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1
Owner, Ann, and n/a. "A study of communications between the system and service delivery sectors to learning centres in ACT high schools." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20050629.095537.
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The purpose of this study was to examine the effectiveness of
communication between the Operations branch, the Student Services
Section and High School Learning Centres within the Services Division of
the ACT Department of Education.
Data was collected from administrators and educators alike. The survey
instrument was designed specifically to examine the perception of the
effectiveness of organisational communication between the bureaucratic
administrative group within the ACT Department Education Department
and the personnel within the ACT High Schools Learning Centres
responsible for service delivery to students in Learning Centres. The
survey instrument addressed five factors. These factors included
Horizontal and Vertical Communication, Personal Feedback, Media Quality
and Barriers to Communication.
The findings from the survey were organised into six major findings and
four subsidiary findings and discussion on each finding followed.
The findings of the study indicated that, effective co-ordination in a large
organisation requires some centralized direction. The relationship that
exists between the three organisational domains of the Act Department of
Education responsible for the delivery of effective service to Learning
Centre clients in ACT High Schools had been shown to be an impersonal
mechanism of control designed by the Policy and Management domains in
part, and a culturally diffuse but personal mechanism of control used by
the Service domain personnel within the Learning Centres themselves.
What has emerged from the study is evidence that would suggest that there
is lack of an effective link between the more bureaucratic Policy and
Management domains and the more open and less formal Service domain
sector.
The findings have implications for the bureaucrats involved in the change
process which has been part of regionalisation. The findings of the study
indicate that regionalisation does not appear to provide a panacea for the
major difficulties associated with communication as revealed in this
study.
2
Eriksson, Sara, and Anna-Maja Jansson. ""Det där förebyggande och hälsofrämjande får stryka på foten när tiden är knapp" : En kvalitativ studie om skolkuratorers upplevda förutsättningar att arbeta förebyggande och hälsofrämjande." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30210.
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Syftet med denna studie har varit att undersöka vilka förutsättningar skolkuratorer i Stockholmupplever sig ha för att arbeta förebyggande och hälsofrämjande med psykisk ohälsa bland unga. Studien har en kvalitativ ansats då nio intervjuer med skolkuratorer verksamma på gymnasieskolor i Stockholmsområdet har genomförts. Delar av Lipskys (2010) teori om gräsrotsbyråkrater och deras handlingsutrymme samt en organisationsteori från Abrahamsson (2000) användes för att analysera empirin. Resultatet visade att de intervjuade skolkuratorerna upplevde sig ha varierande förutsättningar att arbeta förebyggande och hälsofrämjande med psykisk ohälsa bland eleverna. Vidare framkom att det är otydligt definierat, både i skollagen (2010:800) och på de enskilda arbetsplatserna, vad det innebär i praktiken att arbetaförebyggande och hälsofrämjande. Genomgående uttryckte skolkuratorerna en önskan om att arbeta mer på gruppnivå vilket också var deras definition av förebyggande och hälsofrämjande arbete. Resultatet visade att skolkuratorernas ambitioner inte stämde överens med hur de beskrevatt de arbetade. Avslutningsvis diskuteras skolkuratorernas upplevda svårigheter med att vara den enda personen som bedriver psykosocialt arbete i en organisation som skolan, där fokus främst är måluppfyllelse.<br>The aim of this study was to investigate how school counsellors in Stockholm experienced their work conditions and their own abilities to work with mental health prevention and health promotion among young students. The study was conducted trough nine qualitative interviews with school counsellors at nine upper secondary schools, in the Stockholm area. To analyze the empirical data, we have used parts of Lipskys (2010) theory about “street level-bureacrats” and their discretion, and Abrahamssons (2000) theory about organization. The results showed different conditions and abilities among the interviewees for working with prevention and health promotion projects among young students. Our results also showed that the Swedish Education Act and school counsellors job descriptions was vaguely defined regarding the prevention and health promotion projects. Througout the interviews, the school counsellors expressed a desire to work more with group projects, which was also their definition of prevention and health promotion. The results also showed an inconsistency between the school counsellors ambitions and the way they currently carry out their work. In the conclusion we discuss how the school counsellors feel about being the only employee that works with social work, in organisations that primarily focus on achievements.
3
Pineda, Caitlin Emily. "The Food Safety Modernization Act: A summary of the act, education, and implementation." Kansas State University, 2017. http://hdl.handle.net/2097/38549.
Full textAbstract:
Master of Science<br>Food Science Institute<br>Fadi M. Aramouni<br>Since the Food Safety Modernization Act (FSMA) was signed into law in 2011, the government has taken huge strides toward making the food safety system preventive rather than reactive. Specifically, the Preventive Controls for Human Food (PCHF) final rule has required collaboration from government officials, educational institutions, industry professionals, and stakeholders to assist in the rulemaking, education, and implementation of the new rule. The rulemaking process for the PCHF final rule took 4 years to finalize. The Food and Drug Administration funded a grant to the Illinois Institute of Technology’s Institute for Food Safety and Health (IIT IFSH) to help create an educational program about food safety risk-based preventive controls. Since then, the Food Safety Preventive Controls Alliance (FSPCA) has been coordinating training programs to certify food professionals as Preventive Controls Qualified Individuals (PCQI). After gathering minor statistical evidence through course evaluations for 10 FSPCA facilitated education programs, extension personnel of the Food Science Institute at Kansas State University found that the educational materials are a big help to those in industry and in regulatory agencies.
4
Hug, Sébastien. "Towards a Canada Post-Secondary Education Act?" Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20329.
Full textAbstract:
The transition from an industrial to a global knowledge-based economy has put universities in the spotlight of public policies as the new drivers of innovation and sustained economic growth. Consequently, societal expectations towards the academic community have changed and so has, under the influence of neo-liberal ideas, the public governance of higher education. This is particularly true in federalist systems, such as Germany, Australia and the European Union, where the roles of each government level in governing the higher education sector had to be renegotiated and clarified. In Canada, however, despite repeated recommendations by policymakers, scholars and international organisations, the respective responsibilities have not yet been clarified and, to date, there are still no mechanisms to coordinate the post-secondary education policies of the federal and provincial governments. This paper inquires into the reasons for this exception. In the academic literature, this has generally been explained in terms of Canada’s uniqueness with respect to its federalist system and the decentralized higher education sector. We attempt to go beyond this traditional federalism, state-centered approach, which is predominant in the Canadian higher education literature. Instead, based on interviews and official documents and inspired by the Advocacy Coalition Framework (ACF), we shall be looking at the belief systems of the major actors in the policy process and the degree of coordination among them. Our analysis comes to the conclusion that, on the one hand, proponents of a pan-Canadian approach are divided over their fundamental beliefs regarding the compatibility of inclusiveness and excellence. Some argue that the federal government must legislate common standards to ensure equal opportunities for all Canadians. Others propose a New Governance-inspired approach to create a differentiated and competitive university sector that meets the demands of the global knowledge-based economy more efficiently. On the other hand, even though the provinces differ in their beliefs regarding the equal opportunity versus economic efficiency debate, they share the same strong belief with respect to the role of the federal government. According to this view, post-secondary education is exclusively a provincial responsibility and the role of the federal government is solely to help them ‘fix the problems’. Moreover, contrary to the proponents of more intergovernmental collaboration, the provinces have successfully strengthened the coordination among themselves to block further perceived federal intrusions into provincial jurisdiction. We come to the conclusion that the absence of intergovernmental mechanisms to govern post-secondary education is a consequence of the diverging belief systems and the establishment of formal coordination structures among the provinces to block – as they perceive - further federal intrusions. Also, there is less of a sense of urgency to act compared to, say, health care. Finally, remembering the near-separation of Quebec in 1995, there is very little appetite to reopen the constitutional debates. Therefore, based on our analysis, we argue that contrary to suggestions by some higher education scholars, the establishment of intergovernmental coordinating mechanisms appears unlikely in the near future.
5
Rowe, Bradley D. "Consuming Animals as an Educational Act." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045679.
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6
Blevins, Julie A. "A Quantitative Comparison of ACT Scores for Students Taking and Not Taking a District-Sponsored Practice ACT Test." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1384809693.
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7
Jones, Jane. "A study of post-1988 Education Reform Act headship." Thesis, King's College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392529.
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8
Walsh, Margaret A. "Principal leadership and the Colorado Innovation Schools Act of 2008." Thesis, University of Northern Colorado, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589418.
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<p> The purpose of this phenomenological study was to explore the experiences and perceptions of principals whose schools were granted innovation status in accordance with the <i>Colorado Innovation Schools Act of 2008</i> (CISA). The CISA created a statewide system that allowed individual schools and entire districts to increase autonomy and flexibility in areas such as staffing, scheduling, educational programming, and resource allocation. </p><p> The data were collected from interviews with principals and a rural superintendent and from an examination of the School Innovation Plans. Data were refined into common themes, and a rich narrative was created. The conclusions indicated that successful principals of innovation schools understand the change process, focus on instructional leadership, promote a positive school culture, require autonomy, implement exemplary leadership strategies and qualities, and tailor innovation plans to the needs of the school. The conclusions also indicated that successful superintendents tailor innovation plans to the needs of the district. </p><p> This research is important because education reform in the United States is in need of school reform models that result in increased academic achievement. The implications for positive change are that schools given the autonomy and flexibility to operate may have the potential to increase academic achievement. In addition, the CISA model has the potential to be replicated for application in other states. The experiences and perceptions of principals of innovation schools provided a window into the leadership role principals have in implementing the <i>Colorado Innovations Schools Act of 2008</i>.</p>
9
Swarbrick, M. A. "The Roman Catholic interest in State aided elementary and secondary education in England and Wales from the Education Act of 1902 to the Education Act of 1936." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355844.
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10
Nivens, Ryan Andrew, Jamie Price, and Ginger Davis. "3 Act in Math Tasks." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2651.
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Storytelling gives us a framework for certain mathematical tasks that is both prescriptive enough to be useful and flexible enough to be usable. Many stories divide into three acts, each of which maps neatly onto these mathematical tasks.
11
Williams, Daniel Bryn. "The teaching, assessment and examining of English language and literature from the Education Act of 1944 to the Education Reform Act of 1988." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/11144/.
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In the Preface, the focus is on the word 'standards' itself: the ineradicable human element in marking and the degree to which all marks and grades, particularly in the subject of English, are dependent upon a subjective evaluation of the quality of response - an essential component in the establishment and maintenance of standards. The various implications of the word 'standards' and the ease with with resultant ambiguities can lead the unwary commentator into wholly misleading statements are considered, and a definition is offered to serve as a touchstone for the thesis as a whole. The main body of the thesis is divided into two sections and a conclusion. Section One (containing Chapters 1-3) is largely based upon published writings about education: books, reports and papers issued by Government-appointed Committees and Councils, and officially ratified educational statistics; illustrated where appropriate by my own experience and research into the unpublished archives of Examination Boards. Section Two (containing Chapters 4-6) deals specifically with the development of GCE '0' and 'A' level examinations in English, and is very largely dependent upon my interpretation of evidence derived from examination papers, marking schemes, examiners' reports and candidates' scripts ... The Conclusion is an attempt to provide an answer to the obvious question as to why, if evidence of a widely-alleged decline in standards is as difficult to establish as the previous six chapters suggest, the charge is so widely accepted as proved. To do this it is necessary to see the matter of standards from a broader perspective than a factual focus on examination papers, candidates' scripts, examiners' reports, comparability studies and educational statistics. From the inception of the concept of a state education system there has inevitably been a political dimension to any discussion of standards, and political dimensions equally inevitably tend toward expediency and subjective reaction rather than objective assessment of perceived shortcomings. This is certainly true of the last two decades during which the political dimension has become more overt than ever before, and the gulf between political interpretation of educational achievements and that of the professionals involved has never been wider. It is the contention of the Conclusion that a key to this disparity lies in the history of the development of the National Curriculum, the nature of the political interventions therein, and the indications that these are based upon a consistent philosophy – which elevates knowledge above understanding, 'pencil-and-paper' testing above carefully weighted assessments, results above performance, and which supposes that the reintroduction of selective schools would be an automatic panacea. The Conclusion therefore looks forward beyond the stated 1988 terminal point of the study to examine the developments of the 1990s, and backward beyond the stated starting point of the 1944 Act to examine the reality of grammar school achievement. It is the final contention of this thesis that it is the fallacy and self-deception of the nostalgia for the grammar school tradition which underlies and accounts for the falsity of the claims, about declining standards.
12
Pentney, William F. "The aboriginal rights provisions in the Constitution Act, 1982." Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5523.
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13
Boyer, Grant Coday. "Best Practices for Student Success on the ACT." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556895.
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<p> Large achievement gaps have been found in ACT scores between high schools throughout the same state and in comparisons between states. In Missouri, four public high schools have consistently scored four points higher than the Missouri average for years 2007–2011. States, such as Nebraska, Minnesota, and Iowa, have shown consistent above average scores as compared to states with similar participation numbers throughout the nation. Schmoker (2006) believed that due to the existing culture of schools and school leadership, learning from others' successes is often discouraged; therefore, this study was conducted in an attempt to discover the best practices used in high-achieving high schools and states that obtain high student achievement on the ACT. Educational leaders within the top 5% of high schools in Missouri, based on a five-year (2007–2011) average of ACT scores, were surveyed to determine successful teaching strategies and programs educators in these schools are implementing. Leaders from consistently successful states (having higher than average ACT scores with a high percentage of participation) took part in a survey to extrapolate further characteristics regarding high achievement. Furthermore, the trends and the approaches that contribute to student success in states that require the ACT were examined through interview responses. While the study did not reveal any new best practices, the findings supported many best practices already in existence, and most importantly, showed the necessity for the development of a learning culture that emphasizes success and achievement.</p>
14
Davis, Ralph W. IV. "The juggling act| Perceptions of role conflict among community college counselors." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574916.
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<p> The purpose of this research was to explore community college counselors' perception of role strain in their positions. Role strain theory explains the difficulties individuals face as they determine which behavior expectations they fulfill in their relationships. It was determined that counselors have important role relationships with students, college administrators and their peers.</p><p> Through qualitative analysis, this study provided knowledge about community college counselor's perceptions about expectations of their role on campus. The study discovered student and administrator expectations of counselors, and beliefs counselors held regarding their roles based on formal educational and on the job trainings.</p><p> This research aimed to answer the following questions: (a) How do California community college counselors define their roles in serving their student population? (b) What are California community college counselor's perceptions of student, administrative and professional expectations of the counselor's role? (c) What are the role expectations community college counselors learned from their formal education and on the job training programs? and (d) How do community college counselors perceive any differences in role expectations to affect their ability to provide quality counseling services? To answer these questions, in-depth interviews were utilized to collect qualitative data from community college counselors.</p><p> The findings resulted from qualitative data analysis of the interview transcripts from study participants. Using thematic coding and analysis the interview data was grouped by codes into recurring themes. This resulted in the identification of four critical themes: (a) counselor preparation; (b) counselor role expectations; (c) counselor experiences with students; and (d) Counselor perceptions of college administrators.</p><p> The results showed to improve counseling practice, counselors must discover ways to effectively deal with student mental health, and teach students how to navigate the higher education system. Counselors must also learn new ways to meet administrative requests for data based on information they already collect from students. This research be further developed by collecting data from a larger more diverse group of counselors. The data can be enriched by analyzing what Master's programs intend to teach future counselors. Last, collecting data from students is always recommended as the goal is always to improve their success.</p>
15
Wilde, Lee Ellen, and n/a. "The concept of excellence in education in ACT primary schools." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20050527.143328.
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From a philosophical and historical analysis of education in Australia since World
War II and consideration of the research into school effectiveness and community
expectations of education, a concept of "excellence" was derived: "Excellence in
education" in its various institutionalised forms describes a state where there is a
community perception that worthwhile goals have been formulated, attempts are
made to achieve those goals using appropriately defined processes and that those
goals are being achieved to the satisfaction of community members.
It was also asserted that because of the diversity introduced into Australian society by
sociocultural, economic and political developments since World War II, "excellence
in education" may take many forms. This demands diversity in schooling so that
these different forms of excellence may be achieved. This "excellence" was seen to
be a relative concept rather than an absolute one.
Information was collected from six primary schools from both the government and
non-govenunent sectors of the ACT, using swey instruments, interviews and
document analysis. This information related to the perceptions of the family, staff
and student sectors of these schools about the importance and achievement of various
factors in the areas of goals and philosophy, curriculum, teaching and learning
practices, general organisation and school atmosphere.
The study found that, while these schools, all being concerned with the education of
primary school children in the same local and national context, exhibited certain
common elements, they also demonstrated a variety of other features in a variety of
combinations, giving each school a distinctive profile. Moreover, these school
communities each judged their particular school being "Excellent" and "meeting expectations", and yet were accepting of some discrepancy between what they considered ideal and what was actually achieved.
Thus it was shown that excellence in education is a relative concept in the ACT, if not
in contemporary Australian society as a whole.
16
Hurrell, Michael, and n/a. "Mapping the Adult and Community Education Sector in the ACT." University of Canberra. Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20090609.115250.
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This thesis has as its origins a desire by the Ministerial Advisory Council on Adult
and Community Education in the Australian Capital Territory to learn more about the
sector with whom they interact.
There was a clear perception that, due to its diversity, a strong reliance on volunteers
and an underlying mistrust of beaurocracy, the sector was quite poorly delineated. If
this was in fact the case, then the capacity of the Council to support the sector - for
example through the grants scheme - was being greatly handicapped. In the case of
grants, it was known that requests commonly outnumbered available grant funds by
three or four to one. What was not known was the extent of other worthwhile ACE
activity that was either electing not to apply for funding or was simply unaware that
the facility even existed.
The research, based on the results of a broad ranging questionnaire distributed to all
known ACE providers in the ACT, has furthered the level of understanding of the
sector. The research approach was modeled on the South Australian Pathfinder
Project (1996).
Key findings include that:
? the ACE sector is extremely diverse and active in the ACT;
? it is client focussed in that it develops its programs in response to the
identified needs of its target group(s);
? in the twelve months covered by the survey there were over 190 000
attendees in ACE programs;
? a range of programs are available to most community groups;
? there is a strong reliance on volunteers;
? the sector generally feels that there is a demand for even more programs
than are currently offered;
? many individual providers do not see themselves as part of the overall
ACE sector.
While there are some marked similarities between the ACT ACE sector and the South
Australian findings, there also some clear differences. For example, many of the
factors that restrict access to ACE in other parts of Australia are less relevant to the
ACT. An example of this is that travel distances/times for participants to access
programs are generally less of a problem in the ACT than in some other jurisdictions
due to the small area and the concentration of population in the ACT.
17
Higgins, Malcolm John. "Expectations of education : how one college is responding to the Education Reform Act 1988." Thesis, University of Central Lancashire, 1993. http://clok.uclan.ac.uk/20294/.
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This study interprets the results of research into how one college met the challenge of change brought about by the Education Reform Act 1988, with reference to appropriate social research methodologies and a wide ranging review of relevant literature. The aim was to investigate how one college, well established in a traditional pattern, would respond to educational change stemming from a political culture which relocated emphases upon financial considerations, market forces and quality controls devolving from a business-like reorientation. A review of the college's aims and intentions, with an examination of the methods managers might adopt and options they might select in moving towards a business organisation, moved the research into a detailed investigation of sub-organisational micro-politicking. The research led naturally to an in-depth examination of the nature of management and management skills training within an educational institution, raising questions about the cross-discipline transferability of educational/business skills. Interview and established techniques of participant observation have exposed the lacunae between rhetoric, supposed practice and what has become the reality of change within the organisation. The research focuses upon the myth of 'professionalism' which, in the uncertainty of change, supports the new managerialism brought about by the Education Reform Act. An alternative strategy for educational change within the institution is suggested. The conclusion is a critique of educational management training within the organisation and locates both micro- and macro-educational management preparation within some commercial systems with which it might seek to identify.
18
Zelinger, Camille J. "Empowered or Impaired? The California Parent Empowerment Act vs. Palm Lane Elementary." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1798.
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In 2010, California passed the California Parent Empowerment Act allowing parents to become directly involved and take a stand against their children’s underperforming public schools. This thesis is an ethnographic case study of the motivation of Anaheim’s Hermosa Village Parents to trigger the transformation of their underperforming public school, Palm Lane Elementary, into a public issued charter school. It will be one of the first publications to capture the individualized stories of Anaheim Elementary School Parents, their motivations, experiences and trials in their fight against the Anaheim Elementary School District in order to obtain high-quality education for their children. This thesis paper will present the complexities of the conflict by discussing the following: a brief history of charter schools, the evolution and legality of the California Parent Empowerment Act, and the development of conflicting interests between Palm Lane Elementary Parents and the Anaheim Elementary School District. Lastly, it will expose the conflict’s current status and larger political implications.
19
Thornton, Donald Jr. "Cyberbullying and the First Amendment in Schools| Protected Speech or Punishable Act?" Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622960.
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<p> School administrators struggle with an emerging threat to school safety-cyberbullying. When does a school administrator have authority to punish a student for off-campus, online speech? When does a student cross the line from protected speech to punishable act? The Supreme Court of the United States has yet to decide such a case that would provide school administrators with a standard to utilize when faced with cyberbullying on campus. This dissertation will examine current research, case law, state statutes, and current cyberbullying frameworks put forth by Williams (2008), and King (2010), and Willard (2011) to provide guidance to school administrators on how to approach cyberbullying incidences. In addition, an interview with Assistant United States Attorney Luke Walker will be employed in an effort to bring to light how timely research, such as this dissertation, is needed for school administrators. A repeated concept stemming from this research study is the idea that while no Supreme Court standard currently exists, school administrators should not punish students for merely content alone, but make a strong connection to the student speech causing a substantial disruption to the learning environment. School administrators should also work to promote, not stifle, student speech as they create a safe learning environment.</p>
20
Rotunda, Cathy J. "A study of teachers' confidence levels toward meeting the computer technology instructional objectives of the WV Dept. of Education." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=717.
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Thesis (Ed. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains vii, 119 p. : ill. Includes abstract. Includes bibliographical references (p. 83-86).
21
Barthel, Margaret Gorjanc. "The relationship between beginning college chemistry achievement and prior knowledge, number of college mathematics courses completed, levels of Piagetian intellectual development, mathematics ACT score, science ACT score, and composite ACT score /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025598.
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O'Meara, Carmel M., and n/a. "Childbirth and parenting education in the ACT: a review and analysis." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060710.161652.
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The study reviewed the provision of childbirth and
parenting education in the ACT for indicators of
effectiveness and needs. Users (n = 207) and providers
(n = 7) were surveyed for information on educational and
administrative aspects of the service. An original
design questionnaire was based on the PRECEDE framework
(predisposing, reinforcing and enabling factors in
educational diagnosis and evaluation) and the social
model of health. Items were drawn from the relevant
literature, concerning individual, social and service
delivery elements of the health fields concept
interpreted for pregnancy, childbirth and parenting.
Individual factors were related to Maslow's hierarchy and
the valuing approach to health education. The provider
survey covered information on organisational elements,
comprising inputs, processes, products, outputs and
outcomes of childbirth education.
The study comprised a literature review, cross-sectional
non-experimental surveys of users and providers, and a
needs assessment combining information from each of the
three sources. Descriptive statistical techniques,
analysis of variance and valuing analysis were used to
extract information on effectiveness indicators and needs
from the user data. Comparisons were made between
present and past users, and between women of different
ages, experience of pregnancy and preferences for public
or private methods of education for childbirth.
No evidence was found of individual differences in the
women's attitudes, beliefs and values that could be
attributed to education. However, users expressed strong
approval and positive views of the service and its
providers. The level of personal health skills,
confidence and emotional preparatiqn they achieved
through childbirth and parenting education did not fully
meet their expectations.
The survey also found that the organisation of childbirth
and parenting education has not developed professionally
like other health services. Service goals and objectives
are ill-defined; planning and coordinating are inadequate
for an integrated maternal health care system. The
service's main resources are its highly motivated and
dedicated teachers and clients. Several recommendations
are made for educational and administrative measures to
enhance service effectiveness within present
organisational constraints, based on the needs identified
by the study.
23
Kirk, Brian L. "The effects of the outstanding schools act on adequacy, equity, and property tax /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720546.
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Mazza, Rose, and n/a. "Multicultural education and A.C.T. government high schools : an investigative study." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.142249.
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Maguire, John C. McCluskey-Titus Phyllis Baker Paul J. "Public institutions in higher education policies on the crime awareness and Campus Security Act of 1990 and the Federal Education and Right to Privacy Act (Buckley Amendment)." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064518.
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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed February 23, 2006. Dissertation Committee: Phyllis McCluskey-Titus, Paul Baker (co-chairs), James Palmer, W. Garry Johnson. Includes bibliographical references (leaves 142-150) and abstract. Also available in print.
26
Long, Caitlin E. "Educational Leaders' Interpretation of and Response to the Every Student Succeeds Act and the LOOK Act in Massachusetts:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108660.
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Thesis advisor: C. Patrick Proctor<br>Schools, districts, and states are at a time of transition from the federal No Child Left Behind Act (NCLB) to The Every Student Succeeds Act (ESSA) and this change comes alongside evolving state policy landscapes. Since NCLB and the epoch of English-only education in Massachusetts, which ended after the passage of the Language Opportunity for Our Kids (LOOK) Act in 2017, have been shown to have a primarily negative impact on emergent bilingual students, a historically marginalized group of learners, there is a need for educators and researchers to understand how educators are comprehending and responding to policy changes. Yet processes of policy interpretation and implementation are often not straightforward and many factors from the location of an organization to an individual’s role, connections, and prior professional experiences (Burch & Spillane, 2005; Spillane, 1998) can impact policy understandings and implementation. The purpose of this qualitative dissertation was to understand how educational leaders interpreted and responded to ESSA and the LOOK Act in Massachusetts. Utilizing sensemaking theory as a theoretical framework (Spillane, Reiser, & Reimer, 2002), analysis of 17 participant interviews as well as state documents demonstrated that district, state, school, and organizational leaders were optimistic about the educational future of bilingual children in Massachusetts. They viewed the LOOK Act as offering needed flexibility for designing educational programs, as better aligning with participants’ beliefs about bilingualism and language learning, and as potentially facilitating the increased engagement of bilingual families as stakeholders with a voice. Educational leaders understood ESSA in relation to how they understood NCLB. They also viewed ESSA primarily as a compliance mandate. Participants responded to ESSA and LOOK by defending their intentional focus on the immediate: the policies, initiatives, and practices that aligned with their beliefs about what is best for bilingual students. These priorities included reconceptualizing programs of education for bilingual students and launching English Learner Parent Advisory Councils, both made possible by the LOOK Act, as well as hiring and retaining equity-minded district leaders, advocating at the state and district levels around funding structures, building teacher capacity to teach emergent bilingual students, developing multiple pathways for children, and shifting belief systems around bilingualism and bilingual children. Developing understandings of how educators interpret and respond to ESSA and LOOK can further inform educators’ crafting of policies and programs that can benefit bilingual children<br>Thesis (PhD) — Boston College, 2019<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Mays, Allison M. "The 2004 Alabama Teacher Tenure Act| Issues and Application." Thesis, The University of Alabama, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255176.
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<p> In 2004, Alabama abolished its previous teacher tenure law that allowed for teachers to appeal adverse board decisions to a seven member Alabama State Tenure Commission. In its place, the Alabama legislature provided a process for teachers to appeal terminations, transfers, and major/minor suspensions to a hearing officer. The hearing officer was either selected from a panel of arbitrators through the Federal Mediation and Conciliation Services’ Office of Arbitration Services (FMCS) or could be mutually agreed upon by the parties. Unlike the previous tenure law, the hearing officer was not required to given any deference or consideration to the board’s decision below. Not long after its adoption and implementation, the 2004 Alabama Teacher Tenure Act came under fire for not fulfilling its intended goals of providing for an expedited and less-costly method of review for adverse employment actions. By 2011, Alabama’s (as well as most other states’) political landscape had changed significantly and the 2004 Alabama Teacher Tenure Act was repealed and replaced with the Students First Act. This qualitative research project analyzes the issues and application of arbitration-type hearings in 106 Alabama K-12 tenured certified personnel adverse employment actions. Specifically, the research addresses the issues regarding Alabama’s 2004 Teacher Tenure Act, including how hearing officers trained as employment law arbitrators decided for or against board decisions in adverse employment actions, what trends emerged from their decisions, and what legal principles remain applicable for school administrators.</p><p>
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Davies, Geraint. "Religious education and worship in the primary school : a study of headteachers' perceptions." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368764.
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Verret, Jill Evancho. "Property Tax Limitations, School District Revenues, and Equity| Analyses of Pennsylvania's Act One." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13421854.
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<p> Voters’ hatred of the property tax has led to the enactment of tax and expenditure limitations (TEL) in most states (Brunori, Bell, Cordes, and Yuan, 2008; Sokolow, 1998). Past research suggests that TELs have consequences for school districts, such as reductions in revenue and expenditures, and that these effects may be felt disproportionately by districts that are less able to adapt, such as poorer districts (Figlio, 1998; Joyce and Mullins, 1996; Downes and Figlio, 1999; Mullins, 2004; Wallin and Zabel, 2011; Della Sala and Knoeppel, 2014; Arsen, DeLuca, Ni, and Bates, 2016; Steinberg and Quinn, 2015). Such disproportionate impacts may increase revenue inequity across districts, further widening the gap between the “haves” and “have nots.” </p><p> This dissertation explores the impacts of TELs on school district revenue and equity through analyses of Pennsylvania’s Act 1, a useful case for studying these effects because it was enacted more recently—2006—and is in place in a diverse state with a heavy reliance on property tax revenue that faces ongoing concerns over its allegedly inequitable public education funding system. </p><p> In the first study, I use multivariate regression analyses with fixed effects to consider the effects of Act 1 on various revenue sources available to school districts and whether districts that may be less able to adjust to changes in revenue streams felt these effects disproportionately. I find that local revenue and property tax revenue were reduced for school districts subject to Act 1’s tax limits compared to those not subject to them, and that state revenue did not offset these reductions, resulting in reductions in total revenue. My findings do not suggest that these effects were disproportionately felt by districts with greater needs. </p><p> In the second study, I consider the characteristics of districts that are able to avoid Act 1’s tax limits. Using logistic regression with year fixed effects, I find that districts with better fiscal conditions were more likely to receive an exception from the state that allowed them to avoid the tax limit. These results raise concerns of potential inequity, albeit with no intent on the part of the districts or Pennsylvania officials. </p><p> In the third study, I use both descriptive and multivariate regression analyses to consider the impacts of Act 1’s limits on revenue equity among districts. I find that Act 1’s tax limits appear to have reduced revenue equity among districts, and to have had a differential effect on higher need districts, when using poverty as an indicator of need. </p><p> Taken together, the findings suggest that Act 1 may have both reduced funding and revenue equity among districts, and had a differential negative effect on revenue for higher poverty districts. These results therefore suggest that the tax limits may have somewhat widened the divide between the “haves” and “have nots,” and raise concerns that revenue equity among districts has been reduced and that districts better able to adjust to tax limits—those in better fiscal health—may also be those most likely to avoid them.</p><p>
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Maharaj, Ameerchund. "The development and implementation of school governance policy in South African Schools Act (SASA) and the Western Cape Provincial School Education Act (WCPSA)." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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The study was concentrated on the period following the first democratic elections for a new government in South Africa, that is, post -1994 up to the year 2000. The change from a system based on fixed apartheid ideology to a more open and democratic one meant that the political scene became more characterized by fierce competition and volatility. The aim of the research was to understand the nature of the contestation as it manifests itself in both the development and implementation of school governance policy at national, provincial and local levels in a climate of political change and turbulence.
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Wellington, Yuriko Carol. "To know, to care, and to act. Multiculturalism: Where do we go from here?" Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280224.
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This study explored the multicultural nature of the curriculum in the Department of Culture and Literacy Studies, an interdisciplinary graduate program in education at a major research institution in the Southwest United States. Initiated in response to my own experiences of cultural discontinuity as a student in the department and fueled by reports of similar experiences from other foreign and minority colleagues, the study considered the notion of multiculturalism in academia from several different perspectives. First, it used traditional process/product methodology to quantitatively and qualitatively analyze the content of course syllabi, texts and other resources. Second, it used the phenomenological process of focused life histories to look closely at the extent to which culture and history impact a student's perception and experience of a multicultural curriculum. Third, the study explored Slaughter's (1997) suggested relationship of social movement theory to post-secondary curriculum development by linking the themes emerging from the narrative professional life histories of professors to concepts and practices reflected in their course syllabi. The study sought to situate the multicultural CLS curriculum within the larger social context with which it interacted, and examine its impact from the multiple perspectives of faculty, students, and institutional curricular structures. I established a theoretical framework for this study's examination of multicultural education curriculum with three major dimensions: content, process and orientation. The results of this study provide a basis for understanding the impact of the prior experiences of teachers and students in constructing and responding to curriculum, and may be used to inform departmental policy and classroom practices in university classrooms. The study particularly contributes to curriculum studies by bridging the fields of higher education and multicultural education, by offering a new way of looking at curriculum and curricular practices, and by providing new evaluation criteria that others can use to examine the impact of curriculum and curricular practices on teaching and learning.
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Hoover, Daniel R. Jr. "A Balancing Act: Division III Student-Athletes Time Demands and Life Roles." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618271.
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A majority of the research on student-athletes occurs at the Division I level, acid less is known about Division III student-athletes. The scant research addressing the experiences of Division III students-athletes focused on academics, campus involvement, development, and athletic identity (Griffith & Johnson, 2002; Heuser & Gray, 2009; Richards & Aries, 1993; Schroeder, 2000; Umbach, Palmer, Kuh, & Hannah, 2006). What remains unknown is how they manage life roles as Division III student-athletes.;This case study sought to address the time demands and life roles (e.g. athletics, family, friendship, religion, academic, and romantic interests) of student-athletes. Two private, Division Ill institutions in the Midwest were selected. A total of 21 student-athletes from both men and women's basketball teams were interviewed. The findings suggest student-athletes are strained by time demands, yet have developed strategies to better manage their time. Family serves as a foundation and the most important life role for a majority of student-athletes. Teammates, coaches, and athletic involvement offer additional support as student-athletes transition through college. The life roles of religion and romantic relationships, however, were not seen as important for student-athletes. This research concluded that Division III student-athletes juggle multiple roles but their priorities change over time. of note, participant's integrated roles over time and particular transition phases existed for students. Moreover, instead of border keepers vying to reinforce borders between roles, this study concluded that border bridgers existed instead that sought to aid students in blurring boundaries between their various roles. Male athletes were less able to describe how they managed time, whereas female athletes readily identified organizational strategies and stronger team bonds.
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Frato, Patrick. "FACTORS INFLUENCING THE PASSAGE OF THE EDUCATION FOR ALL HANDICAPPED CHILDREN ACT OF 1975." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1115067646.
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O'Brien, Eileen Marie. "Women in history: A vanishing act." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/762.
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Barber, Jennifer H., Colin G. Chesley, and Bethany H. Flora. "Impacts of the FOCUS Act on Governance in Tennessee Higher Education Institutions." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2993.
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With the final passage of the Focus on College and University Success (FOCUS) Act which was signed into law on April 19, 2016, state universities within Tennessee are heading for major transitions in governance structure and autonomy. With changes moving at a speed atypical of higher education, these six soon-to-be former Tennessee Board of Regents (TBR) universities must determine the best way to proceed from the current governance structure to a localized governing board while considering the future direction of the institution. Drawing on historical precedents and current policy changes, recommendations are made to the six universities for future governance structure, appointment of the board, and proposed future directions and policy discussions for the institutions
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Moore, Nadine Lauren. "In a class of their own : the Bantu Education Act (1953) revisited." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53445.
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Various political parties, civil rights groups, ministerial spokespeople and columnists
support the view that one of South Africa's leading challenges is overcoming the
scarring legacy that the Bantu Education Act of 1953 left on the face of the country.
In the light of this a need arises to revisit the position and place of Bantu Education in
the current contested interpretation of its legacy.
It is apparent from the vast literature on this topic that academics are not in
agreement about whether or not the 1953 education legislation was the watershed
moment for ensuring a cheap labour force. On the one hand it would seem that the
general consensus is that 1953 was indeed a turning point in this regard thus a
largely traditional view. However, on the other hand, another school of thought
becomes apparent, which states that securing a cheap, unskilled labour force was
already on the agenda of the white electorate preceding the formalisation of the
Bantu Education Act. This latter school of academics propose that their theory be
coined as a Marxist one.
In examining these two platforms of understanding, traditional and Marxist, regarding
Bantu Education and the presumption that it was used as a tool to ensure a cheap,
unskilled labour force, the aim of this study is two-fold. First, to contextualise these
two stances historically; and second to examine the varying approaches regarding
the rationalisation behind Bantu Education respectively by testing these against the
rationale apparent in the architects of the Bantu Education system. This includes
analysing primary sources in the form of parliamentary debates and contemporary
newspaper articles.<br>Dissertation (MA)--University of Pretoria, 2015.<br>Historical and Heritage Studies<br>MA<br>Unrestricted
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Hall, Katherine Lelia. "Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28207.
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Due to the large number of garment factory closings in the Appalachian region of Virginia, many workers have become unemployed. Mittelhauser (1997) reported, "textile and apparel workers are expected to lose jobs at an even faster rate. Employment in these industries has been projected to decline by about 300,000 jobs over the 1994-2005 period, compared to a net loss of about 250,000 jobs over the previous 11-year period" (p. 28).
In order to provide governmental assistance for these workers, the Trade Readjustment Act (TRA) gives money to these displaced workers so they can be retrained. TRA includes training, trade readjustment allowance, relocation allowance, subsistence allowance (while in training), transportation allowance, and reemployment services (ETA, 2000). The majority of retraining occurs at regional community colleges. Further, most of the displaced garment workers are women since the majority of the jobs involved sewing. In fact, Mittelhauser (1997) found that "nearly three-quarters of the employees working in the apparel industry in 1996 were women, compared to about a third of the workers in the entire manufacturing sector" (p. 25).
When the displaced workers apply for community college classes, most of them test into developmental classes, including developmental writing. According to Doyle and Fueger (1995), developmental writing meets "the need to write effectively and coherently and the need to use standard grammar, usage, and punctuation" (p. 22). Further, Sweigart (1996) identified the most important purpose and outcome of developmental writing as "the development of the writing abilities of individual students" (p. 13).
This descriptive study followed four women in Developmental Writing 03 class at Creekview Community College. The four TRA women in the study were nontraditional students, as well as displaced garment workers from the Appalachian region.
The purpose of the study was to see if the women's writing improved over the course of the semester, based on employers' expectations and rubrics specially designed for looking at the traits of good writing. Specifically, the study looked at the women's in-class and out-of-class writing. The writing was analyzed in depth by the researcher and was presented in case studies, one for each woman in the study. Because of employers' concerns about workers' poor writing skills, the writing was further analyzed in terms of workplace expectations so as to determine if the women acquired writing skills that would assist them in their future workplaces. Ascher (1988) said that writing skills in the workplace meant "writing legibly and completing forms accurately; writing Standard English; selecting, organizing, and relating ideas; and proofreading one's own writing" (p. 1).
Upon close analysis of the women's writing, it was decided that their writing did show at least some improvement based on the participation in a developmental writing class. Additionally, based on interviews, participant observation of the women in Developmental Writing 03, and the analysis of the women's writing, it was determined that the women's confidence in themselves as writers also increased as a result of their participation in the semester long developmental writing class.<br>Ph. D.
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Kelley, Lisa J. L. "An analysis of accelerated Christian education and college preparedness based on ACT scores." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=508.
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McCowan, Joan. "Impact of the Young Offenders Act on dispositions in the juvenile justice system." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5465.
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Lindsey, Roberta Lewise. "An historical and musical study of Aaron Copland's first orchestral work : Grohg, a ballet in one act." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261410359.
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Lane, Christopher K. "Measuring the equity of educational funding in New Jersey under the quality education act /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11543048.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.<br>Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 112-118).
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Umpstead, Regina R. "Three essays on education law and policy state court definitions of educational adequacy ; the No Child Left Behind Act unfunded mandate debate ; and conceptions of equal education opportunity for students with disabilities under the Individuals with Disabilities Education Act and the No Child Left Behind Act /." Diss., Connect to online resource - MSU authorized users, 2008.
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Jakavula, Nomvuyo Grace. "An evaluation of the managerial practices of the Department of Education, Uitenhage district." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/525.
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In the changing South African climate the importance of the officials of the Department of Education cannot be ignored. The Department of Education has a mandate to change the lives of citizens by enriching the welfare of communities through education. The objective of this study was to evaluate the managerial practices of the Department of Education, the Uitenhage District in particular. In order to evaulate these managerial practices, an empirical research methodology was followed. A questionaire was utilized to obtain empirical data. The questionaire consisted of eighty statements using a Likert-type scale and responses to these statemenst are the basis of the results and recommendations made to conclude the study.
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Naugle, Barbra Alyson. "Physical Therapy Students’ Knowledge of The Americans with Disabilities Act of 1990." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1389365280.
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Phipps, Michelle R. "Precalculus and ACT: A Quantitative Study of Five Tennessee High Schools." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3393.
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The purpose of this study was to determine if students scored significantly higher on the ACT after taking precalculus than they had scored on the ACT prior to taking precalculus. The researcher investigated whether there is an increase, not only in ACT composite scores, but also in ACT math subtest scores after high school students completed a precalculus course. The researcher also investigated differences regarding gender, socio-economic status, and race.
Five Tennessee high schools from four counties and five different districts were used in this study. The study involved 208 participants and covered a span of three years. The findings indicated a significant difference in mean ACT composite and mathematics subtest scores for students after completing precalculus. The data were also compared by gender, race, and socioeconomic status for students who completed precalculus. The data indicated a significant difference in ACT composite scores for students completing a precalculus course regardless of gender or socioeconomic status.
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Irvin, Jay. "Per Pupil Expenditure, Graduation Rates, and ACT Scores in Tennessee School Districts." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3306.
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The purpose of this study was to investigate and identify possible relationships between academic achievement, as measured by high school graduation rate and ACT composite scores of individual school districts within the state of Tennessee, and the per-pupil expenditure of each district. Research was conducted to determine whether a significant difference existed in academic achievement measures (high school graduation rate, ACT composite score) among school districts in the state of Tennessee that were classified as above average, average, and below average in relation to their per-pupil expenditure (PPE) in the 2013-2014, 2014-2015, and 2015-16 school years.
Ex post facto data were collected from the Tennessee Department of Education website. All pertinent school district information reported appeared on the Tennessee State Report Card website. This publicly reported and available data were collected by accessing the Tennessee State Report Card website. The researcher recorded data related to each school district that reported data in all three of the following categories: per-pupil expenditure, graduation rates, and ACT composite scores.
This study examined the relationship of graduation rates to per-pupil expenditure in the 2013-2014, 2014-2015, and 2015-2016 school years. The results indicated that the high school graduation rates during the 2013-2014 and 2014-2015 school year were not significantly affected by per-pupil expenditure. However, significance was found regarding high school graduation rates in the 2015-2016 school year (p =.016). There was a significant difference in the means between the bottom-third (93.537%) and the top-third (90.422%) of per-pupil expenditure levels during the 2015-2016 school year, with the top-third having significantly higher graduation rates.
This study also examined the relationship of ACT composite score to per-pupil expenditures in the 2013-2014, 2014-2015, and 2015-2016 school years. The results for all of the research questions indicated that the ACT composite score during all years was not significantly affected by per-pupil expenditure.
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Cook, Ellen D. "Performance Funding in Louisiana| A Policy Analysis of the Granting Resources and Autonomies for Diplomas Act of 2010." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10244257.
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<p> Performance funding, the automatic and formulaic association of specific resources to institutional results on designated indicators, grew out of the accountability movement in higher education that originated in the 1950s and 1960s and redefined itself as the “new accountability” in the 1990s. To date, much of the literature on performance funding has been descriptive, prescriptive, and anecdotal, at best, with very little empirical evidence that performance funding is effective in impacting institutional performance. While recently some researchers reported on multivariate, multi-state analyses, findings continue to be mixed. </p><p> The 1974 Louisiana Constitution empowered the Louisiana Board of Regents to develop a funding formula for higher education with three main formula components, an example of a performance funding 1.0 program, which was finally incorporated into the <i>Master Plan for Public Postsecondary Education </i> (Louisiana Board of Regents 2001, 2012). The Louisiana Granting Resources and Autonomies for Diplomas Act of 2010 (GRAD Act) as amended in 2011 (Louisiana Granting Resources and Autonomies for Diplomas Act, 2011), an example of a performance funding 2.0 program, provided four performance objectives and related specific targeted measures. Finally, Act 462 (Louisiana Legislature, 2014) called for the development of a new comprehensive outcomes-based funding formula that ensures the optimal allocation of state appropriated funds to public postsecondary educational institutions. That formula, approved by the Board of Regents in December 2015, was implemented in the 2017 fiscal year. </p><p> This study describes institutional efforts and changes in policies/initiatives implemented at select four-year, public institutions in Louisiana as a result of the GRAD Act. The study discusses, from a policy perspective, whether or not the GRAD Act as a performance funding policy achieved its stated goal of increasing “the overall effectiveness and efficiency of state public institutions by providing that the institutions achieve specific, measureable performance objectives aimed at improving college completion and at meeting the state’s current and future workforce and economic development needs” (Louisiana Granting Resources and Autonomies for Diplomas Act, 2010, pp. 1–2). Unintended consequences of the Act are also noted. The study could inform future changes to Louisiana higher education performance funding models.</p><p>
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Gill, Jeanette. "The nature and justifiability of the act of collective worship in schools." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/434.
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This thesis, which moves through three stages, asks whether the compulsory provision of a daily act of collective worship can be justified in the schools of a liberal society. It begins with an analysis of the public debate which has surrounded its presence since legislation in 1944 formalised existing practice, and notes that its arguments are based on differing perceptions of the value of religious practice, the needs of the child, the relationship between religion and morality, and the nature of society. Because this public debate is often distanced from actual practice, research was undertaken in primary and secondary schools in England and Wales and is described in the central section of the study. The methods used to gather data are first discussed and are then followed by reports on the information acquired by means of a national questionnaire, as well as observation and interviews which were carried out with teachers and pupils in the south west of England and a city in the Midlands. The findings show that the legal requirements are met in the majority of primary schools, but that pupils' transfer to the secondary school frequently marks a point of transition from daily worship to a weekly assembly, except in the voluntary sector. Adult respondents discuss their attitudes to collective worship, the obstacles they encounter in meeting the legal requirements and the approaches adopted in their schools. The most important features of collective worship are perceived by teachers and pupils to be the contribution it makes to the development of a sense of community, the celebration of achievement and the ethos of the school. Conversations with pupils reveal the changes in belief which occur as they mature, and shed further light on provision in schools, reflecting young people's declining willingness to participate in religious worship. The evidence of the data reveals that opposition to collective worship is expressed by young people and their teachers in the language of individualism and choice. The philosophical analysis of the concluding section therefore examines the question of the justifiability of collective worship from a liberal perspective, giving particular attention to questions of autonomy, rights, indoctrination and the distinction between the public and private domains. Recognising, howevcr, that communitarianism provides a major challenge to liberalism, a study is also made of relevant arguments from this perspective before concluding that collective worship cannot be justified from either position. Nevertheless, schools claim that they intend to maintain the provision of assembly in a maimer which meets their needs, and the conclusion suggests that the way ahead may be to build on the current strengths of provision and to replace the traditional elements of participatory worship with a programme which develops a deeper emphasis on the spiritual and cultural dimensions of experience.
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Cripps, Sandra Florence. "The influence of language as a tool for policy implementation : further education after the 1988 Education Reform Act." Thesis, London School of Economics and Political Science (University of London), 1999. http://etheses.lse.ac.uk/2217/.
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The task of this work is to show that the use of language can be an important tool in any attempt to use power. In view of the complexity of the subject the span of investigation has specifically focused on the changes brought about by the Conservative Government expressed in the Education Acts in 1988 and 1992 during the period 1991-1996, tracing their effect on three further education colleges in the public sector and one in the private sector. In order to test the hypothesis, that there has been a significant change in the value system within which further education policy has been expressed, a selection of all direct guidance given to further education colleges for the period 1944-1997 is analysed. By exploring the panoramic of the narrative it is argued that policy failure for the average student is found not to be uncommon and at odds with the vision which drove the Education Act 1944. In order to offer some explanation of these outcomes the narrative is analysed. This reveals several themes representing a journey towards modernising democracy and underlying themes which consistently tempers attempts towards radical change. Further it reveals a paradigm shift from the pursuit of educational effectiveness, based on equality and the notion of social responsibility, to the pursuit of educational efficiency did take place. It is argued that the Government's language themes challenged and altered the professional's language thus their right to decide but rendered the newly incorporated colleges less able to manage the high risk environment in which it was placed by them. In contrast, it is suggested that the private college which operates with professional autonomy as key to its success demonstrates that professional autonomy and commercial success are not mutually exclusive. Indeed, this approach has much in common with new trends in management discourse.
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Repique, Jeanelle Kathleen. "The Emergency Immigrant Education Act of 1984| Past, Present, and Future of Federal Aid for Recent Immigration Education." Thesis, University of Redlands, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637627.
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<p> The Emergency Immigrant Education Act of 1984 (EIEA) was passed by the 98th U.S. Congress to provide funds to states to "meet the costs of providing immigrant children supplementary educational services" (Emergency Immigrant Education Act of 1984, Title VI, Sec. 607). This study analyzes the culture, values, and political context in which the Emergency Immigrant Education Act of 1984 was developed, passed, and amended through its most recent reauthorization. EIEA is the only federal legislation that specifically targets new immigrant students. However, EIEA has been largely overlooked by education policy analysts, because new immigrant students are rarely considered as different from limited English proficient (LEP) students. The study employs historical document and content analysis, applying Kingdon's (2011) theoretical framework of agenda-setting and Manna's (2006) concept of borrowing strength to explain EIEA's path to the agenda. In addition, it applies McDonnell and Elmore's (1987) policy framework to EIEA to understand how policymakers sought to realize EIEA's goals, as well as that of Wirt, Mitchell, and Marshall (1988) to identify the cultural and political values revealed in the rhetoric of the legislation. In tracing EIEA's 30-year route, I describe how the nature of the legislation changed from a primarily capacity-building policy to more of an inducement. In addition, the study revealed a change in an egalitarian culture to one that emphasizes quality.</p>