Dissertations / Theses on the topic 'Education Acts'
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Evanshen, Pamela, and Susan Lewis. "Brainy Acts: Active Classroom Teaching Strategies." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4379.
Full textColeman, Anita Sundaram. "Public Performances and Private Acts." Association for Library and Information Science Education, 1996. http://hdl.handle.net/10150/105049.
Full textCreese, Michael. "Governor-teacher relationships following the 1986 and 1988 Education Acts." Thesis, University of East Anglia, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359893.
Full textContat, Bradley D. "Ethical Principal Leadership Through Acts of Virtue: A Phenomenology." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1521663127510021.
Full textArnolds-Granlund, Sol-Britt. "Beyond the obvious : three acts in educational drama /." Åbo : Åbo akademis förlag, 2009. http://urn.fi/URN:ISBN:978-951-765-485-2.
Full textExtra t.p. with thesis statement inserted. Accompanying disc includes video, forms and text of book in PDF format. Includes bibliographical references (p. 233-250). Also available online.
Cloeren, Nicole Birgit. "Acts of reciprocity: Analyzing social exchange in a university theater for social change project." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154040.
Full textKoo, Dohee. "Realizations of Two Speech Acts of Heritage Learners of Korean: Request and Apology Strategies." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364218881.
Full textDavies-Griffith, Christopher Charles. "Developments in the making of policy in education in the twentieth century : the 1902, 1918, 1944 and 1988 Education Acts." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341051.
Full textLyde, Adrian R. "Advocacy acts of communication to elected officials among members of selected professional health education associations /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1564033901&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text"Department of Health Education and Recreation." Keywords: Health education associations, Professional associations, Health education, Advocacy, Communication, Elected officials, Public policy Includes bibliographical references (p.193-208). Also available online.
Bigelienė, Lina. "Pilietinis ugdymas švietimo dokumentuose:sociatarinio lygmens analizė." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2004. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2004~D_20040608_113857-41435.
Full textHammonds, Phillip Edward. "Directive speech acts in conflict situations among advanced non-native speakers of English." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/252893.
Full textTeufel, Charla Margaret. "A Cross-cultural Study of the Speech Act of Refusing in English and German." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5212.
Full textHuseby, Dawn M. "The link between early interventions with bullying in elementary school diminishing the acts of bullying in high school." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006husebyd.pdf.
Full textBetts, Nicholas. "The Struggle toward Equality in Higher Education:The Impact of the Morrill Acts on Race Relations in Virginia, 1872-1958." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3052.
Full textGiral, Jacky. "Le débat réglé et argumenté comme dispositif d’apprentissage et d’action. : L’exemple de débats menés à propos de l’environnement et du développement durable." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3001/document.
Full textOn the occasion of two researches around the issue of environmental education and sustainable development we have seen that this field was exposed to all kinds of controversy: scientific, ethical, political, technical, etc. as well as trapped by all kinds of social representations based or erroneous. The practical corollary of this controversy was the use of debate as a means to better understand the issues at stake, beyond the representations of "automatic" or "blind" to reality in order to make reasonable decisions.Our problem concerns the identification of the conditions of efficiency and reasoned debate settled, and observation mechanisms that allow the debate to provide a framework for learning the setting problem, the co-construction of knowledge and citizenship education in and out of school, but also in organizations, from associations to businesses. Our work will focus on describing these conditions and lead to the development of a typology of debates according to criteria of greater or lesser efficiency in terms of problematization, co-construction of knowledge and effective action. Our thesis is that there exists, in the form of debates and more broadly language exchanges, generating a joint learning and willingness to act, on the one hand between the types of arguments developed and presented by the speakers and secondly how to perform the exchange. In other words, there is a relationship between cognitive rationalization at the level of argumentation and communication efforts at linguistic interactions
Deveci, Tanju. "A Study On The Use Of Complaints In The Interlanguage Of Turkish Efl Learners." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1268499/index.pdf.
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complaint speech act sets were analyzed, using a coding scheme from a previous study in the literature. The baseline and the interlanguage data were compared using SPSS to see to what extent they were similar and different, and to see whether or not the Turkish EFL learners made positive and negative transfer, and whether there were any features unique to the interlanguage of the learners. The findings of the study revealed that Turkish EFL learners produced a complaint speech act set when speaking to a commiserating and contradicting teacher. The components of the complaint speech act set realized by the learners were &
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Aslan, Erhan. "International Teaching Assistants in the US University Classroom: A Mixed-Methods Study of Individual Differences and L2 Pragmatic Competence." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6063.
Full textGilliam-Smith, Rhonda. "FREEDOM ACTS: A HISTORICAL ANALYSIS OF THE STUDENT NON-VIOLENT COORDINATION COMMITTEE AND ITS RELATIONSHIP TO THEATRE OF THE OPPRESSED." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1218820340.
Full textCarmo, Maria Cláudia Silva do. "Atos de currículo como mediação na construção das políticas de sentido da didática no contexto da formação docente." Faculdade de Educação, 2013. http://repositorio.ufba.br/ri/handle/ri/14566.
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A tese intitulada “Atos de Currículo como mediação no processo de construção das politicas de sentido da Didática no contexto da formação docente”, objetiva compreender como os atos de currículo produzem mediação no processo de construção das políticas de sentido da Didática pelos estudantes dos Cursos de Licenciatura da UEFS. A pesquisa de natureza qualitativa adota como inspiração e escolha dos caminhos metodológicos a Etnopesquisa Crítica e Multirreferencial. A fim de compreender o objetivo da pesquisa optou-se pelos dispositivos: observação participante, grupo focal, entrevista aberta e análise de documentos. A tese em sua tessitura abre-se para algumas brechas e possibilidades: os atos de currículo produzem mediação nas emergências de autorização dos protagonistas da disciplina Didática, como atores curriculantes e produtores de atos de currículo, constroem e desconstroem políticas de sentido em relação à Didática; os atos de currículo como mediação empoderam os atores curriculantes a alterarem as políticas de sentido da Didática e os atos de currículo como mediação contribuem na construção de políticas de sentido de Didáticas outras. A tese conclui que as políticas de sentido de Didáticas são multirreferenciais, hibrídas e implicacionais, assim, as políticas de sentido da Didática dialógica e dialética, abrem-se para possibilidades de Etnodidáticas.
ABSTRACT The thesis entitled "Acts of Curriculum as mediation in the process of construction of Didactics sense policies in the context of teacher education", aims to understand how the acts of mediation in the process of producing curriculum construction of Didatics sense policies by the students of Degree courses at The State University of Feira de Santana (UEFS) occour. This research is of a qualitative nature and adopts the methodological ways of the Critical Ethno and Multireferrencial research. In order to understand the purpose of the survey we have chosen some of the following methods: participant observation, focus group, review of documents and open interviews. The thesis in its structure points out to some possibilities: the acts of curriculum produce mediation in the emergencies of the authorization of the protagonists of the Didactics subject matter, as curriculum actors and producers of curriculum acts, they build and destroy sense policies regarding Didactics; the acts of curriculum as mediation empowers the actors, curriculum practitioners to change the policies of the Didactics and curriculum acts as mediation contribute to the construction of Educational directions of other policies. The thesis concludes that Teaching direction policies are multirreferencial, hybríd and implicacional ones, so the sense of dialogical and dialectic Didactics policies open up to the Ethno Didactics possibilities.
Ahmed, Farah. "Pedagogy as dialogue between cultures : exploring halaqah : an Islamic dialogic pedagogy that acts as a vehicle for developing Muslim children's shakhsiyah (personhood, autonomy, identity) in a pluralist society." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278513.
Full textPujals, Pérez Gemma. "El discurso argumentativo en los primeros cursos de la enseñanza superior." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/673803.
Full textEl propòsit d’investigar i experimentar en els processos de comprensió/interpretació i producció de textos argumentatius sorgeix del problema detectat: la manca d’hàbits de raonament lògic i discursiu de l’estudiantat i la seva repercussió en l’adquisició de nous coneixements. La determinació d’objectius ha anat encaminada, per tant, a demostrar les hipòtesis plantejades. L’objectiu general que ens hem proposat en aquesta tesi és detectar les dificultats de raonament conceptual i referencial en produccions escrites per estudiants de primer curs universitari, de tema jurídic i tipologia examen, relatives a la comprensió i recepció dels discursos argumentatius, per tal d’orientar propostes d’intervenció educativa que puguin millorar la formació receptora dels aprenents. I els objectius específics que condueixen a la confirmació de les diferents fases de realització de la tesi són: 1) delimitació de les categories d’anàlisi; 2) anàlisi qualitativa d’alguns procediments argumentatius utilitzats en els textos-exàmens, amb ajuda del programa informàtic d’anàlisi de dades Atlas.ti., com a eina i model teòric d’innovació didàctica; 3) valoració crítica dels resultats obtinguts; 4) exemplificació d’estratègies metatextuals i metacognitives, i 5) descripció d’experiències d’intervenció didàctica en l’àmbit literari. Es tracta d’una tesi sorgida en el camp de la recerca educativa, concretament de l’ensenyament en didàctica de la llengua i la literatura, amb característiques multifuncionals: qualitativa, comprensiva, d’anàlisi textual i amb matisos etnogràfics, derivada de la línia de recerca d’estudis lingüístics amb fins específics. S’ha seguit un enfocament d’innovació educativa i transposició didàctica, orientada cap a la comprensió, el descobriment i la interpretació de la realitat, que propugna la interacció social entre participants i que té en compte factors de la teoria crítica. Cal destacar alguns pressupòsits teòrics de la documentació analitzada: 1) caràcter dialògic i comunicatiu de l’argumentació: forma de discurs, oral o escrit, en què els interlocutors, de manera dialèctica, confronten arguments i contraarguments per arribar a una conclusió; 2) ponderació de la pragmàtica com a disciplina que estudia usos i accions del llenguatge, primordialment els actes de parla, amb els quals convergeixen lingüistes i filòsofs; 3) atenció expressa al llenguatge jurídic, un tipus de text que presenta marques lingüístiques i discursives específiques; 4) estudi dels implícits i inferències del discurs argumentatiu, així com dels mecanismes lingüístics de connexió textual i d’expressió modal causants de la major o menor força argumentativa de les seqüències argumentatives (premisses-conclusions); 5) consideració dels textos-examen analitzats com un macroacte argumentatiu, on es mostren les intencions de l’emissor/a-estudiant per evidenciar els seus coneixements i provocar una reacció positiva davant el receptor/a-professor/a, com a demostració d’interrelació comunicativa. Pel que fa als resultats obtinguts de l’anàlisi, principalment sobre la competència argumentativa adquirida, d’acord amb models elaborats prèviament i una vegada realitzades les operacions textuals de reducció de dades -segmentació, codificació i agrupació en categories-, s’ha aconseguit delimitar les seqüències argumentatives i el procés seguit per cada estudiant, en funció de la comprensió realitzada. De tot el material analitzat, s’han detectat encerts i mancances: precisions i imprecisions, tant en inferències, explícites i implícites, com en les conclusions de les premisses, en què els indicadors de força juguen un paper rellevant. A més, s’han realitzat comentaris que han permès extreure conclusions i valoracions qualitatives. S’ha introduït també un factor d’avaluació, en termes numèrics, com a indicador quantitatiu. El resultat numèric obtingut evidencia un baix nivell competencial, referit únicament a la capacitat argumentativa de la pregunta, sense tenir en compte la part teòrica de l’examen: una valoració global de les dues parts de la prova hauria millorat notablement l’avaluació. Això confirma que reproduir i descriure coneixements temàtics és molt més fàcil que relacionar conceptes, en els quals s’han de plantejar argumentacions inferencials i arribar a conclusions plausibles construint pensament nou. S’ha volgut també singularitzar la importància dels nous paradigmes de l’argumentació que s’allunyen de la lògica formal i reintrodueixen la retòrica, en el sentit clàssic; alhora que s’han incorporat principis de correlació social i històrica entre èpoques, corrents i contextos, en què les diferents teories s’han desenvolupat. Així mateix, s’han descrit estudis, experiències i exemples suficients sobre l’adquisició de la competència argumentativa, mostrant procediments argumentatius i estratègies metatextuals i metacognitives, tant de lectura inferencial com de producció escrita, que porten a integrar els coneixements enciclopèdics i les noves informacions de forma significativa. S’ha assenyalat també la necessitat de considerar el component social i crític de la lectura en la formació dels receptors, atenent a les necessitats de cada col·lectiu, quant a temàtiques, nivells de maduresa lectora i exigències de les pròpies disciplines acadèmiques.
The purpose of investigating and experimenting in the processes of comprehension / interpretation and production of argumentative texts arises from the problem detected: the lack of logical and discursive reasoning habits of students and their repercussion on the acquisition of new knowledge. The determination of objectives has been aimed, therefore, at demonstrating the hypotheses put forward. The general objective that we have proposed in this thesis is to detect the difficulties of conceptual and referential reasoning in written productions by first year university students, of legal subject and exams typology, related to the comprehension and reception of argumentative discourses, in order to guide educational intervention proposals that can improve the receptive training of the trainees. And the specific objectives that lead to the confirmation of the different phases of the thesis are: 1) delimitation of the categories of analysis; 2) qualitative analysis about some argumentative procedures used in the texts-exams, with the help of the data analysis software Atlas.ti., as a tool and theoretical model of didactic innovation; 3) critical evaluation of the results obtained; 4) exemplification of metatextual and metacognitive strategies, and 5) description of experiences of didactic intervention in the literary field. This is a thesis that arose in the field of educational research, specifically in the teaching of language and literature didactics, with multifunctional characteristics: qualitative, comprehensive, textual analysis and ethnographic nuances, derived from the research line of linguistic studies for specific purposes. It has followed an approach of educational innovation and didactic transposition, oriented towards understanding, discovery and interpretation of reality, which advocates social interaction among participants and takes into account factors of critical theory. It should be noted some theoretical assumptions of the analyzed documentation: 1) dialogic and communicative nature of argumentation: form of discourse, oral or written, in which the interlocutors, in a dialectical manner, confront arguments and counterarguments to reach a conclusion; 2) weighting of pragmatics as a discipline that studies uses and actions of language, primarily speech acts, with which linguists and philosophers converge; 3) express attention to legal language, a type of text that presents specific linguistic and discursive marks; 4) study of the implicit and inferences of argumentative discourse, as well as of the linguistic mechanisms of textual connection and modal expression that cause the greater or lesser argumentative force of the argumentative sequences (premises-conclusions); 5) consideration of the texts-exams analyzed as an argumentative macroact, where the intentions of the sender/student are shown in order to demonstrate his/her knowledge and provoke a positive reaction before the receiver/professor, as a demonstration of communicative interrelation. As for the results obtained from the analysis, mainly on the acquired argumentative competence, according to previously elaborated models and once the textual operations of data reduction -segmentation, codification and grouping into categories- have been carried out, the argumentative sequences and the process followed by each student have been demarcated, according to the comprehension achieved. From all the material analyzed, we have detected successes and shortcomings: accuracies and inaccuracies, both in explicit and implicit inferences, and in the conclusions of the premises, in which strength indicators play a relevant role. In addition, comments have been made that have allowed drawing qualitative conclusions and assessments. An evaluation factor has also been introduced, in numerical terms, as a quantitative indicator. The numerical result obtained shows a low level of competence, referring only to the argumentative capacity of the question, without taking into account the theoretical part of the exam: an overall assessment of the two parts of the test would have improved the evaluation considerably. This confirms that reproducing and describing thematic knowledge is much easier than relating concepts, in which inferential arguments must be made and plausible conclusions are to be reached by constructing new thinking. We have also sought to highlight the importance of the new paradigms of argumentation that move away from formal logic and reintroduce rhetoric, in the classical sense, while incorporating principles of social and historical correlation between periods, currents and contexts in which the different theories have been developed. Likewise, sufficient studies, experiences and examples have been described on the acquisition of argumentative competence, showing argumentative procedures and metatextual and metacognitive strategies, both in inferential reading and written production, which lead to the integration of encyclopedic knowledge and new information in a meaningful way. It has also been pointed out the need to consider the social and critical component of reading in the training of receivers, attending to the needs of each group, in terms of topics, levels of reading maturity and demands of the academic disciplines themselves.
Andrade, Pamela. "Proposta de ensino intercultural crítico de PFOL: os atos de fala e a visão performativa da linguagem." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-12122014-182910/.
Full textThere is a growth in the demand and offer of Portuguese courses to speakers of other languages in Brazil and in the world, so the Portuguese language is going through an expansion process (NÓBREGA, 2011). Being so, there is the need of more research in the Portuguese teaching area, so that the teachers can update their practice according to the most recent theories. Besides, in a world where the intercultural communication is everywhere, the topic of intercultural education becomes fundamental to the development of the area. In this research, our aim is to show the importance of teaching Portuguese according to the critical intercultural education and to the ideas of the post-method era in the language teaching. Based on the theoretical discussion and on the description of activities present in two textbooks, we discuss how the theories about language and culture affect the language teaching. In this research, the speech acts theory is the basis of the discussion, as we argue that the view of speech act as a social function promoted a kind of intercultural teaching and that the performative view of language proposed by this same theory can promote a critical intercultural education. The theoretical study is necessary in order to create appropriate conditions for intervention in reality. For this reason, we also present some suggestions of activities, created for our own context and taking into account our theoretical route as possible forms of intervention in reality. The activities presented summarize how we seek to use in practice the theoretical construction produced by this research. This research is, in fact, our own theoretical and practical path as teachers and researchers of Portuguese to speakers of other languages
Silva, Adriana Naomi Fukushima da [UNESP]. "Programa Ler e Escrever e o ensino de atos de leitura por professores do ensino fundamental." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/147998.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Este trabalho relata pesquisa que teve por objetivo geral analisar os processos de ensino dos atos de leitura por professores dos três anos iniciais do Ensino Fundamental, por meio do Programa Ler e Escrever, implantado pela Secretaria da Educação do Estado de São Paulo. Os objetivos específicos são: compreender as representações, metodologias utilizadas para ensinar a leitura e as práticas de ensino de atos de leitura dos professores, quando eles usam o material do Programa Ler e Escrever, especificamente nos três primeiros anos do ensino fundamental de uma escola estadual da cidade de Marília; desvelar processos de leitura em seus aspectos, e como os sujeitos se relacionam por meio de sua história e de suas experiências com essa prática cultural; e, por fim, provocar, entre os professores, a reflexão sobre suas práticas e avaliações, uma vez que essas práticas estão diretamente ligadas à formação do aluno leitor. Para isto, à luz do referencial teórico bakhtiano e através de uma pesquisa de tipo etnográfico, os dados foram levantados em duas etapas. A primeira foi o levantamento bibliográfico para orientar as observações da pesquisadora e fornecer elementos teóricos para a análise dos dados. A segunda etapa foi caracterizada pela geração de dados por meio de observações, entrevistas e análise documental com o intuito de encontrar informações mais detalhadas e subjetivas a respeito das atividades praticadas no ensino do ato de ler e compreender essas atividades no contexto da instituição de ensino e das práticas das professoras com a utilização do material do Programa Ler e Escrever. Os dados foram gerados em uma escola estadual da cidade de Marília, com três professoras das turmas do primeiro ano ao terceiro ano do ensino fundamental, nos meses de maio a setembro de 2015. Os dados foram transcritos e analisados com base em cinco núcleos temáticos: Os atos de leitura na sala de aula: entre concepções e ações, Gêneros discursivos na sala de aula, Os registros de uma forma já superada de escrita no contexto atual da sala de aula, Transmissão vocal ou vocalização de histórias, e Tarefas e avaliações de leitura na sala de aula. A análise permitiu verificar que entre as concepções de leitura disponíveis na sala de aula a predominante no ensino dos atos de leitura realizada pelas professoras é a concepção de leitura ligada à área fonológica. O material do Ler e Escrever, ainda que defenda o ensino da leitura como atribuição de sentidos, também apresenta propostas que valorizam o valor sonoro das palavras. Nessas condições, as propostas ligadas à área fonológica são as utilizadas pelos professores. Nas demais, as professoras adaptam as atividades de acordo com suas crenças e concepções. De modo geral, é possível concluir que as práticas de ensino, quando envolviam a utilização do Ler e Escrever, não seguiam as concepções defendidas nesse material, mas a do professor.
This paper describes research that aimed to analyze the educational processes of the acts of reading by teachers of the first three years of elementary school through the Read and Write Program, implemented by the São Paulo State Education. The specific objectives are: understand representations, methods used to teach reading and practices acts of reading of teachers, when they use the material Program Read and Write, specifically the first three years of elementary school a state school in the city of Marília; reveal reading processes in their aspects, and how subjects are related through their history and their experiences with this cultural practice; and, finally, induce, between teachers, reflection and reviews on their practices, as these practices are directly related to the formation of the reader student. For this, the light of Bakhtin theoretical framework and through an ethnographic research, data were collected in two stages. The first was the literature to guide the observations of the researcher and provide theoretical elements for data analysis. The second stage was characterized by the collection and generation of data through observations, interviews and document analysis in order to find more detailed and subjective information about the activities practiced in teaching reading and understand these activities in the context of the educational institution and practices of teachers using the material Read and Write Program. Data were collected at a state school in the city of Marilia/ SP, with three teachers of the classes of the first year to third year of elementary school in the months of May to September 2015. Data were transcribed and analyzed based on five themes: The acts of reading in the classroom: between ideas and actions, Discursive Genres in the classroom, The records in a way already overcome written in the current context of the classroom, Voice transmission or vocalization stories and Tasks and reading assessments in the classroom. The analysis shows that between concepts of reading available in the classroom, the prevailing teaching of the acts of reading done by the teachers is reading conception linked to phonological area. The material of Read and Write, even to defend the teaching of reading as an attribution of meaning, also makes proposals that value the sound value of words. Under these conditions, the proposals related to phonological area are used by teachers. In the other, the teachers adapt activities according to their beliefs and conceptions. Overall, we conclude that the teaching practices when involving the use of Read and Write, did not follow the ideas defended in this material, but the teacher’s.
CNPq: 131036/2015-7
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.
Full textTypescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 112-118).
Rowe, Bradley D. "Consuming Animals as an Educational Act." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045679.
Full textMays, Allison M. "The 2004 Alabama Teacher Tenure Act| Issues and Application." Thesis, The University of Alabama, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255176.
Full textIn 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.
Sparrow, Alice Pickett 1939. "THE SOCIOLOGICAL IMPACT OF THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT ON AN INSTITUTION OF HIGHER EDUCATION." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275273.
Full textHug, Sébastien. "Towards a Canada Post-Secondary Education Act?" Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20329.
Full textBlackband, Melvyn James. "An evaluation of provision for pupils with special educational needs under the Education Act 1981 : including a consideration of the specific provisions availiable under the Act within the Wakefield Local Education Authority." Thesis, University of Leeds, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235676.
Full textUmpstead, 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.
Find full textPineda, 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 textFood Science Institute
Fadi M. Aramouni
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.
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.
Full textOrlander, Auli Arvola. "Med kroppen som insats : Diskursiva spänningsfält i biologiundervisningen på högstadiet." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55948.
Full textAt the time of the doctoral defense, the following papers were unpublished and had a status as follows: Papers 2, 3 and 4: Manuscripts.
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.
Full textHiggins, 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/.
Full textIrvin, 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.
Full textJones, 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.
Full textVeile, Bradley 1956. "Indian Self-Determination and Education Assistance Act (Public Law 93-638) from 1975 to 1989: A look at educational aspects." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277185.
Full textRetz, Anne Christine. "Important issues of educational testing: lessons from the No Child Left Behind Act." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400144639.
Full textWilliams, 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/.
Full textKumsang, Margaret Alison. "Seeing SENSS : an ethnographic exploration of the effects of the 1988 Education Reform Act on a special educational needs support scheme." Thesis, University of Birmingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365273.
Full textMaharaj, 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&.
Full textWilde, 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.
Full textHurrell, 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.
Full textWinkler, Ellis H. "An Administrative Perspective of the Job Training Partnership Act in Selected Counties in Tennessee." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2831.
Full textMazza, 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.
Full textConnolly, Maria Josephine. "The impacts of the Canterbury earthquakes on educational inequalities and achievement in Christchurch secondary schools." Thesis, University of Canterbury. Geography, 2013. http://hdl.handle.net/10092/7903.
Full textPhipps, 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.
Full textBarber, 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.
Full textWeaver, Jessica. "Teacher Factors and Student Achievement as Measured by the ACT Assessment and Subsequent Teacher Perceptions of Those Factors." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3540.
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