Dissertations / Theses: 'Hawthorn Institute of Education'

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Chan, King-chung, and 陳敬聰. "Institute of Chinese Medical Education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31983777.

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Chan, King-chung. "Institute of Chinese Medical Education." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/orecord.jsp?B25951762.

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Sun, Tao. "Protective effect of total flavonoids from leaves of Crataegus pinnatifida (hawthorn) against Hydrogen peroxide induced injury in Myocardiac H9c2 cells." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1636299.

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Coggin, Lara dos Passos. "Teachers, Talk, and the Institute for Transformative Education." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/204270.

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Few studies have examined educators' understandings of racial politics in schools and the larger social world through a social interactionist lens (Mead, 1934). Scholars such as Milner (2006) and Sleeter (2008) focus on improving multicultural teacher education. While understandable, this focus prevents scholars from forming a deeper, multi-dimensional picture of teacher learning, racial ideas (synthetic, conscious) and ideologies (derivative, un-examined), and social interaction. This year-long study of 15 participants in the 2009-10 Institutes for Transformative Education asks how educator discourse about the Institute contributes to this picture.Teacher life narratives have been linked to conceptions of race, class, and culture effectively (Johnson, 2002), and constructivist reflection in teacher education (Loughran, 2002) continues to command attention in current work on teacher learning. Yet the context of spoken discourse is often absent from the analysis in these studies, making it difficult to understand how contextual framing in conversation reflects and affects teachers' social mediation of racial politics in their daily practice and their civic lives. This study focuses on talk between the researcher and 15 educators, connecting the local frames of participants' stories of race in schools with state, national, and theoretical discourses.Understandings of critical multicultural education build on interactions between critical multicultural scholars including Grande (2004), hooks (1994, 2006), and Spivak (1988). Analysis of individual educator discourse can only be effective with the aid of previous work on teachers and race (Pollock, 2004, 2008), socially situated learning (Cole, et al., 1978; Guitart, 2008), racetalk in conversation (Bonilla-Silva, 2006; Anderson, 2008), conversation in social interaction (Goffman, 1959; Wooffitt, 2005), institutional theory (DiMaggio & Powell, 1983; Foucault, 1972), and educational philosophy (Freire, 1984, 1988).

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Ram, Amy J. "A summer math institute: Adolescent girls' experiences in mathematics." Thesis, The University of Arizona, 1999. http://hdl.handle.net/10150/291767.

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The purpose of this research is to examine possible causes of gender differences in mathematics and to investigate potential methods for lessening their effect on adolescent girls. Throughout a six week, summer school mathematics course, the participants were exposed to various activities and instructional methods thought to positively impact adolescent girls' self-esteem, self-efficacy and future mathematics course taking plans. Data collected included pretest - posttest measures as well as interview and observational data. The results indicate that along with a statistically significant improvement in mathematical skills, the participants showed an increase in self-confidence related to learning mathematics. The amount of mathematics courses the participants planned to take increased considerably by the end of the study. Suggestions for future research are also discussed.

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Jones, Susan Hicks. "Creating a tradition: Early campus planning at Hampton Institute, 1868-1893." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618513.

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The goal of this study was to explore the beginnings of higher education for freed slaves after the Civil War as reflected in the development of the built environment of one of the earliest and most prominent of the historically Black colleges, Hampton Institute. The main purpose was to study the way in which campus planning was implemented at Hampton, its intentions and effects. The study had three hypotheses: (1) a master plan for the development of the campus of Hampton Institute was created by its founder, (2) this master plan was followed by the administration and builders during the early stages of the school's development and (3) the founder of Hampton Institute was aware of the symbolism of the architecture and used it intentionally to create a sense of specialness and to inspire strong attachment among the students of the school.;The study of numerous original documents available in the Hampton University Archives revealed answers to these questions. First, there is ample evidence that a master plan did exist for the development of Hampton's campus and that it was, to a large degree followed. The architectural intentions of Hampton's principal revealed a great deal about the beginnings of Negro education and the controversy which existed concerning the type of education which was best suited to the needs of Blacks. They also reflect the unique mission of the early Black schools. Hampton was the model for many schools which espoused one view of the type of education which would best prepare Blacks to take their place in post war society and, therefore, was an appropriate subject for this study.;The study also revealed certain common characteristics which, when present, produce coherent, consistent campus planning. This information is important for present day administrators trying to promote effective decision making regarding campus growth.;The extension of this study to include other prominent Black schools would provide valuable insights into the evolution of higher education for Blacks. These schools were shaped by their unique mission which was in turn shaped by the unique educational needs of the group they were founded to serve.

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邱基衛 and Kei-wai Yau. "Chinese Cuisine Training Institute." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985567.

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Mohamed, Ali Abdul Rashid. "Teaching Singaporean working adults in diploma programmes at a privately funded educational institute." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1904.

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This Portfolio examines how adult learners at the Marketing Institute of Singapore (MIS) who are not in the mainstream educational route prefer to learn. The specific research questions were: Is adult learning distinctly different from learning in childhood; And how MIS can improve its offerings as a private education provider or PEO for adult learners enrolled in their part-time professional Sales and Marketing Diploma programme in Singapore. In order to uncover evidence that adult learning is truly distinct and different from childhood learning, the researcher carried out an extensive literature review on books, periodicals and even speeches made by academics and/or members of Parliament in Singapore. The literature review revealed a distinct brand of adult learning called Andragogy which was a field of study propagated by respected American adult educator, Dr. Malcolm Knowles. Primary data was gathered from a sample of 47 adult learners out of a total student population of 200 enrolled in MIS’s evening part-time Diploma in Sales and Marketing programme. The purpose of the small-scale survey was to study how adults learn and receive information from teachers at MIS. It is the contention of the present study that adult learners at MIS are different from adolescence students studying in the mainstream educational state-owned institutions and that their learning styles and need are different. The conceptual framework of this portfolio analyses external elements like the education landscape of Singapore which is controlled by the Government of Singapore and the private education market which caters to working adults in Singapore. The present study concludes with recommendations for further actions needed by the MIS and areas for further research.

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Enns, James. "Every Christian a missionary : fundamentalist education at Prairie Bible Institute, 1922-1947 /." PDF version available online, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64910.pdf.

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Cimino, Teresa Ann. "Creating a school based family literacy institute." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3283.

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The purpose of this project is to assist parents, through the development of a school-based Family Literacy Institute, to learn to actively help their children when they read at home. The study will teach parents how to pick appropriate books for and with their children and use them as a read aloud. It is, also, to get parents involved with their children's literacy development and to support their educational experiences from elementary school through high school.

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Friedman, Lisa Kritzer. "Recycling program for the Shalom Institute." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2923.

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Williams, Edward Allen. "Starting a Bible institute in a local church." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Liverman, Milton R. "A History of Nansemond Collegiate Institute From 1890 to 1939." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30656.

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The goal of this effort was to write the definitive history of a high school for Blacks in Nansemond County. The destruction of school records in the fires that eventually led to the closing of the school made that task difficult. While attempting the historical research, however, two factors were found which still make the effort worthwhile. First, there was a definite sense of pride found in all who had been associated with the Nansemond Collegiate Institute. This pride gave one the sense that attending Nansemond Collegiate Institute was almost as much an expression of freedom as it was an effort to secure an education. The second factor was the determination of the need for Nansemond Collegiate Institute based on the disparities in services offered to Blacks when compared to Whites in the public school setting. Public education in Suffolk and Nansemond County, Virginia had its beginnings in 1871 when the first school boards were appointed for those localities. Nineteen years later, there still existed no secondary educational opportunities for the Blacks of Nansemond County. In order to address this lack, Blacks in the county pooled their resources and started their own school, Nansemond Collegiate Institute. Founded in 1890, Nansemond Collegiate Institute provided for the elementary and secondary educational needs of Black youth in Nansemond County, Virginia for nearly fifty years. This school was a case study of local control and self-help. The school maintained a classical educational curriculum during the time when the Hampton Industrial Education model was being touted as the preferred model of education for Blacks. Under the leadership of five principals, four of whom were ministers, the Institute demonstrated the power of a community to control its own destiny. The Institute's supporters raised the funds needed to establish and run the school. It struggled for many years with funding and curriculum issues. The school's last principal, Mr. William Huskerson, arrived in 1926. He made several advances in terms of funding and building. His tenure, however, began just one year before the county established its first public high school for Blacks. This competition and a series of "suspicious" fires ultimately led to the close of the Nansemond Collegiate Institute. This closing did not occur before the Institute had opened possibilities for many Blacks who might not otherwise have had varied career choices. By having existed, Nansemond Collegiate Institute had a lasting impact on the lives of many Blacks of Nansemond County.
Ed. D.

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Leon, Bianca R. "Leadership Development Institute| A California community college multi-college district case study." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10116187.

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The purpose of this study is to examine a community college district Grow Your Own (GYO) leadership program in the Western United States, the Multi College Leadership Development Institute (MCLDI). The MCLDI was developed in-house for a multi-campus community college district and offered to interested employees at all position levels with the intent to provide them the opportunity to develop and enhance their leadership skills and abilities. While most leadership development literature has focused on the presidential role or other senior level positions, the aim of MCLDI is to support leadership development in general; not just for senior level positions, but for mid-level management and academic position leadership as well.

This study gathered the perspectives of all those involved, from the leaders who created the program and their experience in doing so, to the program participants and graduates. Providing the different perspectives allows for other campuses to draw from the benefits and challenges that are shared in creating their own program or for comparison to programs that already exist.

A qualitative case study approach was utilized to investigate MCLDI and its development, implementation, and the benefits and challenges experienced by the coordinators and participants. Three themes were identified from analyzing across data sources. Building organizational capacity, developing human capital, and program structure emerged throughout the data collected from interviews, observations, and document analysis and were reflected in the findings for each of the research questions.

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Krause, Ingrid A. "Hokkaido Bible Institute training future leaders for God's churches in Japan /." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Vernersson, Josef, and Al-Kilani Samer Zaid. "Education Management During COVID-19 : A Single Case Study of Swedish Higher Education Institute Jönköping University." Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53090.

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Background:COVID-19 is the most discussed topic since the beginning of the year. Moreover, today's society faces various problems caused by the COVID-19 crisis requiring new knowledge and strategies since various social institutions are affected in different ways, and the education system is included between these institutions. In fact, higher education institutions witnessed a huge transition from traditional classroom-based teaching to a virtual approach and online education. While higher education may have transformed and moved to online due to COVID-19, it is unknown whether the transition resulted in a changeddirectionfor education management. Purpose:This study aims to take a deeper look into how students and teachers are affected by COVID-19 for a higher education institution in Sweden by seeking through how online platforms are used and how it is affecting the users of education. Moreover, the study aims to know what changed in management practices and grading strategies fora sustainable university education quality during pandemics and emergencies. Method:Fulfilling the purpose, qualitative research design gathering empirical data by conducting semi-structured interviews with both students and teachers and taking a single case study approach for Swedish higher education Institute (Jönköping University) using the benefit of various perspectives from different schools that Jönköping University has. Also, higher education in Sweden combines the perspective from both students and teachers as it is on the concept 'freedom with responsibility' with students mainly pursuing their studies on their own or in groups and not focusing on the teacher perspective only. Another unique asset for Sweden higher education is the possibility to access all data collected about schools and students, such as grades which are classified as secondary data. Conclusion:The results show that thetransition affected the education managementsince it impactedthe organizing and communicating. Thenresults showed some factors,such as an earlier experienceplayed a role inadapting education management changessincea new concept of teaching developed withinthis transition with adapted teaching strategies,and students responded to that byimproved learning plans. Anothermain finding ineducation management aspects is the grading strategieswhereit was found that the criteria did not change,but exams got modified,leading to changesin thegradepatternsthat can be described as unnormal. All of that was concluded in a frameworkaccording toour findings and research work.

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Enns, James. "Every Christian a missionary, fundamentalist education at Prairie Bible Institute, 1922-1947." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64910.pdf.

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Billy, Minnabarriet Verna. "Aboriginal post-secondary education in British Columbia : Nicola Valley Institute of Technology." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42089.

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The Indigenous teachings of my parents, grandparents, great grandparents, and the Elders of my community have inspired my passion for education. My professional educational journey has taken me to many Indigenous communities throughout Canada, the United States and abroad. Through these experiences, I realized that not all Indigenous post-secondary institutions were in fact Indigenous. Many were named Indigenous but their systems and curricula mainly reflected those of mainstream society. Working at an Indigenous post-secondary institution that is based on Indigenous values and Indigenous Knowledge (IK), I knew there was a difference; it is that difference that this thesis addresses. This thesis examines the governance structure, educational policies, programs, and student services offered by the Nicola Valley Institute of Technology (NVIT), which has become a leader in Aboriginal public post-secondary education in Canada. NVIT has two campuses in British Columbia, with its main campus located at Merritt and the other at Burnaby. Framed within an Eagle’s Perch metaphor, and an Indigenous Knowledge system, the NVIT story is told about how it achieves self-determination through its Indigenization processes, and how its leadership takes an anti-hegemonic stance to confront forms of hegemonic control. A mixed methods case study is used to understand how the principle of self-determination is enacted within an Aboriginal public post-secondary institution. The study’s theoretical framework draws on Indigenous Knowledge and critical theory. Data from student and alumni surveys; interviews with Elders, Board of Governors and management; institutional documents; and reflections on my professional experience at NVIT indicate that community-based partnerships, IK educational approaches, the multi-faceted Elders’ roles, and the family cohort approach to learning contribute substantially to NVIT students’ post-secondary access, retention, and success. The Eagle’s Perch at NVIT guides and challenges its leaders, students, faculty, Elders, and staff to create a learning and gathering place where the transformative power of the Eagle’s Indigenous teachings are sustained and shared with others. Drawing on the literature, research findings, and my reflections, I developed a Transformational Framework for Aboriginal Post-Secondary Education that includes seven principles of Indigenization, self-determination, anti-hegemony, good governance, educational values, program relevancy, and extended family.

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Mohammed, Nasrudin. "The effectiveness of the Distance Education Programme in Mara Institute of Technology." Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324970.

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Minton, Sylvia S. "The nature of peer coaching at a National Writing Project summer institute." Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702341.

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Peer coaching is an alternative form of professional development in which teachers coach other teachers in the development of their practice. Studies have shown that teachers who have participated in a peer-coaching model have a higher rate of transfer of skill when compared to teachers who do not participate in this type of model. Although peer coaching has been proven to be effective, there is a lack of research documenting peer coaching interactions, how peers establish trust, and how they perceive peer coaching to impact their instruction. Analyzing how peers interact and what they say to each other to move instruction forward is therefore, important to understanding how school leaders and program directors can set up their environments to encourage these types of interactions.

The participants for this study enrolled in a National Writing Project summer institute. The data set for this study included semi-structured interviews, stimulated recall interviews, and digital entries relevant to the inquiry. To identify the codes, categories, and themes emerging from the data set, this study used constant comparative analysis.

Findings from this study suggest that informal interactions are just as important as formal interactions in building trust between peer coaches. Findings also suggest the importance of the writing group as paramount and purposeful for both composing and teaching writing. Findings also suggest that trust is built quickly in an environment such as a National Writing Project summer institute. Participants felt a sense of comfort when they were able to attend this summer institute with somebody that they already knew, believing that this helped them in establishing an initial level of comfort that served as a springboard for building additional relationships. Future research could continue to analyze both formal and informal interactions at the summer institute to revise a model of peer coaching that would assist program leaders in developing and enhancing the interactions between participants.

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Higgins-Linder, Melissa M. "Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593.

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Yau, Kei-wai. "Chinese Cuisine Training Institute = Zhonghua chu yi xue yuan /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947990.

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Saulnier, Christopher R. "Beyond industry : an expanded definition of authentic engineering design education." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122728.

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Thesis: Ph. D., Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, 2019
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 181-187).
Authentic approaches to design education are typically defined as experiences centered on industry involvement. This industry connection is commonly either in the form of projects provided by industry partners or practicing engineers that serve as mentors to students. After exploring the goals and current practices of design education, this dissertation proposes an expanded definition of authentic design education: any design project with impact beyond the classroom environment that encourages the development of a student's self-identity as an engineer. To investigate the potential benefits afforded by an expanded definition of authentic design, a new design class was developed, taught, and evaluated across four years. The class, entitled Design for the Wilderness, was developed with a focus on projects that have impact beyond the classroom environment. Students were required to design and build products that they relied on while traveling in remote wilderness environments.
These impactful projects required students to experience the results of their design decisions. Building on our experiences implementing Design for the Wilderness, a curricular approach of Design for Use is introduced that requires students to use products developed by their peers. Design for Use helps increase students' understanding of human-centered design principles by encouraging students to confront the interplay between their intentions when designing a product and their experiences when failing to understand the intentions behind products designed by their peers. This dissertation also considers a mechanical engineering capstone design class (MIT's 2.009). An interesting outcome of this class is that some teams continue to work on commercializing their products after the semester ends. Team characteristics most strongly correlated with persisting on product development beyond the end of the class are related to healthy team dynamics and a positive social environment.
Teams that persisted spent more of their time working together, had fewer teammates that worked significantly more or less than the team average, and spent more of their time simply "hanging out" in lab. Drawing on our findings from investigating multiple approaches to authentic design education, recommendations are made for the future development of effective engineering design classes.
by Christopher R. Saulnier.
Ph. D.
Ph.D. Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society

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Arias, Simone R. "Conceptualizing global world history : a study of participants at the Aspen World History Institute 1996." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291130411.

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Dlamini, Ruth Makhosazana. "Levels of Cognition in Agricultural Programs Offered at The Ohio State University-Agricultural Technical Institute /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487933648649656.

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Alsaleh, Adel Ahmed A. "Attitudes of teachers at the Institute of Public Administration in Saudi Arabia toward teacher evaluation /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488190595941208.

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Orr, Dianne Lynn. "Shaping a new TAFE : organizational change and the Southbank Institute." Thesis, Queensland University of Technology, 1996.

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This thesis reports the outcomes of research into the phenomenon of organizational change as it was experienced by the staff during the amalgamation of the Kangaroo Point, South Brisbane and Tourism and Hospitality Colleges to form the Southbank Institute of TAFE. The thesis adopts a phenomenographic approach to the study of organizational change, describing the structure and the reference of people's experience of the process. It explores people's reflected and lived experience of the organizational change associated with amalgamation and the process of structural redesign and describes the qualitatively different conceptions of the way in which people in a vocational education and training institute experience and understand organizational change. Individual interviews with twenty-six staff were conducted as the method of collecting data for this study. The ten categories of description used by the Southbank interviewees to describe their experience are detailed to show the qualitatively different ways in which the phenomenon is comprehended. These categories of description include: organizational change as externally driven and controlled; organizational change as a destructive process; organizational change as an impediment to the conduct of core business; organizational change as chaos; organizational change as communication breakdown; organizational change as constructive and beneficial; organizational change as a process of change having energy and momentum; organizational change as a change of cultures; organizational change as a consultative process; and organizational change as ''just another change" or "no real change". All but one of these categories have sub-categories. The implications of the outcomes for those managing change in public vocational education and training institutions are explored. The study reveals that the staff of the Southbank Institute have constructed their own meaning from experiences of organizational change and this is exemplified in the extent of the variation that occurred in their interaction with the change phenomenon. Those with the responsibility for managing change in organisations need to resolve a pattern of interwoven problems in the process of effecting organizational change. Rather than create a fragmented and defensive atmosphere which can inhibit the change process, they can create a purposive and coherent atmosphere through managing the relationship between the staff and the change phenomenon. External pressure and influence in change environments should be applied as openly as possible and the rationale for the change explained to staff. Staff need to receive regular, honest information about the change process including senior management's vision for the future and strategies for displaced staff. Those with the responsibility for managing change in organisations must work to gain staff commitment, build support for the changes and should not overestimate the degree of cooperation from staff. The approach should be one of valuing the past, maintaining continuity and creating a new shared identity. Effective communication must receive a high priority. The study suggests that those in leadership/management positions can have a role in ensuring that organizational change is experienced as innovative organizational and individual learning. The challenge for those implementing organisational change is to create a legitimate re-interpretation of events so that negative and limiting meaning can be replaced with positive and empowering understanding.

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Alhadi, Esameddin. "Transforming School Museum Partnership: The Case of the University of Florida Harn Museum Teacher Institute." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1214496613.

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Osman, Abuelgasim Ahemd Atta-Almanan. "Using factor analysis to determine why students select UWC as higher education institute." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6537_1277055243.

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This study investigates the most important reasons behind the rst-year students' decision to select University of the Western Cape (UWC) as higher education institution.
These reasons were organized into a few factors for easy interpretation. The data to be analyzed for this project is a subsection of the data collected during the orientation period of 2008. During the orientation week of 2008, the questionnaires were completed on a voluntary basis by new rst-year students. All questionnaires were anonymously completed and therefore the data does not contain any information that could be linked to any individual. For the purpose of this study, only the black African and coloured students were considered. The other racial groups were not analyzed due to too small sample sizes. Questionnaires with missing information on the reasons for selecting UWC were not
nalyzed. We ended up with a sample of size 600. The data were statistically analyzed, using descriptive statistics, bivariate analyses, factor analysis, coefficient of congruence and bootstrap factor analysis. The results indicated that the most important reasons aecting students to choose UWC were identied as good academic reputation, family member's advice, UWC graduates are successful and UWC graduates get good jobs. The least important reasons were found to be not accepted anywhere, parents / family members graduated from UWC, recruited by UWC and wanted to study near to home. The results also indicated that there were significant differences among students according to population groups, parent's monthly income and grade 12 average. Factor analysis of 12 variables yielded three extracted factors upon which student decisions were based. Similarities of these three factors were tested, and a high similarity among demographic characteristics and grade 12 average were found. Additional analyses were conducted to measure the accuracy of factor analyses models constructed using Spearman and Polychoric correlation matrices. The results indicated that both correlation matrices were
nbiased, with higher variance and higher loadings when the Polychoric correlation matrix was used to construct a factor analysis model for categorical data.

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Carlisle, Mary. "Early agricultural education in British Columbia: The pioneering role of the farmers' institute." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26382.

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Even though agricultural education was among the first examples of government-sponsored adult education in British Columbia, it has received scant attention from historians of education. Details of early agricultural education in B.C. are contained in the reports of the Department of Agriculture and the Farmers' Institute, the basic sources for this study. The British Columbia Farmers' Institute was created by the provincial government in 1897 to assist a struggling agricultural industry. The founding legislation provided for a dual purpose organization which would promote co-operative systems of purchasing, producing, and marketing. It would also promote and facilitate a program of scientific agricultural education for the province's farmers. A Department of Agriculture had been formed in 1891 and its early work was largely educational in nature, consisting of the collection of information about agricultural conditions in the province, the dissemination of this information to farmers, and the promotion of settlement in rural areas. When the Farmers' Institute was begun, James R. Anderson, the first statistician and deputy minister of agriculture, was appointed Superintendent of Farmers' Institutes and began immediately to organize farmers into local institutes for the provision of scientific agricultural education. In spite of the challenges presented by the geography of the province, the Institute experienced steady growth in its early years. By the end of the period examined in this study, 1897 to 1915, the Institute had nearly 8500 members in various parts of the British Columbia. During this time the province experienced a tremendous influx of population with many of the newcomers settling in rural areas to take up farming. Agriculture flourished too, so that the value of agricultural production in 1914 actually surpassed that of both forestry and mining. Accompanying the growth in the importance of agriculture was an increased awareness of the value of agricultural education to farmers. The Department of Agriculture expanded and decentralized. The federal Agricultural Instruction Act supplied funds to the province for agricultural education and a Faculty of Agriculture was one of three faculties in the new University of British Columbia when it opened in 1915. New agricultural organizations were formed, many with the support of the Department of Agriculture. As sources of agricultural education became increasingly diverse, the focus of the Farmers' Institute shifted toward the promotion of co-operation within the agricultural industry. Its early success in organizing farmers and popularizing agricultural education was partly responsible for the change in role from primary agent of adult education to facilitator of a variety of programs and services to farmers.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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MURY, RITA DE CASSIA XIMENES. "NOVA FRIBURGO INSTITUTE OF EDUCATION AND ITS MEMORIES: (RE) BUILDING PRACTICE AND SIGNIFICANCE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25939@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
Esta tese objetivou compreender a criação do Instituto de Educação de Nova Friburgo no contexto educacional e político do Rio de Janeiro nos anos 80, articulando o projeto idealizado e as práticas lá estabelecidas. Apoiada em referenciais da História e da Sociologia, busquei analisar o processo de construção identitária dessa instituição voltada à formação de professores, através do diálogo entre fontes documentais e relatos de ex-alunos/as e ex-professores/as do Instituto. A pesquisa apontou que sua criação,naquele momento histórico, surgia alinhada a uma proposta específica desenhada para a educação no Estado do Rio de Janeiro durante o Governo Leonel Brizola, com a forte marca do pensamento de Darcy Ribeiro. Com o horizonte de ser uma escola atual e progressista, o Instituto provocou reações dentro e fora de seus muros ao destituir de seu prédio uma escola considerada tradicional no município, inaugurando práticas que pretendiam ser democráticas, baseadas em princípios como liberdade e autonomia. Nessa viragem, passou a adotar metodologias consideradas inovadoras, de base piagetiana. Com a intenção de formar professores que agissem em prol da mudança social, seu projeto institucional e ações provocaram tensões na comunidade educativa que envolveram a mídia e o poder local, dividindo posições. Em uma clara disputa de poder, os diferentes grupos lançaram mão de estratégias, tendo em vista a afirmação ou a diluição desse projeto.
This thesis aimed at understanding the creation of Nova Friburgo Institute of Education in the educational and political context of Rio de Janeiro in the 1980s, correlating the idealized project and their ongoing practice. Taking into account references from History and Sociology, my goal was to analyze the identity construction process of this institution dedicated to teacher training, in a dialogued study of documented sources and reports of alumni and the former teachers of the Institute. The survey showed that the foundation of the Institute, at that historical moment, satisfied and was aligned to the educational purposes of the state of Rio de Janeiro, during the Brizola Government, which was strongly imprinted by Darcy Ribeiro s ideals. Aspiring to be an updated and progressive school, they provoked reactions within and outside the Institute s walls as they disposed from their building a school which was considered traditional in the city, in order to start what they claimed to be democratic practices, based on principles such as freedom and autonomy. With this turning point, they began to adopt innovative methodologies, based on Piaget principles. As the purpose was to train and have teachers ready to take action towards social changes, their institutional project and actions developed tensions in the educational community, soon getting the media and local authorities involved, and dividing positions. In a clear power struggle, the different groups resorted to strategic measures in order to claim or dilute this project.
Cette these a pour but de comprendre la création de l Institut de l Éducation de Nova Friburgo dans le contexte éducationnel et politique de l État de Rio de Janeiro des années 1980, en reliant le projet idéalisé aux pratiques appliquées. En me basant sur des référentiels historiques et sociologiques, j ai voulu analyser le processus de construction identitaire de cette institution tournée vers la formation des professeurs, au travers du dialogue entre les sources documentaires et les récits d ex-étudiants et d ex-professeurs de l Institut. Ma recherche a montré que sa création, vu l époque, suivait une proposition spécifique définie par l éducation de l état de Rio de janeiro pendant le gouvernement de Leonel Brizola, fortement influencée par la pensée de Darcy Ribeiro. Ayant comme objectif le fait d être une école actuelle et progressiste, l institut provoqua des réactions à l intérieur et à l extérieur de son enceinte en expulsant de son immeuble une école traditionnelle du municipe, en inaugurant des pratiques qui prétendaient être démocratiques, basées sur les principes de liberté et d autonomie. Ce fut un tournant au cours duquel elle adopta des méthodologies considérées innovatrices, inspirées de Piaget. Avec l intention de former des professeurs agissant en faveur du changement social, son projet institutionnel et ses actions provoquèrent des tensions au sein de la communauté éducative qui englobèrent les média et le pouvoir local, divisant l opinion publique. Se disputant le pouvoir, les différents groupes eurent recours a certaines stratégies visant à consolider ou à diluer le projet en question.

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Sobrinho, JosÃ Ferreira de Oliveira. "Evasion the top distance education: a case study in the UFC Virtual Institute." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11239.

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nÃo hÃ
Desde meados da dÃcada de 1990, verifica-se uma expansÃo da oferta da EducaÃÃo a DistÃncia no ensino superior brasileiro. Esta expansÃo responde, de um lado, a demandas do mundo do trabalho dirigidas Ã formaÃÃo de profissionais capazes de garantir a competitividade de organizaÃÃes no cenÃrio de globalizaÃÃo da economia e, de outro, a polÃticas educacionais que visam ampliar a oferta de vagas no ensino de graduaÃÃo. Nos discursos que defendem a EAD no ensino superior, tem sido destacada a relaÃÃo desta modalidade educativa com a possibilidade de inclusÃo educacional e formaÃÃo de professores. No Brasil, a taxa de escolarizaÃÃo bruta na educaÃÃo superior ainda Ã uma das mais baixas da AmÃrica Latina, muito embora desde a dÃcada de 1960 a polÃtica do governo federal para o setor tem sido a ampliaÃÃo de vagas via privatizaÃÃo e mais recentemente com a criaÃÃo do Sistema Universidade Aberta do Brasil (UAB). O UAB teve sua criaÃÃo no ano de 2005, para dar acesso a parte da populaÃÃo que trabalha e que nÃo tem como frequentar o ensino presencial e tem como prioridade a formaÃÃo de educadores, por meio de estÃmulo Ã articulaÃÃo e Ã integraÃÃo de um sistema nacional de educaÃÃo superior, formado por instituiÃÃes pÃblicas de ensino superior, em parceria com estados e municÃpios brasileiros, utilizando a EducaÃÃo a DistÃncia para a veiculaÃÃo dos conteÃdos dos diversos cursos. Analisando o censo da EducaÃÃo Superior Brasileira realizado pelo INEP, constatouse que o ritmo de crescimento no nÃmero de matrÃculas de ensino superior a distÃncia foi mais forte do que o de cursos presenciais. Em 2012, as matrÃculas em cursos a distÃncia aumentaram 12,2%; enquanto nos presenciais, 3,1%. Contudo, 84,2% dos alunos matriculados no ensino superior continuam nas salas de aula presenciais. Apenas 15,8% estÃo matriculados em cursos a distÃncia. A evasÃo Ã um dos problemas que preocupa os gestores das instituiÃÃes de ensino superior. Assim, o presente trabalho buscou identificar os fatores determinantes da evasÃo nos cursos de graduaÃÃo oferecidos pelo Instituto UFCVirtual. Ã uma pesquisa exploratÃria e descritiva e utiliza procedimentos bibliogrÃficos, documental e de levantamento em uma abordagem qualiquantitativa. Para identificar os fatores da evasÃo, foram aplicados 91 questionÃrios aos estudantes evadidos e 69 aos tutores de apoio presencial. Na anÃlise dos dados, o fator mais recorrente na opiniÃo dos estudantes foi a dificuldade relacionada aos professores e tutores (75,82), e na opiniÃo dos tutores foi o ambiente virtual deficiente (89,85%). Em seguida estÃo os problemas pessoais, que tiveram uma incidÃncia de (62,62%); e (85,51%) dos tutores mencionam as questÃes relacionadas Ã mÃ atuaÃÃo dos gestores, professores e tutores. Entre os fatores menos recorrentes estÃo: a falta de base no ensino mÃdio, a dificuldade para utilizar o computador, as instalaÃÃes e manutenÃÃo dos polos. Pela anÃlise dos dados, percebe-se que o modelo de EAD adotado pelas universidades pÃblicas brasileiras nÃo oferece ao estudante a flexibilidade que ele esperava.
Since the mid - 1990s, there is an expansion of the supply of Distance Education in Brazilian higher education. This expansion responds on the one hand, the demands of the world of work aimed at training professionals able to ensure the competitiveness of organizations in the economic globalization scenario and on the other, the educational policies to expand the supply of vacancies in teaching graduation. In speeches defending the EAD in higher education, the relationship has been highlighted this educational mode with the possibility of educational inclusion and teacher education. In Brazil, the gross enrollment ratio in higher education is still one of the lowest in Latin America, although since the 1960s the federal government policy for the sector has been to increase enrollment via privatization and more recently with the creation the Open University System of Brazil (UAB). The UAB had its inception in the year 2005 to provide access to part of the population working and has no way to attend classroom learning and has prioritized the training of educators, by encouraging the articulation and integration of a national system higher education, formed by public institutions of higher education, in partnership with states and municipalities, using distance education for the placement of the contents of the various courses. Analyzing the census conducted by the Brazilian Higher Education INEP, it was found that the rate of growth in enrollment in higher education distance was stronger than classroom courses. In 2012, enrollment in distance education courses increased by 12.2 %, while in attendance, 3.1%. However, 84.2 % of students enrolled in higher education continue in the face classrooms. Only 15.8% are enrolled in distance learning courses. Circumvention is one of the issues that concern managers of higher education institutions. Thus, this study sought to identify the determinants of evasion in undergraduate courses offered by the UFC - Virtual Institute (Virtual Institute of the University of CearÃ). It is an exploratory and descriptive research and uses bibliographic, documentary and survey procedures in a qualitative and quantitative approach. To identify factors evasion, 91 questionnaires to 69 students and dropouts to - face support tutors were applied. In data analysis, the most recurrent factor in the students' opinion was related to teachers and tutors (75.82%) difficulty, and in the opinion of the tutors was poor virtual environment (89.85 %). Next are the personal problems which had an incidence of (62.62 %) and (85.51 %) of the tutors mentioned issues related to poor performance of the managers, teachers and tutors. Among the least recurring factors are: lack of base in high school, the difficulty to use the computer, the installation and maintenance of the poles. For the data analysis, it is noticed that the model adopted by EAD Brazilian public universities does not offer the student the flexibility he expected.

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Lasonen, Johanna L. "Finnish comprehensive vocational institute teachers' sex-role attitudes." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162611/.

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Pattaraboon, Pichayapaiboon Kennedy Larry DeWitt. "An analysis of the perceptions of faculty and students at Rajamonkol Institute of Technology in Bangkok concerning selected curricular elements of the health education program." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105739.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 21, 2005. Dissertation Committee: Larry D. Kennedy (chair), Ann E. Nolte, Michael A. Lorber, Kenneth H. Strand. Includes bibliographical references (leaf 68) and abstract. Also available in print.

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Muasya, Juliet Njeri. "Exploring discourses of access and sexual harassment in higher education A study of students' perceptions of University of Nairobi's Institutional Culture, Kenya." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3593.

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Besse, Diane M. "Evaluation of Melpomene Interns and Girls Project "Role models and Mentoring" for Melpomene Institute /." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001bessed.pdf.

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Caswell, Roger L. "Teacher transformation achieved through participation in the National Writing Project’s invitational summer institute." Diss., Kansas State University, 2007. http://hdl.handle.net/2097/447.

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Doctor of Philosophy
Curriculum and Instruction Programs
F. Todd Goodson
Professional development of in-service teachers continues to increase, but not all programs are successful in promoting teacher learning and student improvement. This qualitative study offers an examination of how one professional development program, The National Writing Project, with its teachers-teaching-teachers model is making a difference. The National Writing Project is one of the longest running, most cost-efficient, and most successful professional development programs in education. The purpose of this study was to identify factors influencing teacher transformation. Five areas were addressed: (1) the identification of transformation factors; (2) the relationship of personal literacy as it affects professional change; (3) being a member of a learning community and how it affects personal learning; (4) being a member of a learning community and how it affects professional learning; and (5) the role of spirituality in transformation. The setting was the National Writing Project's Invitational Summer Institute as it examined how fellows, first time participants, perceived their learning. Participants were from 17 different writing project sites across the United States. Data collection involved three distinct sources: (1) selection of participant and rationale provided by site directors of writing project sites; (2) audio-taped long interviews of each participant; and, (3) a follow-up focus group conducted in an electronic discussion board. The findings highlighted an interweaving of five factors influencing teacher transformation: (1) identification and application of knowledge for self and students; (2) reflection of learning and practice; (3) collaboration; (4) active and on-going involvement; and, (5) supportive and safe environment. When these five transformative factors are designed and implemented in the professional development of teacher in-service, teachers are provided an opportunity to personally learn which leads to professional learning and improved instruction for student learning. Excerpts from each data collection, recommendations for future research, and appendices to replicate the study are provided.

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So, Kwok-sang. "Vocational technical teacher education in Guangdong Province : a case study of the Guangdong Institute of Nationalities /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811735.

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Abdel-Naby, Mahmoud Ahmed. "Communicative language testing in an ESP context : a case study of Kuwait Business Institute." Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284463.

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Heuvel, Lisa L. "Teaching at the interface: Curriculum and pedagogy in a teachers' institute on Virginia Indian history and cultures." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539791817.

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In the 1990s, as Virginia Indians faced the 2007 quadracentennial of Jamestown's founding, they initiated plans to publicly correct inaccuracies and omissions embedded in the historical narrative. The Beyond Jamestown: Virginia Indians Past and Present Teachers' Institute was one such initiative through the Virginia Foundation for the Humanities' Virginia Indian Heritage Program. Designed for educators' professional development regarding Virginia Indian history and cultures, the Institute's first two years (2007 and 2008) featured a Virginia Indian-developed curriculum with both Native and non-Native presenters.;This qualitative, interpretivist study sought evidence of teaching at the interface of cultures by these invited presenters using pedagogy and curriculum as units of analysis, and questioned whether they shared an educational vision or paradigm despite different cultural backgrounds. The study revealed that the Institute demonstrated effective collaboration among presenters influenced by both Indigenous and European-American paradigms It exposed participating educators to a little-known period in Virginia history--the era of the Racial Integrity Act of 1924 and segregation--through the stories of tribal experts who experienced the attempted eradication of cultural identity. These oral histories contributed to the distinct Virginia Indian epistemology that emerged in the program. The BJTI also demonstrated Virginia Indians' 21st-century agency in inviting its non-Native presenters and participating educators to collaborate in decolonizing Virginia education.

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Weeks, Ann A. "A case study of a management institute model for managing contract training at a community college /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10584973.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1985.
Typescript; issued also on microfilm. Sponsor: William L. Deegan. Dissertation Committee: Thomas A. Leemon. Bibliography: leaves 191-200.

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42

Leimbach, Gale John. "The effects of vocational leadership development for individuals who participated in the Ohio Vocational Education Leadership Institute /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843688959455.

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Stephens, Simon. "2020 vision : Possible futures for the institute of technology sector of Irish higher education." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531727.

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Chiu, Ying-san Enoch, and 趙迎新. "Implementing web-based teaching and learning of Putonghua at The Institute of Vocational Education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29959998.

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Rush, Monica R. "Creative thinking in engineering education : lessons from students at the Massachusetts Institute of Technology." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/52753.

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Thesis (S.M. in Technology and Policy)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program, 2009.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 80-83).
Engineers have deemed creative thinking a necessary skill in their line of work, and ABET, the accreditation board for engineering schools, can evaluate a program based on how it attempts to teach it in its courses. And yet, many students and professors feel that creative thinking is a skill often overlooked by the traditional engineering curriculum. This thesis investigates student acquisition of creative thinking skills in four engineering design courses taught under the Mechanical Engineering and the Aeronautics/Astronautics Departments at the Massachusetts Institute of Technology. Quantitative research methods (surveys, assessments) and qualitative methods (interviews, focus groups) are combined to identify factors that influence student creativity in the classroom and retention and use of creative thinking skills beyond the classroom. Student reflections are used to tie theories of creativity with educational theory on student learning. Common themes discussed by students in relation to creativity include the interactive lecture and lab environments, the involvement of the professors and confidence and hands-on practice. Data shows the relationship between perceptions of team creativity and individual creative development. Recommendations on course structure and supportive institutional policies encouraging creative classroom environments are made based on the experiences of the students and teaching staff of these courses.
by Monica R. Rush.
S.M.in Technology and Policy

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Webb, Rachel M. "Crater Lake National Park and Oak Ridge Institute of Sciences and Education: An Internship." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1050006412.

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Eoh, Myung Ha. "The evaluation of the democratic citizenship education project of the Korean Educational Development Institute /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7884.

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Thiuri, Phillippa. "International Student Satisfaction with Student Services at the Rochester Institute of Technology." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2369.

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Thesis advisor: Philip Altbach
While there is a significant body of literature concerned with the experience of international student acclimatization to life and study on campuses all over the United States, very little of this research examines their self-reported satisfaction with student services. This study examines what services are important to international students and what is their experience? This is a study of international students at the Rochester Institute of Technology in Western New York and their satisfaction with programs and activities provided to welcome, serve, retain and involve international students in mutual intercultural learning with Americans. The study results reveal that services related to academics provide the most satisfaction and meet the expectations of the international students surveyed. The study further revealed that the services registering the lowest satisfaction were: (1) Student Financial Services; (2) Housing Operations; (3) Co-operative Education Placement; (4) Dining Services; and (5) Transportation Services. The findings also reveal that female international students reported the highest satisfaction and the lowest dissatisfaction
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

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Loope, David Roger. "A "wealth of hallowed memories": The development of mission, saga, and distinctiveness at the Virginia Military Institute." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618270.

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This study seeks to discover the elements in Virginia Military Institute's past that have proven most influential in guiding and preserving its present-day distinctive culture. Historical in nature, the study also incorporates theories from sociology and political science in analyzing the importance of events, people, and places surrounding Virginia Military between 1816 and 1890. Integral to the overarching theory behind this dissertation is the assumption that VMI's history is closely linked with the history of Virginia and of the American South. In order to tie historical theory to the theory of the elite college, the hypothesis relies heavily on four texts: Burton Clark's The Distinctive College, C. Vann Woodward's The Burden of Southern History, W. J. Cash's Mind of the South, and Bertram Wyatt-Brown's Southern Honor.;Specifically, the study hypothesizes that Virginia Military was heavily reliant upon Virginia state government from the time of its founding in 1839 through the Civil War. However, the war provided the circumstances by which the Institute could claim its own "place in history." The Battle of New Market, in which cadets from the Institute fought and died in support of the Confederate cause, gave VMI a substantive past separate from, yet tethered to, Virginia history and the history of the South. After the war, the Institute cultivated its own ideology and traditions, creating what Burton Clark terms "an institutional saga." Self-realization of this saga, coupled with its external recognition by alumni, forged the distinctiveness exhibited by Virginia Military today. In turn, this distinctiveness, preserved by a conservative even reactionary ideology, created an institutional atmosphere reluctant to embrace change.

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Smith, Kenneth. "The American “Civilizing Mission:” The Tuskegee Institute and its Involvement in African Colonialism." Thesis, Kansas State University, 2018. http://hdl.handle.net/2097/38832.

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Master of Arts
Department of History
Andrew Orr
Many historians believe that the United States did not play a major role in the European colonial affairs of Africa. The “civilizing mission” in Africa was largely a European matter that the United States did not have any involvement in and instead stayed out of African affairs. However, this is in fact not true. Industrial education was a new way of managing and “civilizing” African populations after the global end of slavery and the archetype of industrial education was in Tuskegee, Alabama at the Tuskegee Institute. The Tuskegee Institute was the pinnacle of industrial education. Students came not just from the United States, but from around the world as well to learn a trade or improved technologies in agriculture. It allowed students to attend the school for free in exchange for working the farms at the school and general upkeep while training them to be better farmers and tradesmen. On the surface, it offered an avenue for blacks to carve their own economic path. Implicitly, however, it did not offer African Americans and Africans a path towards upward mobility as it continued to relegate them to menial labor jobs and worked within the confines of the established racial hierarchy in which blacks were not granted the same opportunities as whites, in this instance it was education. This thesis argues that the Tuskegee Institute’s (now Tuskegee University) method of industrial education became an influential model for managing the African colonies via industrial education and that the United States was thus more involved in the “civilizing mission” than previously thought. The Tuskegee Institute first ventured into Africa when it assisted the German Colonial Government in Togo in establishing industrial education which helped to develop infrastructure and modern technology in the colony. Second, I examine Tuskegee’s role in Liberia as it established the Booker Washington Institute which is still in existence today. Lastly, I illustrate the diverse effects of the Tuskegee Model of education in Africa and how it correlated to Tuskegee education in the United States and how events in both Africa and the United States led to the collapse of the Tuskegee Model.

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Dissertations / Theses on the topic 'Hawthorn Institute of Education'

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