Dissertations / Theses: 'Government education'

1

Goddard, Roy. "Education, government and critique." Thesis, University of Sheffield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427221.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

溫家豪 and Kar-ho Calvin Wan. "Government policy on tertiary education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41006094.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Wan, Kar-ho Calvin. "Government policy on tertiary education." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41006094.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Hurairah, Huraini. "Inclusive education and educational diversity : a study of Brunei Government schools." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ec1708ed-70d3-4160-a993-b266658dd9aa.

Full text

Abstract:

Inclusive education is increasingly being accepted worldwide as the most appropriate means for the education of all children, including those with disabilities. The principle of inclusive education is based on the philosophy that mainstream educational provision should include all children and respond to individual needs. This, however, has profound implications for educators, education planners, and crucially teachers, as they are expected to be able to respond to increasingly diverse classrooms and schools. This research will examine how the Brunei Education system is attempting to respond to pupil diversity in terms of learning needs, by examining the views of policy makers, head teachers and teachers. This study focuses on the factors which have influenced the development of inclusion in Brunei, the different conceptualisations of needs, the practices which have been adopted and the views of those who are involved in shaping the Brunei education system’s attempt to respond to diverse learning needs in the mainstream education system. Data were generated through interviews, questionnaires, observations and analysis of official policies and documents. The research involved 14 Brunei Government Primary Education schools. The findings of the study indicated that responding to the needs of all children in the mainstream school is a complex challenge. There are several factors which have constrained the development of inclusion in Brunei, some of which are related to how the Brunei education system is structured and the constraints which operate at different levels within the education system. The findings suggest that inclusive education in Brunei is regarded as the integration of children with special educational needs into the mainstream education system and there is little consideration of how to respond to individual needs. There remains a high level of confusion and concern amongst stakeholders in the Ministry in this move to make the Brunei education system more inclusive.

APA, Harvard, Vancouver, ISO, and other styles

5

Tan, Xiao Monica, and 談笑. "Understanding government education and health spending in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211031.

Full text

Abstract:

This research evaluates government education and health spending in China and explores the underlying determinants of its spatial pattern. A framework defining local needs at three levels is proposed to analyze whether the expenditure has been reasonably allocated. Results show that both government education and health spending closely respond to local needs at the general level. The illiteracy rate is positively correlated with government education spending while the life expectancy is negatively correlated with government health spending. On the demand and supply sides, while government education spending is more responsive to local demand measured by student number, the needs from the supply side represented by the number of medical personnel appear to be more relevant when governments distribute resources into the health sector. One particular area that needs more effort is the responsiveness to the needs arising from the lack of teaching staff. The student-teaching ratio is now largely ignored when governments make decisions of education outlays. Given that the adequacy of teaching staff is a must to ensure the quality of teaching, governments are thus suggested to put more weights to this aspect in its decision-making process. As for the determinants of government education and health spending, this study takes a close look at three groups of key potential explaining factors identified in the existing literature – economic development, openness and decentralization. The findings pose challenges to the existing mainstream theories developed in the western context. Only per capita gross regional product is found to have significant explanatory power for budgetary expenditure on education and a significant negative relationship is revealed. On the other hand, both economic development and the degree of fiscal dependency are significant in explaining the spatial pattern of government health spending; and their relationships are both non-linear. The fixed-effects panel data regression model predicts that, ceteris paribus, a province with a per capita gross regional product of 20,265 yuan would have the most government health outlays while a province with a fiscal dependency ratio of 63.6% would have the lowest public health expenditure. Provinces with either higher or lower per capita GRP (fiscal dependency ratio) than the threshold value allocate fewer (more) resources into government health outlays. The most important recommendation derived from the findings of this dissertation is that the central government should keep an eye on those provinces that are neither fully financially dependent nor fully financially independent, because their government health spending tends to be particularly inadequate.
published_or_final_version
China Development Studies
Master
Master of Arts in China Development Studies

APA, Harvard, Vancouver, ISO, and other styles

6

Washington, Michael. "Pressure groups and government policy on education, 1800-1839." Thesis, University of Sheffield, 1988. http://etheses.whiterose.ac.uk/1784/.

Full text

Abstract:

This study examines the roles of the principal groups and individuals, who, during the years 1800-1839, promoted the education of the poor and pressurised governments with the notion that the state ought to ac ept responsibility for the formation of a nationa1 system. Their m tives were primarily religious, philanthropic or political with a degree of self-interest in the desire to preserve order in society. The religious interests are examined mainly through the work of the British and Foreign Sch ol Society, which served the Dissenter traditi ns, and the Nati nal S ciety which defended the prerogative of the Establi h d Church t superintend the education of the people. The tilitarians and Radicals were imp rtant for the practica1 expression f their philos phical and political ideas led them to make a considerable c ntributi n to the provision schools. They also had the inspiration and organising ability of Jam s Mill and Francis Place. The ideas of Robert Owen are considered because he was a pressure figure for a few years, but his work also sowed the seeds of Co-operation and w rking-cla s movements, which made an impact during the 1830's. As the populati n slowly improved in standard of learning, the development of Mechanics' Institutes, the Society for the Difflision of Useful Knowledge and the foundation of University College are viewed as part of a strategy for the general promotion of adult education1 The dominant personality of Henry Brougham is evident in much of this study. He instituted the Charity Commissions in 1819, was spokesman (iv) for education in Parliament for many years, anj was a link between the different groups because of his involvement in so many. During the 1830's the new science of statistics emerged and the Statistical Societies were important for their presentation of data on education1 The existence of a National Board of Education in Ireland after 1831 placed the province ahead of England and the influences from this experiment, mediated to Parliament by Thomas Wyse and others, all helped to pressurise the governments of the day, whose policy had been to encourage voluntary effort and to avoid the imposition of central administrative control.

APA, Harvard, Vancouver, ISO, and other styles

7

Honour, Malcolm Scott. "Government education reform, 2010-15 : 'supply-side/demand-side'." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/422155/.

Full text

Abstract:

This thesis reviews the shifts in education policy under the Conservative-Liberal Democrat government between 2010 and 2015; analysing selected policies to articulate dominant themes in recent policy-making. It illustrates how the Coalition was heavily influenced by neoliberal ideas. These dominant themes emphasise the role of the free market, the individual as consumer and the state as a regulator as opposed to provider. The focus is on how ideas of demand-side and supply-side are promoted through an analysis of chosen policies. The opening chapters give the historical and political backdrop of Coalition education policy since 1988, while subsequent chapters explore the field of policy-making in education under the recent Coalition. Using Stephen Ball’s Policy Cycle and Sandra Taylor’s framework for policy as an analytical tools, the implications of new academies and free schools are examined, alongside the impact of pupil premium. It draws on two case studies: the ARK academy chain and the New Schools Network. Three documents were analysed: House of Commons Education Committee Academies and free schools: Government Response to the Committee's Fourth Report of Session 2014–15 21 January 2015; Unleashing greatness: getting the best form an academised system (Academies Commission, January, 2013); Chain Effects, 2015 The impact of academy chains on low-income students (Sutton Trust, 2015). Data from the documents was categorised in a thematic way and allocated to three major themes namely: marketization, managerialism and standards. The second part of the thesis examines these policies in the context of practice and the context of policy outcomes. The findings showed clear indications of deficiencies and weaknesses in the current policies and practices around the role of academy chains and free schools. These changes have resulted in major shifts in the structure of schools in England but without achieving distinctive outcomes compared with mainstream schools. From there, it moves to look at how professionals can make a conscious choice to replace the language of neoliberalism with the language of local interchange. Finally, a number of recommendations are made linked to supply-side and demand-side reform. These include: increasing the focus on the most disadvantaged pupils; the inspection of academy chains; judging schools on a broader range of outcome measures; and, further research to see if the aspirations of communities and individuals is realised through these school-based markets. Hopefully, this study provides a valuable review of the processes and times when significant transformations in education policy were being initiated.

APA, Harvard, Vancouver, ISO, and other styles

8

Alvarenga, Camila Rafaela. "The effects of brazilian government policies on higher education." Universidade Federal de Viçosa, 2016. http://www.locus.ufv.br/handle/123456789/9903.

Full text

Abstract:

Submitted by Marco Antônio de Ramos Chagas (mchagas@ufv.br) on 2017-03-27T18:51:54Z No. of bitstreams: 1 texto completo.pdf: 459245 bytes, checksum: f4069d46eb9f424ef59ea44f118f809a (MD5)
Made available in DSpace on 2017-03-27T18:51:54Z (GMT). No. of bitstreams: 1 texto completo.pdf: 459245 bytes, checksum: f4069d46eb9f424ef59ea44f118f809a (MD5) Previous issue date: 2016-02-24
Conselho Nacional de Desenvolvimento Científico e Tecnológico
O objetivo principal deste trabalho é desenvolver um modelo de equilíbrio geral dinâmico e estocástico (DSGE) que explique como incentivos governamentais ao ensino superior impactam nas escolhas educacionais de jovens indivíduos. A obtenção de capital humano através da educação superior oferece a indivíduos pobres uma chance de sair da pobreza. No Brasil, incentivos na forma de empréstimos educacionais (FIES), bolsas de estudos (ProUni) e expansão de universidades públicas (REUNI) são alguns dos programas através dos quais o governo pode estimular a acumulação de capital humano. Entre outras coisas, os resultados analíticos indicam que pessoas que possuem recursos suficientes para ter sucesso nos processos seletivos frequentam uma universidade pública, e que indivíduos com restrições financeiras podem preferir trabalhar e poupar em detrimento dos estudos. A análise de equilíbrio parcial revela que o FIES propicia aos jovens sem recursos uma chance de frequentar uma universidade, assim como o faz o ProUni. Entretanto, a análise sugere que o REUNI é o programa mais eficaz na promoção de igualdade de oportunidade no sistema de ensino superior brasileiro.
The main goal of this paper is to develop a dynamic stochastic general equilibrium (DSGE) model that explains how governmental incentives for higher education impact on educational choices of young individuals. Human capital attainment through higher education gives poverty-trapped individuals a chance to escape poverty. In Brazil, incentives in the form of educational loans (FIES), college scholarships (ProUni) and expansion of public universities (REUNI) are some of the paths through which the government may affect human capital accumulation. Among other things, the analytical results indicate that agents who have enough resources to succeed in the selection process will further their studies in the public system, and that financially constrained individuals may prefer working and saving in detriment of their studies. The partial equilibrium analysis reveals that the FIES fund allows that some financially constrained individuals be given a chance to attend university, as does the ProUni scholarship. However, the analysis suggests that REUNI is the most effective educational incentive in the sense that it favors equality of opportunity in the higher education system.

APA, Harvard, Vancouver, ISO, and other styles

9

McCaig, Colin. "Preparing for Government : education policymaking in the Labour Party." Thesis, University of Sheffield, 2000. http://etheses.whiterose.ac.uk/5657/.

Full text

Abstract:

This thesis sets out to examine changes to the policymaking structure and practice of the Labour Party during the 1994-1997 period, and to link these changes to the adoption of new policies. The leadership of new Labour has used its enhanced autonomy to move closer to the Conservative Party on a number of key education and training policies. The thesis uses manifesto and documentary analysis to illustrate policy movement, and interview evidence with policy actors past and present to trace the changing relationship between the party and the policy community. The thesis concludes that new Labour can best be understood as a synthesis of three elements; changing policymaking practices since the 1980s; the intellectual acceptance of globalisation, flexibility and market forces, which can be dated from the 1987-1989 policy review; and moral authoritarianism, introduced since the accession of Tony Blair to the leadership and the appointment of David Blunkett as shadow education spokesperson in 1994. The thesis identifies two main currents of thought within the Left‟s educational discourse, egalitarianism and meritocracy, and concludes that new Labour has succeeded in presenting its new policies within the boundaries set by such a broad ideology. In educational terms, the new Labour Government has continued the centralisation of power within the Department for Education and Employment. Other key themes for new Labour include an enthusiasm for employer imperatives in education, institutional diversity in state education and centrally determined pedagogy. In post-compulsory and higher education, the costs and benefits will henceforth be the responsibility of the individual, not the state or employers. The thesis suggests that new Labour is characterised by cultural change rather than structural reform, because its adoption of Conservative positions in education and training has limited the opportunities for radicalism.

APA, Harvard, Vancouver, ISO, and other styles

10

Woods, Roger Allen Jr. "Missouri Legislator and Administrator Perceptions of Federal Government Involvement in Education." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634291.

Full text

Abstract:

There are very few studies on the views of school administrators and state legislators regarding federal government mandates for schools. Bolman and Deal (2015) believed people align themselves to survive and thrive in the political framework where resources are scarce, and the aspects of power and conflict inform decisions (Douglas & Mehra, 2015; Pourrajab & Ghani, 2016). This study focused on the thought processes of both school administrators who implement federal mandates and state legislators who navigate funding for federal mandates. Leaders of the political parties of Missouri and school administrators were interviewed to gain insight into the motivation and political views which drive decision making at the state and local levels. The findings of this investigation indicated opinions varied widely on the nature of federal government involvement in education, and political party affiliation had some influence on the belief systems of the participants interviewed. This affiliation runs deep in today’s politics and may be difficult to overcome. Data from the study clearly indicated public school administrators favored funding for preschool education yet did not support charter school expansion. Findings from the study offer more than a few implications for both administrative and legislative practice. Administrative interview data could be used to inform legislative decisions for public schools. Bipartisan conversations among stakeholders may offer common ground on these topics for the benefit of Missouri students.

APA, Harvard, Vancouver, ISO, and other styles

11

Goodwin, Mark. "Education governance, politics and policy under New Labour." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1771/.

Full text

Abstract:

This thesis investigates the political management of state schooling under New Labour from 1997-2010. The thesis considers and rejects two mainstream approaches to the analysis of New Labour‟s education strategy which characterise the New Labour education project as either a process of marketisation or as a symptom of a shift to a new governance through networks of diffused power. Instead, the thesis argues that the best general characterisation of New Labour‟s education strategy is as a centralising project which has increased the power and discretion of the core of the core executive over the education sector at the expense of alternative centres of power. The thesis proposes that the trajectory of education policy under New Labour is congruent with a broader strategy for the modification of the British state which sought to enhance administrative efficiency and governing competence. Changes to education strategies can then be explained as the result of changing social and economic contexts filtered through the governing projects of strategic political actors. The thesis argues that New Labour‟s education strategy was largely successful in terms of securing governing competence and altering power relations and behaviour in the sector despite continuing controversy over the programmatic and political performance of its education policies.

APA, Harvard, Vancouver, ISO, and other styles

12

Fung, Yin-king Helina. "Government training policy of social workers." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975823.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Liu, Kwok-leung. "Open government, devolution of power and education policy-making in Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14023866.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Corioso, Erica Lian. "Three branches of government webquest." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3294.

Full text

Abstract:

The general purpose of this project was to enhance the retention of social studies curriculum via internet technology. Specifically, this project involved a webquest about the three branches of government.

APA, Harvard, Vancouver, ISO, and other styles

15

Akor, Eusebius Ugochukwu. "Government intervention in higher education in South Africa policy options /." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11252008-130318/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Mazza, Rose, and n/a. "Multicultural education and A.C.T. government high schools : an investigative study." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.142249.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Spence, Cynthia. "Education, self-government and the building of a First Nation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ31306.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Prasetyia, Ferry [Verfasser]. "Government Policy and Education Performance: Insight from Indonesia / Ferry Prasetyia." Kassel : Kassel University Press, 2019. http://d-nb.info/1188347349/34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Gunter, Deborah Ann Hickrod G. Alan. "The financial support to education Illinois /." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8907674.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 21, 2005. Dissertation Committee: G. Alan Hickrod (chair), Ramesh B. Chaudhari, Edward R. Hines, Franklin G. Matsler, Patricia McKenzie. Includes bibliographical references (leaves 127-132) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

20

Malik, Mohammed Rehan. "Improving decision-making systems for decentralized primary education delivery in Pakistan." Santa Monica, CA : RAND, 2007. http://www.rand.org/pubs/rgs_dissertations/RGSD223/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Liu, Kwok-leung, and 廖國良. "Open government, devolution of power and education policy-making in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31964813.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Ching, Yiu-yuen, and 程耀源. "Review of prevocational education since the 1970s: the need for change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31965180.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Griffiths, Joanne. "Curriculum contestation : analysis of contemporary curriculum policy and practices in government and non-government education sectors in Western Australia." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0178.

Full text

Abstract:

[Truncated abstract] The aim of this study was to analyse the changing dynamics within and between government and non-government education sectors in relation to the Curriculum Framework (CF) policy in Western Australia (WA) from 1995 to 2004. The Curriculum Council was established by an act of State Parliament in 1997 to oversee the development and enactment of the CF, which was released in 1998. A stated aim of the CF policy was to unify the education sectors through a shared curriculum. The WA State government mandated that all schools, both government and non-government, demonstrate compliance by 2004. This was the first time that curriculum was mandated for non-government schools, therefore the dynamics within and between the education sectors were in an accelerated state of transformation in the period of study. The timeframe for the research represented the period from policy inception (1995) to the deadline for policy enactment for Kindergarten to Year 10 (2004). However, given the continually evolving and increasingly politicised nature of curriculum policy processes in WA, this thesis also provides an extended analysis of policy changes to the time of thesis submission in 2007 when the abolition of the Curriculum Council was formally announced - a decade after it was established. ... The research reported in this thesis draws on both critical theory and post-structuralist approaches to policy analysis within a broader framework of policy network theory. Policy network theory is used to bring the macro focus of critical theory and the micro focus of post-structuralism together in order to highlight power issues at all levels of the policy trajectory. Power dynamics within a policy network are fluid and multidimensional, and power struggles are characteristic at all levels. This study revealed significant power differentials between government and non-government education sectors caused by structural and cultural differences. Differences in autonomy between the education sectors meant that those policy actors within the non-government sector were more empowered to navigate the competing and conflicting forms of accountabilities that emerged from the changes to WA curriculum policy. Despite both generalised discourses of blurring public/private boundaries within the context of neoliberal globalisation and specific CF goals of bringing the sectors together, the boundaries continue to exist. Further, there is much strategising about how to remain distinct within the context of increased market choice. This study makes a unique and significant contribution to the understanding of policy processes surrounding the development and enactment of the CF in WA and the implications for the changing dynamics within and between the education sectors. Emergent themes and findings may potentially be used as a basis for contrast and comparison in other contexts. The research contributes to policy theory by arguing for closer attention to be paid to power dynamics between localised agency in particular policy spaces and the state-imposed constraints.

APA, Harvard, Vancouver, ISO, and other styles

24

Jonas, Phyllis J. "Competition in the education marketplace : a study of the role of business, government and educational organizations as providers of adult/continuing education." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/466394.

Full text

Abstract:

This study looked at three groups of providers of Adult/Continuing Education (business, government agencies and educational institutions) to see what perceptions they had of the roles each group had assumed in making educational opportunities available to adults. The study also provided a historical perspective of the evolution of each group and their current roles as educators.The study population represented both purveyors and purchasers of education for adults and included officers of major corporations, government training officers, and chief administrative officers of major universities.The investigator used an 181 item questionnaire containing statements about perceptions these three groups of providers of education had about adult education, its administration, and their respective roles in providing that education. The questionnaire was analyzed on a percentage comparison basis. A median was also provided for each question by group.

APA, Harvard, Vancouver, ISO, and other styles

25

Barcham, Lesley. "The education of deaf children in Zimbabwe : the changing roles of non-governmental organisations, the government and international organisations." Thesis, Open University, 1997. http://oro.open.ac.uk/57656/.

Full text

Abstract:

In this thesis I describe and analyse the development of education for deaf children in Zimbabwe, from its beginnings in the 1940s to 1994. I investigate in detail the changing policies and provision of non governmental organisations, the government and international organisations. The thesis is divided into three sections. The first section examines the literature relating to deaf education in Zimbabwe. the role of international organisations and the changes from charity to government provision. I introduce four propositions developed from the literature about, first the internationalisation of the debates about deaf education provision, second the limitation of charitable provision. third the struggles between interest groups and finally the influence of organisations of deaf people. I analyse the case study methodology used to investigate policies and practices. The second section describes the changes in the education for deaf children from the 1940s to 1994. I examine the early role of churches and charities and the gradual increase of government involvement. This section also plots the complex relationships between the government, non governmental and international organisations in the development of policy and practice. In the third and final section I return to the four original propositions and discuss the key findings relating to the changes in international policies and funding, the growing influence of deaf peoples organisations and reactive nature of government policies.

APA, Harvard, Vancouver, ISO, and other styles

26

Damell, Kristie. "Women's leadership identity development as former student government presidents." Thesis, Fordham University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604855.

Full text

Abstract:

Institutions of higher education are charged with academically and professionally preparing students to lead in the workforce. Specifically, little is known regarding how students develop their leadership identity throughout their undergraduate career. One significant leadership role that students hold is that of student government president. Student government has been a critical component of the landscape of higher education for centuries, yet little research has been conducted on the experiences of former presidents. Concurrently, although women earn more degrees than men in the United States, they are underrepresented in the role of student government president. This study examines the experiences of fourteen former, female student government presidents to understand how leadership identity develops. The leadership identity development theory was utilized as a framework to examine leadership development during and post-college. Through a feminist lens, gender was central to the study to uncover gender expectations and stereotypes. A qualitative, phenomenological design was used to capture the lived experiences and meanings created by the women. The women graduated from various types of institutions along the East Coast within a 15-year timespan. Derived from two semi-structured interviews, the findings indicate four themes: (a) prior involvement, (b) relationships matter, (c) navigating gender dynamics, and (d) the student government experience matters. The findings suggest that serving as student government president impacts leadership identity development during and post-college and is a valuable, meaningful experience. Interpretations are made from the findings and recommendations for future research are addressed, as well as practical implications for practice.

APA, Harvard, Vancouver, ISO, and other styles

27

Mason, Donald McIndoe. "Government and elementary education in Britain in the mid-nineteenth century." Thesis, Durham University, 1986. http://etheses.dur.ac.uk/6861/.

Full text

Abstract:

This thesis attempts to describe the growth of the central government’s involvement in elementary education, and the corresponding growth of the staffing and expenditure of the Education Department in Whitehall, in terms that have explanatory force. It goes from 1833 to the early 1860s, covering the 1840s and 1850s in most detail. The first chapter establishes a theoretical framework within which education can take its place beside other examples of government intervention. It reasserts the relevance of A.V. Dicey's analysis of the movements of opinion and the corresponding legislative trends, and concludes that in the mid-nineteenth century a description as far as possible in terms of demand factors is the appropriate one. The next two chapters describe the structure and growth of the systems of building grants and pupil-teacher grants; and the consequences for the staffing and expenditure of the Education Department. These are traced in detail, allowing an assessment of the Department's efficiency and the adequacy of the staff to the work, and how these changed over the period. Chapter 4 examines the evidence for Treasury restrictiveness of the Education Department's activities, and finds little, contrary to the assumptions of many accounts of the period. Chapter 5 traces the development of the views of the Newcastle Commission, and of Gladstone's interventions, and relates them to the Revised Code. These are together interpreted as a reassertion, ultimately unsuccessful, of an individualist approach to government intervention against the increasingly collectivist tendency of the system as it had become.

APA, Harvard, Vancouver, ISO, and other styles

28

Williams, David John. "Headteachers’ responses to government policy on primary education 1988 to 2005." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/331/.

Full text

Abstract:

Since the 1988 Education Reform Act and the introduction of the National Curriculum soon after, many initiatives, introduced in rapid succession by governments, with very short lead-in times, have affected primary schools. These radically altered the primary school as a working context. Headteachers were charged with the implementation of these initiatives into school contexts which are complex, fluid systems, and where interpersonal and personal-contextual relationships play an important part. The schools are part of the wider government policy context, which itself has significant effects on schools. This study investigated how the government policy-initiatives impacted on the professional ideologies and identities of eight headteachers in primary schools. This was accomplished using an innovative combination of biographical narrative and ‘activity theory’ (in the sense that Engeström’s ‘activity triangle’ is used only as a heuristic device in order to structure the biographical narrative accounts). The data generated two broad professional identities: the child-centred and the curriculum-led headteacher. In response to the government initiatives, the former tended towards 'resistance'; the latter tended towards 'compliance'. The textual analysis of the narratives reveals the detailed patterns of resistance and compliance over the twenty-year period after 1985.

APA, Harvard, Vancouver, ISO, and other styles

29

Kamando, Amina Nasibu. "Government-community partnership in the provision of education in rural Tanzania." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5294/.

Full text

Abstract:

Investing in education can be seen as a tool that can facilitate a better quality of life for individuals and for society in general. Through a strategy of partnership working, the poor in the society have more chance of accessing educational opportunities. In Tanzania, provision of education is the collaborative task of various groups including local communities. However, despite various efforts through established educational programmes and reforms, poverty levels are still high, particularly in rural areas, suggesting that efforts to reduce poverty through education have not yet produced significant results. Using the experiences and perspectives of people living in Tanzanian rural communities, this study explored the nature of the government-community partnership (GCP) in the provision of educational opportunities. The study examined the literature to explore tensions around the concepts and issues in the discourse on the collective working spirit including the wider perspectives offered by the historical background and the political complexity of partnership working in community development. The study adopted a qualitative multiple-case study approach and used multiple sources of evidence (semi-structured interviews, focus group discussions, non-participant observation and documents) to gather the in-depth data necessary to explore the practice of GCP. In writing this account, the analysis and discussion of findings were explored through the lens of a GCP networking framework offered by the theories of social networks and social capital. To facilitate the analysis of GCP, four key themes were identified. The first theme explored the context under which community participation is practised within the GCP framework. The second analysed micro-politics in decision-making and the implementation process of community development. The third examined the nature of leadership at local levels in GCP working relationships. The fourth theme considered the challenges of current GCP practice and possible future alternatives. The findings from this study suggest that, despite GCP appearing to be a complicated social phenomenon, it is and will remain, a reliable solution to the socio-economic problems of the rural poor populace. The problems associated with GCP practice for education and community development in rural communities are systemic and associated with a system in which power is disproportionately distributed among the GCP actors. The nature of this GCP working relationship has prevented opportunities for creating productive network ties and for the collective development of social capital. The study concluded that strengthening network ties and building social capital might not in themselves be adequate; rather, there is a need for a responsive government with a grounded mutual power structure based on transparency and trust.

APA, Harvard, Vancouver, ISO, and other styles

30

Warren, Lorna G. "Lifelong learning in the family : a new role for further education." Thesis, Ulster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252410.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Stirling, Margaret. "Conservative Government policy and exclusion from school, 1988-1996." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/66541/.

Full text

Abstract:

This thesis is about the relationship between exclusions from school and market forces in education. Through a series of interviews with groups of practitioners, conducted in a city authority between 1988 and 1996, the research looks at the effect of Conservative Government policy which introduced market force mechanisms into education via a programme of legislative reform; it focuses on the significant relationship between Conservative education policy and changes in the number and nature of school exclusions. The early chapters develop the theoretical argument which the research presents: establishing policy provenance, identifYing themes dominant in policy discourse and describing the legislative mechanisms which carry policy. A short chapter drawing on broader based research, outlines the national picture. Chapter Five introduces the field research, stating the questions addressed by the thesis, explaining and justifYing the research methods employed. The remaining chapters present and discuss the evidence. Drawing on the concerted 'voices' of front line practitioners the evidence shows what is happening to school exclusions. Respondents reveal attitudes that underpin decisions determining the exclusion process, showing which pupils are more likely to be excluded. Relating the evidence to the discursive themes developed in the early chapters the thesis seeks to understand why there has been an increase in exclusions from school with the implementation of Conservative policy. The themes of 'standards' 'choice' and 'diversity' in education, run as strands throughout the thesis. Issues which, when considered in relation to the empirical research which reports on the practical experience of children and young people excluded from school, raise searching questions about the efficacy of policy in the concluding chapter. The research engages both theoretically and empirically with the debate on whether the equitable distribution of educational resources and accessing of opportunities should be primarily desert-based or needs-based. It considers the meaning of school exclusion as a process of marginalisation, showing how disempowerment is invested in the implementation of policy. The thesis shows the standard of education this group of pupils have received and the extent of educational autonomy that these pupils and their parents have been able to exercise, - commenting on the efficacy of the policy of a Government that held power for eighteen years and developed a programme of radical reform that continues to have a profound effect upon all state educated children.

APA, Harvard, Vancouver, ISO, and other styles

32

Lilley, Anthea Mercer. "Government intervention in educational policy making : contrasts and continuities." Thesis, University of Sunderland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274771.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Fung, Yin-king Helina, and 馮嬿琼. "Government training policy of social workers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31975823.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Yeung, Sze-sze. "Education policy-making in Hong Kong : the political exchange relationship between the government and interest groups /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13762266.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Wyse, Bruce Dominic. "The teaching of English : research evidence and government policy." Thesis, Liverpool John Moores University, 2007. http://researchonline.ljmu.ac.uk/5811/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Meier, Lori T. "Episode 7: Civic Competence for Young Learners." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/7.

Full text

Abstract:

In this episode, we consider the role of civics, government, and political science in K-5 classrooms. We explore related standards, connections to the NCSS, and review some essential content and topics for elementary learners. We also visit some key civic digital resources for the classroom.
https://dc.etsu.edu/social-studies-education-oer/1006/thumbnail.jpg

APA, Harvard, Vancouver, ISO, and other styles

37

Anderson, Catherine Jennifer. "Partnerships between higher and further education : their contribution to government objectives for widening participation in higher education." Thesis, Middlesex University, 2004. http://eprints.mdx.ac.uk/6678/.

Full text

Abstract:

Widening participation in higher education has been a stated priority of the Government since it came to power in 1997. In its 2001 election manifesto, the Government set a target that, by 2010, 50% of people aged between18-30 will have had the opportunity to experience higher education. The percentage of this age group currently engaged in higher education is calculated at 43%. Government education policy in the last six to seven years has explicitly encouraged collaboration between institutions in the higher and further education sectors as a means of widening participation in higher education. Partnerships are seen as holding the key to delivering the Government's 50% target. This research explored the contribution that such partnerships make to Government objectives for widening participation in higher education. Four case studies of partnership were examined: the Higher Education and Training Partnership, based at Middlesex University; the Staffordshire University Regional Federation, the Anglia Polytechnic University Regional University Partnership and the Bedfordshire Federation for Further and Higher Education, involving the University of Luton. The case studies represented two examples each of the two main models of indirect funding between higher and further education, the funding consortium and the franchise partnership. The case studies were informed by a review of the literature. Quantitative and qualitative evidence was gathered for the case studies through a study of the data and documentation provided by the four case study partnerships and by means of a series of semi-structured interviews with a range of carefully selected respondents. The analysis of the qualitative evidence and the limited quantitative evidence that it was possible to obtain from the case studies generated a set of findings from which conclusions were drawn. The analysis, findings and conclusions represent a valuable contribution to the knowledge about partnerships and their behaviour, a hitherto under researched area. The main conclusion was that it is difficult to assess the contribution of partnerships between higher and further education to Government objectives for widening participation because of the lack of robust, comparable student number data. This conclusion addresses the main research question and is the major outcome of the study. On the basis of the data it was possible to obtain from the four partnerships that constituted the case studies, there was insufficient evidence to demonstrate conclusively the value of partnerships. None of the partnerships measured the extent to which the range of higher education provision delivered by partner colleges had been extended. Case study respondents expressed a strong belief in the value of what they were doing but the benefits had not been translated into performance indicators that were capable of being measured and monitored. Only one of the four partnerships had analysed fully its contribution to widening participation in quantitative terms. Based on the quantitative data it was possible to collect from the case study partnerships, there appeared to be a growth trend in the numbers of higher education students in partner colleges. But it is impossible to identify how much of the growth was as a result of the partnerships and their efforts to widen participation. Partnerships between higher and further education offer a number of actual or potential benefits to their members. The qualitative analysis of the case studies highlighted the respondents' perceptions of the purposes of partnership which were frequently expressed in terms of the benefits of partnership to their respective institutions. The purposes and benefits went beyond what was captured in partnership agreements. Both the funding consortium and the franchise partnership models offer a basis for effective partnership. The funding consortium model may be more difficult to manage than the franchise partnership model because the principle of equality in relation to the arrangements for data collection and quality assurance can create additional operational challenge. However, the research identified that partnerships have to a large extent been allowed by HEFCE to develop in their own way, with an absence of prescriptive frameworks or criteria for success, making it difficult to evaluate their effectiveness. There are a number of themes that may impact on the effectiveness of partnerships. These formed the basis of the thematic framework against which the case studies were analysed. The findings confirmed the validity of the themes. The findings were clustered under two further themes, barriers to effective partnership operation and critical success factors in effective partnerships. There are a number of barriers to effective partnership operation. Seven barriers were identified as a result of the analysis of the case studies. Four of these related to factors outside the partnerships' control, including the different arrangements in the two sectors for data collection, quality assurance, and the terms and conditions of service for academic staff. There appear to be a number of critical success factors in effective partnerships. The analysis revealed six factors that appeared from the research to be critically important to the success of partnerships between higher and further education. Partnerships demonstrate a range of good practice in their strategies to widen participation that could usefully be shared more widely. In the course of the research, eight examples of good practice were identified as potentially having applicability for other partnerships. The conclusions prompted ideas for further research or development in the area of partnerships between higher and further education: • A more sophisticated quantitative analysis, based on more robust and comprehensive data, of the growth delivered by colleges in higher/further education partnerships, including how much of the increase in higher education student numbers can be ascribed to other wider societal factors • Evaluation of the respective benefits and costs to institutions of their involvement in collaborative activities • Development of appropriate performance indicators for partnerships • Evaluation of the barriers that have a real impact on partnerships' ability to achieve their objectives • Evaluation of the critical success factors identified through the research • Evaluation of the selected examples of good practice in strategies to widen participation • Development of mechanisms for sharing good practice.

APA, Harvard, Vancouver, ISO, and other styles

38

Lo, Wai-yan. "An analysis of the power of the Hong Kong government in education policy making." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1403475X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Gustafsson, Martin Anders. "School production modelling to strengthen government monitoring programmes in developing countries." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2683.

Full text

Abstract:

Thesis (MEcon)--University of Stellenbosch, 2006.
Education production function analysis is widely recognised as one important area of research that needs to inform education policymaking, specifically policy relating to the mix of funded inputs in a schooling system. Arriving at production functions is a complex task, and is fraught with methodological pitfalls. This thesis sets out to establish a framework for undertaking education production function analysis, and in discussing its various elements, including its pitfalls, recommendations for good practice are arrived at. The material analysed is of four types: texts on econometric theory; existing production function analyses; documentation relating to three dataintensive school monitoring programmes, namely Brazil’s SAEB, South Africa’s Systemic Evaluation and the international SACMEQ programme; and lastly data, relating mainly to South Africa, from the 2000 run of SACMEQ. The thesis is organised according what can be regarded as seven key analysis steps. These steps include a focus on the importance of a ‘mental model’, the relative benefits of the one-level regression model and the hierarchical linear model (HLM), and the formulation of actual production functions for South Africa based on the SACMEQ data, using both one-level and HLM models. Key conclusions are, firstly, that the HLM, though still under-developed, offers great analysis potential and, secondly, that production function analyses ought to be translated into budgetary terms in order for them to become fully meaningful to the policymaker.

APA, Harvard, Vancouver, ISO, and other styles

40

Lane, Christopher K. "Measuring the equity of educational funding in New Jersey under the quality education act /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11543048.

Full text

Abstract:

Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 112-118).

APA, Harvard, Vancouver, ISO, and other styles

41

JUSWANTO, Wawan. "Distribution of Government Expenditure and Demand for Education Services:The Case of Indonesia." 名古屋大学大学院国際開発研究科, 2010. http://hdl.handle.net/2237/14053.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Wagner, Michael Garry. "The Progressive Conservative government and education policy in Alberta, leadership and continuity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0012/NQ34852.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Lau, Hon-wah. "Factors that motivate teachers in government secondary schools." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890979.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Yeung, Sze-sze, and 楊詩詩. "Education policy-making in Hong Kong: the political exchange relationship between the government and interestgroups." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31964655.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Nakornthap, Amornwich. "Curriculum evaluation in higher education : a case study of government universities in Thailand /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604132502.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Mabece, Victor Nkosabantu. "Implementation of procurement procedures in the education district of King William's Town." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018670.

Full text

Abstract:

The study investigated the implementation of procurement procedures in the King William’s Town Education District. In spite of the provisions of the Constitution of the Republic of South Africa, Act 108 of 1996 and Public Finance Management Act No 1 of 1999(PFMA), in respect of the provision of services, procurement in the King William’s Town Education District is flawed. The study explored the legislative framework governing procurement procedures in the District, the extent of compliance and non compliance with procurement procedures, and the causes of flawed procurement procedures. A descriptive case study was used to describe, analyse and interpret a particular phenomenon, in this case the procurement procedures in the King William’s Town Education District. Purposive sampling was chosen for this study to create an understanding of the research problem, and to complement the case study method in eliminating any potential bias in the data. Respondents included mainly the managers in the District, who are instrumental in the implementation of procurement processes in the District. Self administered interviewing schedules were used for respondents to answer without the assistance of the researcher. The study found out that the District was lagging behind in respect of compliance to procurement procedures, monitoring and evaluation, and accountability. Based on the above findings, the study recommended the following: (a) strengthening accountability in all managers and public servants, (b) professional training and education of personnel and managers in order to be able to implement procurement processes, (c) establishment of compliance office, (d) introduction of complaints mechanisms, and (e) effecting monitoring and control mechanisms.

APA, Harvard, Vancouver, ISO, and other styles

47

Hughes, D. "Teaching singing in Sydney government schools." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/36654.

Full text

Abstract:

Thesis (Ph.D) -- University of Western Sydney, 2007.
A thesis submitted to the University of Western Sydney, College of Arts, School of Communication Arts, in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

48

Africa, Parliament South. "Parliament’s Public Education Programme." Parliament South Africa, 1996. http://hdl.handle.net/10962/76060.

Full text

Abstract:

The South African Parliament has set up a programme to inform and educate the public about Parliament and to build democracy. Our country has only recently become a democracy. Previously, people were not allowed to vote nor participate in making decisions that affected their lives. Organisations such as Parliament were not open and did not answer to the public. As a result, the majority of the people do not have the experience and the skills to participate in the new democracy. This places a major challenge on all those who are committed to developing democracy in the country. The growing democratic culture can only be built upon if the public participate in issues that affect them. This requires that people are made aware of what is happening in organisations like Parliament and understand how they can become involved. People need to know how to raise their concerns when decisions affecting them are being taken. Once decisions are made, the public should be informed about their rights and responsibilities and how to hold government accountable. In building a democratic culture, the right of individuals to hold differing political views must be promoted. Parliament, as a national representative body, has a responsibility to contribute to deepening the democracy we have achieved. To do this the public education programme that has been set up will: * inform people about what happens in Parliament and about democracy generally; * educate people about how Parliament and democracy work and about their rights and responsibilities; * motivate people to participate in democratic processes and engage with decision making bodies, especially Parliament; and’ * promote a culture of democracy and human rights. To achieve the above, the Public Education Department (PED) has been established to coordinate the implementation of the programme. The PED will undertake a number of activities including workshops, public meetings, the distribution of publications and audiovisuals. campaigns, outreach to the youth and educational tours of Parliament. In undertaking the programme. Parliament will work closely with Provincial Legislatures, Government Departments, civil society and the media. To consult with these agencies and to build support for the programme, a national conference will be held early next year. Prior to this conference, preparatory conferences will be held in each province. The provincial conferences will also design strategies for outreach to the different sectors within the province and plan for the implementation of joint activities. Parliament calls on all members of the public, organisations and the different sectors of society to become actively involved in the programme and the drive to deepen democracy in our country. Individuals and organisations requiring more information or wanting to make an input into the programme can telephone the PED on (021) 403 2460.

APA, Harvard, Vancouver, ISO, and other styles

49

McKibbin, Charmaine Zoe, and n/a. "Parent Participation, Action Research and Government Through Community: Lessons from a 1990s Queensland Case Study." Griffith University. School of Arts, Media and Culture, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050210.154526.

Full text

Abstract:

This thesis examines the historical relationship between government and self-government, and the contemporary role that Action Research (AR) occupies as a liberal technology of government. It draws upon the Teaching for Effective Learning in Senior Schooling (TELSS) project as the example. This project, which was based on a 'collaborative' AR methodology, was just one of the many national post-compulsory schooling reform initiatives that emerged during the late 1980s and 1990s. At that time, AR and Participatory Action Research (PAR) were preferred methodologies by education faculty personnel, and some teachers, as practical alternatives to 'positivist' social science approaches. This is still the case, both locally and internationally. The initial focus of the thesis is to trace the role of the school and the family in the government of populations, and show how AR is currently positioned as a mechanism for establishing and installing new forms of self-management within these historical institutional arrangements. This includes enticements and inducements to participate in one's own self-management. The AR perspective seeks to make a practical intervention in the re-organization and management of schools, as well as other workplaces and organizations, as a means to promote and develop ongoing professional learning within these organizations. The thesis highlights some confusing issues surrounding contemporary attempts by schools to open themselves to the community, however. AR has achieved considerable success to the extent that expert AR consultants have been commonly employed by Education Departments in many countries to foster new ways of attaining educational goals. Drawing upon other examples, as well as this case study, the contrast between the high expectations of project participants, and their limited outcomes, suggests the need to query AR's representations of participation. This includes some contemporary conceptions of how 'the school community' operates. Is there another way that we can understand this particular territory, and parent involvement in schools more generally, other than in political terms such as the need to 'democratize the community'? The AR commentary focuses on the 'egalitarian' ideal of emancipation and empowerment via participation. AR's preference for participation through human self-determination over that of statist instrumental rationality is questioned, however, by drawing upon empirical evidence generated by the case study, as well as other theoretically informed material. The thesis moves to an account of the role of different forms of government which enable self-management, particularly the role of the school community within the field of education and its administration. By situating the TELSS case study and its limits in what Michel Foucault (1991) terms the history of 'governmentality', AR is described as part of government and an aid to social reform programmes. Inside this discussion, some of AR's self promotions and understandings will re re-defined. These include an anti-bureaucratic rhetoric, concerns about hierarchical power relations, and aspirations of self-autonomy, emancipation and social justice. How is it that educational bureaucracies are so amenable to taking on board goals for educational reform expressed in the form of frequently anti-bureaucratic radical critique? The thesis undertakes the task of investigating this peculiarity, as well as some of the negative outcomes of such liberal governmental undertakings.

APA, Harvard, Vancouver, ISO, and other styles

50

Jenner, Simon. "An investigation into a local education authority's inclusion strategy : the construction and management of change." Thesis, University of Birmingham, 2005. http://etheses.bham.ac.uk//id/eprint/889/.

Full text

Abstract:

The research investigated how various people, such as Local Education Authority officers, teachers and parents, represented change (defined as becoming different from a previous state) concerning an inclusion strategy. The investigation used a case study approach and methodology based upon grounded theory (Glaser and Strauss, 1967) and heuristic research (Moustakas, 1990). Several different case studies within the LEA were used, a formal consultation concerning the change of specialist provision, staff views in a “MLD” school and LEA officer views. Data used was discourse, written and spoken, semi-structured interviews, public meetings and media publications. NVivo, a computer programme, was used to analyse the discourse, relating this to different theoretical orientations, cognitive psychology, social psychology, management theory and school improvement. Foucault (1977), especially the concept of episteme/paradigms, provided the most useful theoretical framework for analysing data. It is argued that inclusion within the case study LEA was not a paradigm shift, but change around the edge of a paradigm with a stable core, which related to groups of pupils being seen as different. Comparison has been made with Kuhn (1996) on how scientific paradigms are modelled, linking together the research methodology and findings.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Government education'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles