Dissertations / Theses on the topic 'Public service Education'
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Chan, Elsie Siu King, and mikewood@deakin edu au. "New educational service products : Tertiary EC/EB education - the Asia-Pacific region." Deakin University. School of Information Systems, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.150155.
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Electronic Commerce (EC) / Electronic Business (EB) has been (and is expected to continue to be) a dynamic, rapidly evolving area of technology, requiring skilled people with up-to-date knowledge and skills. The global community has required (and still requires) tertiary academic programs to prepare and train these people quickly. In the late nineties, following a tidal wave of tertiary EC program development in the United States, new tertiary programs began to appear in the Asia-Pacific (AP) region to satisfy this need, over a very short period of time. This research project aims to examine whether the development and effectiveness of tertiary EC/EB educational programs can be enhanced through employing a particular marketing paradigm. Four regions - Australia, New Zealand, Hong Kong SAR and the Republic of Singapore were selected from the AP region, for this study. Based on a review of marketing literature, an inductive approach is adopted to build a model for new educational service product offerings. I also provide a description and comprehensive analysis of EC/EB education, and explore the model empirically, examining how it applies to the way EC education programs have been developed, to date.
Essentially, this project consists of two major activities: theory building and theory testing and is divided into three parts.
Part 1: Preliminary study literature review for theory building. This section of the thesis provides a literature review of the domains of curriculum development, EC/EB program development and management, EC/EB component models and new service product development.
Part 2 : Understanding the marketplace quantitative analysis. This section comprises five major surveys which provide an understanding of EC/EB education.
Part 3 : In-depth analysis qualitative research for theory testing. This section discusses the results of the multiple case studies of EC/EB degree programs undertaken over a five year period.
The results of this project highlight both theoretical and practical aspects of the topic. In terms of the theoretical aspect, I provide a contribution to existing theory concerning the planning and development of new tertiary education programs.
Research into academic course development in the past has tended to assume that all program development is pedagogically based and influenced. There is an assumption that people only develop academic programs and academic courses for pedagogic reasons.
What this research project has done is to suggest that there are, in fact, many possible reasons for developing new programs and that, although these reasons might be pedagogic in nature, they can also be industry-focased, and market-oriented in the following ways:
-the university is shaping the way it is perceived by the public that is, the market;
-the university is highlighting where its expertise lies. This led me to a form of new service product development consistent with the new image of the university. There is a clear need for diverse models for program development which accommodate the dynamic roles of modern universities. My research project develops such a model based on conditions in the Asia-Pacific region, and discusses findings arising from the overall project, which can be used to improve new educational program offerings in future, in both the Asia-Pacific and, I suggest, in other regions. This potential use of my findings highlights the practical contribution made by the research Project.
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Davies, Ian. "Emerging management education issues for the human services." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343294.
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Brubaker, Thomas F. "Perceptions of assurance service services performed by certified public accountants: Accounting education assessment applications." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2912/.
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The overall purpose of this study was to examine how Certified Public Accountants (CPAs) perceive the potential use of assurance services to assess quality in accounting education programs. Survey questionnaires were mailed to a random sample of 250 CPAs in the north central Texas area. The questionnaire was designed to obtain demographic information and information relating to the respondents' perceptions of quality assessment of accounting education programs. An analysis of the results of this study suggest the following: CPAs consider (1) certain established criteria, such as SAT scores and faculty-to-student ratios, as effective measures for assessing quality attributes in accounting education programs and (2) traditional measures currently used for quality assessment in accounting education programs as only moderately effective by CPAs. CPAs are apparently seeking increased involvement with accounting education quality assessment and formulation of educational standards. They view the potential application of assurance services to accounting education quality as a way to offer a wider range of services to the public. CPAs perceive assurance services as a type of quality assessment that can be used to complement, but not replace, some of the more effective traditional methods, and as a way of enhancing the quality assessment process for accounting education.
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Thomas, Susana. "Buying innovation in complex public service settings : the example of service improvement in education." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/buying-innovation-in-complex-public-service-settings-the-example-of-service-improvement-in-education(82cea21e-dcc0-4598-9e13-4f08ab118785).html.
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This research investigates how public service organisations (PSO’s) use public procurement, referred to as the acquisition of goods and services by PSOs, to analyse the processes through which a PSO acquires innovative goods and services in order to improve public services. Despite a number of success stories from the literature (Phillips et al, 2007; Uyarra, 2010; Yeow et al, 2011), PSOs struggle to procure and implement innovation (e.g. Uyarra et al, 2014a). One major reason for this lack of innovation procurement and adoption is the nature of governance of the procurement process in the public sector (Rolfstam, 2009).Drawing from the public sector and organisational governance literature, this research develops a conceptual framework to investigate how internal, managerial and external governance affects the willingness and ability of PSOs to procure innovative goods and services. External governance refers to overarching bodies of organisations and institutions situated outside the PSO which influences policy and organisational arrangements of PSOs. Managerial governance refers to organisational actors and other stakeholders brought together to form governing boards which directly control and support the PSO leader. Internal governance refers to the day-to-day operations and delivery of a public service. This research adopts a positivist approach with a deductive inquiry process. Using the English secondary education system as the PSO under investigation this research utilises a mixture of quantitative (survey to two types of secondary schools in England) and qualitative methods (four case studies). The findings of this research indicate that these three governance levels influence PSOs procuring innovation in a number of ways. External governance can determine the decision-making process and what can and cannot be procured to improve the service and how budgets are used for innovations. External governance can also act as a source of expertise and knowledge, create opportunities and incentivise PSOs by establishing conditions, mechanisms and access to large scale programmes and initiatives. Similarly, managerial governance entails actors to act as gatekeepers in the decision making process, assisting in procurements by leveraging expertise from other positions and improving the chances of procuring innovation through partnership arrangements with internal governance actors. At the internal governance level, procurement of innovation is greatly improved when ‘champions’ support innovative solutions and when staff responsible for the delivery of the service (i.e. teachers) specify requirements. This research makes three contributions. Firstly, it develops a conceptual framework for public procurement of innovation (PPI) with governance at the centre. Secondly, it adds to the growing body of literature of PPI practice and the barriers faced by PSOs. Finally, this research pays attention to education, a public service sector that has been overlooked by previous studies. Consequently, this research may help policy-makers and practitioners to better understand the governance of PPI.
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Mojsoska-Blazevski, Nikica. "The public employment service, education and labour markets in Macedonia." Thesis, Staffordshire University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431502.
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Dixon, John. "The reform of the Australian Public Service : commercialisation and its implications for public management education." Thesis, View thesis, 1995. http://handle.uws.edu.au:8081/1959.7/28738.
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Australia has been engaged on a comprehensive process of federal public service reform for more than 20 years. It began in the 1970s, when the long undisturbed Australian Public Service (APS) was confronted with a major review process and with a set of administrative law reforms. This was followed in the 1980s by the introduction of a set of ambitious administrative reforms, which drew strength from similar developments occurring overseas, notably in Britain, the United States, New Zealand and Canada. This created the setting for the commercialisation of the APS that began in the late 1980s, which itself created a further set of organisational and management imperatives for the APS. The articulation of the desired management competencies became a pressing priority to consolidate the administrative and commercialisation reforms and a broad consensus emerged. The next challenge was to determine how best to inculcate the desired APS management competencies. The overall conclusion drawn was that while the administrative and commercialisation reforms have moved the APS some way towards attaining the distinctive characteristics that well-performing public agencies should have, they have created a wide variety of challenges and threats yet to addressed adequately. Within an organisational and politico-administrative environment that leaves APS managers vulnerable, especially those in APS 'quasi-businesses', because they are expected to improve service delivery productivity, so as to reduce costs, while at the same time to enhance service quality. This management task requires them to confront a variety of these threats and challenges, which purveyors of public management education must help them address, if they are to meet their idiosyncratic learning needs. This requires the adoption of a learner-based, problem-centred approach to learning for, rather than about, public management.
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Dixon, John. "The reform of the Australian Public Service : commercialisation and its implications for public management education /." View thesis, 1995. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030818.114628/index.html.
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Patterson, Kathryn Jean S. "The public service aspect of William and Mary's mission: 1906-1972." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618822.
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Teaching, research, and service constitute the three commonly articulated missions of American colleges and universities. The purpose of this study was (1) to examine whether public service is a viable element of the college mission or a marginal activity and (2) to analyze the forces that shape the public service responsibility of a given institution. The specific aspect of public service addressed is the college's role in providing continuing educational opportunities for adults in the surrounding community.;The College of William and Mary in Virginia was selected as a case study because of the wide variations it has undergone in character, purpose, and leadership. It was hypothesized that the interpretation of William and Mary's public service responsibility changed significantly with the shifting emphases in institutional mission. Also investigated was the possibility of a relationship between increased prestige and selectivity and diminished provision for continuing education. The scope of the study was from 1906, when the College became state-supported, to 1972, when credit-bearing extension courses were discontinued.;External forces that were found to influence the public service aspect of mission were political, military, economic, and demographic. Internal forces included changes in presidential leadership and disputes over the college's primary identity. The competing images of William and Mary were those of the prestigious liberal arts college renowned for its colonial heritage and the state-supported, service-oriented institution with a legacy of teacher education and broadly-based educational opportunity.;It was concluded that the public service mission is not constant but changes over time as an institution evolves; that public service is not a static list of obligations but a dynamic response to the circumstances that shape the identity of a college; and that the key to the type and extent of public service is the perception of the constituencies to be served. More study is needed on individual faculty initiatives in public service, the role of the student in public service, and the development of partnerships between colleges and corporations in addressing public needs.
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Kim, MyungJoo. "Service-learning's impact on dental students' attitude to community service." Thesis, University of Iowa, 2012. https://ir.uiowa.edu/etd/3324.
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This study is aimed to evaluate service-learning program's impact on senior dental students' attitude to community service at Virginia Commonwealth University (VCU) School of Dentistry. Experience gained through service-learning in dental school may positively impact dental students' attitude to community service that will eventually lead into providing care to the underserved. Two surveys were administered to 105 senior dental students. For the first survey (post-test), students reported their attitude to community service after the service-learning program completion. For the second survey (pre-test), students reported their attitude prior to the program retrospectively. Seventy six students responded to the post-test and fifty six students responded to the pre-test. A repeated-measure mixed-model analysis indicated that overall there was a change between pre-test and post-test. Scales of connectedness, normative helping behavior, benefits, career benefits, and intention showed a significant pre-test and post-test difference. A relationship between attitude to community service and student characteristics such as age, gender, ethnicity, and volunteer activity was also examined. Only ethnicity showed a significant difference. In conclusion, service-learning program at VCU School of Dentistry has positively impacted senior dental students' attitude to community service.
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Fejszes, Violetta Rozsa. "Performance measurement of community education services : a case study of public service delivery in Forth Ward, Edinburgh." Thesis, Queen Margaret University, 2017. https://eresearch.qmu.ac.uk/handle/20.500.12289/7322.
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Performance measurement within public services is a key feature of the literature but at ward level it has been an under-studied concept. This thesis presents research within a ward with deprived and affluent areas, focusing on community education service provision and the part performance measurement plays in it. The literature shows the importance of community education services in deprived areas to empower residents. They have the potential to impact positively on the lives of individuals and communities. Performance measurement is meant to ensure the delivery of value for money, quality services but it can instead be a barrier. In subjective areas like community education, measurement is difficult. The primary research was conducted in a qualitative case study. Data collection involved semi-structured interviews with ward stakeholders. The key findings identify constraints surrounding performance measurement in subjective services. While there was increased emphasis on measuring performance the value of such procedures was questioned. Performance measurement practices did not necessarily lead to improved service outcomes. The findings uncovered many specifics concerning both the process and the context. As community education was credited with reducing public service dependence by supporting self-reliance, dedication to such services was seen as necessary. Changes were needed, in performance measurement and more broadly, as there was a risk that the sector would not be able to operate soon. Despite the various representative bodies, effective local input, which was needed, had yet to be achieved. The findings draw out real issues with potentially serious implications. They highlight how the public service provision might be improved at the most micro level of democracy, the ward, where citizens experience first-hand public services. The research could therefore be of value to policy-makers and those responsible for service provision.
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Strand, Karen. "Applying Public Relations Theory to Assess Service-Learning Relationships." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1554008.
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In Service-Learning (S-L) partnerships, universities and community organizations exchange resources and influence. Community engagement scholars Cruz and Giles proposed that relationships within S-L partnerships serve as units of analysis for the study of community outcomes of engagement. Yet, the scholarship of engagement lacks a suitable instrument to assess such relationships. This study brings together two lines of scholarship-relationship studies within community engagement and cocreational studies within public relations-to address the problem of assessing the community outcomes of S-L relationships, and it applies Cruz and Giles' ideas about using relationship analysis to assess community outcomes when it considers the perspectives of representatives of nonprofit organizations relative to their relationships with S-L students. Specifically, this qualitative study applies public relations theory to the problem of assessing project-based S-L relationships.
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Wallace, Barbara King. "Incentives for faculty participation in professional service at selected public urban universities in Virginia." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618594.
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The purpose of this exploratory study was to determine if urban universities truly support faculty in carrying out the universities' self-stated commitment to professional service. Professional service refers to significant professional activities outside the categories of teaching and scholarship that draw upon one's professional expertise in his or her academic discipline. A secondary purpose was to identify the incentives universities employ to encourage professional service.;Two public, urban universities in Virginia were studied for this project. The population for this study consisted of two groups at each of the two institutions: full-time faculty currently involved (within the past five years) in professional service activity and the continuing education administrator.;The case study approach was used and included content analysis of institutional documents related to professional service and survey analysis.;The main research question addressed was: at institutions which claim professional service as central to their mission, are there incentives or rewards for faculty participation? Five subsidiary research questions were also addressed: (1) Do institutions clearly define professional service? (2) Do institutions have clear cut incentives and rewards for professional service? (3) Are there negative consequences for faculty who engage in professional service? (4) Do institutional policies exist for evaluating professional service? (5) Do institutional leaders actively support professional service?;It was concluded that few incentives exist for faculty who choose to participate in professional service activity. From the perspective of the faculty respondents, this mission of continuing education and professional service as well as other non-research roles are not attractive areas to devote much professional time to, as the time spent on such activities competes with research time and instructional activity which represent greater potential for personal reward. Also, it was concluded that the definition and policy for professional service are often fragmented and vague.;The generalizability of the findings are limited because the faculty participants in this study hold appointments at public, urban universities. Similar studies including a larger number of faculty participants employed at different kinds of institutions would be helpful. Also, further study is needed on specific criteria for evaluating faculty professional service and the leadership role for professional service within the institution.
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Yun, Minjung. "Le service public de l'éducation en Corée du Sud." Electronic Thesis or Diss., Université Paris-Panthéon-Assas, 2023. http://www.theses.fr/2023ASSA0054.
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L’éducation publique coréenne, qui a contribué à la croissance économique et de la démocratie en moins de cent ans, était la fierté du pays, mais elle s’est érodée sous l’effet du poids de l’éducation privée et la crise de l’éducation publique. À partir de la prise de conscience de ces problèmes, cette thèse débute avec l’intention d’obtenir des idées éducatives et juridiques applicables à l’éducation coréenne en analysant le domaine du service public de l’éducation française. Le problème lié au statut ambigu des écoles privées et celui du principe de neutralité incorrectement appliqué sont souvent indiqués comme problèmes juridiques observés dans le service public de l’éducation en Corée du Sud. Comme solution à ce problème, l’introduction du concept de service public français et des fondements juridiques associés, tels que la classification des services publics fondée sur la norme fonctionnelle, la délégation de service public, le respect des principes du service public et la résolution active des litiges par le biais de tribunaux administratifs, mérite d’être envisagée. Le service public exige le respect de principes connexes, donc l’introduction de la notion de service public peut également contribuer à résoudre les problèmes liés au principe de neutralité. L’obligation de neutralité ne s’étend pas au domaine de la vie privée, et ne doit pas servir de base juridique pour la privation des droits fondamentaux. De plus, les écoles privées religieuses, bénéficiant de subventions de l’État, doivent respecter le principe de neutralité plutôt que d’imposer une religion spécifique aux membres de l’écoleThe South Korean public education which contributed to the success of economic growth and democracy within a century was the pride of the country, but it eroded under the weight of the private school system and the public education crisis. Being aware of these issues, this thesis aims to obtain educational and legal ideas that apply to the education in South Korea by analyzing the French public service of education. Issues related to the ambiguous status of private schools and the neutrality principle incorrectly applied are usually reported as legal issues observed in the South Korean public service of education. As a solution to these issues, consider introducing the French concept of public service and related legal basis such as classification of public services based on functional standards, delegation of public services, respect for public service principles and active resolution of disputes through administrative courts are worth considering. The public sector requires respect for related principles and the introduction of the concept of public service can contribute to the resolution of problems related to the neutrality principle. The obligation of neutrality does not extend to the area of private life and should not serve as a legal basis to deprive fundamental rights. In addition, private religious schools which receive public subsidies, must respect the principle of neutrality instead of enforcing a specific religion on the members of the school
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Kuzmina, Ksenija. "Investigating opportunities for Service Design in Education for Sustainable Development." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16281.
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This research investigates opportunities for Service Design in Education. The focus is on a particular type of change happening within education that of Education for Sustainable Development (ESD) where Service Design has little presence and limited knowledge. This research has been carried out through grounded theory and contextualised in English institutions of primary education. As a result it identified Service Design as an approach to enable transformational change within educational institutions that seek to move towards ESD. To establish the basis for the research, a literature review has been carried out on Service Design, the vision of ESD and its application in the context of English schools. As a result, Service Design capability to re-design services at organisational level was linked to the gap in normative re-educative change processes towards ESD in English schools. The rest of the research sought to build on these findings. In-depth case studies with five primary schools and a cross-case analysis have been carried out to establish an understanding of ESD change at organisational level. It focused on elements relevant to normative re-educative change processes, which included social and personal norms and values residing within organisational systems. From the case studies, principles, concepts and processes were identified that enabled schools to engage with ESD at the deepest level. The knowledge derived from the case studies was further developed in order to relate the ESD phenomenon to Service Design. Service thinking and organisational change theory were applied to develop a Sustainable Education as a Service Model (SES MODEL) to understand ESD as a phenomenon in a service system. A SES Model was presented back to Service Design community. The sense-making of ESD was undertaken with seven service design practitioners by conducting semi-structured interviews during which they explored the SES Model. The outcome of the interviews showed the model to build service designer s capacity to engage with ESD, while the use of the model showed that designers could envision using it at a normative re-educative change level. The research shows that ESD is a new concept, which is relevant to Service Design. It therefore offers opportunities for further service design research and practical applications.
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Alinsunurin, Jason <1985>. "Essays in public service co-production: navigating participatory and involvement pathways in education governance." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amsdottorato.unibo.it/9276/1/18Feb_DissertationAlinsunurinJason_Final.pdf.
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This dissertation aims to contribute to the scholarly discourse on how citizen co-production matters for a wide variety of social outcomes and public values.
Essay 1 revisits the conceptual evolution of co-production and how scholars have delineated it. We revisit its antecedents and drivers, more importantly, historicizing why the clashing paradigms in public administration and management matter in the discourse. The fallout and failure of New Public Management vis-à-vis the ascent of New Public Governance herald the advancement of collaborative and participatory approaches.
Essay 2 responds to the need of coproduction to meaningfully with outcomesthath we can integrate in public service designs such as in the education sector. In this empirical work, we investigate the role of parental involvement in cultivating an environment which is conducive for learning, using the lens of school leadership. We find that specific dimensions of parental involvement, along with principal leadership, matter for the enhancing learning climate and educational inclusion.
Essay 3 contextualizes parental co-production and how varieties of involvement with the school is associated with reading, mathematics and science scores. With parent-student pairs as our unit of observation, we find that the negative relationship of test scores with parental involvement indicate that academic performance is likely activating the parental involvement as a response to address learning challenges.
Essay 4 investigates how parental involvement and engagement matters for educational retention in the case of India—the world’s largest education system fraught by challenges of quality, efficiency and equity. Our analytical strategy traces through a temporal mechanism by which parental involvement and engagement is associated with school outcomes, considering child, schooling and other social characteristics. We utilize the India Human Development Survey (IHDS), a unique longitudinal household survey which allowed us look at how the interaction of household-level and schooling characteristics may shape future educational outcomes
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Elston, Jackie Cook. "Higher Education and the Social Contract: Achieving Alignment with the Service Mission in the Liberal Arts/Sciences at Urban Universities." VCU Scholars Compass, 1999. http://scholarscompass.vcu.edu/etd/4540.
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American higher education exists today in an environment of accountability. The public is demanding full participation in addressing the considerable social, health and economic problems facing society. Despite explicit statements of commitment to public service and community outreach however, according to numerous studies conducted over the past twenty years, universities are not articulating this commitment in faculty roles and rewards.
This study advances the discussion of roles and rewards at one particular model of institution — the urban university. The focus is on the behavior and attitudes of academic leaders at these unique institutions to determine the extent to which faculty public service activities are valued . The liberal arts/humanities/sciences schools at urban universities are the unit. of analysis based on the knowledge these faculty can contribute to the solution of social problems.
A descriptive research design was developed to determine the prevalence of certain attitudes at a sample of urban universities. Cross-sectional and case study methods were used to survey 70 institutions. Based on the findings of the study, the conclusion is drawn that, overall, strategies, rewards and structures at the majority of liberal arts/humanities/sciences schools that were part of this study are not in alignment with the public service mission.
Authors of organizational theory claim that congruence — alignment of goals and rewards — is necessary for success. Interviews with deans of schools that were determined to be "successful" in aligning rewards yielded common philosophies regarding articulating the service mission. For example:
• Boyer's broadest view of scholarship has been incorporated into efforts to redefine faculty roles and rewards.
• "The partnership is the new concept that replaces volunteer work with creative, mutually-rewarded research and teaching in the community setting."
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SCHONEMAN, TRUDY ANNE. "RELATED SERVICE PROVISIONS OF PUBLIC LAW 94-142: ISSUES AND RULINGS (PL94-142)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188098.
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The difficulties in interpreting and implementing the related services required under the Education for All Handicapped Children Act of 1975 have generated many state and federal court cases, state and local administrative hearings, and federal policy letters. However, these court cases, hearings, and policy letters have resulted in some contradictory rulings pertaining to the provision of related services. The purpose of this study was to (1) examine the issues associated with the provision of related services, (2) determine how they have been resolved in these administrative and judicial procedures, and (3) more clearly delineate what related services must be provided by school districts. This study utilized a descriptive research design. Using a documentary analysis method, state and federal court cases, state administrative hearings, and federal policy letters were analyzed. The analysis was divided into two major sections: issue analysis and issue resolution. The issue analysis section included the background of both the subject and the issues, as well as the specific interpreting body. The issue resolution section included the rulings and the rationale for each division. Data from each court case, administrative hearing, and policy letter were recorded on an individual analysis form. Data from each individual analysis form were then recorded on a corresponding matrix specifically designed to display information in relation to each research question. As a result of this study, it was determined that two issues generated policy interpretations or rulings by the courts, state administrative hearings, and/or policy letters. The first issue pertained to the definition of related services and whether or not a specific service was a related service within the federal definitions. The second issue revolved around the determination of a student's need for a service or eligibility for a service. An analysis of the rulings indicated that school districts were required to provide the contested related service in 67% of the cases in this study. It was also determined that the interpreting bodies broadened the definition of related services by ruling school districts to provide services that were not named or defined in the federal regulations of Public Law 94.142.
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Futrell, Carmen Fambrough. "Art Service-Learning Projects for the Academically Gifted Middle School Student." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd_retro/172.
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Research indicates that gifted learners have a heightened sense of responsibility to use the knowledge they acquire in the classroom in a purposeful way. Realizing this fact, art service learning experiences were designed to offer gifted middle school artists opportunities to use their knowledge and skills beyond the classroom setting in an attempt to experience real-world situations and to share their artworks in ways that benefit their community. Students participated in 2 community-directed projects in an effort to educate, inspire, and help others. Art products include decorative benches created as a traveling exhibit for environmental awareness and note cards rendered from student paintings that support the rejuvenation of the Elizabeth River.
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Kennedy, Joy, and res cand@acu edu au. "A Study of Learning Environment in the Extended Practicum of a Pre-Service Teacher Education Course at a Catholic University." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp169.24072008.
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This thesis reports research which employed quantitative data collection methods to investigate pre-service teacher perceptions of extended practicum learning environments of pre-service teachers at a Catholic university and their self-efficacy for future teaching. By drawing on learning environment research, practicum in teacher education literature, student teacher practicum evaluation data and stakeholder perceptions of dimensions of the ACU extended practicum learning environment, an instrument, a 72-item questionnaire, the Extended Practicum Learning Environment Inventory (EPLEI) was developed and validated. To establish relationships between student teacher perceptions of the extended practicum learning environment and their self-efficacy for future teaching, a Student Teacher Efficacy Instrument (STEI) was also developed. Data were collected from student teachers using the EPLEI and the STEI. In 2001, the total sample consisted of 64 students. Recognising that there are a number of dimensions to the learning environments of the extended practicum and to assess differences in student teacher and supervising teacher perceptions of the same extended practicum learning environment, supervising teachers responded to an analogous form of the EPLEI. In 2002, the sample consisted of 57 student teachers and their supervising teachers. Statistical analyses were performed on the quantitative data and revealed some statistically significant differences in the way student teachers and supervising teachers perceive the same environment. Statistical analyses also revealed significant differences in student teachers perceptions of extended practicum environments in relation to school type. Student teachers who participated in the extended practicum in Catholic schools perceived the learning environments more positively than student teachers in State and Other Christian schools. The analyses revealed significant associations between student teacher perceptions of the extended practicum learning environments and their self-efficacy for future teaching. This research clearly demonstrates that extended practicum experiences of student teachers at a Catholic university are affected by features at both classroom and school levels
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Shingenge, Hans Silvanus. "Evaluation of the In-Service Basic Education Teacher Diploma Programme in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/20941.
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Thesis (MPA)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The In-Service Basic Education Teacher Diploma Programme (BETD Inset Programme) is a Namibian educational programme under the Ministry of Basic Education, Sport and Culture. It is a unified general preparation for unqualified and partly qualified teachers in Basic Education, with opportunities for specialisation in both phases of schooling and in subject areas. It seeks to strike a balance between professional insight, skills and subject knowledge. A process of evaluation was implemented to assess the programme management and the programme workers’ knowledge, skills and expertise, including their choice of methodology for implementing the BETD Inset Programme. The aim of the programme evaluation was to determine the effectiveness and sustainability of the BETD Inset Programme. The problem statement of this study takes as its point of departure the prevalence of development programmes that are not implemented in an effective and sustainable manner, particularly in Third World countries. Many researchers and scholars have identified programme management as crucial to the effective implementation of development programmes. It is in response to this argument that this researcher decided to conduct a study on the National Institution for Educational Development (NIED)’s implementation of the BETD Inset Programme. The objective was to establish whether the existing programme management strategy implements the BETD Inset Programme effectively, and to explore the possibilities of recommending supporting strategy. This study also referred to the issue of gender balance in the appointment of BETD Inset Programme management staff. Qualitative methodology was used to obtain information from the BETD Inset Unit and Regional Education Offices, who play an important role in the implementation process of the BETD Inset Programme. The senior managers were interviewed and they provided information about the BETD Inset Unit management structures and the objectives achieved during the BETD Inset Programme implementation process. The implementation process plans set by the NIED were based on terms of reference provided by the Ministry of Basic Education, Sport and Culture to determine their effectiveness in achieving the set objectives. The literature review of this study reflects the conceptual categories identified from an overview of programme management objectives in development programmes and distance education programmes. These conceptual categories are based on management models that are useful for programme management evaluation. The conceptual categories point out characteristics fundamental to the effective implementation of the BETD Inset Programme. These characteristics were used to formulate measuring criteria, and they formed the basis for the analysis of the study’s results in chapter 5. BETD Inset Programme is defined as a distance education programme. It was deduced that the BETD Inset Programme faced a number of challenges, and that consequently the NIED management had to implement the programme with a limited infrastructure and work force. All these challenges are linked to one major factor, which is the lack of sufficient resources required for the effective implementation of the BETD Inset Programme in a sustainable manner. This study recommends that a strategy for potential stakeholder participation should be redesigned and effectively implemented, in order to secure sufficient resources to support the programme in a sustainable manner.
AFRIKAANSE OPSOMMING: Die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma (BOOD-Insetprogram) is ’n Namibiese onderwysprogram onder leiding van die Ministerie van Basiese Onderrig, Sport en Kultuur. Dit is ’n samevattende algemene voorbereiding vir ongekwalifiseerde en deels-gekwalifiseerde onderwysers in Basiese Onderrig, met geleenthede vir spesialisering beide in skolingsfases en vakgebiede. As algemene doelstelling streef dit na ’n balans tussen professionele insig, vaardighede en vakkennis. Program-evaluering is gedoen ten einde die programbestuur en -werkers te beoordeel volgens hulle kennis, vaardighede en kundigheid, insluitend hulle keuse van metodiek vir die implementering van die BOOD-Insetprogram. Die mikpunt was om die effektiwiteit en volhoubaarheid van die BOOD-Insetprogram te bepaal. Die probleemstelling van die studie is daarop gebaseer dat ontwikkelingsprogramme, spesifiek in Derdewêreldlande, nie effektief en op ’n volhoubare manier geïmplementeer word nie. Navorsers en studente het die bestuur van ontwikkelingsprogramme as die sleutel tot die effektiewe implementering daarvan geïdentifiseer. Dit het daartoe gelei dat die navorser ’n studie onderneem het oor hoe die Nasionale Instelling vir Opvoedkundige Ontwikkeling die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma implementeer. Die doelwit was om vas te stel of die bestaande strategie vir programbestuur die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma effektief implementeer, en ook om ’n moontlike ondersteuningstrategie voor te stel. Die studie het ook die kwessie van geslagsbalans aangeraak ten opsigte van poste wat beklee word deur bestuurspersoneel wat die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma implementeer. ’n Kwalitatiewe metode is gebruik om inligting te verkry vanaf BOOD-Implementeringseenhede en Onderwysstreekkantore wat ’n sleutelrol vervul in die implementeringsproses van die BOOD-Aanvangsprogram. Onderhoude is gevoer met lede van die topbestuur wat ook inligting verskaf het oor die BOOD-Inseteenheid se bestuurstrukture, en doelwitte wat in die implementeringsproses van die BOOD-Insetprogram bereik is. Implementeringsplanne, daargestel deur die Nasionale Instelling vir Opvoedkundige Ontwikkeling aan die hand van riglyne van die Ministerie van Basiese Onderrig, Sport en Kultuur, word gebruik om vas te stel hoe effektief hulle hulle doelwitte bereik. ’n Literatuur-oorsig vir hierdie studie weerspieël die konseptuele kategorieë wat geïdentifiseer kan word uit die gesamentlike bestuursdoelwitte van ontwikkelingsprogramme en afstandsonderrigprogramme. Hierdie konseptuele kategorieë is gebaseer op bestuursmodelle wat ook aangewend kan word vir die evaluering van programbestuur. Die konseptuele kategorieë identifiseer fundamentele kenmerke vir die effektiewe implementering van die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma. Hierdie kenmerke is gebruik om evalueringskriteria te formuleer asook die basis daar te stel vir die ontleding van die studie se resultate in hoofstuk 5. Die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma word getipeer as ’n afstandsonderrigprogram. Die gevolgtrekking word gemaak dat die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma uitdagings in die gesig staar wat die bestuur van die Nasionale Instelling vir Opvoedkundige Ontwikkeling noop om die program met beperkte infrastruktuur en menslike hulpbronne te implementeer. Al hierdie uitdagings hou verband met een hooffaktor, naamlik die gebrek aan voldoende hulpbronne vir die effektiewe en volhoubare implementering van die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma. Die studie stel voor dat ’n strategie herontwerp en effektief geïmplementeer word vir deelname deur potensiële belanghebbendes ten einde voldoende hulpbronne te verseker om die program op ’n volhoubare wyse te ondersteun.
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Thomas, Nicole Richardson. "The Role of Assumptions in Service Delivery: Exploring minority student participation in educational decision-making." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492598155178709.
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Lambright, Kristina Trent. "Getting what you ask for Explaining contracted providers' proper use of service monitoring tools /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
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Osborne, Sally, and n/a. "Preferences of pupils and teachers for service delivery of learning assistance in ACT High Schools." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050816.100411.
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Students who have learning difficulties generate a resource to assist
them with their schoolwork. This resource has been delivered in a number
of different ways. In the last decade the introduction of inclassroom
assistance has been adopted in several states in Australia including the
Australian Capital Territory. This method of service delivery of the
resource has been considered to be helpful as it allows the student to
remain in the classroom while still receiving the necessary assistance.
The proponents of this delivery method believe that the students prefer
remain in the classroom. Critics of this delivery method consider that it
is not easy to address basic skill deficits in the classroom and that
students find being helped in the classsroom embarrassing. This study
examines the preference for service delivery model of three groups of
population, students, classroom teachers and teachers of students with
learning difficulties. A survey was used to ascertain the preference of
these three groups, why they preferred a model, which model they
regarded as most efficacious and why. Other specific questions were
asked of each group. Interviews were also conducted with ten percent of
each group and also with the principal and the counsellor from each
school. Some illumination of school climate and other variables which
may affect data was sought from the interviews. Teachers were found to
prefer a mixed model of service. Students' results showed a preference
for two models over a third, small classes, which was not favoured.
Students also saw these two models as most efficacious. Interviews
revealed a satisfaction with the service amongst students but some
concerns about the delivery of the service and the decision making
processes amongst teachers.
24
Adibelli, Elif. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611624/index.pdf.
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The main purpose of this study was to determine preservice science teachers&rsquo(PSTs) epistemological beliefs regarding the nature of knowledge and learning in the domain of environment through comparing with the domains of biology, physics, chemistry, and mathematics. A total of 12 PSTs voluntarily participated in the study. The sample of this study was consisted of senior elementary PSTs who registered for an elective course titled &ldquo
Laboratory Applications in Science and Environmental Education&rdquo
in the fall semester of 2008-2009 at a public university, in Ankara. The major data of this study was collected by using a semi-structured interview protocol, developed by Schommer-Aikins (2008). The data of this study were analyzed through descriptive statistics and Miles and Huberman approach (1994). The data analyses of this study were presented along with five dimensions of epistemological beliefs. The analysis of omniscient authority indicated that the PSTs less trust in environmental experts&rsquo
opinions, give more importance to informal education in the acquisition of environmental knowledge, and believe that environmental knowledge is justified more on the basis of direct observation. The analysis of stability of knowledge revealed that the PSTs conceived of environmental knowledge as more uncertain. The analysis of structure of knowledge pointed out that the PSTs consider environmental knowledge as more complex. The analysis of control of learning revealed that the PSTs believe that the large percentage of ability to learn can be acquired after the birth more in environment. The analysis of speed of learning indicated that the PSTs believe that much of learning takes less time in the domain of environment. This study provided evidence that epistemological beliefs are multidimensional and domain-specific. Moreover, this study highlighted that the nature of environmental knowledge and learning are also an important issue to be addressed in environmental education.
25
Wentzel, Kim-Lee. "An investigation of students' perceptions and expectations of service delivery and service quality at an institution for higher education and training within a provincial government department in the Western Cape." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4412_1323422257.
Full textAbstract:
The primary aim of this thesis was to undertake research in a Higher Education and Training Institution in a Provincial Government Department in the Western Cape to determine which variables affect the services that are being delivered and the quality of the services and how these services could be improved. The population selected for the purpose of the research was a large number of students at a Higher Education and Training Institution in a Provincial Government Department in the Western Cape. A research sample represented by a subset of participants from this organisation was selected. A biographical questionnaire and the SERVQUAL questionnaire were administered to a sample of 130 students enrolled at a Higher Education Institution in the Western Cape. The results indicate that there are significant relationships between selected biographical variables and perceptions of service quality. Moreover, there were also statistically significant differences in perceptions on the variables Reliability, Responsiveness, Assurance, Tangibles and Empathy. Tentative conclusions can be drawn from the results and recommendations regarding future research are highlighted.
26
Owner, Ann, and n/a. "A study of communications between the system and service delivery sectors to learning centres in ACT high schools." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20050629.095537.
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The purpose of this study was to examine the effectiveness of
communication between the Operations branch, the Student Services
Section and High School Learning Centres within the Services Division of
the ACT Department of Education.
Data was collected from administrators and educators alike. The survey
instrument was designed specifically to examine the perception of the
effectiveness of organisational communication between the bureaucratic
administrative group within the ACT Department Education Department
and the personnel within the ACT High Schools Learning Centres
responsible for service delivery to students in Learning Centres. The
survey instrument addressed five factors. These factors included
Horizontal and Vertical Communication, Personal Feedback, Media Quality
and Barriers to Communication.
The findings from the survey were organised into six major findings and
four subsidiary findings and discussion on each finding followed.
The findings of the study indicated that, effective co-ordination in a large
organisation requires some centralized direction. The relationship that
exists between the three organisational domains of the Act Department of
Education responsible for the delivery of effective service to Learning
Centre clients in ACT High Schools had been shown to be an impersonal
mechanism of control designed by the Policy and Management domains in
part, and a culturally diffuse but personal mechanism of control used by
the Service domain personnel within the Learning Centres themselves.
What has emerged from the study is evidence that would suggest that there
is lack of an effective link between the more bureaucratic Policy and
Management domains and the more open and less formal Service domain
sector.
The findings have implications for the bureaucrats involved in the change
process which has been part of regionalisation. The findings of the study
indicate that regionalisation does not appear to provide a panacea for the
major difficulties associated with communication as revealed in this
study.
27
Adeyeri, Oluwadamilare S. "Intrinsic Motivation and Human Agency of Faculty Engaged In Service-Learning: A Qualitative Interpretive Study of a U.S. Mid-western Public University." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336612787.
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Combes, Stephane. "Le traitement des accidents et des maladies des agents publics au sein du service public de l'Education nationale." Thesis, Limoges, 2014. http://www.theses.fr/2014LIMO0022.
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L’Education Nationale, par le nombre et la diversité des statuts de ses personnels, constitue un laboratoire d’étude intéressant sur les conditions de travail des agents publics, notamment lorsqu’ils sont victimes d’accidents ou de maladies à l’occasion de leur activité professionnelle. Les règles issues du droit du travail et du droit de la fonction publique et l’intervention croisée de multiples acteurs rendent complexe ce type de contentieux. S’ajoutent de nouveaux risques professionnels (souffrance au travail, cancers professionnels), qui sont en phase de reconnaissance juridique et sociale. La prévention des risques professionnels est devenue une préoccupation des pouvoirs publics, ainsi que la santé au travail dans la fonction publique. L’étude de ces risques pourrait entraîner une meilleure reconnaissance des accidents et maladies professionnels, qui souffre actuellement d’un processus administratif complexe mettant à mal les droits des agents publics. Enfin, la réparation des risques professionnels conduit toujours à des inégalités selon les faits à l’origine de l’accident ou de la maladie, le statut de l’agent ou la gravité du dommage. Le dépassement de la règle du forfait de pension met fin à certaines injustices mais demeure d’une portée limitée. Le rapprochement avec le régime général pourrait faire bénéficier les fonctionnaires de la présomption d’imputabilité. La mise en place d’un Fonds d’indemnisation bénéficiant à tous les agents publics et ayant pour vocation la réparation de tous les risques professionnels pourrait permettre à la victime d’un tel risque d’obtenir un complément d’indemnisation, permettant une réparation intégrale du préjudiceThe Department of Education, by the number and the variety of the statutes of itsstaffs, constitutes a laboratory of study interesting on the conditions of employment of thecivil servants, notably when they are victims of accidents or diseases on the occasion of theirprofessional activity. Rules stemming from the Labour Law and from the law of the publicservice and the crossed intervention of multiple actors make complex this type of dispute.New occupational hazards (suffering in the work, professional cancers) add, which are inphase of legal and social recognition.The prevention of the occupational hazards became a preoccupation of authorities, aswell as the health in the work in the public service. The study of this risks could pull a betterrecognition of the professional accidents and the diseases, which suffers at present from acomplex administrative process worsening the principle of legal security. Finally, the repair ofthe occupational hazards always leads to disparities according to the facts of the origin of theaccident or of the disease, the status of the agent or the gravity of the damage. The overtakingof the rule of the fixed price of pension terminates certain injustices but house of the limitedreach.The link with the general regime could make the civil servants of the assumptionbenefit of imputability. The implementation of a Fund of compensation benefiting to all thecivil servants and having for vocation the repair of all the professional risks could allow thevictim of this risk to obtain a complement to compensation, allowing a complete repair of thedamage
29
Stauffer, Melissa L. "Deregulation of a public service organization a case study on the implications and effectiveness of the charter school movement /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1999.Source: Masters Abstracts International, Volume: 45-06, page: 2962. Typescript. Abstract precedes thesis as preliminary leaves i-iii. Includes bibliographical references 101-103.
30
Fritschi, Jennifer. "Examining pre-service instructors' use of PowerPoint based on pre-service students' perceptions a mixed methods study /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008p/fritschi.pdf.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.Additional advisors: Nataliya Ivankova, Shannon Parks, Margaret Rice, Boyd Rogan. Description based on contents viewed Feb. 9, 2009; title from PDF t.p. Includes bibliographical references (p. 187-206).
31
Gemo, Helder R. "An assessment of human resource development program in Mozambique's public extension service." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-02132006-085144.
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Broughton, John, and n/a. "Oranga niho : a review of Maori oral health service provision utilising a kaupapa maori methodology." University of Otago. Dunedin School of Medicine, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070404.165406.
Full textAbstract:
The goal of this study was to review Maori oral health services utilising a kaupapa Maori framework.
The aims of the study were to identify the issues in the development, implementation and operation of Maori dental health services within each of the three types of Maori health providers (mainstream, iwi-based, partnership). The three Maori oral health services are: (i) Te Whare Kaitiaki, University of Otago Dental School, Dunedin. (ii) Te atiawa Dental Service, New Plymouth. (iii) Tipu Ora Dental Service, in partnership with the School Dental Service, Lakeland Health, Rotorua.
Method: A literature review of kaupapa Maori research was undertaken to provide the Maori framework under which this study was conducted. The kaupapa Maori methodology utilised the following criteria: (i) Rangatiratanga: The assertion of Maori leadership; (ii) Whakakotahitanga: A holistic approach incorporating Te Whare Tapa Wha; (iii) Whakapapa: The origins and development of oranga niho; (iv) Whakawhanuitanga: Recognising and catering for the diverse needs of Maori; (iv) Whanaungatanga: Culturally appropriate forms of relationship management; (v) Maramatanga: Raising Maori awareness, health promotion and education; and (vi) Whakapakiri: Recognising the need to the build capacity of Maori health providers.
Ethical approval was granted by the Otago, Bay of Plenty and Taranaki Ethics Committees to undertake interviews and focus groups with Maori oral health providers in Dunedin, Rotorua and New Plymouth. Information was also sought from advisors and policy analysts within the Ministry of Health. A valuable source of information was hui korero (speeches and/or discussion at Maori conferences). An extensive literature was undertaken including an historical search of material from private archives and the now defunct Maori Health Commission.
Results: An appropriate kaupapa Maori methodology was developed which provided a Maori framework to collate, describe, organise and present the information on Maori oral health.
In te ao tawhito (the pre-European world of the Maori) there was very little if any dental decay. In te ao hou (the contemporary world of the Maori) Maori do not enjoy the same oral health status as non-Maori across all age groups. The reasons for this health disparity are multifactorial but include the social determinants of health, life style factors and the under-utilisation of health services. In order to address the disparities in Maori oral health, Maori providers have been very eager to establish kaupapa Maori oral health services. The barriers to the development, implementation, and operation of a kaupapa Maori oral health service are many and varied and include access to funding, and racism. Maori health providers have overcome the barriers through two strategies: firstly, the establishment of relationships within both the health sector and the Maori community; and secondly, through their passion and commitment to oranga niho mo te iwi Maori (oral health for all Maori). The outcome of this review will contribute to Maori health gain through the recognition of appropriate models and strategies which can be utilised for the future advancement of Maori oral health services, and hence to an improvement in Maori oral health status.
Conclusion: This review of Maori oral health services has found that there are oral health disparities between Maori and non-Maori New Zealanders. In an effort to overcome these disparities Maori have sought to provide kaupapa Maori oral health services. Whilst there is a diversity in the provision of Maori oral health services, kaupapa Maori services have been developed that are appropriate, effective, accessible and affordable. They must have the opportunity to flourish.
33
Beddiar, Nadia. "Le mineur délinquant face au service public pénitentiaire." Thesis, Lille 2, 2011. http://www.theses.fr/2011LIL20017/document.
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L'administration pénitentiaire française connaît, depuis plusieurs années, d'importantes mutations vis-à-vis de ses missions, qui tendent vers une externalisation et de son personnel. l'amélioration de la réinsertion des détenus est devenue un impératif majeur, surtout en ce qui concerne les mineurs incarcérés, en vue de réduire les risques de récidive. il s'agit d'expliquer et de qualifier ces changements correspondants à un besoins d'adaptation de cette administration envers l'évolution de la population carcérale, tout en améliorant ses relations avec les autres organismes publics (le ministère de l'education nationale notamment) afin de confirmer la politique de décloisonnement et de partenariat, suivie par l'administration pénitentiaire. cette étude tentera également de dresser un premier bilan concernant les efforts fournis par cette administration publique dans le cadre particulier des établissements pénitentiaires pour mineursThe correctional institution is experiencing a profound process of modernization under the influence of European and constitutional law, which tends to assign to it all the characteristics of a public service and significantly adds to the law of enforcement of sentences.This normative development, under the control of an administrative judge, has introduced the basis of a genuine legal status for minors as coerced users of this public service. Efforts carried out by the penitentiary administration in the aim of establishing detention rules that apply and are adjusted to the different categories of prison population, and particularly to minors, are changing the traditional/classic conception of the prison‟s missions.The specificity of detention rules, as confirmed by the creation of detention facilities for minors and the search for a legal status for the minor inmate, is endorsed by the opening up of the penitentiary administration and the building of partnerships with other institutional actors.The mobilization of new resources constitutes a fundamental axe in the preparation of the social rehabilitation of minors, in their own best interest and benefit. The issues around the correctional framing in the objective to define the administrative status of the minor inmate lead to double angled analysis: the fixing of the foundations of prison law applicable to minors, and the application of this law which illustrates the need for an adaptation of the penitentiary action when it comes to minors
34
Delay, David L. Franklin David L. Lynn Mary Ann. "A study of the instructional leadership in-service education needs of selected Illinois public school principals." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616845.
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Thesis (Ed. D.)--Illinois State University, 1986.Title from title page screen, viewed July 8, 2005. Dissertation Committee: David L. Franklin, Mary Ann Lynn (co-chairs), Robert C. Goodall, Ronald S. Halinksi, Ronald L. Laymon. Includes bibliographical references (leaves 95-99) and abstract. Also available in print.
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Mlindazwe, Thozama. "Guidelines for the development of an induction programme for the Education Management Development Centre, Metropole South District." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4210.
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Thesis (MPA (Public Management and Planning))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: South African government employees are under extreme pressure to deliver quality and effective service to the public. They are also under extreme pressure to develop leadership and skills and to set high standards for quality service delivery. The Government therefore has a duty to ensure that employees are well equipped to render services needed by the public. The Department of Education is under scrutiny and pressure to address the skills shortage in the country and such skills must be of a globally acceptable standard. It is therefore most essential that new employees of the Department of Education at district level be well aware of the Department’s vision and mission and what the Department of Education stands for. The new employee needs to be well aware of the micro, macro and meso objectives of the Department. Employees at the district level of the Department of Education are there to provide guidance, governance and leadership to the leadership in the schools. This is a huge responsibility that needs employees who are aware of the Department of Education. By induction, the new employee can be made fully aware of what the organisation stands for. Through induction, the objectives, vision, mission, challenges, strengths and culture of the organisation can be transferred and emphasised. What the organisation believes and its objectives must be transferred by means of communication from the starting phase of the employee’s entry. This makes induction one of the important aspects of organisational development. It is important for each new employee in the South African public sector to be exposed to a sound induction programme. This research was undertaken with the aim of providing guidelines for the development of the induction programme of the Education Management Development Centre (EMDC) South. Data for emperical study was collected by means of focus groups discussions unstructured interviews and case study
AFRIKAANSE OPSOMMING: Werknemers van die Suid-Afrikaanse regering is onder geweldige druk om kwaliteit en effektiewe diens aan die publiek te lewer. Hulle is ook onder geweldige druk om leierskap en vaardighede te ontwikkel en om ‘n hoë standaard vir kwaliteit dienslewering daar te stel. Die Suid-Afrikaanse regering het dus ‘n plig teenoor sy werknemers om te verseker dat hulle goed toegerus is om die nodige dienste aan die publiek te lewer. Die Onderwysdepartement is ook onder die vergrootglas en onder druk om die vaardigheidstekort in die land aan te spreek en op ‘n manier wat voldoen aan globale aanvaarbare standaarde. Dit is daarom baie belangrik dat nuwe werknemers op die distriksvlak van die Onderwys Departement bewus moet wees van sy visie en missie, en wat die Onderwys Departement se stand van sake is met betrekking tot die bogenoemde kwessie. Die nuwe werknemers moet bewus wees van die mikro, makro en meso doelwitte van die Departement. Werknemers op distriksvlak van die Onderwys is daar om leiding, beheer en ondersteuning te bied aan die leierskap van die skole. Hierdie is ‘n baie groot verantwoordelikheid wat ‘n werknemer benodig bewus is van die operationele prosedures van die Onderwys Departement. Dit is deur induksie dat die nuwe werknemer ten volle bewus gemaak kan word van waarvoor die organisasie staan. Dit is deur induksie dat die doelwitte, visie, missie, uitdagings, sterk punte en kultuur van die organisasie oorgedra en beklemtoon kan word. Dit waarin die organisasie glo en sy doelwitte moet deur middel van kommunikasie vanaf die intree fase aan die werknemer in die organisasie oorgedra word. Induksie is daarom een van die belangrike aspekte van organisasie-ontwikkeling. Dit is belangrik dat elke nuwe werknemer in ons Suid-Afrikaanse publieke sektor aan ‘n goeie induksieprogram blootgestel word. Hierdie navorsing beoog om riglyne te gee vir die ontwikkeling van die induksieprogram vir die OBOS Suid. Die data vir die emperiese studie was ingesamel deur middel van fokusgroep besprekings, ongestruktureerde onderhoude en ‘n gevallestudie.
36
Gillies, Donald Robert. "Perception of change in education, training and development in the NSW Royal Police Service, post the Wood Royal Commission /." Electronic version, 2005. http://adt.lib.uts.edu.au/public/adt-NTSM20060822.160739/index.html.
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Beddiar, Nadia. "Le mineur délinquant face au service public pénitentiaire." Electronic Thesis or Diss., Lille 2, 2011. http://www.theses.fr/2011LIL20017.
Full textAbstract:
L'administration pénitentiaire française connaît, depuis plusieurs années, d'importantes mutations vis-à-vis de ses missions, qui tendent vers une externalisation et de son personnel. L’amélioration de la réinsertion des détenus est devenue un impératif majeur, surtout en ce qui concerne les mineurs incarcérés, en vue de réduire les risques de récidive. Il s'agit d'expliquer et de qualifier ces changements correspondants à un besoins d'adaptation de cette administration envers l'évolution de la population carcérale, tout en améliorant ses relations avec les autres organismes publics (le ministère de l'éducation nationale notamment) afin de confirmer la politique de décloisonnement et de partenariat, suivie par l'administration pénitentiaire. Cette étude tentera également de dresser un premier bilan concernant les efforts fournis par cette administration publique dans le cadre particulier des établissements pénitentiaires pour mineursThe correctional institution is experiencing a profound process of modernization under the influence of European and constitutional law, which tends to assign to it all the characteristics of a public service and significantly adds to the law of enforcement of sentences. This normative development, under the control of an administrative judge, has introduced the basis of a genuine legal status for minors as coerced users of this public service. Efforts carried out by the penitentiary administration in the aim of establishing detention rules that apply and are adjusted to the different categories of prison population, and particularly to minors, are changing the traditional/classic conception of the prison’s missions. The specificity of detention rules, as confirmed by the creation of detention facilities for minors and the search for a legal status for the minor inmate, is endorsed by the opening up of the penitentiary administration and the building of partnerships with other institutional actors. The mobilization of new resources constitutes a fundamental axe in the preparation of the social rehabilitation of minors, in their own best interest and benefit. The issues around the correctional framing in the objective to define the administrative status of the minor inmate lead to double angled analysis: the fixing of the foundations of prison law applicable to minors, and the application of this law which illustrates the need for an adaptation of the penitentiary action when it comes to minors
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Thomas, Elizabeth Anne. "STUDENTS’ EXPERIENCES WITH HEALTHY LIVING PUBLIC SERVICE ANNOUNCEMENTS DISSEMINATED THROUGH A SOCIAL NETWORKING SITE." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1476288019300899.
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Cornelissen, Darius D. "Service delivery improvement in the Western Cape Education Department (WCED) : a total quality management (TQM) approach." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1605.
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Thesis (MPA (School of Public Management and Planning))--University of Stellenbosch, 2005.Total Quality Management (TQM) sets out a framework for managers on how to improve business performance in all types of organisations. Organisational excellence must be integrated into the strategy of business through an understanding of the key business processes and the development of people.
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Jno, Baptiste-Smith Carol Rosetta. "HIV Testing Service Utilization Among Men and Women in Dominica." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5354.
Full textAbstract:
Voluntary HIV/AIDS testing and counselling (VHTC) is one of the preventive measures used in many countries to decrease the spread of HIV/AIDS. Archived data from National HIV/AIDS Response Program's (NHARP) raw 2016 dataset were used to identify relationships and to assess significant differences between sociodemographic factors and selected sexual risk behaviours versus VHTC practices among adults 18 years and older who resided in Dominica. The health belief model was used as the framework for this cross-sectional study. The sample comprised 982 participants (40% [394] men and 60% [588] women). Logistic regression analysis was used to assess associations between sociodemographic and sexual risk exposure factors versus VHTC. Findings revealed that, as compared to age group > 65 years, participants in age groups 25-44 years were 5 times more likely--and 45-64 years were 2 times more likely--to have engaged in VHTC (OR = 5.11, 95% CI = 2.03, 12.8 and OR = 2.63, 95% CI = 1.07, 6.49, respectively). The odds not to engage in VHTC were 48% higher for participants from Grand Bay district (rural area) compared to Roseau health district (capital) (OR = .52, 95% CI = .29, .94). The odds of nonengagement in VHTC were 51% higher for participants not having vaginal sex, compared to those who reported having vaginal sex (OR = .49, 95% CI = .26, .92). The implications for positive social change include providing public health practitioners with data to plan and implement educational programs specific to the demographic characteristics in Dominica. This will enhance current efforts to raise awareness regarding HIV/AIDS and may increase VHTC practice among the population that may reduce the incidence of HIV/AIDS.
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Govinda, Ishwar Lingam, and n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.
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This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.
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Körling, Gabriella. "In Search of the State : An Ethnography of Public Service Provision in Urban Niger." Doctoral thesis, Uppsala universitet, Kulturantropologiska avdelningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-157119.
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This study explores public health and education provision in Niamey, the capital of Niger, by merging the ethnographic study of public services with an anthropological analysis of the state and of local politics. Based on anthropological fieldwork carried out in a group of neighbourhoods in the periphery of Niamey, the study highlights the political dimensions of public service provision in a local arena where international development interventions and national plans meet local realities and where a wide range of actors and institutions, dis-courses, meanings, and practices are mobilized in the offering of and the regulation of access to public services. It focuses on the political, economic, and socio-cultural aspects of public service provision, too often hidden behind contemporary buzzwords of development such as community participation and decentralization that dominate global debates about education and healthcare in developing countries. The study brings forth the strategies of urban resi-dents in dealing with daily challenges in the consolidation of service provision and in educa-tion and health-seeking trajectories. It shows that access to a satisfactory treatment of illness or a successful school career is premised on the ability to navigate on the medical and educa-tion markets, which are made up of a plurality of providers and of official and unofficial costs and transactions. Further, these public services engage different actors such as commu-nity committees, traditional chiefs, local associations, the municipality and elected municipal councillors, emergent leaders, NGOs, and international development aid. The study demon-strates that despite the uncertainty of state support in health and education provision and a widespread dissatisfaction with these public services, the image of the state as service pro-vider is reproduced on a day by day basis through local efforts at securing public services.
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Tolar, Mary Hale. "Exploring women’s pathways to civic leadership." Diss., Kansas State University, 2009. http://hdl.handle.net/2097/1369.
Full textAbstract:
Doctor of EducationDepartment of Educational Leadership
Robert J. Shoop
Women leaders today have many sources to draw on for inspiration, motivation, and sustenance in their civic participation. Their participation is possible, in large part, because of generations of women who opened doors and broke down barriers. Women also face persistent barriers and challenges to leadership. What factors have influenced women, allowing them to move beyond historical limitations of participation to the exercise of leadership in the field of public service? This study employed qualitative research methods to explore women's pathways to civic leadership, focusing on women’s narratives using a collective case study design. The pathways explored in this study involve experiences and relationships that have led the subjects to, through, and away from service in the public sector. Cultural capital and social reproduction theory, with its focus on the individual’s dispositions and interactions with social institutions, was the framework used to explore the kinds of support, inputs or advantages women acknowledge as having an impact in their civic leadership. Female Truman Scholars, selected during their college years for their potential leadership in public service, formed the research population of the study. Respondents in this study, female Truman Scholars selected from 1977-1998, had at least ten years of education, career, and life experience from the time of selection. Themes that emerged from analysis of the data describe the impact of personal and family relationships, the role of mentoring, financial challenges and commitment to public service as critical experiences and relationships that both drive and impede respondents’ pathways. Respondents described personal and family relationships as inspirations and barriers; the presence of mentors as both a help and a hindrance, and the absence of mentors also as both benefit and deficit; meeting or succumbing to the financial challenges of public service careers; and finding their commitment to public service slip into disillusionment, or reinforced as a source that sustains. Findings related to the additive nature of gender roles to other challenges faced in public service leadership, the shadow-side of mentoring, and perseverance and disaffection related to one’s commitment to public service were informed by theory yet also highlight the complexity of women’s pathways.
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Hamstra, Diane. "Designing and implementing a writing program in a public school system." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/438703.
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The purpose of the study was to determine whether or not The Basic Communication Skills Program, a consultant developed and staff determined writing program, still had an impact on all program participants two years after its completion. The secondary aim of the study was to describe the strengths and weaknesses of the consultant developed and staff determined approach. The approach involved a consultant training teams of principals and teachers from sixteen elementary schools in the writing and writing instructional processes. The teams then determined a program for their staffs.There were four components of the study: team teacher surveys, principal surveys, interviews of school teams and professional consultants' surveys on inservice methods. Responses on surveys were tallied, percentages calculated, and interviewees responses categorized to verify assumptionsFindings1. More than half of the team teachers frequently or sometimes continued to use the writing program's ideas in their classrooms.2. Approximately half of the teachers affected by the team used the program ideas frequently or sometimes in their classrooms in the judgment of the team members.3. Sixty-three percent of the team teachers responded that their staff could not have developed a writing program without the assistance of a consultant, and eighty-six percent of the principals agreed.4. Professional consultants did not agree with team teachers and principals on the necessity of a consultant in helping a school to develop a writing program.Conclusions1. The use of a consultant to inform teachers and principals before they design their writing programs is beneficial.2. The consultant developed and staff determined approach can have a continuing impact on school teams and nearly half of their staffs.3. More than a team of a principal and two teachers from a school needs to participate in training sessions conducted by a consultant in order to have a continuing impact on the entire staff.
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Kwan, Ngok-ying Margaret. "The role transformation of the district education offices from the perspective of new public management before and after year 2000." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196722X.
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Williams, E. Marion, and n/a. "An evaluation of the worth of a partial withdrawal enrichment program for gifted children based on Maker's curriculum principles." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.133018.
Full textAbstract:
As a means of addressing observed inadequacies in school
curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial
withdrawal centre for counsellor-selected gifted children.
The Learning Enrichment Centre (L.E.C.) aimed to -
1) meet the needs of enrolled gifted students by -
a) providing appropriate learning experiences; and
b) providing an administrative arrangement (partial withdrawal)
which afforded them the opportunity to interact
with like minds;
2) meet the needs of the system by -
a) developing and evaluating units of work for gifted
students;
b) conducting workshops, seminars and in-service days for
teachers.
In 1984 the L.E.C. curriculum was designed and implemented in
accordance with Maker's model of curriculum modification for gifted
students (Maker, 1982). This model outlines a set of principles which
Maker claims, recognize the characteristics and needs of gifted
students and guide the development of a qualitatively different
curriculum. In making decisions about design and implementation of
Maker's curriculum modifications, factors related to the setting, the
teachers and the students were considered.
The overall purpose of the Study was to assist teachers in making
rational decisions about future L.E.C. provision. In particular the
Study was to collect information on the worth of the program - its
relative strengths and weaknesses - and the influence on the curriculum
of the administrative arrangement.
The program was evaluated by ascertaining levels of satisfaction
typically expressed by the students.
Of secondary concern was whether the organisational arrangement
of partial withdrawal had inhibited or enhanced the program's
intentions. It was acknowledged that unfavourable attitudes of
parents, classroom teachers or peers could conceivably alter students'
receptivity of the program.
In Term 4, two parallel questionnaires, one addressing the
L.E.C., the other the regular classroom, were administered to the
students. By comparing responses on matching items, levels of
satisfaction with the L.E.C. curriculum were determined. Selected
items on the L.E.C. instrument were further to reveal how students
felt about the administrative provision and whether classroom teachers
and peers were perceived to be supportive.
Subsequent to program completion, a questionnaire was mailed to
parents bo ascertain their support for the program by asking them how
their child's emotional behaviour had changed as a result of LEC
attendance. Also they were to indicate whether they preferred that
enrichment occur in the regular classroom or partial withdrawal
setting.
To confirm the students' impressions of classroom teacher support
and interest, parents were requested to comment on their understanding
of it.
Student responses indicated that they found their LEC experiences
to be particularly interesting and enjoyable, and the LEC teachers to
be kind, helpful, friendly and fair. These perceptions differed
significantly from their perceptions of school. Elements of the Maker
model which were consistently most valued by the group were the
Process modifications, 'Freedom of Choice' and 'Higher Levels of
Thinking'.
Parents proved to be supportive of the LEC program.
Although some would have preferred classroom enrichment
to partial withdrawal, they felt that schools could not
currently provide it.
It was the students' viewpoint that interactions
with peers and classroom teachers were not adversely affected
by their LEC participation. Classroom teachers were seen
to be generally supportive and interested - a perception
incidentally not shared by parents and LEC teachers.
Perceived positive attitudes towards their LEC involvement
most likely enhanced student satisfaction with the program.
The evaluation unequivocally indicated that the
LEC program based on Maker's model appealed to the students.
Though withdrawal from class possibly contributed to program
satisfaction, the level of satisfaction was very high
and could not be attributed solely to hidden curriculum
efects (the organisational arrangement).
The Study concluded that use of the Maker model
as a guide for developing LEC curricula should continue
but that parent and classroom teacher attitudes towards
the administrative arrangement should be regularly monitored
as they appeared to have the potential to enhance or
reduce students' receptivity of the program.
As a result of Study, various procedures for the
conduct of future evaluations were recommended.
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French, Max Nealon. "Achieving outcomes in complex public service systems : the case of the Early Years Collaborative." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/27308.
Full textAbstract:
Governments around the world have been increasingly adopting an ‘outcomes-focus’ in the design of policy and the management of public services, the implications of which have been subjected to increasing scrutiny within public administration (Boyne and Law 2005; Elvidge 2012; Heinrich 2002; Housden 2016; Lowe 2013; Lowe 2017; Wimbush 2011). Yet wherever an outcomes-based approach has been applied, be it within performance management (Bevan and Hood 2006; Lowe 2013; van Thiel and Leeuw 2002), budgeting (Perrin 2006; Ryan 2003), or commissioning, its achievements have fallen short of expectation (Wimbush 2011). Outcomes have predominantly been conceptualised and operationalised within what this thesis calls a ‘Rationalist’ approach, linked to the New Public Management context within which an outcomes-focus was popularised. This approach assumes we can understand the factors which drive outcomes, plan appropriate service interventions, harness the resources and commitment needed to put such interventions into practice, and manage such interventions towards their expected end points. Outcomes however are inherently complex phenomena – they are always transboundary, always co-produced by the individuals who experience them, and always impacted by a large number of unpredictable and uncontrollable factors in their external environment. Public management theory and practice finds itself at a crossroads: an imperative to improve outcomes, and a paradigmatic inability to do so – a challenge which scholarship is just beginning to respond to (Housden 2016; Lowe et al. 2016). This thesis contributes an alternative ‘Complex Systems’ theoretical framework which responds to (rather than simplifies or externalises) the inherent complexity which outcomes present. This theoretical framework draws on complex adaptive systems theory to enable a ‘Complex Systems’ approach to the management of outcomes. The framework is based on the conception of outcomes as emergent products of complex systems, and integrates three defining components of complex adaptive systems (self-organisation, distributed agentic learning, and attractor states) to enable an endogenous process of service transformation in conditions of uncertainty. This theoretical framework provides public management with more solid footing for understanding, analysing and designing outcomes-focussed interventions, with distinct advantages relative to existing outcomes-based approaches, in pursuing complex public service outcomes. The thesis applies this framework through a multiple embedded case study analysis (Yin 2009) of the Early Years Collaborative, a large-scale multi-agency Quality Improvement Collaborative operating across Scottish local authorities, as it seeks to improve a set of population-level child development outcomes.
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Belotto, Michael Joseph. "Emergency Medical Service Career Longevity: Impact of Alignment Between Preemployment Expectations and Postemployment Perceptions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3281.
Full textAbstract:
The purpose of this qualitative study was to investigate whether there were differences between the preconceived notions of emergency medical technicians and paramedics prior to entering the profession and their notions of the vocation after facing the realities of the job. The contribution of alignment or misalignment to job satisfaction and the intention to leave the profession was also further investigated. This research is important as there currently is a gap in the literature pertaining to the factors affecting career longevity of emergency medical service (EMS) professionals. The degree of fit between individual and occupational characteristics guided this phenomenological study according to Lowman's theoretical model of career assessment and counseling. Study participants (n = 10) were recruited from organizations providing EMS training courses and ambulance service providers in New York State. Data were collected from semistructured interviews and the information was coded into themes. Key findings indicated aligned expectations and experiences of altruism led to satisfaction, physical challenges not considered prior to employment were associated with intent to leave the profession, and a perception of EMS as a transient career. This study's implications for positive social change are that its results will likely aid organizations in developing strategies to retain prehospital service workers, resulting in improved responses to the medical emergencies of communities and improvements in the care provided to society's sick and injured.
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Stewart, Dewanda K. (Dewanda Kay). "A Comparison of Special Education Service Delivery in the Public School Districts in the State of Texas: Meeting the Requirement for Least Restrictive Environment." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332672/.
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This study examined the rates of regular class placement for Texas public school students with learning disabilities, mental retardation, and emotional disturbance and possible reasons for a high rate of placement. A questionnaire regarding methods used to assist students with handicaps in regular education classes was mailed to the directors of all special education programs in the state. The directors were also asked to submit a copy of the district's June 1, 1989 Superintendent's Annual Report which contains data on the placement of all identified students with handicaps. School district property wealth and size were obtained from official state records.
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Barnard, Rebekah Ellen. "A qualitative study of teachers' perceptions of staff development in three public northeast Tennessee elementary school districts." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0707104-093600/unrestricted/BarnardR072204f.pdf.
Full textAbstract:
Thesis (Ed.D.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-0707104-093600 Includes bibliographical references. Also available via Internet at the UMI web site.