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Published: 25 July 2024

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1

Baldwin, Patricia L. (Patricia Lynne). "Covering the Campus: The History of The Chronicle of Higher Education." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278236/.

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2

McCallister, Joe Michael. "A Public View of Adult Education." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331571/.

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In this study the public view of adult education in the United States was inferred from articles published in nationally distributed magazines. Two hundred twenty-eight articles from fifty-three non-professional magazines published in the United States from January 1,1970, through December 31, 1987, were reviewed. The articles were selected from those listed under "adult education," or cross referenced as "see also" under "adult education" in the Reader's Guide to Periodical Literature. The research questions were: What concept of adult education appears in the print media? To what extent is this view congruent with professional views of adult education? Leisure learning and literacy programs were prevalent and available from a variety of sources. Adult illiteracy was reported as a national concern. Programs that were commonplace (basic education, general equivalency degree classes, job skills training, and industrial training) were reported less often than new or novel programs. Most articles were positive in tone, promoting adult education activities as useful, rewarding, and enjoyable experiences, but ignored adult education as a professional field. The public view as reflected in the articles was positive with programs available to adults of many levels of educational attainment. The public view was not congruent with professional writings. Group activities were more in evidence than self directed learning. Learners tended to be urban, educated, and Caucasian. Although few programs restricted participation because of age or gender there were discernible groups of aged people and women. Programs were usually sponsored by institutions of higher education and entrepreneurs, and rarely by public school systems, community organizations, or cultural groups. Program content reflected adult interest in self improvement and entertainment rather than professional growth. To refine an understanding of the public view, further research focusing on other information sources such as national and regional newspapers and the electronic media is needed, making it possible to compare the public view across various regions of the country.
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3

Madeira, Max Oliveira. "A produção do conhecimento em educação física escolar no Brasil (2001-2010)." Universidade Federal de Juiz de Fora, 2012. https://repositorio.ufjf.br/jspui/handle/ufjf/1981.

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O objetivo deste estudo foi verificar o estado da arte na área de Educação Física, nesta última década (2001/2010), sob a ótica de quatro periódicos: revista Motriz, revista Movimento, Revista Brasileira de Ciência e Movimento e Revista Brasileira de Ciências do Esporte. Partimos de uma etapa preliminar da investigação, de caráter exploratório, que procurou selecionar os estudos, nos periódicos mencionados, que tivessem interface com a Educação Física escolar. Realizamos uma leitura inicial do material coletado. Tratou-se de uma fase prévia de contato e assimilação das primeiras impressões dos textos, no intuito de se desprender de (pré)conceitos e riscos de armadilhas do senso comum, que nos impedisse de ter uma visão mais ampliada da área. Desse modo, deixamos emergir de forma natural seus núcleos de sentidos, permitindo que os próprios resumos nos “falassem” e apresentassem as seguintes categorias: categoria 1 – Proposta de intervenção pedagógica e ou curricular; categoria 2 – Verificação/percepção/diagnóstico da situação pedagógica; categoria 3 – Experiências de ensino-aprendizagem; categoria 4 – Estudos históricos; categoria 5 – Estudos biológicos; e categoria 6 – Demais estudos. Após esse passo, os artigos foram distribuídos entre elas. Após esse passo, foi proposta a análise de conteúdo da categoria 3, por acreditar que ela é a que mais se aproxima dos objetivos do estudo, pois é possível identificar pesquisas empíricas com modelos e ou propostas já aplicadas ao cotidiano escolar. A pesquisa é de natureza descritiva e qualitativa, utilizando a análise de conteúdo para entender os núcleos de sentidos dos artigos selecionados. Concluímos que a análise retrospectiva aponta um avanço no que tange a propostas de pesquisas empíricas propositivasintervencionistas, que, a nosso ver, dão pistas sobre as lacunas do fazer pedagógico do professor e privilegiam os atores que estão em cena no cotidiano escolar. No entanto, como demonstrado no seção 3.5, a maior parte dos estudos confirma a hipótese inicial, em que o conhecimento produzido na Educação Física escolar orienta-se fundamentalmente para os estudos de revisão e ensaios. Como necessidade, podemos dizer que, como em qualquer área científica, se faz necessário empreender novas pesquisas, e aqui ressaltamos as da categoria 3, pois tais pesquisas possibilitam novas descobertas para que o campo da Educação Física escolar continue evoluindo. Baseado também nos 16 estudos da categoria analisada, podemos perceber que não existe um consenso teórico acerca do real objeto da Educação Física, pois, na verdade, numa área tão abrangente, não se deve realmente se prender a um só objeto, mas sim a “objetos de estudos”.
The objective of this study was to verify the state of the art in the area of Physical Education, in the last decade (2001/2010), from the perspective of four journals: journal Motriz, journal Movimento, Revista Brasileira de Ciência e Movimento e Revista Brasileira de Ciências do Esporte. We start with a preliminary stage of research, exploratory study that sought to select the studies mentioned in the journals, which have interface with the physical education. We conducted an initial reading of the material collected. This was a phase of contact and assimilation of the first impressions of the texts in order to let go of prejudices and risks of the pitfalls common sense, that keep us from having a broader view of the area. Thus, we emerge in a natural sense of their cores, allowing the summaries themselves "speak" and submit the following categories: Category 1 - Proposed or curricular and pedagogical intervention; Category 2 - Verification / awareness / educational diagnosis of the situation ; category 3 - Experiences of teaching and learning; category 4 - Historical studies; category 5 - biological studies, and category 6 - other studies. After this step, the items were distributed among them. After this step, was proposed content analysis of category 3, believing that it is the closest to the study objectives, it is possible to identify models and empirical research with already implemented or proposed to the school routine. The research is descriptive and qualitative nature, using content analysis to understand the core meaning of the selected articles. We conclude that the retrospective analysis shows an improvement with respect to proposals for empirical research propositional-interventionist, which, in our view, give clues about the shortcomings of the pedagogical focus of the teacher and the actors are on stage in school life. However, as demonstrated in section 3.5, most studies confirm the initial hypothesis, in which the knowledge produced in physical education is geared primarily to review the studies and tests. As needed, we can say that, as in any scientific field, it is necessary to undertake new research, and here we emphasize the third category, because such research enable new discoveries to the field of physical education continues to evolve. Based on 16 studies also analyzed the category, we can see that there is no theoretical consensus on the real object of physical education, because in truth, an area so comprehensive, it should not really hold a single object, but "objects of study. "
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4

Foster, Jimm. "Articles on Drama and Theatre in Selected Journals Housed in the North Texas State University Libraries: a Bibliography." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500768/.

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The continued publication of articles concerning drama and theatre in scholarly periodicals has resulted in the "loss" of much research due to the lack of retrieval tools. This work is designed to partially fill this lack by cassifying the articles found in fourteen current periodicals using Trussler's taxonomy. This bibliography could also be updated on a regular basis. The issues that are presently not available through the North Texas State University Libraries could be ordered, classified and appended to this work. In short, this thesis is a start toward the opening of the source material held by the campus libraries. But it is only a start. There is still a treasure trove yet to be developed.
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5

Wimsatt, T. Joy. "An Analysis of Teaching Periodicals for Aging Education Content." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2771/.

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Ninety elementary public school teachers were surveyed to find out where they obtained their teaching ideas. Seven popular elementary-level teaching periodicals, dated 1989-1999, were analyzed for aging-related content, and compared with 27 of the National Academy for Teaching and Learning about Aging (NATLA) aspects of aging recommended for students' learning. Results indicate that public elementary teachers obtain their teaching ideas from various places: teaching institutes or workshops; other teachers; ideas or lessons they develop themselves; and teaching periodicals. A large percentage obtain lesson ideas from teaching periodicals that they browse or read. This finding may assist NATLA in making recommendations to particular editorial boards. Surprisingly, few teachers obtain their teaching ideas from state and local curricular mandates. When the periodical issues were analyzed, aging-related content was categorized in four ways: informational articles with selected teaching or learning activities; articles describing intergenerational programs or activities; book reviews with selected learning activities; and book review titles mentioning older adult characters. Category totals among the 7 periodicals were highest in book review titles mentioning older adult characters and book reviews with selected learning activities. The content was compared to NATLA's recommendations for students' learning. The findings were not significant. The aging aspect that appeared most often in book reviews with selected learning activities was that most living things have life cycles of patterned biological changes, and/or that death and disability can occur at any age. Whether we formally teach them about aging or not, children learn about it. Earlier studies indicate that even preschool children may stereotype the aging process and/or older adults. Curricular and instructional ideas provided in teaching materials, even in an informal format can provide education, which prepares children for real life experiences.
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6

翁少珊 and Siu-shan Cindy Yung. "A comparison of comparisons in the field of comparative education: a content analysis of English-medium andChinese-medium journals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960637.

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7

Yung, Siu-shan Cindy. "A comparison of comparisons in the field of comparative education : a content analysis of English-medium and Chinese-medium journals /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2005774X.

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8

Dwyer, Edward J. "Using Periodicals to Promote Reading/Writing Competencies." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3384.

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9

Linhardt, Frederick J. "Missouri vocational education : the state of the State, 1994 /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052193.

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10

Fulton, Robert William. "Postsceondary developmental and remedial education : perspectives of state legislature education chairpersons and state higher education executive officers /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992793.

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11

Burkum, Kurt Richard Hendrickson Robert M. "The role of state higher education governance structures in state-level higher education lobbying." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3692/index.html.

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12

Dwyer, Edward J. "Using Periodicals to Promote Reading/Writing Competencies and Cultural Awareness." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etsu-works/3393.

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13

Anwar, Wasim. "Higher education in Pakistan : from state control to state supervision /." Oslo : Institute for Educational Research, Universitetet i Oslo, 2007. http://www.duo.uio.no/publ/pfi/2007/67351/thesisx291007.pdf.

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14

Chew, Wendy Poh Yoke. "Consuming femininity : nation-state, gender and Singaporean Chinese women." University of Western Australia. School of Humanities, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0135.

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My research seeks to understand ways in which English-educated Chinese women in cosmopolitan Singapore bolstered their identity while living under the influences of Confucian values, patriarchal nation-building and racial concerns. My thesis examines women who have themselves been lost in translation when they were co-opted into the creation of a viable state after 1965. Often women are treated as adjuncts in the patriarchal state, particularly since issues of gender are not treated with the equality they deserve in the neo-Confucian discourse. This thesis takes an unconventional approach to how women have been viewed by utilizing primary sources including Her World and Female magazines from the 1960s and 1990s, and subsequent material from the blogosphere. I analyze images of women in these magazines to gain an understanding of how notions of gender and communitarianism/race intersect. By looking at government-sponsored advertising, my work also investigates the kind of messages the state was sending out to these women readers. My examination of government-sponsored advertisements, in tandem with the existing mainstream consumer advertising directed at women provides therefore a unique historical perspective in understanding the kinds of pressures Singaporean women have faced. Blogging itself is used as a counterpoint to show how new spaces have opened up for those who have felt constricted in certain ways by the authorities, women included. It would be fair to say that women?s magazines and blogging have served as ways for women to bolster their self worth, despite the counter-argument that some highly idealized and unhealthy images of women are purveyed. The main target group of glossy women?s magazines is English-educated women readers who are, by virtue of the Singapore?s demographics, mostly Chinese.
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15

Warren, John Binfield. "The treatment of moral and intellectual education in radical and denominational British periodicals 1824-1875." Thesis, University of Hull, 1990. http://hydra.hull.ac.uk/resources/hull:4579.

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16

Westbrook, Jane (Juanita Jane). "State Funding for Community Education Projects." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501099/.

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The problem of this study was an analysis of the funding procedures in states which provide funding for local community education projects. The purpose of the study was to identify states which appropriate funds for community education and to provide an analysis of the guidelines for operation and use of state funds for community education at the local level. Twenty-five states were initially identified as having some type of state funding for community education, Eleven of the twenty-one states responding do provide funding for use at the local level. The guidelines and applications for obtaining these funds were compared in the areas of purpose of state legislation, minimum elements required of community education projects, eligibility requirements, use of state funds, grant periods, and annual reporting requirements.
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17

Allen, Megan Marie. "Teacher Leadership in State Education Policy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3015.

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There is a national call for teacher leadership, which has occurred after many education reforms have struggled due to a perceived lack of teacher involvement. The purpose of this study was to examine whether teachers felt that their involvement in education policy had impact and whether there is ample teacher expertise in education policy. The overarching research question was to appraise educator perceptions of teacher impact on state education policy. The study revealed a perceived lack of teacher impact and education expertise. The conceptual framework was based on theories of adult learning and the development of expertise and supported the necessity of teacher expertise in policy discussions' because teachers are the ones who have developed classroom expertise and the potential impact of policy on classrooms. A case study methodology was applied with 5 state teachers of the year participants. The participants were from 4 states, recognized from 2012-2015, and had local, state, and national policy experience. Interviews were conducted to collect data, with direct interpretation and categorical aggregation through coding applied to analyze data during collection. After identifying a perceived lack of teacher impact, themes were identified that could create more effective impact. Themes were grouped into skills, knowledge, and dispositions that could be taught in a series of learning experiences, serving as curriculum for teachers to build expertise in policy. This project has the potential to assist educators in developing the skills, knowledge, and dispositions needed to become more effectively involved in policy. It also has the potential to create social change in the United States by assisting teachers in getting meaningfully involved in policy, thereby positively impacting public education for their students in their classrooms, schools, districts, and beyond.
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18

Ware, Alyce Martin. "The influence of state reform in homebound/hospital instruction in the state of Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/898.

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This study examined the impact of school reform on the homebound/ hospital education program before and after the implementation of the Quality Basic Education Act. The impact of school reform was in relationship to the location of the school district and delivery modes of services. It also examined teacher preparation, types of funding sources, selected biographic factors of special education directors and certification of special education directors. Participants included 52 directors in the state of Georgia with responsibility for homebound/ hospital delivery services. The study revealed that contract teaching is on the increase. The study recommended that special attention should be given to the written contract.
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19

Rousan, Laith M. "Agent turnover in Ohio State University Extension." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1195671035.

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20

Gianneschi, Matthew Everett. "The effect of changes in state appropriations on voluntary giving to state supported universities." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280546.

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This study examines the relationship between levels of state appropriations and voluntary support at public colleges and universities. It first describes levels of state appropriations and voluntary support at public institutions for the period of 1993-2001. Changes over time and differences across institution types are highlighted. Additional analyses breaks down the figures into the sources (alumni, other individuals, corporations, and foundations) and the form (restricted or unrestricted) of voluntary support. Using ordinary least squares regression (OLS) and fixed effects regression techniques, this study then investigates how changes in state appropriations are related to private philanthropic giving to state supported institutions of higher education. This study uncovers the changes in form, source, and magnitude of voluntary support to public higher education resulting from changes in state appropriations. The study also examines whether these relationships differ by institutional competitiveness or Carnegie classification. The results of this study have important implications for higher education policymakers, practitioners, and researchers. Most important, the results suggest that donations to public universities are positively related to changes in state appropriations. That is, donors seem to be willing to support public universities if state appropriations increase; however, donors do not seem to be willing to replace reductions in state appropriations. Additionally, the results of this study reveal that disparities in voluntary support to public universities are a function of institutional complexity and prestige. Finally, the results of this study provide evidence that donations to public universities are typically restricted in nature. Consequently, the results herein provide no evidence that suggests that increases in voluntary support to public universities are replacing state appropriations or that public universities are "privatizing."
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21

Robinett, Melinda Kathleen. "Special education due process hearings : state differences /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165959/.

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22

Dorn, D'Andre Keith. "Continuing professional education motivational orientations of state supervisors of agricultural education /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511716044.

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23

Schaffer, Lonnie J. "Implementing state transfer policies: A case study of Virginia's state *policy on transfer." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539618589.

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Using a collective case study methodology, this policy-oriented research examined how Virginia's state Policy on transfer has been implemented at selected public colleges and universities. A conceptual framework of policy definitions was used to examine how the policy is understood in various contexts and what the policy's effects have been at the campus level.;Based on quantitative transfer data, five community colleges and four state universities were selected for study. The cases captured a wide range of transfer activity and college characteristics with the expectation that different understandings of the policy would produce different effects. How colleges defined the policy and assessed the policy's effectiveness was inferred from campus interviews and the institutions' transfer-related documents.;Results supported previous research findings that transfer activity is closely related to institutional culture and the climate for higher education in the state. Results also demonstrated that policy implementation is an interactive and iterative process that enables policy to support many meanings. Thus, in spite of a uniform sate policy, Virginia's transfer policy is not one, but many.;Further study is needed into how policy is implemented and its effects in states with more prescriptive transfer policies. Research is also needed into the effects of market forces on transfer activity. Finally, this policy study demonstrated that transfer is no longer a linear process of students moving from two- to four-year institutions, suggesting that alternative models of student progression should be explored.
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24

Seagle, Edward Earl Jr. "Faculty Burnout In The California State University System." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3362.

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Purpose. The purposes of this study were to determine: (a) to what extent does faculty burnout exist within the California State University (CSU) system; (b) the correlation between faculty burnout and various demographic factors; (c) the correlation of the measured variables of burnout as related to self-perceptions; and (d) the dimensions of burnout within the CSU system. Procedures. Full-time faculty from each of the 19 CSU campuses were surveyed. Two questionnaires were used to canvass respondents' feelings of burnout: (a) Maslach Burnout Inventory (MBI) and (b) Faculty Feeling Survey. The number of responses analyzed was 370. Findings. Comparing the CSU faculty with MBI norms, CSU faculty scores indicated fewer feelings of being overworked, mentally exhausted, and experiencing ambivalence toward recipients of their services. Respondents' scores indicated slightly higher feelings of personal accomplishment as compared to the MBI norms. Comparing CSU faculty scores with various demographic data, the findings show no significant difference among the 19 campuses, department size, marital status, and the highest degree earned. Demographic variables which indicated significance were the job classification of Assistant Professor reporting the lowest burnout on both Personal Accomplishment subscales; tenure track faculty were less burned out and experienced higher personal accomplishment; newer faculty experienced lower burnout on Personal Accomplishment-Intensity subscale; females rated higher burnout on both Emotional Exhaustion subscales than males, yet more personal accomplishment. The 31 to 40 age group reported the lowest burnout on Personal Accomplishment subscales; Blacks indicated lower burnout on Personal Accomplishment-Frequency subscale; and faculty in their present job for five years or less demonstrated higher burnout on both Emotional Exhaustion subscales. Faculty with 6 to 10 years total teaching experience displayed higher burnout on Depersonalization-Frequency; faculty missing more work days reflected higher burnout on Emotional Exhaustion-Frequency; and the majority of faculty who had not taken a sabbatical revealed they were less burned out on the Personal Accomplishment-Intensity subscale than did those who had taken a sabbatical.
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Chan, Yu Wei-ming Grace. "Education and policy implementation in Hong Kong." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975690.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "In Brief, Spring 2000." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2000. http://hdl.handle.net/10150/612238.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Winter 2000." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2000. http://hdl.handle.net/10150/612240.

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28

Marcus, Paul, and of the Dean College of Law University of Arizona Office. "Report to the President, 1984-1985." College of Law, University of Arizona (Tucson, AZ), 1985. http://hdl.handle.net/10150/612152.

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Marcus, Paul, and of the Dean College of Law University of Arizona Office. "Report to the President, 1985-1986." College of Law, University of Arizona (Tucson, AZ), 1986. http://hdl.handle.net/10150/612153.

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Marcus, Paul, and of the Dean College of Law University of Arizona Office. "Report to the President, 1986-1987." College of Law, University of Arizona (Tucson, AZ), 1987. http://hdl.handle.net/10150/612175.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "In Brief, Summer 1999." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 1999. http://hdl.handle.net/10150/612218.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Fall 2000." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2000. http://hdl.handle.net/10150/612223.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Spring 2001." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2001. http://hdl.handle.net/10150/612225.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Fall 2001." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2001. http://hdl.handle.net/10150/612226.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Spring 2002." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2002. http://hdl.handle.net/10150/612227.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Fall 2002." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2002. http://hdl.handle.net/10150/612228.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Fall 2003." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/612229.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Spring 2004." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/612230.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Fall 2004." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/612231.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "In Brief, Fall 1999." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 1999. http://hdl.handle.net/10150/612237.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Winter 2002." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2002. http://hdl.handle.net/10150/612243.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Spring 2003." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/612244.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Spring 2005." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2005. http://hdl.handle.net/10150/612232.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Fall/Winter 2005." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2005. http://hdl.handle.net/10150/612245.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Spring 2006." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2006. http://hdl.handle.net/10150/612246.

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Sweeting, Anthony. "The reconstruction of education in post-war Hong Kong, 1945-1954 : variations in the process of policy-making /." [Hong Kong : University of Hong Kong], 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12355136.

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Heacock, Holly. "Progressive Education in Appalachia: East Tennessee State Normal School and Appalachian State Normal School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/378.

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In this thesis, I am examining how East Tennessee State Normal School in East Tennessee and Appalachian State Normal School in Western North Carolina interpreted progressive education differently in their states. This difference is that East Tennessee State began as a state funded school to educate future teachers therefore their school and their curriculum was more rounded and set to a structured schedule. Appalachian State Normal School was initially founded to educate the uneducated in the “lost provinces” therefore, curriculum was even more progressive than East Tennessee State’s – based strongly on the practices of farming, woodworking, and other practical skills. I will also be looking at what these different interpretations tell about the states, what it says about the Appalachia region, and how both schools applied these progressive ideas in their schools. Lastly, I will be answering how Progressive education, and normal schools affected the communities in East Tennessee and Western North Carolina.
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Piccoli, João Carlos Jaccottet. "History and status of physical education in state-controlled first-level schools in the state of South Rio Grande, Brazil /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259580263787.

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Mabogoane, Thabo Walter Yinger John. "Understanding attrition in New York State public education." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Poitiers, Niclas Frederic. "Essays in Education, Fertility, and the Welfare State." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/667315.

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In countries in the developed world, income inequality is increasing, while technological and societal changes open labour market opportunities for women. At the same time they are undergoing an important demographical transition with decreasing fertility and increasing population ageing. All these trends affect the decisions that different generations make over the life-cycle. In this thesis, I investigate the role that these trends play for education, fertility, and pensions. In the second chapter of this thesis, I investigate how income inequality is affecting education attainment. An important difference between countries with low and high levels of social mobility is the extent of upward mobility of children from low income families. This is mainly explained by the probability of high school dropout. I develop a model with three levels of education in which children facing a credit constraint choose which level of education to attain. I find in an empirical exercise that in the U. S. the opportunity cost of education is more important in explaining the high school dropout rate of men than the return on education. The model and the empirical results imply that a policy that reduces the opportunity cost of education and is paid by higher taxation on graduates, reducing the return on education, could decrease dropout rates. In the third chapter, I analyse the decline in fertility in Germany. Decomposing the decline in completed fertility in Germany of the cohorts of women born between 1930 and 1965, I observe two distinct stages: In the first stage the decline in fertility is due to a decrease in intensive fertility (number of children per women with at least one child), whereas in the second stage the decline is due to a decrease in extensive fertility (increase in childlessness). Based on an event study approach, I argue that there are high opportunity cost of having children for women in terms of working time independent of their education level. Based on these findings, I develop an overlapping generations model with childlessness and quantity/quality trade-off driven by the time cost of children. In a calibration exercise, this model is able to generate the decline in intensive fertility as well as the increase in childlessness that I observe in the data with an decrease in the gender wage gap. The forth chapter of my thesis is a joint work with Gianko Michailidis on the effect of population ageing and income inequality on public education and pensions. We developed an overlapping generations model with public and private education, a pay-as-you-go pension system, endogenous fertility, and probabilistic voting on pensions and education spending. In this model, an increase in income inequality increases public education and pensions spending per enrolled student and retiree, respectively, and decreases the participation in public education and fertility. An increase in the share of retirees in the economy decreases the per student spending on public education and pensions, while decreasing the participation in public education and the fertility rate. Empirical evidences from OECD countries confirm our theoretical predictions regarding education spending.
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