Dissertations / Theses on the topic 'Education gaps'
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Serefoglu, Henkoglu Halise. "Computer Education In Turkish Basic Education Schools: Gaps Between Policy And Practice." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610675/index.pdf.
Full textperceptions regarding new computer education curriculum. Secondly, qualitative data was collected and analyzed to explain and refine the results obtained through quantitative data in the first phase. In addition to the open-ended items in the questionnaire, qualitative data was obtained from the messages posted by computer teachers in online asynchronous discussion forums about the problems they encounter in their profession
and through newspapers about computer education and the occupational problems of computer teachers. The results of the present study reveal that with the introduction of new computer education curriculum, many problems have emerged in the actual implementations of computer education courses in basic education schools. The most important of these problems are results of the elective status of computer education course and the limited time allocated for this course.
McDaniel, Anne E. "Three Essays on Cross-National Gender Gaps in Education." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313449850.
Full textWong, Kee Luen. "Curriculum gaps in business education : a case study of stakeholders' perceptions." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7447.
Full textZhang, Xu. "Fecundity and husband-wife age and education gaps at first marriage." Diss., Online access via UMI:, 2009.
Find full textKim, Eliza. "New Leaders of Charter Schools Who Close Achievement Gaps in Urban Public Schools." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842678.
Full textThis dissertation studies 7 high-performing middle school principals’ leadership styles and programs as measured by their student achievement on the California Assessment of Student Performance and Progress or CAASPP. The qualitative research includes interviews of these identified school leaders about their self-reported strengths that account for their students’ success. While Kouzes and Posner’s set of leadership practices is the theoretical framework behind this study, the primary investigator developed two themes evident in both the high-achieving schools and its highly effective principals: strong people skills, and the ability to create and implement programs that affect a group who have been prejudicially described as low-income and low-performing. The participants’ lived experiences as charter school leaders who work with underserved communities add to a very limited body of research of urban education and how charter schools bridge the proverbial academic achievement gap.
DuCovna, Susan B. "The Stalled Race to Close Literacy Achievement Gaps: Federally Legislating Public Education." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365550966.
Full textHeldman-Holguin, Stacy. "Former foster youth in the college setting: Bridging the gaps on the road to success." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/64.
Full textYoon, Aimee Jean Yoon. "Racial Achievement Gaps among Young Children: How Do Schools Matter?" The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498142602172034.
Full textAmador, Lui. "Strength within| Addressing Structural Opportunity Gaps for Men of Color at 4-Year Universities through a Strengths-Based Approach." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825323.
Full textThe enrollment, retention, and graduation rates for African American, Latino, Native American, and segments of Asian and Pacific Islander men in higher education are disproportionately lower than women from all racial groups and White men. A significant body of research substantiates the concern by institutions on the opportunity gap for men of color in higher education. Despite the research and concerted efforts by institutions, this opportunity gap continues to affect the educational and overall college experience of men of color. Through qualitative interviews employing a photo elicitation protocol and a conceptual framework based on validation theory, Critical Race Theory (CRT) and Anti-Deficit Perspectives, this study examines the social, cultural, and institutional factors that shape this population’s experience in higher education. This research will examine the strengths and assets that men of color identify as supporting their success in college. This study will also examine how institutional resources and practices informed by an anti-deficit framework can effectively improve the experiences of men of color in school.
Pittman-Windham, Shonda Patrice. "Addressing Gaps in Student Reading: READ 180 Program Evaluation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1368.
Full textRose, Heather. "Issues in education : math curriculum and earnings, test score gaps, and affirmative action /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p3015848.
Full textBaker, Joseph O., and Andrew L. Whitehead. "Gendering (Non)Religion: Politics, Education, and Gender Gaps in Secularity in the United States." Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.1093/sf/sov119.
Full textEMAS, RACHEL. "Achievement Gaps Throughout the Education Pipeline: Tracking the Trends Before and After the Florida Education Governance Reorganization Act of 2000." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2447.
Full textM.A.
Department of Political Science
Sciences
Political Science MA
Emas, Rachel. "Achievement gaps throughout the education pipeline tracking the trends before and after the Florida Education Governance Reorganization Act of 2000 /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002705.
Full textCrathan, Ansbert. "Challenges in service marketing in private sector education." Thesis, Queensland University of Technology, 2002.
Find full textBogdon, Tara. "Achievement in the classroom what teachers can do to increase student learning and reduce achievement gaps /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bogdon_TMIT2010.pdf.
Full textAlexander, William A. "Workplace skills and the skills gaps related to employee critical thinking ability and science education curriculum." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086274816.
Full textTitle from first page of PDF file. Document formatted into pages; contains xiii, 326 p.; also includes graphics. Includes abstract and vita. Advisor: Arthur White, College of Education. Includes bibliographical references (p. 231-244).
Allen, Julia G. G. "The Extent to Which the School Leader Makes Efforts to Close Black Male Achievement Gaps that Promote Reconciliation of Value Differences within the School Organization." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258323.
Full textAs a society, America has struggled to resolve some deep-seated differences over values. These differences are most visible and divisive in the historical White-Black dichotomy. In the realm of education, the Black male achievement gap is a vivid reminder of this previously legalized oppressor-oppressed relationship.
The Black male achievement gap is a particularly unique phenomenon in that Black male students surpass every other racial and gender category in educational achievement gaps (NCES, 2013a, 2013b, 2014a, 2014b; NAEP, 2011, 2013). This phenomenon is well-known and well researched. Many researchers point to a fundamental conflict over values that results in this lingering gap between Black male students and their peers. Though these value differences have been researched, how these differences are being reconciled in efforts to close Black male achievement gaps is not known.
Argyris and Schön’s (1978, 1989b) theoretical framework provides a practical way to engage the values of the school organization. This perspective allows social scientists to understand whether or not the values guiding the actions of the organization are enabling the organization to effectively meet its stated goals. This research study analyzes a school’s process of responding to the Black male achievement gap, focusing on the school leader’s efforts to close these gaps. The theory of action framework allows the school leader’s efforts to be mapped, distinguishing between espoused and in-use theories of action and understanding if and how the in-use theories are reconciling value differences within the school organization.
Daniel, Kim. "Identifying the gaps towards an inclusive educational system within Québec: collectively examining the perceptions of different groups of educators." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103546.
Full textLes études présentées dans cette thèse examinent les perceptions et les expériences des différents groupes d'éducateurs œuvrant dans des écoles primaires intégratrices à Montréal (Québec). Dans la première étude, les données fournies par 600 éducateurs (enseignants de classe ordinaire, enseignants ressource, professionnels non-enseignant, personnel de soutien) ont été analysées pour évaluer leurs connaissances et attitudes (défis, facteurs de stress et succès) relatives au travail auprès d'élèves présentant des troubles développementaux dans des écoles intégratrices. Les résultats ont révélé que les connaissances de certains groupes d'éducateurs face aux troubles développementaux étaient limitées (p. ex., les professionnels non-enseignants disposaient du plus faible niveau de connaissances en comparaison avec les autres groupes). L'étude à également révélé qu'il existe une variabilité considérable entre les différents groupes d'éducateurs quant à leur attitude envers l'intégration en milieu scolaire. La deuxième étude, complémentaire à la première, explore l'intégration en milieu scolaire du point de vue des divers éducateurs (p. ex., 5 enseignants de classe ordinaire, 10 professionnels non-enseignant, 5 employés de soutien) travaillant avec des enfants présentant des troubles développementaux. Cette étude adopte un paradigme de recherche qualitatif constructiviste et a utilisé une approche phénoménologique pour acquérir une compréhension approfondie des expériences vécues par les éducateurs évoluant dans un contexte d'intégration en milieu scolaire. Cette étude reposait sur deux questions : (1) Comment les éducateurs issus d'écoles primaires intégratrices perçoivent-ils leurs expériences de travail auprès des enfants présentant divers troubles développementaux ? (2) Comment les éducateurs entrevoient-ils le futur de l'intégration en milieu scolaire au Québec? Les résultats ont révélé trois principales catégories influençant l'adoption de pratiques intégratrices : (1) défis au sein des classes intégratrices; (2) défis systémiques au sein de l'école intégratrice; (3) opinions divergentes des éducateurs face à l'intégration. De plus, cette étude qualitative a révélé un défi unique : le système d'éducation québécois est partagé entre le français et l'anglais, ce qui pourrait entraver la consolidation et l'implantation de l'intégration scolaire. Le chapitre final porte sur la corrélation entre les deux études. Les résultats, quantitatifs ou qualitatifs, ont dévoilés les différences et les ressemblances entre les perceptions et les expériences de travail des divers groupes d'éducateurs œuvrant dans des écoles primaires intégratrices. Les différences et ressemblances partagées par tous les éducateurs peuvent s'avérer d'importants prédicteurs du succès ou de l'échec de l'intégration en milieu scolaire. Les implications en termes de politiques et de pratiques pour les divers éducateurs œuvrant dans une école intégratrice sont également abordées.
Donaldson, Stacey. "Web 2.0 Tools and Communities of Practice: Bridging Gaps in Novice Teacher Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3027.
Full textLi, Dongdong. "A Preliminary Study of the Funding Gaps Between Urban and Rural Schools in Shanghai, China 2004-2011: Amartya Sen's Capability Approach." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1418343489.
Full textLevesque, David. "Whose money? Whose education system? : improving aid effectiveness by examining paradigm, policy and implementation perception gaps in Pakistan's, donor funded, primary education development programme 1991-2000." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394218.
Full textHines, Michael W. "Closing the gaps: An analysis of graduate students' preceived expectations and perceptions of services at a private historically Black College/University's School of Business." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/31.
Full textAhmed, Emtiaz Rony. "Racial-Ethnic Gaps in Achievement Motivational Constructs of U.S. Eighth-Grade Students that Predict Mathematics and Science Achievement." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532072341697104.
Full textChang, Briana L. "EFFECTS OF RACIALIZED TRACKING ON RACIAL GAPS IN SCIENCE SELF-EFFICACY, IDENTITY, ENGAGEMENT, AND ASPIRATIONS: CONNECTION TO SCIENCE AND SCHOOL SEGREGATION." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/333388.
Full textPh.D.
Given the concentration of economic growth and power in science fields and the current levels of racial stratification in schooling, this study examined (1) the effects of race on students’ connectedness to science and career aspirations, (2) the extent to which these effects were moderated by school racial composition and racialized tracking, and (3) the differences in modeling effects using separate variables for race and gender (i.e., White, Black, Hispanic, female) versus race/gender (e.g., White female, Black male, etc.). Using the lens of racial formation theory, this study situated access to science knowledge as a racial project, conferring and denying access to resources along racial lines. Reviews of the literature on science self-efficacy, identity, engagement, and career aspirations revealed an under-emphasis on school institutional factors, such as racial composition and racialized tracking (which are important in sociological literature), as shaping student outcomes. The study analyzed data from the nationally representative High School Longitudinal Study that surveyed students in 2009 during their freshman year in high school and again in 2012 during most students’ junior year (n = 6,998). Affective ratings (in self-efficacy, identity, engagement) and career aspirations for students measured in 2012 were examined as dependent variables and a variable for racialized tracking was estimated given schools’ placement of students in advanced science coursework in 2012. Although school racial composition was not found to moderate race on outcome effects, primary analyses demonstrated that the presence of racialized tracking in the students’ schools did moderate these effects. Overall these results suggested that the student subgroups most often at a disadvantage compared to White students for the science outcomes studied were Hispanic males and females; Black students’ ratings and aspirations were largely on par or exceeded those of their White counterparts. In addition, results indicated that racialized tracking served to exacerbate gaps for Hispanic students and may also diminish career aspirations for Black students. Finally, while examining effects by race/gender did provide some additional insight and nuance in the interpretation of these results, there were clear instances where these more detailed analyses were not needed or may have obscured results that were clearer when aggregated by race. Given these results, implications for policy, practice, and future research are discussed.
Temple University--Theses
Hofuku, Yoyoi, Shinya Cho, Tomohiro Nishida, and Susumu Kanemune. "Why is programming difficult? : proposal for learning programming in “small steps” and a prototype tool for detecting “gaps”." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6445/.
Full textBrady, Christopher E. "White Students in Urban Schools: The Unheard Voice in the Achievement Gap." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1364434229.
Full textBroome, Jessica A. "Filling Gaps in the Schoolhouse Floor: The Differential Effects of Graduation-Targeted Intervention Services on 11th Grade Academic Achievement in 2008-2009." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/eps_diss/65.
Full textJenigar, Andrea Rita. "Nahnh Laysna Ajanib [We Are Not Foreigners]: Bridging Cultural Gaps Through Middle Eastern Young Adult Literature in the Secondary Language Arts Classroom." Ohio University Honors Tutorial College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1429880989.
Full textVermeylen, Guillaume. "The Impact of Educational Mismatch on Firm Productivity, Wages and Productivity-Wage Gaps in Different Working Environments." Doctoral thesis, Universite Libre de Bruxelles, 2016. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/237924.
Full textDoctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished
Mbachu, Ebenezar. "Increasing the number of minority principals to close the achievement gaps: strategies for increasing the enrollment of minority students in educational leadership-review of relevant literature." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106487.
Full textBien qu'il existe aux États-Unis une quantité croissante de documentation sur les directeurs issus d'une minorité, il en existe peu au Canada. Combler les postes de directeur avec des membres d'une minorité comporte de nombreux avantages. Par contre, le nombre de directeurs issus d'une minorité au Canada n'augmente pas d'une manière proportionnelle au nombre de minorités en général et au nombre d'étudiants de catégorie K-12. Il est clair que les efforts en matière de recrutement, de formation continue et de rétention de professeurs provenant d'une minorité sont essentiels pour augmenter le nombre de futurs directeurs issus d'une minorité. Cependant, la priorité doit être accordée à la préparation d'un plus grand nombre d'étudiants provenant d'une minorité dans le cadre de programmes de leadership. La présente étude se penche sur la question suivante : quels sont les moyens suggérés dans la documentation pour augmenter le nombre d'étudiants issus d'une minorité au Canada qui sont inscrits dans des programmes d'études supérieures en éducation? La présente étude, dont l'objectif est de répondre à cette question, se veut un examen des stratégies proposées dans la documentation pour recruter, former et retenir des étudiants membres d'une minorité dans des programmes d'études supérieures. En outre, la présente étude aborde les méthodes selon lesquelles ces stratégies peuvent être utilisées pour augmenter le nombre d'étudiants membres d'une minorité inscrits dans des programmes de leadership en éducation, lequel nombre n'est pas proportionnel au nombre de minorités dans les écoles et au Canada en général.
Centko, John David. "A Report Card for Risk Management in Higher Education for Two-Year Colleges in Minnesota, Wisconsin, and Michigan: A Study to Assess Gaps Regarding Risk Management in Higher Education." Diss., North Dakota State University, 2017. https://hdl.handle.net/10365/26709.
Full textGhising, Hemant Tamang. "Bhutanese Refugee Students: Their Perceptions Of High School And Challenges Of Accessing A Four-Year College Degree In The U.s." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1163.
Full textKim, Mijoo. "Korean Physical Education Teachers' and Female Students' Beliefs about Girls' Physical Activity Participation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586778263891691.
Full textBell, Bethany Duncan. "Texas community college funding structure : closing the gaps while assessing the attitudes and perceptions of community college senior administrators /." View online, 2006. http://ecommons.txstate.edu/arp/200/.
Full textBooth, Sharon R. "A legal analysis of extended school year : field survey and identification of potential gaps and inadequacies /." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135946/.
Full textDiazgranados, Ferrans Silvia. "The Civic Knowledge Gaps in Chile, Colombia and Mexico: An Application of the Oaxaca-Blinder Decomposition Method Using Data From the 2009 International Civic and Citizenship Education Study (ICCS)." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112704.
Full textDu, Toit Charlene. "Geskoolde werkloosheid in Suid-Afrika, met spesifieke verwysing na die Noordwes Provinsie / Charlene du Toit." Thesis, North-West University, 2005. http://hdl.handle.net/10394/904.
Full textThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
McKinney, Elizabeth G. "Rhetorical Technical Communication: Exploring the Gaps, Connections, and New Boundaries Between the Fields Through an Analysis of Instruction Manuals." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay148188814788489.
Full textSpecht, Annie R. "Investigating the Cultivation Effects of Television Advertisements and Agricultural Knowledge Gaps on College Students’ Perceptions of Modern Dairy Husbandry Practices." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280251557.
Full textMartin, Kasey J. "IMPLEMENTING SOCIAL EQUITY IN THE PUBLIC SECTOR: HOW COMMUNITY COLLEGES ACHIEVE THE DREAM." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3601.
Full textJain, Rahul. "Community colleges as labor market intermediaries: a comparative case study of departmental activities in reducing labor market gaps." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37240.
Full textMakrwede, Fundiswa. "Investigating gaps in the application of financial management systems by schools receiving section 21 funding : case study for Mthatha education district schools - Eastern Cape province." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71931.
Full textENGLISH ABSTRACT: Following significant changes in legislation since the enactment of The Constitution of South Africa, 1996, and also accelerated by the ratification of the South African School Act of 1996, the array of services delegated to schools has placed an ever greater responsibility on school governing bodies and principals. Key to those responsibilities is the capacity to manage school finances. Although the South African Schools Act gives schools freedom to exercise their authority in managing school finances, along with this goes the responsibility to maintain with due regard proper accountability and control over the expenditure of public funds. This investigative research study looked at the extent to which the financial management systems employed in schools in utilizing Section 21 funding comply with relevant legislative and policy framework. In terms of financial management, schools are divided into two categories. There are Section 20 schools whose budget is centralized and managed by the Department of Education. Then there are Section 21 schools whose budget is decentralized to schools and these schools have sovereignty in managing their financial resources in compliance with relevant legislation, policies and procedures. A non-empirical study was undertaken which reviewed and analyzed literature on a financial management legislative framework as well as systems and procedures of financial management applicable to public institutions in general and those that relate specifically to schools. Subsequent to that, an empirical investigation was conducted. A questionnaire was issued to 72 principals who formed the sample of the study. The sample represented 21.3% of the total number of Section 21 Schools in the district of Mthatha. The questionnaire was administered to solicit the extent to which principals understand and apply the legislation, policies and procedures that underpin financial management systems in schools. Focus group interviews were held with school finance committees. These discussions were used to collect a wider range of information and insight on how schools manage financial resources. A qualitative financial documentary analysis was conducted in four schools. To achieve a holistic understanding of the research problem in-depth interviews were also conducted with district officials. The study revealed that, there is indeed a noteworthy divergence between the directives of the applicable financial policies and financial management practices in the majority of schools. The most critical deviations identified include, absence of clear policy directives on procurement procedures and financial controls, poor financial recording and lack of clarity on the roles and responsibilities of different financial structures. The key recommendation of the study is the establishment of an internal audit unit within the district which will serve as a basis of the fiscal oversight processes for schools. Since this unit will work closely with schools, this will advance significant improvements in financial accountability, systems of internal control in school and general financial administration processes. This unit will advance ongoing support in the form of training, monitoring and mentoring of the governing bodies and principals to inculcate strong financial leadership in schools.
AFRIKAANSE OPSOMMING: As gevolg van betekenisvolle verandering in wetgewing sedert die promulgasie van die S.A. Grondwet in 1996, en bespoedig deur die bekragtiging van die Suid-Afrikaanse Skolewet van 1996, word ’n uiteenlopende verskeidenheid bevoegdhede tans aan skole toegewys. Dit plaas toenemende verantwoordelikheid in die hande van beheerliggame en skoolhoofde. Aan die kern hiervan lê die bevoegdheid om skoolfinansies te bestuur. Alhoewel die Suid-Afrikaanse Skolewet vryheid aan skole verleen om hulle gedelegeerde mag betreffende finansies na goeddunke uit te oefen, gaan dit gepaard met verantwoordelikheid om omsigtigheid aan die dag te lê en aanspreeklikheid vir die aanwending van openbare fondse te aanvaar. Hierdie ondersoekende studie het nagevors in watter mate die finansiële bestuurstelsel wat skole gebruik om Seksie 21-befondsing te benut, voldoen aan die vereistes van die relevante wetgewing en voorgeskrewe beleidsraamwerk. Skole word, volgens finansiële bestuursreëls, in twee kategorieë verdeel. Daar is Seksie 20-skole, wie se begrotings gesentraliseer en deur die Departement van Onderwys bestuur word. Daar is ook Seksie 21-skole wie se begrotings gedesentraliseer is. Laasgenoemde skole besit dus die volwaardige reg om hul finansiële hulpbronne self te bestuur; solank dit voldoen aan voorgeskrewe wetgewing, beleid en prosedure. ’n Nie-empiriese studie is onderneem om die toepaslike literatuur oor finansiële bestuur en die betrokke wetgewingsraamwerk in oënskou te neem. Verder is die sisteme en finansiële bestuursprosedures wat betrekking het op openbare instellings in die algemeen, en op skole in die besonder, ook ondersoek. Hierna is ’n empierise ondersoek gedoen. ’n Vraelys is aan 72 skoolhoofde, die monster vir die ondersoek, gerig. Dié monster het 21.3% van die totale aantal Seksie 21-skole in die Mthatha-distrik verteenwoordig. Die vraelys was sodanig saamgestel en geadministreer dat dit die nodige inligting sou bekom om te kan bepaal tot watter mate skoolhoofde wetgewing, beleid en prosedure, wat finansiële bestuurstelsels in skole ondersteun, verstaan en toepas. Gefokusde groep-onderhoude is met skole se finanskomitees gevoer. Hierdie besprekings is aangewend om ’n wyer reeks inligting en insigte te bekom oor hoe skole hulle finasiele hulpbronne bestuur. ’n Kwalitatiewe dokumentêre analise van vier skole se finansiële state is uitgevoer. Om ’n meer omvattende begrip van die navorsingsproblematiek te bekom, is in diepte onderhoude, op ’n een-tot-een basis, ook met distriksamptenare gevoer. Dit het aangedui dat daar inderdaad, by ’n meerderheid skole, ten opsigte van die voorgeskrewe finansiële beleid en bestuur, noemenswaardig uiteenlopende toepassing van riglyne was. Die mees kritieke afwykings geïdentifiseer, sluit in: gebrek aan duidelike beleidsriglyne oor aanskaffingsprosedure en finansiële beheer, swak boekhouding en onduidelikheid oor die verpligtings en verantwoordelikhede van die verskillende finansiële strukture. Die studie se sleutelaanbeveling is dat ’n interne ouditeenheid vir die distrik tot stand gebring moet word. Dit sal die ruggraat vorm vir die fiskale toesighoudingsproses vir die betrokke skole. Aangesien hierdie ouditeenheid nou saam met skole sal werk, sal dit tot betekenisvolle verbetering van interne finansiële beheerstelsels van skole lei en beter algemene finansiële beheer en administratiewe aanspreeklikheid tot gevolg hê. Hierdie eenheid sal deurlopend, deur middel van opleiding, monitering en mentorskap aan bestuursliggame en skoolhoofde, ondersteuning verleen. Sodoende sal ’n kultuur van sterk finansiële leierskap in skole gevestig word.
Olivo, Julio C. II. "The Relationship Between Academic Emphasis and Academic Achievement for African-American Students in Predominately White Suburban Schools." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275048236.
Full textNg, Wai Yee Elizabeth. "How are linguistic gaps bridged in the content-based, kindergarten classrooms? : a case study of focus on form in the pre-school context." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/494.
Full textWillis, Renee T. "The Effect of a Dropout Prevention Program for Black High School Males in the Cleveland Metropolitan School District." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1340288622.
Full textTrotter, Stormy P. "Countering the Misconceptions of Media Portrayal Using Creative Expression: An Examination of Veterans With PTSD and the Complexity of Identity Gaps." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491262570887116.
Full textHanners, Grace. "Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2730.
Full textSpivack, Sheryl Marie Elliott. "A consensus model approach for assessing gaps between education system outputs and human resource demands in the tourism and hospitality sector to aid in the attainment of quality service goals." Thesis, University of Buckingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313861.
Full textLangevin, Gabin. "Cultural identity, immigrant assimilation and socioeconomic inequalities." Thesis, Rennes 1, 2014. http://www.theses.fr/2014REN1G027/document.
Full textImmigrants’ and their descendants’ assimilations are old issues in the economic literature. However, they have mainly been investigated in terms of immigration economic efficiency and discriminations. At the same time, cultural assimilation is a recurrent issue in the public debate and particularly through the concepts of national and cultural identity. The identity theory came out in economics more than a decade ago. It allowed improving the understanding of individuals’ decisions when they define themselves by their belonging to one or more groups to which behaving norms are attached. Thanks to this theory, we explore to what extent cultural identity, seen as the expression of immigrants’ cultural assimilation, allows improving the understanding of socioeconomic inequalities. We first highlight the importance of the family context and the educational attainment for the professional outcomes of first and second generations of immigrants. Then, we analyze the formation of the cultural identity. If ethnic identity diminishes with time since arrival in the host country, it also depends on the way it is measured. We exhibit a negative influence of ethnic identity on employment and voting participation but neutral on the wage level. Finally, thanks to a laboratory controlled experiment, we verify in a more general framework the significant role of group identity on individual behaviors