Year Composition have an opportunity to rethink our purpose and goals to make sure that what we advocate in theory--college persistence for all students--matches up with our practice. This study suggests remedies to ensure that in a system in which social, economic, and political inequities are fed by and feed our inequitable educational system, we can take an active role in reshaping the educational pipeline by working in partnership with public schools and communities to bring equity to college access and retention efforts.
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Emley, Elizabeth A. "Empowerment Education to Promote Youth and Community Health." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1598277140759782.
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Carboni, Cindy. "Teachers’ perspectives on digital access and factors impacting student ICT capability: Equity in national online assessments (NAPLAN) in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2588.
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Digital technology is an increasingly integral component of teaching and learning within schools and, with Australia’s National Assessment Program – Literacy and Numeracy (NAPLAN) moving to an online assessment, students now require a level of ICT capability to undertake this national measure of achievement. Substantial research exists around the presence of a digital divide, indicating that students from lower socioeconomic status households typically have less access to digital hardware and schools with low socio-educational advantage (SEA) are less likely to offer the same opportunities to engage with digital hardware as high SEA schools. This research examined classroom teacher perspectives on their students’ digital access and ICT capability and its impact on their ability to undertake online assessments.
The research used a convergent mixed methods design to collect qualitative and quantitative data. The participants consisted of 107 self-selecting Australian teachers who completed an online survey. The participants worked in different school sectors representing a range of low to high socio-educational advantage schools. The findings of this research indicated that teachers identified inequity in digital access in students’ school and home learning environments. Students with access to their own devices, compared to students who share a device, were perceived by teachers to have significantly higher levels of ICT capabilities in both learning environments. Students accessed their own devices more prevalently in non-government schools, higher socio-educational advantaged schools, than in government schools and lower socio-educational advantaged schools, where students were more likely to share devices. The implications are important as the results identify that teachers perceive inequity in the level of digital ability students possess when undertaking online assessments like NAPLAN. The participants highlighted that the type of support schools provide to teachers and students to develop ICT capability influences the development of students’ digital abilities, with significant differences highlighted between school sectors.
It is, therefore, critical for school stakeholders and state and federal governments to acknowledge how access to devices influences the ‘success’ of a student participating in online assessments. In order to support students’ development of ICT skills, teachers in government and lower SEA schools require specific and ongoing support to progress their ICT capabilities. Addressing the inequity in digital access and ICT capability is imperative to ensure that the introduction of online national assessments does not further disadvantage students from low SEA learning environments.
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Childs, Davinah Sharnese. "EFFECTS OF MATH IDENTITY AND LEARNING OPPORTUNITIES ON RACIAL DIFFERENCES IN MATH ENGAGEMENT, ADVANCED COURSE-TAKING, AND STEM ASPIRATION." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/426029.
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Urban EducationPh.D.
Increasing the number of students of color in Science, Technology, Engineering and Math (STEM) fields is critical for America’s economic, technological and scientific advancement, yet many are less likely to enter or persist. National efforts to decrease racial differences in STEM have been ongoing but their outcomes have not markedly broadened participation. Under-examined is the role of students’ STEM-specific identities, such as their math identity, on their STEM outcomes. Qualitative findings suggest learning mathematics is a racialized form of experience where students’ math identities and educational opportunities are shaped by race-based narratives of math ability. However, this hypothesis has not been tested with rigorous empirical evidence. Moreover, the role of students’ learning opportunities on actual outcomes is unclear. Using data from the High School Longitudinal Study of 2009 (HSLS: 09), this study examines the role of math identity and other math attitudes in racial differences in four STEM-related outcomes: advanced math course enrollment, math behavioral and emotional engagement, and STEM career aspiration. Guided by a sociological perspective, I also examine the degree to which students’ school-contexts effect their outcomes and experiences. Lastly, drawing from intersectionality theory, I offer insight into how the inclusion of race and gender interactions change model results. The findings suggest that there are racial differences in mathematics identity, behavioral and emotional engagement, and school characteristics. However, math identity was not a significant predictor of math course enrollment and had little impact on the other outcome variables when student background and school characteristics are considered. The findings also illustrate how learning opportunities are allocated in ways that mirror the race-based hierarchy of math ability. I conclude by describing the study’s implications for policy and future research.
Temple University--Theses
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de, Gayardon de Fenoyl Ariane. "Access in free-tuition systems: A comparative perspective of the socio-economic background of students in countries with different tuition policies." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107316.
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Thesis advisor: Hans de WitAs higher education enters the 21st century, funding issues have evolved with continued massification and limited government funding (Johnstone & Marcucci, 2010). Increased reliance on students and their families to cover the cost of higher education have led to student demonstrations across the globe, their main demand being free tertiary education to improve equitable access (Bernasconi, 2012; Cloete, 2015; Taylor, 2014). This international comparative quantitative international study explores the relationship between tuition fees policies, and more specifically tuition-free policies, and equitable access in three Latin American countries. Participation, college choice, and attrition decisions are analyzed through the lens of the financial and cultural capitals of students, using 2011 and 2013 data from socio-economic surveys in Chile – a high tuition fees country, and Brazil and Argentina – two countries with free public higher education. The findings suggest that tuition fees policies do not carry the importance students think it does. Countries with tuition-free public higher education seem to have similar issues, if not worse, than tuition-charging countries in ensuring equitable access and success for students from low socio-economic backgrounds
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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White, Michelle Ann. "An Investigation of Gender, Prior Access to Athletics, and Interest Levels in Intercollegiate Sports of First-Time-in-College Freshmen." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5570.
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The focus of this research was to investigate the effects of gender and level of prior access to athletic programs sponsored by school, community, church, student or civic groups, and informal programs on level of first-time-in-college (FTIC) freshmen's interest in participating in intercollegiate athletics. To this end, 1,196 respondents (682 females and 514 males) who were admitted to the University of Central Florida and attended freshman orientation sessions in May and June of 2007 at the UCF-Orlando campus completed the face-to-face survey. Participants ranged in age from 18 years of age to 25 years of age, representing varied racial/ethnic backgrounds, with a majority being registered as full-time students at time of the survey. The FTIC freshmen anonymously and voluntarily completed a modified version of The Student Interests in Athletics, Sports, and Fitness Survey (National Collegiate Athletic Association, 1995). Quantitative data gathered through analysis of closed-response questions provided information on their demographics, general interest in athletics, prior access to school and non-school sponsored sports, and interest in participating in college athletics. Survey responses suggested that a gender difference exists in FTIC freshmen when taking into account prior access to school and non-school sponsored athletics in predicting level of interest in participating in intercollegiate sports. FTIC freshmen males reported having more access to athletics than did FTIC freshmen females prior to attending freshmen orientation sessions in May and June of 2007. In addition, more FTIC freshmen males than females reported being interested in participating in intercollegiate athletics. Lower interest and participation rates by females in intercollegiate sports may, therefore, be an artifact of less access to opportunities to participate in sports during high school. Although almost four decades have passed with the expectation of gender equity within school settings in effect, most educational institutions are not in compliance with Title IX legislation. Females have not been afforded the same opportunities to participate in sports as males, and this appears to have influenced their interest in participating in sports. The findings of this study demonstrate the need for increased enforcement of Title IX legislation at all levels of education for true gender equity and athletic interest to be realized.ID: 031001407; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Rosemarye Taylor.; Title from PDF title page (viewed June 12, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 170-193).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Sugimoto, Amanda Tori. "A Qualitative Study of the Positioning of Emergent Bilinguals during Formal and Informal School-Based Interactions." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612433.
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The education of emergent bilinguals in the United States is overtly and covertly shaped by social, political, and institutional ideologies about languages and speakers of languages other than English. Using a multiple case study design, this study sought to explicate the often-complicated intersection of outsider institutional and societal ideologies with the insider lived experiences of emergent bilinguals in schools. The population of the school under study uniquely positioned emergent bilinguals as not only the linguistic minority but also the numeric minority, a population dynamic notably underrepresented in the literature. Using a positioning theory framework that focused on the normative constraints that support meaning making during social interactions, this study explored how primarily monolingual English-speaking teachers and peers interactionally positioned three fourth grade emergent bilinguals, as well as how these emergent bilinguals reflexively positioned themselves. Data collection efforts consisted of multiphase observations of classrooms including the creating of sociograms and fieldnotes, interviews with emergent bilinguals, teachers, and key peers, as well as a localized artifact analysis. Findings suggested that the emergent bilinguals unique backgrounds contributed to their variable reflexive positioning, as well as teachers' variable interactional positioning. Additionally, peer positioning and institutional norms contributed to emergent bilinguals having limited access to academic language development opportunities.
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Gray, Paul Gray. "Enrollment Patterns in Advanced Middle School Mathematics Classes." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2823.
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The problem investigated in this study is that U.S. minority and low socioeconomic status (SES) student participation in advanced academic classes continues to lag behind that of Caucasian and economically advantaged students. The purpose of this project study was to investigate the participation gaps between minority and low SES students compared with non-minority and high SES students in advanced mathematics courses in the study district's middle school. The theoretical framework for the study was gap-analysis theory. A quantitative gap analysis of existing student test score data was conducted, utilizing a secondary analysis of existing Iowa Test of Basic Skills data from 347 middle school students, with 196 students classified as low SES and 129 as minority. Descriptive statistics and 2 one-sample chi square tests were used to examine differences by ethnicity and SES subgroups and to test whether the distributions of students who met the district's 70th-percentile cut-score were different than the hypothesized distribution of equal proportions. The results demonstrated significant enrollment gaps between minority and low SES students versus non-minority and high SES students. The study findings informed a policy recommendation project that offered suggestions for the current mathematics testing and enrollment program at the study site. Implications for social change include providing research-based findings to the administration at the local site on the enrollment gaps for minority and low SES students which may inform future decisions about enrollment policies for advanced mathematics courses.
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Wilson, Patrice C. "THE RELATIONSHIP BETWEEN TEACHERS’ LEVELS OF CULTURAL COMPETENCE AND THE NOMINATION/REFERRAL PROCESS FOR GIFTED IDENTIFICATION OF CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3428.
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This study examined the extent to which teachers’ levels of cultural competence is a factor in the nomination/referral process for gifted identification of culturally and linguistically diverse students. Specifically, this study compared the self-assessed perceptions of second and third grade elementary teachers’ cultural competence to the various factors included in the gifted referral process. A quasi-experimental quantitative study was used. However, this study superficially included some qualitative exploration due to the nature of the open-ended survey questions and secondary data set analysis. Quantitative data were collected via an adapted version of the Cultural Competence Self-Assessment for Teachers survey created by Lindsey, Robins, & Terrell (2009). Descriptive statistics, analysis of variance, independent samples t-test, and correlation analysis were conducted. Results revealed that there were no significantly statistical differences in the relationship between teachers’ levels of cultural competence and nomination/referral patterns for gifted identification. Yet, the results also indicated that the district’s second and third grade teachers were generally high on the cultural competence continuum. An overwhelming majority of the teachers believed themselves to be culturally competent however, cultural competence sub-scale scores in institutionalizing cultural knowledge and interacting with CLD students were lower percentages when compared to the other sub-scale scores. In general, this study may have important practical implications for the ongoing process of becoming culturally competent, gifted education practices and policy, teacher preparation, and professional practice.
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Bethel, Bambi. "The 2002 No Child Left Behind Act (NCLB), the amended 2004 Individuals with Disabilities Educational Act (IDEA), and promoting the american democratic ideals of equity and access a critical enquiry based on the work of Michel Foucault and Jean-François Lyotard /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r2861.
Full text
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Call, Melissa Jewell. "Examination of Exceptional Student Educators’ Personal Practical Theories and the Implications for Practice." UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/595.
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This study examined exceptional student educators’ (ESE) personal practical theories (PPTs) and how they impact complex decision-making when it comes to students with disabilities and their families. A case study methodology was selected to explore how four ESE teachers and leaders developed their PPTs as well as how they planned, interacted, and reflected upon decisions made during one workweek. The guiding questions of this study were: what are the PPTs of ESE leaders and teachers, what factors influence the development of PPTs, and how do PPTs impact special educators’ work with students with disabilities? To address these questions, four participants were selected based on their role within the district, their experiences working with students with disabilities, and their reputation for being high quality educators. Data were collected using a PPT workbook as well as in-depth, semi-structured interviews. The results of this study included five PPTs for each participant and eight common themes. These themes included: care for students and families, safety of students, administration and teacher professional development, ensuring high expectations for students, personal and professional advocacy, mentoring and collaboration, reflection and problem solving, and problems with inclusion. These results are presented in this dissertation in support of an argument for the need for increased pre-service and in-service for ESE educators, increased professional development for administrators, and increased training for inclusion teachers working with students with disabilities. Engaging in a practice of exploring and refining teacher and leader beliefs and assumptions using the PPT process may increase the reflective practice of teachers and perhaps result in a more appropriate form of evaluation for educators.
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Browder, Diane M., Bree A. Jimenez, Pamela J. Mims, Victoria F. Knight, Fred Spooner, Angel Lee, and Claudia Flowers. "The Effects of a “Tell-Show-Try-Apply” Professional Development Package on Teachers of Students With Severe Developmental Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/300.
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The What Works Clearinghouse guidelines for high-quality professional development were used to develop a Tell, Show, Try, and Apply (TSTA) method of training. This method was used to train teachers to align instruction to grade-level content for students with severe developmental disabilities. A total of 193 teachers of students who participate in alternate assessment based on alternate achievement standards from three states participated in the first 2 days of training. A subset of 37 teachers participated in a 3rd day of training and submitted products from classroom applications. The impact of the TSTA training was evaluated to determine its effect on teachers instructional fidelity across three content areas (e.g., English language arts [ELA], mathematics, science) with their own students. In addition, generalization to new academic content aligned to grade-aligned standards developed by the teachers was taken. Results indicated that the professional development was effective not only in increasing teachers knowledge of alignment but also grade-aligned instruction with generalization across content. Future research questions and practical application also are discussed.
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Mokoena, Masilo Daniel. "Implementation of no-fee schools policy : a case study in Bolobedu Cluster Circuits of Mopani District." Thesis, University of Limpopo, 2013. http://hdl.handle.net/10386/1412.
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Thesis (Ph.D. (Curriculum Studies)) --University of Limpopo, 2013After the establishment of the first democratic government in South Africa in 1994, the Education Ministry started transforming the apartheid education system into the democratic education system aimed at achieving equity, redress and access to education. Amongst the policies developed, were South African Schools Act (Act No. 84 of 1996), National Norms and Standards for School Funding, Exemption of Parents from Payment of School Fees Regulations, Education Laws Amendment Act (Act No. 24 of 2005), Amended National Norms and Standards For School Funding, and No- Fee School Policy. In this study, I analysed how schools in Bolobedu cluster circuits of Mopani District implemented the No-Fee School policy regarding the use and management of school finances. Qualitative case study was used. Four schools, two primary and two secondary schools, were sampled. Three methods of data collection were used: interviews, document analysis (school records such as SGB minutes, finance policy, School Business Plan/School Development Plan, budgets, auditors’ reports, etc.) and observation. Interviews were conducted with school principals, teachers, parents and learners. The research findings indicate that the three SGBs have the capacity to practise good financial management in relation to the No-Fee school policy, although they still need to improve on some areas of responsibility. These SGBs demonstrated sound and good practice in the use and management of school finances. However, one SGB was struggling to practice good financial management responsibility. This school has the potential to improve its capacity to execute its financial responsibility if provided with support. Key words: South African Schools Act (SASA), National Norms and Standards for School Funding (NNSSF), Amended National Norms and Standards For School Funding (ANNSSF), No-Fee School Policy, Equity, Access and Redress, Use and management of school finances.
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Mehadji, Meriem. "Les politiques culturelles et le processus de développement dans le monde arabe : analyse d’une série d’indicateurs." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05D005/document.
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En 2010, le bilan sur les objectifs du millénaire pour le développement (OMD) a révélé que l’ensemble des pays ainsi que les différents acteurs impliqués dans ce processus devaient redoubler leurs efforts afin de mettre en place des projets adaptés à la nature des diverses sociétés. À cet effet, la question de la « culture » s’est imposée comme un facteur évident et inhérent à l’accomplissement de ces objectifs. C’est dans ce cadre que se pose notre problématique de recherche à travers une zone géostratégique qui subit de grands bouleversements au niveau politique, économique et social. De cette manière, la culture peut-elle constituer un élément de base dans les programmes de développement entrepris dans les États arabes ? Cette présente thèse s’achemine à travers trois principales étapes. D’abord l’intégration de la culture dans ce processus en tant que secteur à part entière. Ensuite, les moyens et les méthodes utilisés par les différents acteurs engagés et concernés par le domaine de la culture dans les pays arabes. Enfin, les indicateurs spécifiques à la région à travers lesquels apparaissent les limites, mais également le potentiel des États arabes. Pour finir, cette démarche fait office de défrichement, car le développement à travers le secteur culturel reste peu exploité dans le monde arabe. Toutefois, les changements qui s’opèrent depuis quelques années dans la région peuvent conduire à une véritable reconsidération du secteur culturel et de sa relation avec le processus de développementIn 2010, the appraisal of the Millennium Development Goals (MDGs) indicated that all the countries and the different actors involved in this process should underlay their efforts to implement projects adapted to the nature of the various societies. To this end, the issue of "culture" has emerged as an obvious and inherent factor in achieving these goals.Our research issue raises in this context through a geostrategic area which undergoes great changes in the political, economic and social level. Thus, can the culture constitute a basic element in the development programs undertaken in the Arab States? The present thesis is developed through three main stages. First, the integration of culture in this process as a real sector. Then, the means and methods used by the different actors involved and concerned with the field of culture in the Arab countries. Finally, specific indicators related to the region which could show the limits, but also the potential of Arab States.This approach acts as clearing, insofar as the development through cultural sector remains largely untapped in the Arab world. However, the changes occurring in recent years in the region can lead to a genuine reconsideration of the cultural sector and its relationship with the development process
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Stewart, Rene. "Toward access, success and equity in health science education : a KwaZulu-Natal case study." Thesis, 1999. http://hdl.handle.net/10413/4684.
Full textAbstract:
Aim: This study aims to generate recommendations for enhancing the access and success
of historically disadvantaged students to health science education at UDW, based on barriers
identified within diverse schooling contexts and local conditions at UDW.
Methodology: A case study approach was used to select five former DET schools within
the DFR to constitute the sample of historically disadvantaged schools for this study. In order to
capture the specific ecological milieu, social and cultural conditions pertaining to rural, urban and
informal settlement contexts, three schools were strategically selected from each of these
contexts (i.e. Sobonakhona, Ilanga and Inhlanhlayethu High schools respectively). In addition,
two former DET schools that displayed relatively high achievement rates were also selected (i.e.
Vukuzakhe and Zwelibanzi High schools), in order to contextually understand how barriers to
positive educational outcomes might be overcome.
A multistage sampling procedure was used to sample 40 standard seven and 40 standard
ten scholars from each of the selected schools (n=400) and a purposive sampling procedure was
used to obtain a sample of teaching staff involved in career counselling and/or science education
in each school (n=16). In addition, saturation sampling was employed to obtain a sample of
second year African students in the Faculties of Health Sciences and Dentistry at UDW (n=73).
A combination of quantitative and qualitative data collection methods was employed,
with questionnaires being administered to standard seven and ten scholars as well as to
historically disadvantaged health science students. In addition, a total of five focus groups were
conducted with teaching staff from each of the selected schools.
Results and discussion: It was evident that a complex and interwoven web of factors
impacted on the access and success of historically disadvantaged students in health science
education at UDW, including, inter alia, inadequate school instructional resources; limited
community economic resources; a paucity of educational opportunities and experiences in the
home environment; poverty status; low levels of self-efficacy in academic skill; inadequate school
career counselling; university selection procedures with a eurocentric bias; adjustment difficulties
in the transition from secondary to tertiary education; financial difficulties; a paucity of 'in-group'
academic role models; inadequate ADPs and negative conditions in campus student residences.
These results are discussed and interpreted within the context of relevant empirical
literature as well as a taxonomy derived from over 60 multivariate school-effects studies
undertaken in developing countries, comprising four dimensions, viz. ecology, milieu, social
system and culture.
Conclusions: On the basis of the findings of this study, recommendations for enhancing
the access and success of historically disadvantaged students to health science education at UDW
are offered. While these recommendations pertain to a broad range of stakeholders, including the
Education Ministry, the schooling sector and higher education institutions, particular attention is
paid to the development of practical recruitment, selection and retention strategies to be
employed by UDW and its Faculty of Health Sciences. Finally, the limitations of the study are
discussed and recommendations for future research in this field are offered.
KEY terms: access, success and equity; historically disadvantaged; health science education;
educational outcomes.Thesis (M.Sc.)-University of Durban-Westville, 1999.
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Zou, Daiwei. "Tuition fees in Chinese public higher education and their implications for equity of access." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-350624.
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From the resumption of university entrance examination in 1977 to 1997, china's higher education has remained free of charge for 20 years. But in 1997, china changed its policy of higher education; students are required to pay for their university education. Since then, the tuition fee for university has undergone a rapid increase. By the year 2013, the tuition fee has increased up to 27 times that of 1997. The increase in university tuition has caused much concern from the public, and many people complained that it not fair for students from rural areas and people with low income. This thesis studies the educational inequality caused by the increase in university tuition and its impact on china's social and economic development. The author applies multiple case studies with the help of official database, the affordability of urban and rural residents to the higher education tuition, university enrollment plan, the financial aid system and government Appropriation over the time period of 2011-2015. The author found that the increased tuition has become a huge economic burden for students from low-income urban families, and thus result in the inequity of access opportunity for those students. It is also found that the disequilibrium enrollment plan among areas caused the inequity of access...
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Mulcahy, Krista. "The effects of resources on the performance of competitive high school marching bands." Thesis, 2017. https://hdl.handle.net/2144/20867.
Full textAbstract:
High school marching bands have several performance options beyond the Friday night football game. These options range from non-competitive regional festivals to performance circuits that culminate in a final national contest. All of these extra-curricular events require resources such as funding, equipment, staffing, and parental involvement (Corral, 2001).
The fundamental question was created to investigate opportunities available for participation in music regardless of socioeconomic status, geographic location, etc. Participation in music was explored from the vantage point of marching band – one of the most resource intensive programs in music. Marching band was used in this study because the activity often requires resources that go above and beyond what many administrators, parents, and some directors claim justifiable.
The purpose of this causal-comparative study was to examine the effects that resources, financial and otherwise, have on directors’ decisions to participate in marching band competitions. High school marching bands from across the United States were compared to determine the amount of finances and resources invested by each program. The purpose was to find out if resources play a role in a band director’s decision to compete at various national or non-national events.
Students who desire to participate in music should have the opportunity to participate in any extra-curricular event without regard to economic distinction. Even though marching arts are not offered at all high schools, those who do commit to investing extreme time and resources to the activity. The nature of marching band, coupled with the relatively small amount of scholarly research on marching bands and resources, made it a unique scenario worthy of further inquiry.
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Sarakikya, A. M. "The impact of corporatisation on access and equity at the University of Dar es Salaam." Thesis, 2014. http://hdl.handle.net/2263/43233.
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The purpose of this study was to examine and analyse how the transformation taking place at the University of Dar es Salaam in the context of corporatisation addressed the challenges of access and equity as central features of national development. The study was based on the premise that widening access to and equity in higher education contributes to the development and prosperity of the nation in Tanzania. The study used a qualitative case study design. Epistemologically, the study was located within the constructivist paradigm which is premised on a social construction of reality. I used both purposive and snowball sampling techniques to select both the research site and the participants. Face-to-face, semi-structured interviews and an in-depth document analysis were used to collect the requisite data. The data were analysed qualitatively by developing themes using the Atlas.ti program.
The findings revealed firstly that both internal and external factors had provided the impetus for the transformation of the university. The findings also indicated a strong move towards the privatisation of the university. This was evident in the outsourcing of the non-core activities of the university as well as the introduction of market-driven programmes. Secondly, the implementation of corporate strategies had both–positive and negative, planned and unplanned consequences. While the university had significantly increased its student intake, improved the efficient utilisation of its resources and diversified its sources of income, it had, nevertheless, been unable to match the increased student intake with improved teaching and learning resources as well as enhanced student support services. In addition, the influence of both donors and the organisational culture shaped and influenced the adoption and implementation of a corporate culture with regard to the management of the university. With respect to the role played by the university in national development, the adoption and implementation of the market approach was characterised by a paradigm shift from viewing the university as a social institution that serves the community to that of an institution that meets the demands of the market. Overall, the findings indicate that effective leadership, supported by a favourable policy environment, was a critical component in the realisation of the institutional transformation goals.
The study suggests that a combination of both the state-controlled model and the market model in public higher education institutions should be encouraged and promoted for the purposes of equity, efficiency and effectiveness. Accordingly, this study suggests that the idea of „asymmetrical balance‟ is a strategic approach that will enable the university to mediate the contesting demands of both the national and the market imperatives. The notion of asymmetrical balance argues that the goals of national development and efficiency are not mutually exclusive and that they could potentially be mutually beneficial.Thesis (PhD)--University of Pretoria, 2014.
lk2014
Education Management and Policy Studies
PhD
Unrestricted
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Tai, Chen-Hsiu, and 戴晨修. "A study on the equity of access to higher education after its expansion in the United Kingdom." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/97971556711162485439.
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碩士淡江大學
教育政策與領導研究所碩士班
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This study aims, via using the method of document analysis and literature reviews, to explore the equity of access to higher education after its expansion in the United Kingdom. The main conclusions of this study can be summarized as follow： Ι. As to the development of higher education in the United Kingdom. 1.Higher education in the United Kingdom has changed from the traditional ‘elite’ type towards the ‘universal’ type, and opportunities of studying in the Higher Education Institutions (HEIs) have been expanded for all. 2.The equity of access to higher education has been an important issue in the UK, and the policy of rising the universities tuition fees has always been taking the policies of financial assistance of the disadvantaged students into consideration. 3. Based on the academic autonomy of the universities, the selection or recruitment of students has been the right of the universities, but the students’ application for admission has been processed by the UCAS. 4. The United Kingdom has, in accordance with the policy of the European union, constructed its national qualification frameworks throughout the countries, though differences remain between different countries in the U.K., due to the different educational systems among different countries. 5. Based on the national qualification framework, the qualifications for applying to universities include academic qualification, such as GCE A level, etc, and various vocational qualifications. ΙΙ. As to the equity of access to higher education in the United Kingdom, it is found that inequities or inequalities still exist in terms of the students’ family social backgrounds(SES), the types of high schools they studied, such as selective schools (e. g., grammar, or independent schools) or non-selective (comprehensive schools), and sex.
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"Dual Language Programs (DLPs): Questions of Access to DLPs in the State of Arizona." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.41275.
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abstract: Public schools across the country are increasingly dealing with children who enter schools speaking a language other than English and Arizona is not the exception. As a result, schools across the country have to adequately ensure this populations’ academic achievement, which is directly impacted by English proficiency and ELLs (English Language Learners) program placement. However, restrictive language policies such as Proposition 203, the four-hour English Language Development (ELD) block, and the exclusion of ELLs from Dual Language Programs (DLPs) in Arizona are not effectively preparing linguistic minority and ethnic student populations for academic achievement and competitiveness in a global economy.
For the first part of the analysis, the author examined bilingual education and DLPs policies, access, and practices impacting Latina/o communities by utilizing a case study methodology framework to present the phenomenon of DLPs in a state that by law only supports English only education. The author discussed the case study research design to answer the research questions: (1) Which public k-12 schools are implementing Dual Language Programs (DLPs) in the state of AZ? (2) What are the DLPs’ characteristics? (3) Where are the schools located? (4) What are the stakeholder participants’ perceptions of DLPs and the context in which these DLPs navigate? The author also describe the context of the study, the participants, data, and the data collection process, as well as the analytical techniques she used to make sense of the data and draw findings.
The findings suggest that bilingual education programs in the form of DLPs are being implemented in the state of Arizona despite the English only law of Proposition 203, English for the Children. The growing demand for DLPs is increasing the implementation of such programs, however, language minority students that are classified as ELL are excluded from being part of such programs. Moreover, the findings of the study suggest that although bilingual education is being implemented in Arizona through DLPs, language minority education policy is being negatively influenced by Interest Convergence tenets and Racist Nativist ideology in which the interest of the dominant culture are further advanced to the detriment of minority groups’ interest.Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2016
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Magreta-Nyongani, Martha. "Mitigating negative externalities affecting access and equity of education in low-resource countries: A study exploring social marketing as a potential strategy for planning school food programs in Malawi." 2012. https://scholarworks.umass.edu/dissertations/AAI3518386.
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School feeding programs enhance the efficiency of the education system by improving enrollment, reducing dropouts and increasing perseverance. They also have the potential to reach the poor, directly making them an effective social safety net. In many low-resource countries, school feeding programs are designed to protect children from the effects of hunger. Unfortunately, the continuity of such programs is threatened by over-reliance on external funding. Given the patterns of withdrawal of external support, countries that rely on donor funds to implement such programs need to develop plans that will move them from external to localized support. It is well documented that programs that involve community members are self-sustaining. Regrettably, even though community members are involved in school feeding programs in Malawi, their participation is restricted to food storage and preparation and doesn't include decision making. Thus the transition plan for Malawi has to deliberately involve community members and influence them to take ownership of the school feeding programs. This dissertation explored the use of Social Marketing, a strategy for influencing behavior change that applies traditional marketing techniques to persuade a target audience to adopt, adapt, maintain or reject a behavior for the benefit of individuals, groups, or society as a whole to plan school food programs in Malawian primary schools. Using focus groups and individual interview techniques, I carried out a qualitative study at a primary school in Malawi where the community has initiated a school feeding program with the aim of understanding the barriers and benefits of supporting such an initiative from the community members' perspective. The results show that the cost of producing food, particularly the use of chemical fertilizer, is the main barrier whilst ensuring that all children regardless of social-economic status have access to a meal at school is the drive behind this initiative. The Social Marketing campaign therefore focuses on promoting the use of eco-san toilets whose output is humanure in this school community so as to minimize the cost of producing food to ensure sustainability of this initiative.
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Akanmori, Harriet. "A Critical Analysis of the Activities of the Canadian International Development Agency (CIDA) to Promote Equity and Access in the Achievement of the Millennium Development Goals (MDGs) for Education in Ghana: 2005-2010." Thesis, 2011. http://hdl.handle.net/1807/30068.
Full textAbstract:
Canada supports developmental efforts in Ghana through the Canadian International Development Agency (CIDA). This dissertation investigates how Canada partners with Ghana to achieve the Millennium Development Goals (MDGs) for education by 2015. The study focuses on achieving equity and access to education in Ghana, and examines how far Ghana’s policy and Canada’s aims and objectives (through CIDA) for adressing these developmental issues converge or diverge.
The principal methodology for accomplishing this study includes literature review and a content analysis of CIDA programmes and documents related to education in Ghana. The study concludes that CIDA programmes and operations in education in Ghana have a clear focus on issues relating to equity and access to education, and complement governmental efforts to achieve the Millennium Development Goals for Education in Ghana. The thesis ends with recommendation for further study on using spirituality and indigenous knowledges to enhance and provide holistic education in Ghana.
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Nuugwedha, Linea Peneyambeko Kandalindishiwo. "An education law perspective on early childhood development provision in rural Namibia / Linea Peneyambeko Kandalindishiwo Nuugwedha." Thesis, 2014. http://hdl.handle.net/10394/15482.
Full textAbstract:
Background: After independence education was declared one of the inviolable
fundamental human rights of all persons entrenched in the Supreme Law of the
country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by
a number of research findings and confirmed by educational theorists and decided
cases that appropriate and quality early childhood education is a foundation of all
levels of education. In Namibia currently, public early childhood development and
education is provided by community members in Early Childhood Development
Community Centres in both rural and urban areas. It is against this background that
the purpose of the study on which this research report is based was to determine,
through stakeholder participants’ eyes, how the presumed right to education of the
pre- grade one learners in rural early childhood development and education
community centres (ECDECCs) in Northern Namibia is adhered to.
Research Design and Methodology: The study was based on a qualitative interpretive
hybrid case study of four (including pilot study) rural ECDECCs, review of early
childhood development and education literature, legal literature, relevant legislation,
case law, regulations, policies and International Human Right Instruments conducted
before and after conducting research in the field. Empirical data were collected
through semi-structured individual (one on one) face to face interviews with various
stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians,
community leaders/members, officials from the Ministry of Gender Equality, Ministry of
Education and Human Rights Activists.
The findings of the study were inter alia that all participants had knowledge of and
understood the fact that five to six years old children indeed have the right to
education, and most of them also understood the significance of pre- grade one
learners’ education. As such, the communities were doing everything in their power to
provide early childhood education. However, early childhood development and
education community centres were ill-equipped in terms of physical facilities, human
resources, and learning-teaching aids. In addition, heads of centres/teachers were not
properly trained. There was no tap water, no electricity, and no toilet facilities. Most
children did not fully or not at all attend community centres for early childhood
education, because of inability on the part of their parents/guardians to pay the
prescribed fees. Buildings (structures) in which pre-grade one education was practised
were not completed and therefore not suitable for human occupation, as community
members who initiated them did not have sufficient funds to finance such
undertakings. Literature studies of selected relevant legal literature, Constitutions,
legislation, decided cases and international human right instruments confirm the fact
that pre-grade one education is indeed a legally enforceable fundamental human right
to basic education. To this end, there are legal determinants of the provision of pregrade
one learners early childhood development and education.
Recommendations were that the State (government) had to take over early childhood
education, and that teachers have to be academically and professionally trained and
accordingly paid salaries by the Ministry of Education. Because of the above obstacles
experienced in rural ECDECCs, pre-grade one learners’ right to education leaves
much to be desired. Consequently, it is recommended that the Ministry of Education
must, as of necessity, legally take over education of all pre-grade one learners (preprimary
learners) in entirety in order to comply with the provisions of International
Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia
in particular. In addition, in order to ensure promotion, advancement, realisation and
fulfilment of the pre-grade one learners’ right to education, the current Namibian
Education Act needs to be amended like the South African Schools Act, or a new Early
Childhood Development and Education Act has to be promulgated altogether, to
specifically and particularly cater for the pre-grade one learners’ right to basic
education. This is indispensable because, in the words of Smith (2011: 305): “The
value and necessity of education is beyond dispute because education is both a
human right in itself and a crucial means of realising other human rights.”
The study concluded that early childhood education provision and practice in
ECDECCs in rural areas in their current nature and status at the time of conducting
this study in Northern Namibia leaves much to be desired. As such, it is not the best
possible vehicle for the early childhood development and education provision of pregrade
one education for the five to six years old children in light of their human right to
education.PhD (Education Law), North-West University, Potchefstroom Campus, 2015
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Daddow, Angela. "A Pedagogical Approach for Accessing Disciplinary Knowledge through Multiple Literacies: a Case Study in Tertiary Education." Thesis, 2015. https://vuir.vu.edu.au/29682/.
Full textAbstract:
Policies of widening participation and internationalisation in Australian universities have escalated student numbers and increased the proportion of diverse and ‘non-traditional’ students. Newer students and their educators are challenged by aspects of this new diversity, particularly the divide between the literacy practices of ‘non-traditional’ students entering tertiary education and those required for success in academic and professional worlds. This challenge is compounded by diversification of textual resources in institutional and life-world contexts through global and digital connectivity. In spite of these momentous trends, traditional university curricula and pedagogies retain literacies based in elite social-structural positions, which exclude the literacy practices and life-worlds of ‘non-traditional’ students, potentially disadvantaging them in their learning.
In a case study using practitioner Action Research, this thesis examines the possibilities and constraints that emerge when students’ literacy practices are utilised as assets for learning, and elite academic codes are made explicit, in university curriculum and pedagogy. These asset-oriented pedagogic approaches were enacted over two cycles of research in a Bachelor of Social Work undergraduate program in an Australian University, providing basic research to illuminate wider consideration in other disciplinary areas of the contemporary university. Participating students responded to questionnaires and focus groups, educators were interviewed and the researcher maintained a field journal throughout to examine the possibilities and constraints that emerged from the curriculum and pedagogies that were introduced.
It is argued that these curricular and pedagogic practices offer possibilities to amplify learning for all students, and bridge socio-cultural divides that tend to disadvantage ‘non-traditional’ students. The research confirmed the potential of such practices to create effective bridges between the literacies of ‘non-traditional’ students and the acquisition of disciplinary knowledge, facilitating the successful participation of all students. At the same time, institutional arrangements - governed by economic, cultural and socio-political conditions besetting tertiary education - constrained these potentials. It is argued that these constraints need to be negotiated and challenged to enable broader application that might contribute to a more equitable tertiary education system.