Dissertations / Theses: 'Education reform'

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Belha, Lori D. Baker Paul J. Lugg Elizabeth T. "Compulsory education and educational reform in Iowa." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.

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Hanson, Caroline E. "Athletic Training Education Reform." Otterbein University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=otbn161099572507585.

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Morrison, Shannon M. "The Rhetoric of Educational Reform in American Public Education: A criticism of corporate reform attitudes." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448353920.

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Österman, Marcus. "Education, Stratification and Reform : Educational Institutions in Comparative Perspective." Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332622.

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The main argument of this thesis is that research has to take the institutional character of education seriously. Educational institutions carry considerable weight for outcomes of education and their design is a matter of intense political debate. This work focuses in particular on the institution of tracking that has wide-reaching consequences for the structure of education. The thesis consists of an introductory essay, together with three empirical essays. The empirical essays all acknowledge the main argument but study different outcomes and relationships connected to education. Essay I studies how the institutions of political economy and education together affect equality of income and equality of educational opportunity. This essay contributes to the literature by distinguishing the effects of the different institutions of political economy and education, as well as how they interact to affect the two contrasting conceptions of equality. The results reveal that tracking hinders equality of educational opportunity but is also related to better incomes for vocational education graduates in certain institutional settings. Wage bargaining coordination reinforces the more equal educational opportunities of weakly tracked contexts and improves the relative income of vocational graduates in these contexts. Essay II explores how education and tracking affect social trust. It makes two contributions. First, the empirical approach provides strong support for causal inference. Second, it is the first study to consider how tracking affects social trust. The empirical evidence finds no general effect of educational attainment on social trust, but decreasing tracking has a positive effect on social trust for individuals who come from weakly educated backgrounds. Essay III aims to explain cross-country differences in tracking by focusing on the impact of government partisanship. The study contributes to the literature by being the first comparative study to explore how partisan politics may explain differences in tracking and being one of few comparative studies there are on the topic at all. The results show that tracking is strongly related to a dominance of Christian democratic governments, whereas detracking reforms have mainly been carried out by social democratic governments.

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Hill, Katherine. "Educational Pluralism: Charter Schools as Laboratories for Education Reform." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1956.

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This thesis explores educational pluralism in the context of the American public school system and analyzes the charter school movement as a mechanism for education reform. Because charter schools have only existed for 26 years, scholars have yet to understand the effect that they have on our public school system, as well as how they compare with traditional public schools. Rather than trying to determine whether charter schools are better than traditional public schools, I introduce the philosophy behind educational pluralism, examine the evolution of the charter school movement, and analyze states as laboratories for testing new educational practices through charter schools.

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Rutherford, Patricia (Patricia Anne) Carleton University Dissertation Canadian Studies. "Medical education reform in Canada." Ottawa, 1996.

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Roesgaard, Marie H. "Moving mountains : Japanese education reform /." Aarhus : Aarhus university press, 1998. http://catalogue.bnf.fr/ark:/12148/cb400229225.

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Chen, Wen-ning Josephine. "Public sector reform in education : in what way is it reform /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13762199.

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Kityo, Sylvester. "Primary education reform in Uganda : assimilating indigenous education." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61672.

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Goodell, Joanne E. "Equity and reform in mathematics education." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/397.

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This study focused on two themes which have recurred in education since the 1980's: equity of educational outcomes for all students and reform in mathematics education. The problem addressed in this study concerned the apparent inability of large- scale reforms to meet equity goals. The purpose of the study was to increase understanding of this problem from both theoretical and practical perspectives. The study was influenced by feminist perspectives in the choice of theoretical framework and methodology. Focusing specifically on gender equity, the study was set in the context of a large-scale reform in the USA, Ohio's Statewide Systemic Initiative, Project Discovery.There were three major objectives in this study. First was to synthesise the literature concerning gender equity in mathematics education to produce a definition of the ideal Connected Equitable Mathematics Classroom (CEMC). There were two parts to the literature review: one concerning explanations for observed gender differences in mathematics education, and another concerning initiatives implemented to try to bring about gender equity in mathematics education.The second objective was to use the definition of the ideal CEMC, derived from the literature, to determine the extent to which reform had occurred in mathematics classrooms in Ohio. This was accomplished through the analysis of quantitative data collected from a random sample of teachers and principals across the state, and qualitative data collected from seven case study sites. The third objective was to determine the barriers to and facilitators of the realisation of equity goals in middle-school mathematics classrooms involved in Project Discovery. This was accomplished through a cross-site analysis of data collected at the seven case- study sites, with the analysis framed around the characteristics of the CEMC.The outcomes of the study are set out in terms of these three objectives, culminating in a discussion of the implications and challenges which the findings of this study pose for researchers, reformers, equity advocates and practitioners.

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Strujytė, Julija. "Švietimo skyriaus vaidmuo įgyvendinant švietimo reformas: Joniškio rajono savivaldybės administracijos Švietimo ir sporto skyriaus atvejis." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140716_091700-10915.

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Bakalauro baigiamajame darbe nagrinėjamas Joniškio rajono savivaldybės administracijos Švietimo ir sporto skyriaus vaidmuo įgyvendinant švietimo reformas. Bakalauro baigiamojo darbo tyrimo tikslas - identifikuoti Švietimo skyriaus vaidmenį įgyvendinant švietimo reformas, remiantis Joniškio rajono Savivaldybės administracijos Švietimo ir sporto skyriaus atvejo analizė. Baigiamojo darbo teorinėje dalyje analizuojama švietimo reformos įgyvendinimo samprata vietos savivaldos lygmeniu, t.y. viešojo valdymo reformos samprata pokyčių valdymo kontekste, švietimo reformos samprata (sąsajos su kaitos procesais, inovacijomis, užsienio šalių reformų lyginamoji analizė), taip pat vietos savivaldos institucijų veikla reformų įgyvendinimo kontekste. Baigiamojo bakalauro darbo empirinėje dalyje tiriamas Švietimo skyriaus darbuotojų požiūris apie Švietimo reformų įgyvendinimą bei tai kokį vaidmenį reformų įgyvendinime atlieka Joniškio rajono administracijos Švietimo ir sporto skyrius. Taip pat tyrimo metu paaiškėjo ir darbuotojų nuomonė dėl galimų švietimo sistemos pokyčių, t.y. kokių lūkesčių darbuotojai turi būtent švietimo sistemai. Empirinėje dalyje pateikiama ir teisės aktų reglamentuojančių Švietimo skyriaus veiklą analizė (darbuotojų pareigybių aprašai, švietimo strategijos, nuostatai, švietimo gairės). Tyrimo metu nustatyta, kad švietimo skyriaus darbuotojai Švietimo skyriaus veiklą reformų įgyvendinimo procese vertina teigiamai ir mano, kad švietimo politikos įgyvendinimas vietos... [toliau žr. visą tekstą]
The role of Department of Education in implementing education reforms in Joniskis municipality administration is being analyzed in the final thesis. The research objectives of the Bachelor thesis is to identify the role of Department of Education in implementing education reforms, based on case study of the Department of Education and Sports of Joniskis municipality administration. In the theoretical part of the final thesis the concept of education reform implementation is being analyzed within the level of local self-government, that is the concept of public management reform within the context of change management, the concept of educational reform (the interface with the processes of change, innovations, comparative analysis of reforms of foreign countries), as well as the activities of local self-government within the context of reform implementation. In the empirical part of the final thesis the attitudes of the employees working at the Department of Education regarding the implementation of educational reform and what role is undertaken by the Department of Education and Sports of Joniskis municipality administration in the implementation of the reforms are being analyzed. Also the researched revealed what is the employees’ position on the possible changes in the education system, which is what expectations the employees have towards the education system. The empirical part also presents the analysis of legislation regulating the activities of the Department of... [to full text]

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Chen, Wen-ning Josephine, and 陳尹玲. "Public sector reform in education: in what way is it reform." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31964412.

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Dowd, Courtney. "Sexual health education in the context of Quebec educational reform." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86998.

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Currently, Quebec's Ministry of Education is in the process of implementing broad curricular reforms that will fundamentally change the ways in which Quebec youth learn and come to develop academic, personal and social skills. As part of the broad reforms, the Ministry of Education has mandated that the delivery of sexual health education be reformed also. The former, more formal class allotment for sexual health education is being replaced by a more spontaneous and discussion based approach that spans across the curriculum and is the responsibility of the entire school community. Thus, there is a need to understand how both the educators and students are experiencing these changes. It is important to gain a better understanding of what these individuals believe is working and what they think needs improvement. In understanding better these realities, it will be possible to make suggestions for improvement or continued focus. Accordingly, this thesis is comprised of two main sections aimed at accomplishing these objectives. The first consists of an in depth literature review that looks closely at the context of sexual health education in both Quebec and Canada as well as the debate over best practices. The literature review also includes a document analysis that looks critically at the Ministry of Education document, Sex Education in the Context of Education Reform, intended to guide the reformation process. The second section of this thesis is a research article, which presents a phenomenological look at the experiences of educators and students as they adjust to sexual health curricular reforms at an independent secondary school in Quebec.
Actuellement, le Ministère de l'Éducation du Québec est en processus d'implémenter de vaste réformes curriculaires qui changeront drastiquement la façon dont les jeunes Québécois apprennent et développent leurs outils académiques, personnels et sociaux. Dans ce vaste réforme, le Ministère de l'Éducation a mandaté que l'éducation à la santé sexuelle soit aussi réformé. La façon plus formelle d'enseigner l'éducation à la santé sexuelle sera remplacée par une approche plus spontanée, qui sera basée sur la discussion et touchera à toute les facettes du curriculum. Elle sera aussi la responsabilité de toute la communauté écolière. Ainsi, il y a un besoin à comprendre comment les éducateurs et les étudiants vivront ces changements. Il est important d'acquérir une meilleure compréhension de ce que ces individus croient fonctionne bien, ainsi que ce qui ne fonctionne pas. En comprenant mieux ces réalités, il sera possible de d'émettre des suggestions d'amélioration ainsi que de continuer le focus établi. En ce sens, cette thèse comprendra deux sections principales visant à accomplir ces objectifs. La première sera une revue en profondeur de la littérature qui regarde étroitement le contexte de l'éducation à la santé sexuelle au Québec et au Canada ainsi que les débats sur les meilleures pratiques. La revue littéraire inclura aussi l'analyse d'un document critiquant le document du Ministère de l'Éducation, «Sex Education in the Context of Education Reform », qui a pour but de guider la réforme. La deuxième section de cette thèse est un article de recherche, qui présente un regard phénoménologique sur les expériences des éducateurs et des étudiants pendant qu'ils s'ajustent aux réformes curriculaires dans une école secondaire indépendante au Québec. fr

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Zyskind, Ari. "The Politics of Physical Education Reform." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/402.

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The purpose of the paper is to determine why today's youth are so physically inactive by examining the role and efforts of physical education, and the state and federal governments responsibility in supporting these programs, in fighting today's obesity epidemic by creating generations of healthy and physically active children. Research led to the determination that states have failed to maintain and improve physical education resulting in a physically inactive youth. Therefore, the nation should look to federal legislation to support state-led physical education, which this paper found to be constitutional if the enactments followed the provisions established in South Dakota v. Dole. Examples of recent physical education bills, most specifically the FIT Kids Act, are briefly analyzed for effectiveness and likeliness of enactment. Lastly, the determination is made that federal legislation has failed because of the view that physical education is not a "core" subject, preventing programs from receiving Title I and Title II funding. The findings are useful in light of the numerous attempts to get children physically active.

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Goodell, Joanne E. "Equity and reform in mathematics education." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12291.

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This study focused on two themes which have recurred in education since the 1980's: equity of educational outcomes for all students and reform in mathematics education. The problem addressed in this study concerned the apparent inability of large- scale reforms to meet equity goals. The purpose of the study was to increase understanding of this problem from both theoretical and practical perspectives. The study was influenced by feminist perspectives in the choice of theoretical framework and methodology. Focusing specifically on gender equity, the study was set in the context of a large-scale reform in the USA, Ohio's Statewide Systemic Initiative, Project Discovery.There were three major objectives in this study. First was to synthesise the literature concerning gender equity in mathematics education to produce a definition of the ideal Connected Equitable Mathematics Classroom (CEMC). There were two parts to the literature review: one concerning explanations for observed gender differences in mathematics education, and another concerning initiatives implemented to try to bring about gender equity in mathematics education.The second objective was to use the definition of the ideal CEMC, derived from the literature, to determine the extent to which reform had occurred in mathematics classrooms in Ohio. This was accomplished through the analysis of quantitative data collected from a random sample of teachers and principals across the state, and qualitative data collected from seven case study sites. The third objective was to determine the barriers to and facilitators of the realisation of equity goals in middle-school mathematics classrooms involved in Project Discovery. This was accomplished through a cross-site analysis of data collected at the seven case- study sites, with the analysis framed around the characteristics of the CEMC.The outcomes of the study are ++
set out in terms of these three objectives, culminating in a discussion of the implications and challenges which the findings of this study pose for researchers, reformers, equity advocates and practitioners.

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Watkins, Larae Anne. "Contributions of vocational education to educational reform as perceived by vocational education policy influencers." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240407685.

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Mach, Traci L. "Three essays on welfare reform." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261401988.

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LaFever, Kathryn S. "Interdisciplinary Teacher Education: Reform In the Global Age." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1228748083.

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Narkunas, Kostiantyn. "Ukrainian military education : high time for reform." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA396192.

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Thesis (M.S. in International Resource Planning and Management) Naval Postgraduate School, June 2001.
Thesis advisors, Mark J. Eitelberg, Benjamin J. Roberts. Includes bibliographical references (p. 61-62). Also available online.

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Sugarman, Carling. "Using Topology to Explore Mathematics Education Reform." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/hmc_theses/54.

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Mathematics education is a constant topic of conversation in the United States. Many attempts have been made historically to reform teaching methods and improve student results. Particularly, past ideas have emphasized problem-solving to make math feel more applicable and enjoyable. Many have additionally tackled the widespread problem of “math anxiety” by creating lessons that are more discussion-based than drill-based to shift focus from speed and accuracy. In my project, I explored past reform goals and some added goals concerning students' perceptions of mathematics. To do so, I created and tested a pilot workshop in topology, a creative and intuitive field, for use in 4th-6th grade classrooms. Preliminary results suggest some success in altering student views on mathematics.

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Gonzalez, Reyes Mata. "Improving undergraduate higher education through curriculum reform." Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721035.

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Employers, parents, legislators and researchers have expressed concerns that students are graduating from college at low rates, take too long to graduate, and do not possess the proper knowledge or skills to be successful at work or wherever life may take them. Many claim that the curriculum at colleges and universities no longer meets the needs of the students, employers, graduate programs, and society at large. One of the many potential solutions is reforming the undergraduate curriculum.

This research examines the factors that motivated two institutions to reform their curricula in efforts to improve student success. Both of the institutions are relatively small liberal arts educational organizations, one public and the other private. Each institution has differing missions and goals and is at a different point in its development. The study attempts to describe what was important enough to motivate them to change their curricula and why it mattered.

This research investigates the reforms of the two institutions in a case study manner, drawing upon published information and personal interviews to analyze what took place. The inquiry centered upon six basic questions. 1. What was the impetus for changing the curriculum? 2. What was the process used in changing the curriculum? 3. What changes were made to the curriculum? 4. What student outcomes were achieved? 5. How did the curriculum reform impact the institution? 6. What lessons were learned through the reform process?

Reforming a curriculum is a long, complex process, requiring input and consensus from many stakeholders, especially faculty. The manner in which each organization gained faculty endorsement for the reform is analyzed. Actual changes made to the curricula are documented. The research explores student outcomes and the impact that the reform had on the faculty and institutions. Then the researcher attempts to obtain indications that the improvements made by the institutions are achieving the intended goals. Learning is a complex phenomenon to assess, and every organization is challenged to find a way to assess learning effectively.

The research reports on what took place, what was learned, and what other potential curriculum reformers can expect if they, too, embark upon reform. The study shows that faculty and strong faculty leaders (often cited in the literature as causes of ineffectual curricula) are crucial to the reform process and without adequate assessment, the true results of a reform cannot be known. Much remains to be learned about the extent to which curriculum reform can improve higher education and in fact be a cure of societal maladies. Opportunities for improvement abound. The researcher attempts to identify similarities and differences, seeking fundamental conclusions. In this manner the study proposes to be used as a resource for other educational organizations interested in either improving or completely revamping their curricula.

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Newton, Doris Elizabeth Candler. "Perceptions of Georgia elementary school principals in relation to education reform and the A+ Education Reform Act of 2000." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/beth%5Fc%5Fnewton/newton%5Fbeth%5Fc%5F200508%5Fedd.pdf.

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Thesis (Ed.D.M.A.)--Georgia Southern University, 2005.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 174-190) and appendices.

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Isaksen, Lasse Skogvold [Verfasser]. "Educational Accountability Reform in Norway : Education Policy as Imitation / Lasse Skogvold Isaksen." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1161047468/34.

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Agbemabiese, Padmore G. E. "Emerging themes in educational reforms in Ghana as seen through education reforms in the United States." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1173366013.

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Ng, Kam-cheung Ken, and 伍錦祥. "Public sector reform: initiatives and goals :the case of education reform in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31966305.

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Ng, Kam-cheung Ken. "Public sector reform : initiatives and goals : the case of education reform in Hong Kong /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22054315.

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Ali, Selar Othman. "Higher Education reform : a study of quality assurance and the reform policy of Higher Education in the Kurdistan Region, Iraq." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/411960/.

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The Ministry of Higher Education and Scientific Research of the Kurdistan Region Government (MoHESR_KRG) has initiated a reform policy in 2009. The reform has been initiated in order to bring high standards of quality of higher education to the Kurdistan higher education. The reform process has covered all the higher education institutions in the region, whether they are public or private institutions. Generally, the reform process has focused on reforming areas of management and academia but, only the academic area is considered in this study. The academic areas which are covered in this study are teaching quality assurance and curricula development, academicians’ further development, postgraduate and research, assessment and accreditation, and social justice and safety. The sample selected for this study consists of two public and two private universities and one higher education institution. They have been selected directly based on their students’ and lecturers’ capacity, and academic programs. The sample included 1131 students of whom 801 have responded and 282 lecturers of whom 201 have responded to the questionnaires. Yet, eight junior and senior managers and policy makers have been directly chosen and interviewed. The results of the study show that i) students have negative attitude towards teaching quality assurance program; ii) lecturers have neutral attitude towards the program; iii) policy makers, senior and junior managers have positive attitude about the program; iv) the type of university, whether being in a public university or a private one, has an impact on students’ attitude; and v) gender has no role in students’ attitude towards the quality assurance program. This study is significant for policy makers, decision makers, and academic leaders in higher education institutions in the Kurdistan region because i) it studies the reform policy based on data collected from lecturers, students, junior and senior managers, and policy makers in higher education institutions in the region; ii) it is based on academic interpretation of the reform policy supported by literature on policy studies and reform process; and iii) it can be considered as an academic assessment of parts of the reform policy to be considered for progress purposes while conducting other assessment studies in the future.

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Rowland, Bryan K. "Trade and Industrial Education: A Climate For Reform." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30331.

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The purpose of this study was to assess the climate for the adoption of a proposed reform model for secondary trade and industrial (T&I) education in Virginia. Vocational administrators and T&I instructors beliefs about the extent to which the adoption of the proposed model would precipitate selected outcomes were measured by using an instrument developed specifically for this study. The population of this study included two sub-groups: secondary vocational administrators and secondary T&I instructors. Equal representation from the groups could not be guaranteed as a result of the sampling procedures employed for this study. Questionnaires were mailed to 145 vocational administrators identified from the list provided by the Virginia Department of Education. Responses were received from 120 administrators 83%). Two-hundred-ninety-five questionnaires were distributed to T&I instructors. Responses were received from 129 instructors (43.7%). The study examined the climate for change in secondary T&I education programs in Virginia. It examined whether vocational administrators and T&I instructors believe that implementation of the proposed model would be likely to increase access to, the flexibility of, or the cost effectiveness of T&I programs. The extent to which administrators and instructors believed that increasing access, flexibility, and cost effectiveness would affect selected outcomes was also investigated. Finally, the study examined the degree of personal importance administrators and instructors placed on selected outcomes. There was a similar belief between both groups that implementation of the proposed T&I reform model would result in increased access, flexibility, and cost effectiveness. Both groups were optimistic that access and flexibility would be increased with slightly less optimism being shown for increased cost effectiveness. Also, both groups were optimistic that outcomes dealing with "quality" issues (improve quality of programs and increase student quality) would be affected positively as a result of model implementation and that the image of T&I programs would also be improved by implementation of the proposed T&I reform model. In general, administrators believed some reform outcomes less likely to be affected by increased access, flexibility, or cost effectiveness than others. Specifically, they believed it less likely that resources will increase or that the number of qualified instructors will increase merely as a result of implementation of the proposed model. Instructors' responses were optimistic for all outcomes except the extent that increased cost effectiveness would achieve selected outcomes. Instructors, like administrators, did not show strong support concerning the likelihood of model implementation increasing cost effectiveness. As a whole, both sub-groups appeared to be receptive to change. Although the proposed trade and industrial reform model may not in its current form accomplish the needed changes, administrators and instructors would seem to be accepting of attempts to reform secondary trade and industrial education in Virginia.
Ph. D.

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Larrison, Abigail L. "Mind, Brain and Education as a Framework for Curricular Reform." Thesis, University of California, San Diego, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556891.

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A growing collaboration between psychologists, neuroscientists, and educators has culminated in the emergence of a new academic discipline known as Mind, Brain and Education (MBE). MBE differs from previous efforts, such as educational neuroscience, in that it is focused on the problem of how we might bring findings from the learning sciences into the classroom. As such MBE is placed squarely in the classroom, and works through engaging teachers as primary participants. Hence, MBE must work through an awareness of the systems of education and within the current context of educational policy and practice if it is to find a firm grounding in educational reform. In many ways the goals of MBE are in alignment with the voices of educational leaders across the globe. Pedagogical approaches referred to as neuropedagogy or neuroeducation, emphasize the development of high level cognitive capacities, such as critical thinking and creativity and address the connection between motivation, emotions, sleep, stress, circadian rhythms and development in learning processes. The primary purpose of this study was to define the emerging field of MBE with respect to its goals, vision and potential to serve as a significant framework for education reform. Because the basic constructs of the field are still being developed, interviews with expert members of the MBE community, including academic researchers, consultants and other educational leaders were conducted using a grounded theory approach. The definition of MBE was highly complex, but contained central elements relevant to reform. Special attention to developing a curricular model of MBE resulted in a vision of a holistic approach centered on developmental and individual needs of the students. To further investigate the possible impact of neuroeducation on student outcomes, two existing curricular models—Waldorf and International Baccalaureate, were examined as examples of programs of neuropedagogy/neuroeducation. Findings indicated that examining curricular models currently in use holds promise for understanding the impact of the principles of neuroeducation on student outcomes and development and can serve as a first step towards developing a proof of concept for the field.

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Law, Bruce A. "The critical subject of reform." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273565.

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Thesis (Ed.D.)--Indiana University, School of Education, 2007.
Title from PDF t.p. (viewed Nov. 5, 2008). Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2744. Adviser: Leonard Burrello.

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Haughton, James Francis. "Education reform : working towards quality music service provision." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/30823.

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Sexton (1987) asserted that standards in education could most effectively be raised through responsiveness to customers and competition within the market-place. It has also been argued that the quality of educational provision could be raised using the same mechanisms. The Education Reform Act 1988, and the Education Act 1993 effectively paved the way for the development of a market for education. This market extends to all mainstream educational organisations including non-statutory services such as Local Education Authority maintained Music Services. This research project examines the extent to which the Education Reform Act 1988 and the Education Act 1993 have affected the quality of Music Service provision. Chapter 1 describes the context of this research project, and Chapter 2 examines literature relating to a range of issues which have had significant bearing on the quality of Music Service provision in recent years. These issues include the Conservative Administration's (1979-1997) objectives to reduce and decentralise public expenditure, which subsequently had considerable impact on employment practice. In response to this, the notions of professionalism, proletarianization and casualization are explored in some depth. Chapter 2 continues with a review of literature relating to the management of quality, which is fundamental to survival within a competitive environment, and it concludes with a brief history of Music Service provision in England and Wales. Chapter 3 details the research methods employed in this project. The conclusions, presented in Chapter 5, demonstrate that Music Service funding has been reduced or withdrawn in recent years. It is argued that this has resulted in staffing economies and efficiencies which include increased workloads for full-time staff, and an increase in the use of part-time, sessional and 'unqualified' staff. This may mean that actual standards of attainment are unwittingly depressed, particularly where pupils receive short lessons in large groups with staff who may have no formal qualifications in pedagogy, and in some cases fell little commitment due to relatively poor conditions of service.

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Najeeb, Khaqan Hassan Economics Australian School of Business UNSW. "Institutions, education inequality and dynamics of institutional reform." Publisher:University of New South Wales. Economics, 2009. http://handle.unsw.edu.au/1959.4/43523.

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This dissertation consists of four studies on the role of institutions, education and institutional reform in economic development. Three of the studies examine empirical aspects of the issue and the fourth provides an analysis of policy implications. A key theme of the dissertation is the recognition that institutions, both formal and informal, are important for development. The observation that some developing economies have been unable to substantively improve institutional structures, creates a vital agenda for studying institutional change. The first study empirically investigates the impact of education, both quantitatively and qualitatively, on the informal institution of social capital measured as social trust. Differences in levels of education are considered to find the separate effects of primary, secondary and tertiary education. The relationship between education and social trust levels in countries is found to be positive. The sample is further split into developed and developing countries which also substantiates the main hypothesis. The results can be interpreted as schooling playing a transformative role in the society. The second study develops a framework for studying education inequality and institutional development. A range of economic, political and social measures of institutional quality are used in a cross-country analysis. The study confirms that the cross-country differences in institutional variables are influenced negatively by the education inequality. Several competing hypotheses of institutional improvement are used to test the sensitivity of the results. The sample is further split into OECD and non-OECD countries, with no new results arising from this split. The third study investigates the relationship of education inequality and institutional quality using panel data techniques and an alternative data set of institutional measures, than the one used in the second study. This study initially estimates the relationship using the pooled OLS and fixed effects models. The issue of persistency in institutional variables is then investigated by using a system GMM estimator. The evidence suggests that the impact of reducing education inequality is associated with improvements in institutional quality. The fourth study analyses the implications from the first three studies with reference to the institutional reform agenda. Insight is given for improving the reform process. Areas of context specificity and sequencing of reforms are dealt with, using country examples. The intuition from this essay is that educational equality is a deliberate initiative which needs to be carried out through policy initiatives, although the process adopted would depend on the specific economy. It is suggested that there is a need to change the fundamental focus from emphasis on altering formal rules, to considering the current underlying structures in societies as a constraint, in developing a way forward to improving the reform agenda.

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Sims, David P. 1975. "Unintended consequences of education and housing reform incentives." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28822.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Economics, 2004.
Includes bibliographical references.
(cont.) low achieving children.
This thesis measures some unintended consequences of government education and housing policies. Chapter 1 estimates the net educational effect, measured by student test scores, of the California Class Size Reduction Program on second and third graders. This program inadvertently created incentives for schools to combine students in multiple grade classrooms as well as reduce class size. Using the non-linear relationship between enrollment and combination classes I estimate that students placed in combination classes by the program suffered a large, significant drop in test scores. I also find little evidence of positive achievement effects due to smaller class size suggesting that the program's net effect may have been negative. Chapter 2 seeks to identify the effects of rent control on cities in the Boston area using the variation provided by a 1995 Massachusetts ballot initiative banning rent control. My findings support the intuition economist derive from simple economic models of price ceilings. Though rent controls achieve their stated aim of lowering rents, they also decrease the willingness of owners to rent apartments, lead to housing unit deterioration, and result in inefficiently long tenancy durations. I also find suggestive evidence that the deterioration in rent controlled housing quality may lower the rent in nearby non-controlled units. Chapter 3 examines an unintended strategic response of school districts to accountability testing. Using Wisconsin data I show that some school districts advance the starting date of their school year to allow their students more time to prepare for state accountability tests. I find that this leads to small test score gains in math, but may lead to higher absence rates and reduced reading scores among
by David P. Sims.
Ph.D.

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Chang, Tommy. "Charter Schools as Leverage for Special Education Reform." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/210.

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Few studies have examined the intersection of charter school and special education policies. The concerns around the serving of special education students in charter schools must be carefully studied, especially as charter schools continue to grow in numbers and continue to serve a greater percentage of public school students. New policies must not only address equity in access for special education students in charter schools but must also study how charter schools can be leveraged to generate innovative and promising practices in the area of special education. This study examines a recent policy change in the Los Angeles Unified School District that provides great autonomy and increased accountability for charter schools in their provision of special education services. This policy change promotes key tenets of charter schools: (a) autonomy and decentralization, (b) choice and competition, and (c) performance-based accountability with the aim of increasing access for students with special needs and increasing the capacity of charter schools to serve them. The research design utilizes a mixed method approach to collect qualitative and quantitative data to evaluate the goals of this major policy change within this particular school district.

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Hill, Sarah A. Kiewiet D. Roderick Kiewiet D. Roderick. "The pursuit of equality through education finance reform /." Diss., Pasadena, Calif. : California Institute of Technology, 2005. http://resolver.caltech.edu/CaltechETD:etd-05242007-232905.

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Chang, Tommy. "Charter Schools as Leverage for Special Education Reform." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610317.

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Few studies have examined the intersection of charter school and special education policies. The concerns around the serving of special education students in charter schools must be carefully studied, especially as charter schools continue to grow in numbers and continue to serve a greater percentage of public school students. New policies must not only address equity in access for special education students in charter schools but must also study how charter schools can be leveraged to generate innovative and promising practices in the area of special education.

This study examines a recent policy change in the Los Angeles Unified School District that provides great autonomy and increased accountability for charter schools in their provision of special education services. This policy change promotes key tenets of charter schools: (a) autonomy and decentralization, (b) choice and competition, and (c) performance-based accountability with the aim of increasing access for students with special needs and increasing the capacity of charter schools to serve them. The research design utilizes a mixed method approach to collect qualitative and quantitative data to evaluate the goals of this major policy change within this particular school district.

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O'Neil, Morgan. "“ALL EDUCATION BUT NO SCHOOLING”: EDUCATION REFORM IN CHARLOTTE PERKINS GILMAN’S HERLAND." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1888.

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When critics consider utopian literature, they often claim that the utopian imagination is limited in its ability to provide practical instruction for societal reform. In Archaeologies of the Future, Fredric Jameson extends this critique by arguing that the utopian imagination only exists “to demonstrate and to dramatize our incapacity to imagine the future” (288-289). By returning to an early twentieth century utopian novel, Charlotte Perkins Gilman’s Herland (1915), we can put pressure on Jameson’s ideas about the ultimate function of the utopian imagination. By analyzing the education system in Herland, we are able to see how Gilman integrated the contemporary educational philosophy of John Dewey and methods of Maria Montessori to provide an intellectual and institutional foundation for her utopian education system. Therefore, Gilman provides a set of ‘instructions’ to suggest how we might reform current methods of education to fit within her utopian vision. Gilman’s Herland allows us to see how a highly imaginative utopian text can promote social change to build a ‘better’ future.

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Oliart, Patricia. "State reform and resilient powers : teachers, school culture and the neoliberal education reform in Peru." Thesis, University of Newcastle Upon Tyne, 2007. http://hdl.handle.net/10443/942.

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This thesis critically examines the Peruvian education system in the context of the neo-liberal State reform, mainly during the regime of Alberto Fujimori (1990-2000). The recent history of the education system is studied in close relationship with the particularities of the geography and politics of Peru. As an interpretive framework the thesis draws on contemporary critical theory on education and the school, and recent theoretical approaches to the study of the state in post colonial societies. The preferred methodological approach is the multi-sited ethnography. The ethnographic work was organised around three important and controversial aspects of the reformers' discourse: Decentralization, intercultural relations, and gender equity in education. The relationship between the state and teachers has been another dimension consistently considered. Observations concentrated on the exercise of power (and conditions for autonomous decision making processes), gender relations and racial relations in teacher training institutions. A final chapter provides ethnographic accounts of the ways in which those three discourses were "translated" at in-service teacher training programs during the reform to make evident the dissonance between them and local cultures of power. The reformers did not succeed in solving the problems of Peruvian Education by applying a series of technical improvements -also prescribed to other countries. They failed to consider the post-colonial characteristics of the state in Peru, and did not take into account the ambivalent role of the state funded school system: Large enough to offer school access to the majority of the population, but with results so poor and ineffective, that in some areas it is almost as if it did not exist. The diverse impulses to expand the state funded education system, have mixed with the traditional forms of domination in the country, characterized by the racialised distribution of power and wealth, that has privileged the more westernized Coast over the highlands and the rainforest, where Indigenous peoples are a large segment of the population.

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Best, Marguerita L. "Assistant Principals and Reform| A Socialization Paradox?" Thesis, The University of North Carolina at Chapel Hill, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615151.

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Framed in the critical race theory of structuration (CRTS), this sequential explanatory mixed methods study seeks to identify the socialization practices by examining the realities of practices of assistant principals and the ways in which they impact the disciplinary actions of assistant principals at middle and high schools. The mixed methods design was used to explore and understand: (1) the realities of practice within the school organization; (2) the socialization processes of assistant principals within the realities of practice; and (3) the ways in which those socialization processes influence their disciplinary practices.

Fifty-one percent of the assistant principals invited to participate in this study completed the online survey. The survey responses led to a focused sample and in-depth interviews with three Black female assistant principals supervised by White male principals. The data from both portions of this study revealed that the structure of the realities of practice and the dimensions of the CRTS coexist and correlate within the school organization. This combination creates a Socialization Paradox Cloud that dictates assistant principals' unwillingness and/or inability to change policy adversely affecting students.

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Lorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0029/MQ64167.pdf.

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Lorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30185.

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This study examined the perceptions of music education students, professors, administrators and music teachers in the field with respect to the call for reform in Canadian music teacher training programs. The role that these various groups envision themselves having in this process was also investigated. Fifty-five subjects from the provinces of Quebec and Alberta responded to items on a written questionnaire. From within this subject pool, 19 subjects participated in a series of two interviews in order to gain further insight on various questionnaire items. Results demonstrated a moderate degree of similarity in responses from the stakeholder groups on numerous issues including the current status of music education programs, recommendations for future reform, and effective methods to enact such reforms. Results highlighted the need (a) to increase collaboration levels amongst all stakeholders involved in the process of music teacher training reform and (b) to better align the curriculum content of the university classroom with the needs of the teaching field. Implications for further practises are discussed.

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Dewees, Susan Barrow. "The Impact of Turnaround Practices on School Turnaround Reform Efforts." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10245530.

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School turnaround refers to the rapid, significant improvement in the academic achievement of persistently low-achieving schools (Peck & Reitzung, 2013). Over the past decade, school turnaround has become the United States’ response to chronically low-performing and failing schools. The turnaround model has emerged as an effective strategy with potential to lead to expedient results. The research on turnaround is limited, however; in fact, most research is concentrated on numerous case studies and is often focused on descriptions of the models used in school turnaround. The overarching question is what district level leadership, school level leadership, and classroom teacher practices emerge as part of the school turnaround reform process?

Major findings of the study indicate that 1) across all turnaround survey measures, the Data Teams Process, turnaround team support, and use of data as the most helpful elements of turnaround reform; 2) while turnaround team support was considered helpful at all levels within the district, it was also considered an obstacle by turnaround school leaders and turnaround teachers; 3) while the Data Teams Process was considered helpful at all levels within the district, it was also considered an obstacle by turnaround school leaders and turnaround teachers; 4) based on turnaround school leader perceptions, there are differences between turnaround schools and emerging turnaround schools in the area of community relations; (5) based on the turnaround teacher perceptions, there are differences between turnaround schools and emerging turnaround schools in the areas of mindset, climate and culture, effective teachers, and instructional support; and (6) perceptions of collective efficacy differ based on school performance scores which, correspond to turnaround status.

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Hashimoto, Kazuaki. "An evaluation framework for educational reform projects for teacher quality improvements in developing countries : a case study of Egyptian education reform." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/29387/1/Kazuaki_Hashimoto_Citation.pdf.

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The role of the evaluation for Official Development Assistance (ODA) enterprises including educational development has become critical after increasing “aid fatigue” experienced by the international community in the 1990s. To date, however, monitoring and evaluating outcomes of the projects has been limited to the project life. Consequently these have been mainly through the international aid agencies. Furthermore, the monitoring and evaluation led by international aid agencies have paid little attention to aspects of the sustainability of technical cooperation in educational development. To sustain the impact of technical cooperation, the reinforcement of evaluation has drawn increasing attention in light of the emerging modalities in international development. Therefore this research was inspired to investigate alternative evaluation frameworks for an educational reform project for teacher quality improvement that may increase possibilities for long term sustainability. Importantly, the new modalities in international development and educational issues provide new options. In addition, the research reviewed theoretical and practical issues surrounding evaluation in general, and highlighted the evaluation of education reform projects. The research reported explored via case studies, the evaluation processes employed by the Egyptian education reform projects implemented by the Japan International Cooperation Agency (JICA) and the United Nations Children’s Fund (UNICEF). The case studies used three data sources (archival and relevant documents, a survey questionnaire and interviews) to illuminate the contextually-embedded evaluation processes. The research found that process evaluation is a potential alternative method since it is likely to be locally institutionalised, which may yield long-term sustainability of the projects.

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Hashimoto, Kazuaki. "An evaluation framework for educational reform projects for teacher quality improvements in developing countries : a case study of Egyptian education reform." Queensland University of Technology, 2009. http://eprints.qut.edu.au/29387/.

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The role of the evaluation for Official Development Assistance (ODA) enterprises including educational development has become critical after increasing “aid fatigue” experienced by the international community in the 1990s. To date, however, monitoring and evaluating outcomes of the projects has been limited to the project life. Consequently these have been mainly through the international aid agencies. Furthermore, the monitoring and evaluation led by international aid agencies have paid little attention to aspects of the sustainability of technical cooperation in educational development. To sustain the impact of technical cooperation, the reinforcement of evaluation has drawn increasing attention in light of the emerging modalities in international development. Therefore this research was inspired to investigate alternative evaluation frameworks for an educational reform project for teacher quality improvement that may increase possibilities for long term sustainability. Importantly, the new modalities in international development and educational issues provide new options. In addition, the research reviewed theoretical and practical issues surrounding evaluation in general, and highlighted the evaluation of education reform projects. The research reported explored via case studies, the evaluation processes employed by the Egyptian education reform projects implemented by the Japan International Cooperation Agency (JICA) and the United Nations Children’s Fund (UNICEF). The case studies used three data sources (archival and relevant documents, a survey questionnaire and interviews) to illuminate the contextually-embedded evaluation processes. The research found that process evaluation is a potential alternative method since it is likely to be locally institutionalised, which may yield long-term sustainability of the projects.

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Olmos, Liliana Esther. "The rhetoric of policy formation in Córdoba education reform." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1892050161&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Nzama, Bongi Noreen Patricia. "An evaluation of the impact of higher education-business partnerships on technology-supported education reform." Thesis, Boston University, 2003. https://hdl.handle.net/2144/32812.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examined the relationship that exists between the processes that are employed when establishing and implementing higher education-business partnerships and the impact that these partnerships have on technology-supported education reform. The concept of technology-supported reform refers to educational initiatives that are designed to generate technological innovations and skills as the key outcomes of the reform process. While earlier studies (Antelo & Henderson, 1990; Powers & Powers; 1988; Meister, 1998) showed links between the implementation of the core partnership processes and the eflectiveness of partnerships, there was insufficient evidence in the literature to support the concept that higher education-business partnerships have an impact on higher education reform. Consequently, investigating the relationships between the core processes that lead to effective partnerships and those that contribute to education reform was a primary goal of this study. The case study method was selected as the method of evaluation. Four cases that represent different contextual and operational environments were selected for the purpose of impact evaluation. A benchmarking framework was applied to the evaluation so that the investigation was consistent. The prediction was that each participating case would yield similar outcomes or replications with regard to the five theoretical assumptions, and the key research questions that bounded this study. Such replications would provide evidence to support a view held by South Africa's Ministry of Education (White Paper on Education 3, 1997), that business-education partnerships are a strategic policy approach for improving educational outcomes. This study assessed the extent to which the four cases addressed South Africa's post-apartheid educational transformation needs and challenges. Two sets of findings emerged: findings related to partnerships, and findings related to education reform. The main finding relating to partnership was that successful higher educationbusiness partnerships engaged key processes and procedures for planning, implementing, and evaluating their work. A key finding related to education reform was that higher education-business partnerships make an impact on education reform. The most significant areas of impact were: teaching and learning, human resources development, technology transfer and research. The study concluded by developing a proposed benchmarking framework which can be used to plan, implement and evaluate higher education-business partnerships.
2031-01-01

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Phillips, Vicki L. "Designing new systems of accountability in education." Thesis, University of Lincoln, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249714.

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Sabric, Deborah Ann. "A comparative analysis of education reform and its impact on socio-economic reform in the twentieth century." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/276193.

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The research project, conceptualized through a comparative historical framework, focuses on an analysis of American and English education policy from 1964 to 2000 with particular emphasis on the inter-relationships between education policy and socio-economic disadvantage. Although the focus of the project is primarily the last four decades of the twentieth century, there is an initial consideration of immediate post-war discourses on poverty and education focusing on the impact that these had upon educational structures and curricula. Critical theory, particularly as conceptualized by Jürgen Habermas, and the Culture of Poverty thesis advanced by Oscar Lewis, form the methodological frameworks that underpin the research project. The research, which was conducted in two post-industrial communities with significant rates of socio-economic deprivation and records of poor educational attainment within secondary education, considers the impact of national policy upon the communities, particularly in relationship to socio-economic deprivation, access to education, equality of opportunity and equality of outcomes. The research design utilises the case study method to scrutinise two secondary schools within these communities as a means of analysing how teachers negotiated the implementation of education policies for their respective student populations. Documentary evidence and oral histories provide the methods to delve into this interconnection between education and socio-economic deprivation while modified Skinnerian and Eastonian frameworks provide the foundations upon which to analyse the data. The dissertation is not meant to trace the history of two schools and two communities but to see the schools and communities as a microcosm of American and English secondary education. The intention, therefore, is to employ the research findings to prescribe potential and future policy directions. Essentially, tracing educational history to understand it while utilising educational history as a tool to inform new and innovative policy where education can ameliorate socio-economic deprivation in each nation.

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Brown, Sharon A. "The role of “ownership” in creating sustained school reform." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1296481998.

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Wang, Qinghua. "Higher education reform in post-Mao China : market forces vs. political control /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421623411&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 270-291). Also available for download via the World Wide Web; free to University of Oregon users.

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Dissertations / Theses on the topic 'Education reform'

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