Dissertations / Theses on the topic 'Public education'
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Boone, Randall L. "Privatizing public education." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
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Africa, Parliament South. "Parliament’s Public Education Programme." Parliament South Africa, 1996. http://hdl.handle.net/10962/76060.
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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.
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Bowles, Robert. "Essays in Public Education." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26892.
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Chapter 1 introduces some of the issues which are addressed in the other chapters of this dissertation. These topics include: (1) the general equilibrium incentives in the provision of public education, (2) human capital production functions in economic modeling, (3) how public education spending may impact income inequality -- both positively and negatively, (4) the effect on public education spending of changes in the college wage premium, and (5) the overall efficiency of government-supplied capital.
Chapter 2 develops a public education system in which voters face general equilibrium incentives to pay taxes for education. Middle-aged voters can increase their returns to saving by increasing the aggregate amount of human capital in the economy. I find that if students differ by their ability to increase their human capital levels through schooling, then the public education policy will invest more education funds in more productive students; this perpetuates income inequality. Also, the greater the discount rate for consumption and the elasticity of education funds in the human capital production function, the more likely it is that a public system provides greater growth in the steady state than a private system.
Chapter 3 studies the allocation of government spending between general tuition subsidies for college students and need-based aid which is directed solely towards students from low-income households. The way to maximize the number of students may be to provide some need-based aid. I find that government provides more aid directed to low-income students if need-based tuition subsidies are provided rather than student loan subsidies. I also look at the effects of changes in parameters, such as the cost of education and the college wage premium, on the policies.
Chapter 4 investigates the returns to aggregate factors of production when labor is disaggregated by education level. I find that a model in which the error term is assumed to be state-wise heteroscedastic and autocorrelated does a better job of approximating the pattern of wages for the different education groups than other models (pooled OLS or random and fixed effects). In addition, this model suggests a significant positive elasticity for public capital.Ph. D.
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Hornaman, Lisa Beth. "Public relations education and the public relations profession." [Florida] : State University System of Florida, 2000. http://etd.fcla.edu/etd/uf/2000/ane5952/thesis.pdf.
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Thesis (M.A.M.C.)--University of Florida, 2000.Title from first page of PDF file. Document formatted into pages; contains vi, 136 p.; also contains graphics. Vita. Includes bibliographical references (p. 130-135).
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Guy, Robert L. Holsinger M. Paul. "Religious expression in public education." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006619.
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Thesis (D.A.)--Illinois State University, 2001.Title from title page screen, viewed April 25, 2006. Dissertation Committee: M. Paul Holsinger (chair), Moody Simms, John Freed. Includes bibliographical references (leaves 161-167) and abstract. Also available in print.
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Henderson, John D. "Public evaluation of quality education." Thesis, University of Glasgow, 2002. http://theses.gla.ac.uk/4023/.
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Aims of the study are to address the issue concerning public perception of quality education. A theoretical approach derived from consumer psychology is adopted which involves application of dimensionality to schools. There is description of a model for prediction of satisfaction and quality in relation to secondary education. After a review of issues concerning the political context, empirical research, and the characteristics of education, service quality, theories of motivation and impression formation, and definitions of satisfaction are considered. A consumer model of service evaluation is described, with implications of its relevance to education. There is an account of information gathering, by means of depth interviews and focus group discussions. This is followed by descriptions of four surveys and analyses of data. The study shows that a wide range of issues are involved in the school judgement process. A number of categories are matched with service quality dimensions proposed by Parasuraman et al. (1988). Information sources are investigated and factor analyses of data provides a group of overlapping judgement criteria, which contrast with the SERVQUAL structure described. Findings indicate that 'Tangibles', 'Academic', 'Communication' and 'Socio-emotional' dimensions are of consequence in the school judgement process, and various features related to satisfaction are identified. It is concluded that several criteria are taken into account in the judgement process, and a satisfactory model is additive in nature. Although there are important differences between evaluation processes in respect of education and other services, a gap definition of service quality judgement and the dimensional structure are useful. Findings are reviewed in relation to background literature and implications for school management are indicated.
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Podschwadek, Frodo. "Rawlsian liberalism and public education." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30612/.
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This thesis aims at giving a plausible account of education from the perspective of John Rawls’ theory of political liberalism. Despite the fact that an immense amount of literature has been written on both Rawls’ work in general and political liberal theory in particular, this still seems to be a worthwhile task, for two reasons. The first reason is that the current discussion of liberal neutrality in the philosophy of education frequently engages with Rawlsian liberalism, despite the actual lack of an adequately refined Rawlsian account of liberal education. The second reason is that political liberal theory itself leans more toward the side of ideal political theory, provoking the question whether it has any application value for real politics. A sufficiently developed account of political liberal education would demonstrate that practical guidelines can indeed be generated from political liberal principles. After providing a comprehensive overview over the few explicit claims about education Rawls made himself, and over the parts of his theory indicating further educational requirements for citizens of a liberal society, the thesis splits into two parts. The first part analyses the relation between core concepts of political liberalism (political virtues, autonomy, and rights) and education. Next to engaging with objections against neutrality-based restrictions in the context of education, this part also highlights the shortcomings of political liberalism when faced with the concrete requirements of education and proposes suitable revisions. The second part of the thesis picks out a number of concrete topics of education that are discussed in contemporary liberal theory. It analyses the questions to what extent religious beliefs entitle parents to determine the education of their children, to what degree same-sex relations should be part of a liberal sex-education curriculum, and what challenges migration might pose for political liberal education. For each case, the account of political liberal education presented here can provide guidelines based on the insights gained in the first part of this thesis. Together, the mainly theoretical first and the more practical second part shape the outlines for a political liberal account of education which, albeit sketchy, provides a useful contribution to the current debates about liberalism and education in a way which has not been done in the literature on political liberalism so far.
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Sweet-Holp, Timothy J. "PUBLIC/PRIVATE PARTNERSHIPS IN EDUCATION." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1000149881.
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Simpson, Amy E. Noblit George W. "Christian privilege and public education." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2242.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of the Arts in the School of Education." Discipline: Education; Department/School: Education.
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Cetin, Cenk. "Essays on public education finance." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1835.
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This dissertation consists of three chapters. The first chapter addresses the role of housing market dynamics in explaining the choice of public education finance systems at the state level. The second chapter assesses the effects of increased levels of state involvement in public education finance on total amount of resources for public schools by taking into account the differences in state aid formulae. The third chapter examines the relationship between spending per pupil in public schools and demographic characteristics of the population.
In the first chapter, I analyze the welfare effects of different public education finance systems. Specifically, I show that the public education finance system that decreases intrastate spending inequality by setting a minimum spending per pupil, Foundation, would be chosen over the system that sets a guaranteed tax base for every district, Power-Equalizing, if they were subject to a majority voting. The main mechanism behind this is that higher property tax rates under a Power-Equalizing system compared to a Foundation system lead to lower housing wealth for the majority in the former. The model suggests that a high preference for education in the utility function, lower mean income in a state, and lower income inequality in a state results in a Foundation system being chosen by a majority. Finally, I provide suggestive evidence supporting these theoretical results.
In the second chapter, I quantitatively address the effects of increased levels of state involvement in public education finance in the U.S.. By using district level data on K-12 public education finance, income and demographic composition in 2008, I conclude that state governments redistribute from wealthier districts to poorer districts. Local authorities, however, respond to the centralization of public education finance systems by decreasing their contributions. Thus, every dollar increase in state aid increases total expenditures by less than one dollar. Using the categorization of Jackson et al. (2014), I argue that the effect of state funds on total expenditures is different for different state aid formula types. In states with standard equalization plans and local effort equalization plans, a dollar increase in state aid increases total expenditures by as little as 35 cents. In states with minimum foundation plans, in contrast, a dollar increase in state aid increases total expenditures by as much as 70 to 83 cents.
In the third chapter, I explore the underlying demographic factors that leads into a stronger preference for public education. Previous studies suggest that lower share of elderly, higher share of school age children, and higher share of college graduates in the population result in a higher level of spending per pupil in public schools. However, the existing literature does not take into account the differences in state aid formulae. This is important given that these formulae differ and they have direct effects on levels and dispersion of spending in the districts. My analysis suggests that the type of state aid formula affects the relationship between demographic characteristics and spending per pupil in public schools. Specifically, the effects of these three variables on public education expenditures are bigger in the states with Minimum Foundation plans compared to Equalization and Local Equalization plans. This is a direct result of the latter two state aid formulae being more centralized compared to Minimum Equalization plans. While they control for spending inequality at a higher degree, public education finance system in the state becomes more centralized which leads into a weaker relationship between each of these demographic variables and spending levels in the districts. These results are also seem to be robust to the type of the public education finance reform of the state.
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Moss, Robert. "Why Parents in San Bernardino Choose Public Charter Schools Over Traditional Public Schools." Thesis, Brandman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10812332.
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Purpose. The purpose of this qualitative study was to identify and describe the attributes of public charter schools considered important for the selection of a charter school as perceived by the parents of charter school students. A second purpose of this study was to identify the sources parents used to inform their decision to enroll their child in a charter school.
Methodology. This qualitative study was accomplished by interviewing parents of public charter school students in three districts within San Bernardino County. The interview consisted of nine open-ended questions and each interview was recorded to ensure accuracy of the responses. The results of the interview were analyzed and organized into a narrative form. The population for the study included parents of public charter school students.
Findings. The participants noted smaller class sizes, higher educational quality, and a more nurturing environment as the main reasons for selecting a public charter school. Their answers also indicated the variety of programs available to them at charter schools influenced their decision to enroll their children. Participants noted talking with friends and family as a major source of gathering information about schools. Using some form of the internet was also instrumental for parents when obtaining information about a given school.
Conclusions. The results of this study supported the conclusion that parent perceptions of schools and the education they offer may be more influential than the school’s performance on state assessments. Results indicated many other factors influenced a parent’s selection of a school. A positive environment, which cultivated learning, and a variety of educational opportunities were crucial attributes for many parents.
Recommendations. The researcher recommended the study be replicated in a different region of California to see if the results remain the same. Additionally, a study should be conducted to see how many and why parents removed their children from public charter schools and returned them to traditional public schools.
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Fonte, Anita Carol 1949. "Public stories in public dialogue: Structures of a university faculty senate's democratic public culture." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282142.
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From my previous community work, I had a sense that recognizing the pattern of how and why public stories emerge in public dialogue was an important part of understanding and strengthening a democratic public culture. I studied the public dialogue of the University of Arizona Faculty Senate in part because I belong to this community. I observed six public meetings of the faculty senate, developed field notes, analytical memos, listened to and transcribed the audiotapes of the faculty meetings, and analyzed the sixteen public stories from those meetings. I developed a new research methodology for understanding public stories in public dialogue which uses combined perspectives of ethnographic, conversational and narrative analysis. I analyzed the research through the lens and audiophone of a critical ethnographer in order to see and hear the public stories in public dialogue and understand the faculty senate's democratic public culture. The results of my research show that the UA faculty senate's public speech is partially demonstrated by public speech which includes public stories in public dialogue. The results show that the democratic public culture of the UA faculty senate is functional, fragile and fragmented. This juxtaposition of characteristics is, to some degree, mediated by public stories which develop as trigger stories. Trigger stories are produced when one of Grice's conversational maxims--functioning as norms of interaction--quality or quantity is violated. In this research, other norms of interpretation, specifically, equality as moral power or relationship building do not generate trigger stories. This research is important for understanding and strengthening the public speech of the UA faculty senate and its democratic public culture. Also, the method of story and dialogue analysis developed in this research can be applied to other democratic public cultures.
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Bonic, Stephanie Alexis. "Educational value is not private! : defending the concept of public education." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1111.
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The privatization of K-12 education in Canada is not new. The public and private sectors feel like natural elements of the Canadian education system because they have existed side by side since confederation. However, this thesis challenges that tradition and argues that private education undermines collective responsibility for education as a shared, public good by catering to private interests and isolating students from the public realm. Not only does private education reinforce the likelihood of socio-economic stratification, but the concept of a “public good” is increasingly destabilized as social services like education are privatized. Why, then, does the privatization of K-12 education continue to be an insignificant political issue in Canada?
This question is particularly pertinent at a time when neoliberalism is in full swing in the United States, and all the time more apparent in Canada. Neoliberalism’s emphasis on the precedence of economic ideals over concerns for social welfare and democratic participation has transformed the way that we understand “value”. Drawing on a broad range of scholars including Charles Taylor, Richard Pildes, Janice Gross Stein, Henry Giroux, Francois-Lyotard and Michel Foucault, this thesis argues that the values involved in the very concept of private education reinforce, and are reinforced by, neoliberal views about the place of the individual within society, and that these values are detrimental to the concern for education as shared, public good.
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Tupper, Kenneth William. "Ayahuasca, entheogenic education & public policy." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33764.
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Ayahuasca is an entheogenic decoction prepared from two Amazonian plants containing controlled substances, including dimethyltryptamine. Traditionally drunk ritually (and revered as a healing “plant teacher”) by Amazonian indigenous and mestizo peoples, in the 20th century ayahuasca became a sacrament for several new Brazilian religions. One of these, the Santo Daime, has expanded into Canada, where in 2001 a Montreal-based chapter applied for a federal legal exemption to allow drinking of the brew in its rituals.
This dissertation undertakes a critical policy analysis of Health Canada’s decision on the Santo Daime request, using government documents obtained through an Access to Information request as data. My goals are to illustrate how modern stereotypes about “drugs” and “drug abuse” in dominant public and political discourses may hinder well-informed policy decision making about ayahuasca, and to consider how entheogenic practices such as ayahuasca drinking are traditional indigenous ways of knowing that should be valued, rather than reflexively demonized and criminalized. My research method is a critical discourse analysis approach to policy analysis, an eclectic means of demonstrating how language contributes to conceptual frames and political responses to public policy issues. I combine insights from recent research on language, discourse and public policy to show how ayahuasca has become an unexpected policy conundrum for liberal democratic states attempting to balance competing interests of criminal justice, public health, and human rights such as religious freedom.
I trace ayahuasca’s trajectory as a contemporary policy concern by sketching histories of psychoactive substance use, today’s international drug control regime, and the discursive foundations of its underlying drug war paradigm. Regarding Health Canada’s 2006 decision “in principle” to recommend exemption for the Daime brew, I critique how the government defined ayahuasca as a policy problem, what policy stakeholders it considered in its decision making, and what knowledge about ayahuasca it used. To conclude, I explore modern schooling’s systemic antipathy to wonder and awe, and propose that policy reforms allowing circumspect use of entheogens such as ayahuasca as cognitive tools may help stimulate re-enchantment and appreciation of the need to address human and planetary ecological predicaments of the 21st century.
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Armellini, Mayo Mauricio. "Public education, growth, and political regimes." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/2152/.
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This study investigates some of the reasons why countries spend public money on education, the impact of education on economic growth, why and how political regimes interfere in the impact of education on growth and how education can be a lever for political change. Conclusions are derived from theoretical models and modern econometric techniques. The research puts forward altruism as one of the determinants of the cross-country variation in public subsidies to education: altruism tends to act as a deterrent for public subsidies to education. The research into altruism and education subsidies exploits previously underused data to present a new proxy to make international comparisons between levels of altruism. The analysis of this thesis shows how the defence-education trade-off constrains the extractive powers of a dictator, it illustrates why dictatorial regimes may have incentives to undermine the effects of education on economic growth, and how this relates to regime transitions. The analysis also demonstrates that more redistributive policies should be expected in democracies than in non-democracies. Finally, this research provides evidence of the more tangible effects of education on growth once the democratic environment is taken into account, clearing the 'micro-macro' paradox of the effects of education on income. This thesis sets an agenda for future research, including the need to observe the evolution of altruism over time and how it relates to variations in cross-country expenditure in education. Also, it demands a continuous re-test of the relationship between education and growth under different political regimes as longer and more informative time series become available.
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任育才 and Yu-tsai Jen. "The T'ang system of public education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31234926.
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Urity, Mounica. "DOMESTIC SURVEILLANCE: EDUCATION AND PUBLIC OPINION." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613754.
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In 2013, Edward Snowden revealed thousands of classified documents that revealed a mass surveillance program run by the United States’ National Security Agency. The most shocking detail in the leak is that the United States government spies on its own citizens and collects terabytes of data every day. In the three years since the Snowden revelations, the media has covered these programs constantly. In addition, many civil rights groups have protested the surveillance programs saying they are unconstitutional and are flagrant privacy violations. However, much of the general public does not understand the programs or how they are affected by surveillance. This paper will investigate how much people know about surveillance programs, if they are concerned about their online privacy, and see if there is a relationship between the two.
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BRIDGMAN, BECKY L. "LGBTQ Course(s) in Public Education." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211567808.
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McCallister, Joe Michael. "A Public View of Adult Education." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331571/.
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In this study the public view of adult education in the United States was inferred from articles published in nationally distributed magazines. Two hundred twenty-eight articles from fifty-three non-professional magazines published in the United States from January 1,1970, through December 31, 1987, were reviewed. The articles were selected from those listed under "adult education," or cross referenced as "see also" under "adult education" in the Reader's Guide to Periodical Literature. The research questions were: What concept of adult education appears in the print media? To what extent is this view congruent with professional views of adult education? Leisure learning and literacy programs were prevalent and available from a variety of sources. Adult illiteracy was reported as a national concern. Programs that were commonplace (basic education, general equivalency degree classes, job skills training, and industrial training) were reported less often than new or novel programs. Most articles were positive in tone, promoting adult education activities as useful, rewarding, and enjoyable experiences, but ignored adult education as a professional field. The public view as reflected in the articles was positive with programs available to adults of many levels of educational attainment. The public view was not congruent with professional writings. Group activities were more in evidence than self directed learning. Learners tended to be urban, educated, and Caucasian. Although few programs restricted participation because of age or gender there were discernible groups of aged people and women. Programs were usually sponsored by institutions of higher education and entrepreneurs, and rarely by public school systems, community organizations, or cultural groups. Program content reflected adult interest in self improvement and entertainment rather than professional growth. To refine an understanding of the public view, further research focusing on other information sources such as national and regional newspapers and the electronic media is needed, making it possible to compare the public view across various regions of the country.
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Lewis, Dorothy. "Federal public policy and bilingual education." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1088.
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This paper is divided into four chapters. Chapter one presents an introduction and overview of the nature of the problem, its significance and implication for public policy, and a presentation of the research design and methodology. Chapter two reviews the historical and legal background of bilingual education policy. Chapter three presents a literature review of bilingual education policy making, and examines the impacts and effects of federal aid in practice. Chapter four provides a summary of survey findings and recommendations for reform of the funding criteria for Title VII ESEA bilingual education grants.
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Kinder, Keenan D. "Paying for Performance| Public School Property Taxes and Public-School District Performance in Missouri." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806297.
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An increase in the property tax rate of a school district creates an increase in local revenues for the district (Missouri Department of Elementary and Secondary Education. [MODESE], 2017). The overarching question becomes: Do increases in the local tax levy compare to improved student performance? The purpose of this quantitative study was to examine the difference between property tax rates of Missouri public school districts to student performance as viewed through the lens of benefit tax theory (Duff, 2004). Secondary data were obtained via the MODESE which included property tax rates and information from the Annual Performance Reports for public school districts for academic years 2014–2015, 2015–2016, and 2016–2017. The categories examined from the Annual Performance Reports were: academic achievement, subgroup achievement, career and college, attendance, and graduation. Public schools with higher tax rates were found to have the best attendance rates and the highest graduation rates. Overall, public school districts with higher tax rates realized higher Annual Performance Report scores.
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Benson, Emeeh Ofelia J. "Public Education in the Philippines: Social Inclusion and Education Access." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612544.
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I have had many ask me questions about education in the Philippines so I decided to write this paper on education in my country beginning with the history. I am an advocate of multilingual education and initially wanted to concentrate on that approach. Schools were taught bilingually with English being the main second language. I actually learned English before Tagalog, the official language of the Philippines; my first language being Ilocano, the language of the Cagayan Valley. This paper will also touch upon the case of Multigrade schools in implementing educational innovation. I will be concentrating on the public education system of the Philippines and the organization of public schools as well as highlighting the effective means of macro level and micro level Multigrade programs. Studies suggest that Multigrade schools, i.e. those with classes that are mixed in age and ability, can be a cost effective means of raising students over all achievement in school. This study examines the association between teacher education, teacher effectiveness, and teacher morale. It will also show that teacher leadership is directly linked to student success. In particular, the time spent on direct instruction and other kinds of activities predicts positive achievement gains.
In the process of learning in schools; teacher education, teacher effectiveness, teacher morale and teacher leadership are important standard measures for professional autonomy. The purpose of this study is to determine factors contributing to all these types of quality measures in both schools, public or private. The significance of Kindergarten to 12 grade in Philippine public schools as an approach to equity and opportunity for all Filipino children and changing the traditional nature of education in the Philippines indicates that they are ready to compete with other countries. I will discuss the evolution of literacy, describe adult literacy background and the influence of the development of literacy in both rural and urban areas of Philippine’s three largest Islands: Luzon, Visayas, and Mindanao. It concludes that to overcome the stigma of literacy failure due to lack of informal knowledge or the effective formal schooling, youth and adults have tried to improve access to literacy education by providing more public spaces. Policies in literacy for adults can vary in the characteristics of teaching and teaching requirements. Adult literacy program expansion may attract more students who want to better educate themselves. This would alleviate the stigma of not knowing how to read.
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Nunez`, Stephanie. "Re-evaluating Bilingual Education Within the U.S. Public Education System." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1359.
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This thesis explores the potential of bilingual education for the future of American (U.S.) democratic society. It places an assessment of bilingualism in the larger history of the relationship between education and a vision of American democracy. The research focuses on the importance of being multilingual for a democratic society, and argues why bilingual education should be made available to students during the elementary years of their education. This study analyzes the state of California’s educational policies and concludes that viewing bilingual education through assimilationist lenses hinders students’ character and professional opportunity. It promotes acculturation and accommodation without assimilation as a strategy for approaching the incorporation of bilingual educational programs into public schools across the United States.
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Sarff, Krystina. "Cultivating Strong Citizens Through Public Education: Greek and Roman Methodology as a Pedagogical Approach in Public Education." Master's thesis, Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002675.
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Henry, Colin, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "CASE STUDIES IN HUMAN RIGHTS EDUCATION AND CRITICAL EDUCATIONAL SCIENCE." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.144057.
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This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum.
While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.
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Wang, Ting, and n/a. "Understanding Chinese educational leaders' conceptions of learning and leadership in an international education context." University of Canberra. Education and Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20050630.090724.
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This thesis presents an interpretative study of an Australian offshore education program
in educational leadership conducted at Hangzhou, Zhejiang Province in China from
2002 to 2003. It is a study of the influence of international education on the conceptions
of the participants in a particular context, where Chinese culture and Western cultures
came into contact. The study is significant because it investigated a relatively new
aspect of international education, offshore education, this time from the perspective of
the participants. It explored the conceptions of learning and leadership brought by a
group of Chinese educational leaders to the course and investigated the perceived
influence of the course upon their conceptions and self-reported leadership practice. It
employed a culturally sensitive approach which recognizes that a complex interaction
between Chinese and Western cultures is occurring in the participants of this study.
This interpretative study was inspired by the phenomenographic approach.
Phenomenography is an approach to research that has been used to help understand the
key aspects of the variations in the experiences of groups of people (Marton & Booth,
1997). The study examined the experiences and understandings about learning and
leadership of Chinese leaders in an offshore program, a Master of Educational
Leadership. The program was delivered in a flexible mode in three intensive teaching
brackets of six subjects. The study employed a semi-structured and in-depth interview
technique. Twenty participants were interviewed twice over a 12-month period. The
study sought a better understanding of their conceptions by making a comparison
between their perceptions prior to and after undertaking the course. Participants were
from schools, universities and educational departments. Potential differences across the
three sectors were also considered in the analysis.
The findings showed that most participants developed more complex understandings of
learning and leadership throughout the course. Comparison of conceptions prior to and
after the course indicated an expanded range of conceptions. There was reportedly a
movement towards more complex and diversified perspectives. Prior to the course,
participants reported comparatively traditional conceptions of learning and leadership in
quite a limited range. Learning experience and exposure to Western educational ideas
and practices seems to have led participants to reflect on their inherited assumptions and to expand their conceptions. They generally increased their awareness of key aspects of
variations in learning and leadership. This study identified a general shift from
content/utilitarian-oriented learning conceptions to meaning/developmental-oriented
conceptions after undertaking the course. There was also a shift from task/directiveorientated
conceptions about leadership to motivation/collaborative-oriented leadership
conceptions. Many participants reported that they expanded their leadership practice
after the course. The findings also revealed some differences regarding conceptual and
practice changes across the three sectors.
The study contributes to understanding of learning and leadership in an international
education context. The learning and leadership conceptions and self-reported practices
are context and culture dependent. The study illustrates the tensions between different
cultural forces in the process of teaching and learning. The methodology which explores
the subjective understandings of participants renders more complex understandings of
intercultural processes than cross-cultural comparisons which have been predominant in
the educational leadership field in the past. The results highlight the need for
appreciation of local contexts in designing international programs. The discussion
questions the universal applicability and transferability of Western ideas, and also
highlights the importance of critical reflection and adaptation on the part of educational
practitioners from non-Western cultures. It highlights the potential for growth of change
in both providers and recipients of international education as a result of very different
cultures and traditions coming into contact. Intercultural dialogue and integration of
educational ideas and practices are likely to come about when East meets West in an
open and reflective dialogue.
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Leavitt, Jane Elizabeth Laymon Ronald L. Franklin David L. "Public school financial and educational liability for special education students' placements and provision of related services in non-public schools." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234465.
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Thesis (Ph. D.)--Illinois State University, 1992.Title from title page screen, viewed January 27, 2006. Dissertation Committee: Ronald L. Laymon, David L. Franklin (co-chairs), Robert Arnold, Jack C. Eisele, Jack E. Matheney. Includes bibliographical references (leaves 213-224) and abstract. Also available in print.
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Nongkas, Catherine Matmadar, and res cand@acu edu au. "Leading Educational Change in Primary Teacher Education: a Papua New Guinea study." Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp167.23072008.
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Papua New Guinea gained its independence from Australia in 1975. However, as a developing nation, PNG has continued to depend on external assistance for its development programs. Extensive foreign aid has been expended primarily to enhance the quality of education. To explore the issue of foreign aid and its impact on PNG as a postcolonial society, the dependency and postcolonial theories were adopted to guide the discussion. The theorist Beeby argues that in order to improve the quality of education, the level of general education and training of teachers in developing countries must be raised. This has occurred in PNG but it has not significantly enhanced the quality of education. Consequently, the issue explored concerns the type of educational change occurring in PNG primary teachers’ colleges (PTCs) and its leadership. Globalization processes were adopted to guide the exploration of the education reform and its impact on the quality of education in primary teacher education in PNG. The following questions focused the content of the study:1. What is the quality of education being experienced in the Catholic Primary Teachers’ Colleges? 2. What are the lecturers’, students’, and recent graduates’ perceptions of the recent Primary and Secondary Teacher Education Project innovations occurring in the teachers’ colleges? 3. How is the curriculum in the teachers’ colleges perceived by the lecturers, students and recent graduates? 4. How is leadership demonstrated in the three Catholic Primary Teachers’ Colleges? The epistemological framework of the research was constructionism adopting an interpretivist approach. The specific interpretivist perspective employed was symbolic interactionism because symbolic interactionism places emphasis on the importance of understanding, interpretation and meaning. A case study approach was adopted as the methodology for this research because of the nature of the research purpose. This study involved a total of 166 participants consisting of staff and students from the three Catholic primary teachers’ colleges, representatives from the Catholic Church, National Department of Education (NDOE), Primary and Secondary Teacher Education Project (PASTEP) and other education officers. The data was gathered through a variety of methods including in-depth interviews, participant observation, focus groups, and documentary analysis. The major conclusions that emerged from this study revealed that educational change in primary teacher education has been implemented. However, the study concluded that the quality of leadership demonstrated to lead the educational change was disappointing. Inadequate leadership at the administration and curriculum levels had a negative influence on the quality of education. Achieving quality education was also hampered by inadequate funding, scarcity of resources and inappropriate infrastructure in all the institutions. The two-year trimester program has improved access and quantity but at the expense of quality. To assist primary teacher education implement the reform agenda, foreign aid was required. PASTEP was introduced and the contribution made by PASTEP was substantial. However, the study concluded that some of the strategies adopted by PASTEP to conduct its programs were questionable because there was evidence of hegemonic and colonial practices found among some of its workforce. In accepting foreign aid projects, PNG needs to establish strategies to ensure equitable partnerships with all stakeholders for sustainable development in education. In this respect, the findings of this study may serve as a guide for future decisions about educational leadership, curriculum innovation, donor funding agencies and policy generation.
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MANCEBO, SAMARA LIMA TAVARES. "PUBLIC EDUCATION WAYS IN BRAZIL: DILEMMAS AND TENSIONS TOWARDS EMANCIPATORY EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11623@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORA dissertação visou acompanhar um pouco da evolução do sistema de ensino público no Brasil, partindo da década de 1930 até a atualidade buscando compreender as possíveis causas de seu persistente déficit qualitativo, não obstante os avanços alcançados, quanto à expansão do acesso ao ensino, desde o final da década de 1980. Identificamos como um dos importantes componentes para sua condição qualitativamente deficitária a forma conservadora como veio se desenvolvendo o sistema de ensino no país, a qual se mostrou relacionada à forma invertida como se desenvolveram os direitos de cidadania no Brasil. Partiu-se da premissa neste trabalho de que a educação pública como está constituída não se apresenta como democrática, dado que não capacita a todos em igualdade de condições, a despeito de suas diferenças culturais, de renda, gênero, cor ou região, o que acaba permitindo que as desigualdades sociais se reflitam nas desigualdades escolares e sejam reproduzidas fora da escola. A compreensão da educação como e para o exercício dos direitos de cidadania, associada à percepção de que um dos motivos para sua qualidade deficitária seja justamente o esvaziamento de sua condição de direito, nos levou a concluir que uma das possíveis alternativas para o problema do déficit educacional público seria o estabelecimento de uma educação orientada pelos direitos humanos e de cidadania, haja vista que esta favoreceria o fortalecimento dos grupos desfavorecidos na sociedade civil, tornando-os potenciais sujeitos políticos conscientes de seus direitos e deveres de cidadania, mais aptos à participação política e à luta por realização de direitos.
This dissertation has analyzed the Brazilian Public eaching System since the 30`s until nowadays and tried to understand some causes of its quality deficit despite the improvements on the access to basic education observed since the 80`s. Considering the causes of this deficit it is possible to stress that Brazilian education has been developed in a conservative pattern, which is following the inverted citizenship rights development in Brazil. This work followed the idea that public education, as constituted, is not democratic, as it does not make all individuals capable under the same conditions, despite their cultural, income, color or regional differences, what allows the social inequalities to reflect on the school inequalities, becoming natural inside school and reproducing the inequalities outside it. In this case, the comprehension of education as and to the exercising of citizenship rights, associated to the realization that one of the reasons to its deficient quality is exactly the exhaustion of its condition of being a right, lead us to the conclusion that one of the main alternatives to the deficiency of public education in Brazil would be the establishment of education oriented by the human and of citizenship rights. Education that, by having its structure and pedagogical practice oriented by rights, besides stimulating the development of critic, autonomous and reflexive pedagogic individuals, would favor the strengthening of the unprotected groups in civil society, making them potential political subjects aware of their rights and duties if citizenship, more capable to political participation and to fight for their rights.
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ARAUJO, MARCELE JULIANE FROSSARD DE. "THE FIELD OF EDUCATION IN BRAZIL: DISPUTES ABOUT PUBLIC SCHOOL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25226@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Esta pesquisa é uma análise das principais disputas sobre a educação escolar no campo da educação no Brasil após a promulgação da Constituição de 1988. O objetivo foi mapear os atores que atuam no campo educacional, com intuito de identificar não somente as suas agendas, mas ressaltar a diversidade e as disputas que permeiam esse cenário. Apoiando-se no conceito de campo de Pierre Bourdieu, o arcabouço teórico se fundamentou na aplicabilidade do conceito para o campo da educação no Brasil. Para além dos processos anteriores, como a promulgação da Constituição de 1988, a aprovação da Lei de Diretrizes e Bases de 1996 e o Plano Nacional da Educação (PNE) 2001-2010, o método utilizado teve como base a análise do discurso dos diferentes atores durante o processo de aprovação do PNE 2014-2014, momento chave para compreender os debates e as principais metas para a educação na próxima década. Por fim, esta pesquisa é um esforço no sentido de compreender como a educação escolar vem sendo disputada por atores dos mais diferentes lugares - tanto do setor privado quanto do setor público - e como essas relações têm se complexificado nos últimos anos.
This research is a review of the main education disputes in the field of education in Brazil after the promulgation of the 1988 Constitution. The objective was to map the actors which participate in the field and what are their agenda, in order to analyze the disputes in which they are involved and how the field has been diversifying. The theoretical framework is based in the concept of field of Pierre Bourdieu, that is why the work has a detail analysis about the concepts of this author and its applicability in the Brazilian education field. The chosen method was to notice the speech of the different actors during the approval process of the National Education Plan 2014-2024, because it was the moment when these actors met themselves for discuss the education goals valid for the next ten years and for its news. To understand the actors and the places from where they speak, it was chosen to a study the history of the earlier cases, like the Promulgation of the 1988 Constitution, the approval of the 1996 Law Guidelines and Bases and the National Plan of Education 2001-2010. The second objective of this work was to understand the disputes about scholar education. Lastly, this research tries to understand how the scholar education are disputed between the different actors from different places, from the public and the private sector, and how these relations have become more complex at the last years.
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Cherok, Jessica A. "Explaining Education: Case Studies on the Development of Public Education Institutions." Ohio University Honors Tutorial College / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1275426868.
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Crosby, Brian. "Digital resources for public archaeology| New directions of public outreach and education." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1550098.
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Archaeologists increasingly recognize the need for public outreach and education, which many archaeological organizations include in principles and guidelines. First, this thesis summarizes my experience with a multicomponent internship, with Archaeology Southwest, the Learning Center of the American Southwest, and the National Park Service. During my internship I focused on providing the public with access to information about archaeological materials through the internet. Finally, this thesis explores the opportunity of providing deeper understandings, while considering potential implications, when working with the digital medium. During my time with Archaeology Southwest I produced three dimensional digital representations, virtual artifacts, of archaeological ceramic vessels. I designed the virtual artifacts for use by Archaeology Southwest's Virtual Southwest website and the Learning Center of the American Southwest (LCAS) Virtual Museum website. I contributed to the digital repositories of the websites, and subsequently reviewed and analyzed my experience to determine the best use of the virtual artifacts. During my time with the National Park Service (NPS) I helped develop lesson plans and activities of the Sinagua archaeological culture of Wupatki and Walnut Canyon National Monuments, designed primarily for third through fifth grade students visiting the monuments during school trips. Digital media provides the opportunity to preserve archaeological resources while educating the public to provide a deeper understanding of the past. I created 28 three dimensional reconstructions, virtual artifacts, of existing archaeological ceramic vessels provided by the Museum of Northern Arizona and Northern Arizona University. I designed the virtual artifacts for multiple online programs and for the lesson plans that I created for the National Park Service. I critically analyze the use of the products of my internship within the open-source movement, detail the current state of intellectual property rights for indigenous communities, and provide recommendations for my internship organizations. This information provides archaeologists with a reflexive analysis of the current use of intangible digital resources and serves as a guide for future projects.
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Campbell, Claudette Virginia. "Public Education/Public Health Perspectives on Collaboration-Influence on High School Completion." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7465.
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The research problem focused on the use of collaboration by managers, supervisors, consultants, and professional staff in a department of public education and health to address disparities in on-time high school completion rates. The purpose of the study was to examine the perspectives of individuals in these public sectors on the use of collaboration as a means to improve on-time high school completion rates for African American and Hispanic students. The theoretical foundation and conceptual framework for the study were John Rawls's theory of justice and Amartya Sen's capability approach. The key research question involved how individuals in the public education and health sectors viewed the use of collaboration to address a complex problem of low rate of on-time high school completion for African American and Hispanic students. The research design was a multiple case study. Seven individuals participated from a department of public education and 4 from a department of public health in the same state. Data were collected and analyzed from participant interviews. Themes were identified from categories and specific codes or words that described the content of the participants' responses. A major conclusion was collaboration between a public education department and public health department can be used as a means to improve on-time high school completion rates for African American and Hispanic students. The implications for social change may be to increase the awareness for a public education department and public health department to routinely work in collaboration to improve on-time high school completion rates of minority and other vulnerable students.
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Fitch, K. "Professionalising public relations: A history of Australian public relations education, 1985 - 1999." Thesis, Fitch, K. (2014) Professionalising public relations: A history of Australian public relations education, 1985 - 1999. PhD thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/23467/.
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This thesis is concerned with public relations education in Australia. It focuses on 1985–1999, as in these years there was significant growth in education and the Public Relations Institute of Australia (PRIA) sought greater regulation and jurisdiction over public relations activity. Existing historical scholarship focuses on the evolution of the Australian public relations industry towards professional status, and tertiary education is perceived to confirm the field’s professional standing. In contrast, I consider the development of public relations education in a broader social context and the involvement of the PRIA in tertiary education.
This thesis aims to investigate the role of public relations education in the professionalisation of public relations in Australia. It uses a qualitative approach, combining archival research, focusing on the previously unstudied archives of the PRIA’s National Education Committee, and interviews with practitioners and educators. This thesis provides an analysis of how, and why, the PRIA sought to regulate public relations education. The use of historical sociology allows the findings to be interpreted in relation to broader societal structures and institutional processes, such as the expansion of the Australian higher education sector, the PRIA’s preoccupation with professional status, and the increase in female practitioners.
In developing a critical account of Australian public relations education, this thesis argues that higher education was pivotal to the PRIA’s professional project. The findings confirm the constitution of public relations knowledge and its institutionalisation in the Australian academy were dynamic and contested, and that the PRIA’s professional drive informed its attempts to regulate the transmission of that knowledge. A significant finding is the ambivalent attitudes towards gender and education, given the increasing number of female graduates. These findings contribute a unique Australian perspective to the global public relations scholarship on history and professionalisation and allow a reconceptualisation of the development of public relations in Australia.
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Azar, Dufrechou Paola. "Public education spending: efficiency, productivity and politics." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/457195.
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Existe un amplio consenso, tanto entre académicos como entre decisores políticos, sobre el cúmulo de beneficios derivados de la educación. Mejorar el nivel educativo de la población se ha identificado como un factor clave para el crecimiento económico y el desarrollo; pero también para el avance de la democracia, la movilidad social y la realización individual. La potencia de estas ventajas suele ser recogida en los discursos políticos, que consideran el progreso educativo un objetivo esencial para el desarrollo. Sin embargo, la amplitud de este consenso parece tornarse más difuso a la hora de asignar recursos públicos. Entonces, objetivos macroeconómicos y técnicos, presiones de las elites sociales o intereses políticos de los partidos gobernantes terminan configurando las opciones de política.
Esta tesis analiza el gasto público en educación y sus resultados. Adopta una doble perspectiva: considera grupos de países y su dinámica en el tiempo. Sus tres capítulos exploran diferentes aspectos del tema y buscan respuestas a preguntas como las siguientes: ¿cómo y por qué los recursos públicos se traducen en resultados educativos valiosos? ¿Por qué algunos países obtienen mayores beneficios del gasto en educación que otros? ¿Qué motivación impulsa a los políticos a dar prioridad al gasto en educación?
El primer estudio aborda la eficiencia del gasto en educación: provee evidencia sobre su evolución y posibles determinantes. Sostiene que en entornos de baja inversión pública, el mero aumento de la eficiencia del gasto en educación no resulta suficiente para mejorar los resultados. En el segundo capítulo se evalúa el impacto de la educación terciaria sobre la productividad. El trabajo muestra que los retornos sociales de este nivel educativo están condicionados por el monto de recursos que concentra a expensas de los niveles masivos de educación y por la proporción de estudiantes matriculados en áreas de conocimiento vinculadas a las matemáticas, física y ciencias de la vida. Por último, en el tercer capítulo se realiza un análisis de historia económica. Se investiga en qué medida la decisión sobre el monto de recursos fiscales destinados a la expansión de la educación primaria en Uruguay ha estado marcada por intereses y tácticas políticas. La conclusión apunta a que, efectivamente, al distribuir fondos para la educación primaria en el territorio, los partidos de gobierno han ponderado su fortaleza política en las diferentes regiones.
A través de los diferentes capítulos se ha prestado especial atención al desempeño de países de América Latina (AL). En particular, los dos primeros capítulos examinan las economías de ingreso medio alto de la región en comparación con otros países en desarrollo y desarrollados durante el período 1970-2010. Por su parte, el último capítulo se centra en el caso de Uruguay durante la primera mitad del siglo XX.The numerous benefits arising from education have become a consensual issue among scholars and policy-makers. Education has been recognized as a key factor of economic growth and development; and also of democracy, social mobility and individual fulfillment. The strength of these advantages has reached the political discourses, which have often seen education upgrading as a crucial development goal. However, this widespread agreement becomes hazy when it comes to the decisions about the allocation of public resources. Then, macroeconomic and technical objectives, pressures of social elites or political interests of governing parties seem to end up shaping policy choices. This dissertation examines public education spending and educational outcomes across countries and over time. Its three chapters explore different aspects of the topic and delve into questions like: how (and why) public resources are translated into valued educational outputs? Why do some countries obtain more benefits from education spending than others? What drives policy makers to prioritize education spending? Hence, a first study on the efficiency of public education outlays provides empirical evidence about its evolution and determinant factors. It argues that in low spending settings the mere efficiency increase would not be enough to lead to better educational outcomes. The second chapter performs an evaluation of the productivity impacts of higher education focusing on the structure of education spending among levels and on the skill profile of tertiary students. The analysis shows that the benefits from higher education are conditioned by the range of fiscal resources it captures at the expense of primary schooling and the share of students trained at the fields of mathematics, physics and life sciences. Finally, the last chapter adopts an economic history perspective. It analyses whether the extent of the government fiscal commitment to expand primary education in Uruguay has been explained by the interests of tactically motivated politicians. It concludes that, when distributing basic education funds, the ruling party weighted its political strengths across the country regions. All chapters pay special attention to the performance of Latin American countries (LACs). The first two chapters examine upper-middle LACs in the context of a set of developed and developing economies for the period 1970-2010. In turn, the last chapter focuses on the case of Uruguay during the first half of the 20th century.
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Loliwe, Fezeka Sister. "Workplace discipline in the public education sector." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020091.
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Discipline is crucial in the provision of quality public service work. This is because most citizens are serviced through the public service work. Adhering to rules and orders, exercise of self control and the ability to put needs of others over one’s own needs are fundamental aspects of discipline. Every workplace has its own pieces of legislation that are used as a guide on expected conduct as well as a tool to deal with failure to adhere to the outlined pieces of legislation governing the conduct in the workplace. There are institutions in place that deal with the crafting of the pieces of legislation which clearly outline the manner in which both the employer and employee should conduct themselves as well as rights of both parties as they interact in the employment relationship. The existing pieces of legislation as well as their implementation and relevance in this era needs to be closely scrutinised and critique with proposals within the prescripts of legislation is necessary as some pieces of legislation seem to be conclusive, thereby undermining procedures followed when dealing with cases of misconduct. In any disciplinary process, the sanction should be in line with the process as it has unfolded and not be influenced by how a piece of legislation is crafted. The Public Service Act, Employment of Educators’ Act and the Labour Relations Act 66 of 1995 are key statutes in dealing with discipline in public education. Sanctions for misconduct are dependent on the gravity of the misconduct. In order to discipline educators, sections 17 and 18 of the Employment of Educators Act are used as guides on processes and procedures to be followed.
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McDonald, Susan Elizabeth. "Public legal education in Ontario legal clinics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ40664.pdf.
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Luke, Charles A. Camp William E. "Equity in Texas public education facilities funding." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3647.
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Fowles, Jacob. "PUBLIC HIGHER EDUCATION GOVERNANCE: AN EMPIRICAL EXAMINATION." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/100.
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Public higher education is a large enterprise in the United States. Total state expenditures for higher education totaled nearly $152 billion dollars in FY2008, accounting for over ten percent of total state expenditures and representing the single largest category of discretionary spending in most states (NASBO, 2009). The last three decades have witnessed the introduction of hundreds of pieces of legislation across states which make structural changes to state higher education governance systems (Marcus, 1997; McLendon, Deaton, and Hearn, 2007). Despite the ubiquity of state higher education governance change much remains unknown, both in terms of why states choose to enact reforms as well as the implications of state governance arrangements for institutional performance.
This dissertation attempts to fill these critical gaps in knowledge. First, it surveys the historical development of state higher education governance structures and reviews the limited empirical literature regarding the antecedents and impacts of various state approaches to higher education management. Drawing on this literature, the first empirical chapter, utilizing hazard modeling, seeks to uncover the factors associated with state enactment of legislation decentralizing higher education governance. It finds that state fiscal characteristics emerge as strong predictors of decentralization. Specifically, states with greater tax efforts are much less likely to decentralize, while states experiencing real dollar declines in tax revenues are much more likely to decentralize, all else constant.
The second empirical chapter explores the implications of state management of public higher education for institutional degree completion rates. Utilizing a unique, institutional-level dataset comprising 518 public, four-year institutions of higher education in the United States, it finds that, controlling for relevant institutional-level characteristics such as institutional selectivity, mission, and per-FTE student expenditures, inter-institutional competition emerges as a powerful predictor of student degree completion. Institutions operating in more competitive environments—defined as states with less concentrated undergraduate enrollments and states with weaker higher education governance structures—graduate students at higher rates than institutions operating in less competitive environments. The dissertation concludes by discussing the implications for these empirical findings for policy makers seeking to enhance the efficiency and effectiveness of public higher education.
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Anderson, Michael L. Ph D. Massachusetts Institute of Technology. "Essays in public health and early education." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/34507.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Economics, 2006.Includes bibliographical references.
This thesis studies the long-term benefits of preschool interventions, the impact of promotions on heart disease, and the effects of light trucks on traffic fatalities. The first chapter examines the long-term effects of preschool interventions. Several influential experiments - Abecedarian, Perry, and Early Training - have convinced many economists that preschool interventions have super-normal returns. This chapter implements a unified statistical framework to present a de novo analysis of these experiments, focusing on core issues that received little attention in previous analyses: treatment effect heterogeneity by gender and over-rejection of the null hypothesis due to multiple inference. The primary finding of this reanalysis is that girls garnered substantial short- and long-term benefits from the interventions. However, there were no significant long-term benefits for boys. These conclusions change little when allowance is made for attrition and possible violations of random assignment. The second chapter, coauthored with Sir Michael Marmot, investigates the effect of promotions on heart disease. The positive cross-sectional relationship between socioeconomic status and health is well documented, but little evidence exists regarding the causal effect of social status on health.
(cont.) This chapter uses data on British civil servants from the Whitehall II study. It identifies differences in departmental promotion rates as a plausibly exogenous source of variation in promotion opportunities and exploits this variation to estimate the causal effect of promotions on heart disease. The results suggest that promotions can reduce the probability of heart disease by 3 to 13 percentage points over a 15 year period. The third chapter analyzes the traffic safety impact of the increasing popularity of light trucks. It combines estimates from a state-level panel data set with an accident-level micro data set. The results suggest that a one percentage point increase in light truck share raises annual traffic fatalities by 0.41 percent, or 172 deaths per year. Of this increase, approximately one-quarter to one-third accrue to the light trucks' own occupants, and the remaining two-thirds to three-quarters accrue to other roadway users. Using standard value of life figures, the implied Pigovian tax is approximately 4,650 dollars per light truck sold.
by Michael L. Anderson.
Ph.D.
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Hadjidema, Stamatina. "Public expenditures on higher education in Greece." Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/35490.
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This study is concerned with a cost-benefit analysis of Higher Education in Greece. The main objective is the calculation of private and social rates of return for both males and females in five different subject groups, i.e. Economics, Law, Mathematics, Medical Sciences and Technical Sciences. The earnings data used come from the Public Sector, Public Power Corporation, Greek Banks, Institution of Social Security, National Health System and the Private Sector. The calculation of the rates of return is based on the differentials between the life-time earnings of a person who has a university degree in one of the subjects considered and a person who enters the job market just after finishing his/her secondary level education. Non-pecuniary returns have not been taken into account. The estimates of the rates of return show that males generally achieve higher returns than females. Moreover, for professions in which people can significantly extend their activities in the private sector, such as Doctors, the observed rates of return are relatively higher than for employees. The private rates of return vary from approximately 17.3% for male doctors to 7.4% for female engineers, whereas the social rates of return vary from 13.4% to 5.6% for the same professions. Thus, the social rates of return appear to be lower than the private rates of return, as has been found in most previous studies of this type. Furthermore, these results have been tested for their sensitivity to the assumptions made about the extent of activities in the private sector and the black economy. The tests carried out show that the results are rather sensitive to the assumptions, especially for occupations with extensive activities in the private sector. The implications of these results for the allocation of government spending on higher education in Greece are discussed.
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Haydon, Graham. "Education and the public understanding of morality." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10019191/.
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The theme 'the public understanding of morality' is introduced through a comparison with the idea of the public understanding of science. The argument proper starts in Part I with an overview of diversity of values in contemporary society. It is argued that it is important for education to promote the understanding of this diversity, but that this does not preclude an attempt at the same time to promote a shared understanding of morality. Consideration of the work of the 'National Forum for Values in Education and the Community' is used to show a way of narrowing down the whole field of values to a particular conception of morality. Part 11 looks further into this idea of 'morality in the narrow sense' and considers what kind of language - one of norms or one of virtues - is appropriate for articulating it. The discussion is made more concrete by reference to attitudes to violence. It is concluded that while both kinds of language are important, a language of norms has a certain priority in the articulation of morality in the narrow sense. Part III defends the idea of a morality of norms against some recent criticisms, and considers the public, including the educational, role of moral norms. Part IV tries to show how the understanding of morality which has been outlined can have some motivational force and be seen to have some authority. It is argued that the promotion of an understanding of morality, conceived in the way outlined, can appropriately be seen as a task for citizenship ed ucation. In an Epilogue it is suggested that the promotion of the public understanding of morality is a contribution to the moral development of society.
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Luke, Charles A. "Equity in Texas Public Education Facilities Funding." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3647/.
Full textAbstract:
The need to establish appropriate, adequate, and decent educational facilities for school children across the nation has been well-established. The ability of school districts in each state to build these facilities has varied widely in the past. Historically, most facilities funding ability for school districts has come from the local community and has been tied to property wealth and the ability of the community to raise significant tax dollars to pay for school buildings. Responding to an expanding need for increased facilities funding and school funding litigation, the state of Texas added facilities funding mechanisms for public school facilities construction in the late 1990s. The purpose of this study was to determine whether or not the methods of facilities funding were equitable in the state of Texas. In this study, equity values were framed around three equity concepts established in school funding equity literature. These three concepts were (1) horizontal equity defined as the equal treatment of equals, (2) vertical equity defined as the unequal treatment of unequals, and (3) wealth neutrality defined as the absence of a relationship between school district wealth and the equal opportunity of students. The sample comprised 1,039 school districts in the state of Texas. Well-established equity measures were administered to data including capital outlays, weighted per pupil capital outlays, instructional facilities allotments, and school district wealth. Horizontal equity measures included the McLoone index, the Verstegen index, the federal range ratio, and the coefficient of variation tests. The Odden-Picus Adequacy index (OPAI) was administered to determine levels of vertical equity. Finally, wealth neutrality was determined utilizing the Pearson product-moment correlation test. Findings indicated that there were poor horizontal equity levels both in the top half and bottom half of the distribution of capital outlay spenders. A coefficient of variation test was administered to determine overall horizontal equity. While it did not indicate poor overall horizontal equity, the existence of extreme outliers in both halves of the distribution indicated that the dispersion of spending at the top and bottom of the distribution were inequitable. In fact, over the three year period of the study, fifteen percent of the top spending districts spent between forty and fifty percent of all capital outlay expenditures. Vertical equity was tested by implementing a court mandated equalization standard of eighty-five percent. When the OPAI was administered at this equity level, vertical equity was poorer than horizontal equity. Finally, while some state implemented facilities funding mechanisms were wealth-neutral, the overall funding system, with its heavy reliance on bonded indebtedness, was not.
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Viehland, Dennis Warren. "Nonresident enrollment demand in public higher education." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184740.
Full textAbstract:
The purpose of this study was to investigate the impact of changes in nonresident tuition on nonresident enrollment and tuition revenue in American public four-year colleges and universities. The economic framework used to examine this relationship was the human capital investment model, which assumed a two-stage model of student choice. The analysis calculated a price elasticity coefficient and a student price response coefficient for nonresident first-time freshmen in three institutional classifications (i.e., doctoral-granting universities, comprehensive universities, and baccalaureate institutions) and for all institutions combined. Nine institutional, economic, and demographic variables were regressed on the dependent variable--a ratio of probabilities of nonresident enrollment to resident enrollment. The regression equations were estimated in double-log functional form utilizing ordinary least squares procedures. The student data used in the study were Fall 1986 first-time freshmen enrolled in 435 public four-year institutions. The major findings of the study include: (1) The price elasticity of demand with respect to nonresident tuition for all institutions in the study was estimated to be -0.60. The student price response coefficient (SPRC) for a $100 change in tuition was calculated to be -1.69 percent. (2) The price elasticity of demand for baccalaureate institutions was estimated to be negative unitary elastic (i.e., -1.00). The baccalaureate SPRC was calculated to be -3.2 percent. (3) Nonresident enrollment demand was positively associated with migration patterns of the nonstudent population, employment rate in the destination state, and home state per capita income. In summary, nonresident students in the average public four-year college or university are only moderately sensitive to changes in price. Nonresident tuition increases in the public sector will cause relatively small declines in enrollment and will be accompanied by increased tuition revenue. Students at baccalaureate institutions are more sensitive to changes in price; tuition increases in these institutions will result in larger declines in enrollment and will have no impact on tuition revenue. Institutional officials and state policy makers should be aware of these results when considering the impact of changes in tuition on nonresident enrollment and institutional revenues.
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Van, Niel John J. "Natural-Resources Education in Utah's Public Schools." DigitalCommons@USU, 1990. https://digitalcommons.usu.edu/etd/6465.
Full textAbstract:
Several aspects of natural-resources education were explored in this study. First, a statewide survey of science, social studies, and elementary teachers was conducted to determine the current form and extent of natural-resources education in Utah. Returns were received from 51% of the surveyed teachers. The percent of time devoted to natural resources, the factors affecting natural-resources instruction, and the need to improve that instruction were assessed.
Utilizing that information, the Natural-Resources Curriculum Framework was developed. The Framework is designed to provide educators with the essential concepts to be included in a comprehensive natural-resources program.
Finally, examples of classroom support materials were created as extensions of the Framework. These materials, specifically designed for geography teachers, cover a wide variety of concepts involving natural resources.
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Koonce, Jeffrey B. "The transitional experience of home-schooled student entering public education how can public schools better serve the home-schooled student's transition to public education /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4777.
Full textAbstract:
Thesis (Ed. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 27, 2007) Vita. Includes bibliographical references.
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Belha, Lori D. Baker Paul J. Lugg Elizabeth T. "Compulsory education and educational reform in Iowa." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.
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Gunyon, Richard. ""The Best Possible Education": Federal Indian Educational Policy in the Public Schools, 1969-1980." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13293.
Full textAbstract:
The scholarship regarding the education of American Indians has focused primarily on the trials and atrocities of the period between 1870 and 1930. This thesis expands this analysis and explores the shifts in Indian educational policy that occurred in the mid to late twentieth century. Whereas federally controlled institutions had served as the primary means of educating Indian students prior to the 1930s, between the 1940s and 1960s, the federal government began shifting Indian children into state-controlled public schools. Unbeknownst to federal policymakers, this shift effectively limited federal control of Indian education by putting this control largely in the hands of local white communities whose goals for Indian education often differed greatly from those of the federal government. This limiting of federal power was most clearly demonstrated in the 1970s, when federal policymakers attempted to create a policy of self-determination for Indian education that was applied in only a limited fashion by state public schools.
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Mason, Cecily, and cecily mason@deakin edu au. "I.T. investment effectiveness in education." Swinburne University of Technology, 2001. http://adt.lib.swin.edu.au./public/adt-VSWT20051130.142153.
Full textAbstract:
Governments and school communities are heavily investing in information technology (IT) assuming that this will prepare their children for the workforce and in future life. This research aimed to establish an IT investment effectiveness model in the educational, domain easily applicable to schools in assessing whether their IT investments were effective. Literature research revealed a dearth of information on IT investment effectiveness in the area of education and it was therefore deemed necessary to implement an interpretive approach. Consequently a qualitative combined research methodology involving literature research, interviews, and a modified Delphi Survey I was undertaken. An initial starting point investigated the extensive business literature in IT effectiveness and IT investment particularly in small business, as most schools due to their size and budget can be categorised as thus. The information gleaned from the literature assisted in establishing a questionnaire for the interviews. Participants were selected from thirteen Victorian State, private and Catholic secondary schools that were perceived as expert in the area of IT. An in-depth three stage analysis of the interview data revealed twenty-four initial key issues. These key issues were then circulated to the participants who were requested to rate each issue using an interval scale. They were also asked to add or delete any issues, giving a rationale for their action. Participants underwent a two round process of highlighting and reassessing the key issues and the Delphi Survey was found to be valid as two new issues not identified from the interview process were raised. Based on their responses ten key issues were derived: the Principal, teachers, curriculum and IT planning, technical support, the students, the actual use of IT, training and personal development, the school council, budget, and the Learning Technologies Committee. These key issues revealed themselves as indicators or determinants of IT investment effectiveness exhibiting organisational or individual perspectives. The analysis of previous research, together with the current research findings enabled the development of a functional Model of IT Investment Effectiveness which can now be used by schools to assess their IT investment effectiveness. Finally the schools surveyed were utilising the best business IT practise and were treating IT as a strategic issue with their IT goals closely aligned and based upon the goals of the school.
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Cassidy, Tania G., and mikewood@deakin edu au. "Investigating the pedagogical process in physical education teacher education." Deakin University. School of Scientific and Developmental Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.154748.
Full textAbstract:
The study investigated two main questions: the first focused on the factors that enabled and constrained student teachers' engagement of a socially critical pedagogy in physical education teacher education (PETE); the second centered on gaining insight into the usefulness of knowledgeability as a concept for analysing student teachers engagement of a socially critical pedagogy. At the time of writing this thesis empirical analyses of socially critical pedagogies in physical education were rare in the educational literature. The study provided an alternative way of analysing student teachers engagement of a socially critical pedagogy in PETE. Alternative in that it avoided recycling and reproducing the dualism between agency and structure (Aronowitz and Giroux, 1985) that is prevalent in much of the physical education literature.
Conversational interviews were conducted with four student teachers and their teacher educators throughout the duration of a one-semester PETE unit in an Australian university. Observations were made of the lecture and practical sessions and a document analysis was conducted of all unit learning resources. The analytical frame used in the study was structuration theory (Giddens, 1979, 1984). This framework was useful because it gave primacy to the duality of structure which recognised the structural properties of social systems are both the medium and outcome of practices that constitute those systems (Giddens, 1979, p.69).
The pedagogical intentions of the teacher educator co-ordinating the PETE unit were to change the orientations of the student teachers towards primary school physical education by encouraging them to adopt different lenses through which to examine pedagogical practices. These lenses highlighted the questions central to those with socio-critical intentions, eg. power, social injustice and diversity. Data generated from conversations with, and observations of, the student teachers, indicated that the actualisation of the teacher educator's intentions were somewhat limited.
Despite this, adopting structuration theory as the explanatory framework for the study proved generative at a number of levels. Broadly, structuration theory was useful because it highlighted the way that student teachers' engagement with a socially critical pedagogy is contingent upon particular (idiosyncratic) dialectics of agency and structure. Using the duality of structure as an analytical tool illustrated the way student teachers' were influenced by structural factors as well as the way these structural factors were in turn constituted by the action of the student teachers. Also, by utilising structuration theory as an explanatory framework, the concept of knowledgeability was identified as a useful concept for analysing student teachers' engagement with a socially critical pedagogy in PETE. What is more, the study highlighted the reflexivity of the self and social knowledge, both characteristics of late modernity, as being integral to the way the student teachers engaged with the socially critical pedagogy of EAE400.
Not only did the study highlight the reflexivity of the self but it also provided insight into the reflexivity of social knowledge. Much of the socially critical work in physical education implicitly adopts a linear approach to change. Given the findings of the study it might be useful for future developments to consider change as circular. The thesis concludes by suggesting that given the reflexivity of social knowledge, socially critical perspectives might be more readily engaged if the PETE content was incorporated into student teachers existing knowledge frameworks rather than viewed as a replacement for such frameworks.