Dissertations / Theses on the topic 'Schooling'
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Clay, G. Sandra. "Traveller children's schooling." Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288616.
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Selim, Suzanne. "Schooling for sale in Dubai : an analysis of schooling quality and price." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687370.
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The use of school inspections by educational authorities in the Arabian Gulf countries is rapidly becoming a chosen practice to ‘ensure’ good quality schooling in their private sector schools. Simultaneously, there is an emerging trend of linking inspection judgements with school fee increases. Advocates of this policy suggest that this form of ‘reward for good performance’ encourages poorer performing schools to improve, thus narrowing the gap in access to good quality schooling. In this context, where public schooling is exclusive to a minority of the population and the majority compulsorily choose from a spectrum of fee charging private schools offering different curricula, most parents are faced with the challenge of purchasing the best quality schooling for their children at prices they can afford. Additionally, policy makers are faced with the challenge of ensuring that market forces within the private sector do not widen access to good quality schooling. A premise of this model of market-provided schooling is that markets optimise the quality of schooling at a given price. This study focuses on the private schooling sector in Dubai as an example of a context in which school fee hikes are linked to school inspection outcomes. It examines the effects of different variables such as school fees and the curriculum offered on the quality of schooling provided. This study employed quantitative and qualitative techniques. Data on the quality of schooling, was obtained from inspection reports for the fifth year of inspections (2012/2013), in addition to data on fees charged which were obtained from official sources. The affordability of schools' fees was assumed to be an indicator of students’ socio-economic status. The findings of this study confirm the premise of the neo-liberal, market-provided approach to schooling. It suggests that students of a lower socio-economic status are more likely to receive an inferior quality of schooling than those of a higher socio-economic status when controlling for other factors. Thus, this study concludes by primarily suggesting that policy makers pursue alternative methods of both determining and rewarding good quality schooling.
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Strout, Richard Maurice. "Home schooling in the United States a legal review and analysis /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9321846.
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Reilich, Julia. "Return to schooling in Germany." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2007/1217/.
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This paper tries to apply common methods to estimate unbiased coefficients for the return to schooling in Germany for the year 2004. Based on the simple Mincer-type wage equation, the return to schooling is around 9.5% per year. There is no sheepskin effect. As expected the return in the private
sector is higher than in the public sector. Females have a higher return than males, but there are no differences between East and West Germans. An Instrumental Variables and a 3-Stage-Least-Squares approach give very high returns. For correcting the sample selection, the Heckman Two Step
Procedure and the Heckman Maximum Likelihood Approach are used. For both methods, the coefficients are very similar, but higher than without correcting for it.
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Nockles, David Peter. "Student perceptions of effective schooling." University of Sydney, 2009. http://hdl.handle.net/2123/5322.
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Doctor of Education (EdD)Increasingly the Australian educational environment in which schools find themselves is one where schools are expected to achieve successes for their students and furthermore allow their successes or lack thereof to be compared with ‘transparency’ against the successes of other schools. The overriding principle expected from the politicians and society in general is one of providing parents with the best information possible on which they will be able to base their decision as to which school will be the best for their children. This notion is noble and honourable, one at which little criticism can be levelled. However, as researchers in the ‘Effective Schools’ and ‘Improving Schools’ research fields have discussed for decades, measuring the effectiveness of schools is not an easily achievable goal. It is far too easy to fall into the trap of using simplistic and narrow measures that supposedly allow easy comparisons. This study takes the view, as does most research to date, that univariable measures of school effectiveness are fatally flawed. The current trend in many western nations to simply compare the academic success of schools, however that might be measured, does little to measure the effectiveness of schools. What is most concerning is the growing trend of creating league tables of comparison and in some educational systems to use such tables to determine school funding. Equally disturbing is the amount of research that seeks to examine what students consider important in an effective school. There is a great deal of research on what characteristics parents, teachers, politicians and other key stakeholders consider an effective school to have but extraordinarily there is comparably very little research on what students consider important. This study seeks to somewhat address this inadequacy by measuring what students in their senior years of schooling in a single independent school in New South Wales, Australia perceive to be appropriate and useful measures of effective schooling. In so doing this research also examined if in the students’ minds their current school is effective and most significantly examines why students hold the views they have concerning effective schools. In order to achieve this aim, this study took a qualitative research approach to discover Student Perceptions of Effective Schooling. The theoretical orientation adopted was to both verify current theory of effective schooling as well as suggest possible developments, modifications and improvements to current theory in light of the students’ perceptions. As such both inductive and deductive analysis of the data took place. The data was collected using a range of methods from traditionally quantitative research tools, such as surveys, through to the qualitative research tool of focus groups. The results of this study demonstrated that while the current research has developed a good multivariable approach to measuring school effectiveness there were significant areas the students believed needed greater or lesser emphasis. The importance of technically good teachers, separate from the need for good and caring teachers, as well as the need for schools to be safe places were all important measures of effective schools. The ability of the school to engage students outside the classroom and provide a relevant and diverse academic curriculum was also considered essential for effective schooling.
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Cochran, Haley. "Schooling with a Chronic Illness." Wittenberg University Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1527671372323964.
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Angelis, Kristine L. "Home schooling are partnerships possible? /." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8061.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Education Policy and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Kim, Won-Kyung. "Schooling for educationally disadvantaged children." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/2191.
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This research is aimed educationally disadvantaged at examining children and the characteristics of providing some helpful proposals for them. I am particularly interested in how tracking affects their self-concept and behavior, covertly as well as overtly, and what teachers can do to help enhance their self-esteem in the classroom. My basic argument is that by building the students' self-concept, teachers will help students become motivated to succeed not only in school, but also in their daily lives.
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Neri, Frank. "Schooling quality and economic growth." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phn445.pdf.
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Bibliography: leaves 148-155. This thesis investigates whether cross-country variations in schooling quality (the productivity of the time spent studying) affect the empirical results in studies of economic growth based on an augmented method of Solow. It was found that schooling quality is positively and statistically significantly associated with mean economic growth rates in regressions which control for physical capital investment rates, population growth rates and secondary school enrolment rates. Education levels of parents, hours of homework and the non-teaching duties of teachers were also significant determinants.
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Graham, Linda Jayne. "Schooling attention deficit hyperactivity disorders." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16529/1/Linda_Jayne_Graham_Thesis.pdf.
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This thesis effects a (dis)ordered look as a disordered construct. A Thesis by Publication format has been employed, where instead of a traditional linear argument: A + B = Conclusion, this work follows a cartographical route - instead of traditional thesis chapters, there are scholarly journal articles. Whilst related, these papers each concentrate on different threads of the problem that we currently call "Attention Deficit Hyperactivity Disorder". Connected by short linking summaries, they constitute a cartographic survey utilising Foucault's (1977; 2003b) notion of a discursive/technological grid to examine "ADHD" as a discursive formation and schooling as a system of formation of "disorderly" objects.
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Graham, Linda Jayne. "Schooling attention deficit hyperactivity disorders." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16529/.
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This thesis effects a (dis)ordered look as a disordered construct. A Thesis by Publication format has been employed, where instead of a traditional linear argument: A + B = Conclusion, this work follows a cartographical route - instead of traditional thesis chapters, there are scholarly journal articles. Whilst related, these papers each concentrate on different threads of the problem that we currently call "Attention Deficit Hyperactivity Disorder". Connected by short linking summaries, they constitute a cartographic survey utilising Foucault's (1977; 2003b) notion of a discursive/technological grid to examine "ADHD" as a discursive formation and schooling as a system of formation of "disorderly" objects.
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Low, Remy Yi Sang. "Schooling Faith: Religious discourse, neo-liberal hegemony and the neo-Calvinist ‘parent-controlled’ schooling movement." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/9827.
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This thesis brings the questions surrounding the new public visibility of religion to bear specifically on the issue of religious schooling in Australia. In the first half, I offer an extended genealogical account of how education in such schools has come to be officially defined as concerned with the transmission of private beliefs in supernatural objects alongside the delivery of state-mandated training requirements. The antecedents for this definition lie in the nominalist, Protestant and Anglo-liberal inheritance of the present neo-liberal regime. On the basis of this, I consider the effects of such a definition of religious schooling with reference to the case of the Neo-Calvinist ‘Parent-Controlled’ schooling movement in the latter half of this thesis. This religious schooling movement was initiated in the 1950s in explicit opposition to the mainstream education system in Australia, advancing instead an expansive view of religious discourse as affecting all educational practices. The movement remains insistent on its religiously distinctive ‘foundational values’ despite its present integration into the mainstream education system today. I examine how this is negotiated in the discourse of the NCPC schooling movement within the present conjuncture. Through this specific example, I submit that the new visibility of religious schooling in Australia is predicated on two conditions of acceptability defined by the hegemonic discourse of neo-liberalism: firstly, that religious schooling is able to conform to a broad consensus on the purpose of schooling as a means of training worker-citizens; and secondly, religion of the sort articulated by such religious schooling adopts a form marketable to consumers, who are free to choose schools on the basis of their private preferences. This has implications not only for the way religion is conceived in religious schools that are currently operant, but also for those whose religious discourses are less amenable to such articulations.
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Vien, Charles. "Schooling and resistance to schooling in Betsiamites : a case study in a Canadian Amerindian rural reserve." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10021819/.
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Traditionally, the vast majority of Canadian Amerindians have largely remained undereducated and such is the case in Betsiamites. This 2,500 people community is the largest of the nine Montagnais reserves which are located in Eastern Québec. There has been an improvement in the overall completion rates at the elementary and secondary levels between 1970 and 1985, following the transfer of all the responsibilities for reserve schools from the federal Government to the Amerindian communities. But progress had come to a halt by the end of the 1980s and most secondary school or university Amerindian students still drop out today. By focusing on the reserve of Betsiamites, this thesis attempts to provide explanations for this situation and to suggest ways to improve the effectiveness of Amerindian education. The thesis is divided into seven chapters, including the introduction and the conclusion. In the second chapter, the assumptions underlying this thesis, the data-gathering and analysis methods and the ethical problems linked to the situation of the current researcher as former teacher and current principal of the secondary school under investigation are discussed. In the third chapter, it is argued that the 1969-1972 political battle which allowed the Amerindians to govern their education systems has overshadowed some basic and essential issues regarding quality education and is partly responsible for the lack of improvement since the mid 1980s. In the fourth chapter, the historical process which led to the creation of the reserve of Betiamites and to the generalized dependency on welfare is presented. The fifth chapter analyses the daily life of the local secondary school, from its management to the motivation of students. The sixth chapter discusses the links between the local political, economic and social life and local schooling and suggests ways of alleviating widespread educational underachievement in rural reserves. This thesis argues that despite an adverse socio-economic environment, Canadian Amerindian schools could have become much more effective if it had not been for the excessive politicization of the issue of reserve schooling and for the unwillingness of Amerindian leaders and the federal Government to question the adoption, in 1972, of affirmative action as the ideological pillar of Amerindian teacher-training programmes.
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Herrick, Laura Kathryn. "Same-sex schooling versus co-educational schooling and their effects on achievement, assessment and gender bias." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Herrick_LMITthesis2009.pdf.
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Jung, Jae Hun. "Contested motherhood self and modernity in South Korean homeschooling /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Summer2008/j_jung_070308.pdf.
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Daniel, Duane E. "A descriptive study of the effects of home schooling as perceived by Christian school administrators, teachers and home school parents." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Miah, Shamim. "Muslim discourses on integration and schooling." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/17536/.
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Since 2001 Muslim communities in Britain have largely been governed through the educational policy framing of integration and segregation. This Manichean bio-construct sees mono-cultural ethnic schools as problematic spaces, whilst integrated schools as the liberal ideal. By drawing upon the subaltern studies approach, this study provides a space for Muslim pupils and parents to articulate their own discourses on integrated and segregated schools in Britain. In doing so, it allows Muslim communities a position of power, by giving them agency to construct their own narratives on the policy debate on integration and schooling. This thesis attempts to make sense of Muslim discourses through a theoretic interpretation drawn from Muslim intellectual history. By using Ibn Khaldun’s (d. 1406) sociological theory of ‘asabiyya this study provides a broader theoretical context to the Muslim voice. The empirical and the theoretical perspectives contained in this study attempts to make significant contributions to the study of race, religion and Muslim studies in Britain. Public policy discourses has often seen the concept of integration as a linear cultural process, with minority groups gradually adopting the social mores of the host society. Evidence presented in this study sees integration as an analytical process and not as a fixed cultural template. It shows how the concept of integration can often be used, by political actors, as a tool for anti-Muslim racism. The discourses of Muslim parents and pupils have much in common with each other, especially when rejecting the idea of self-segregation, or highlighting the importance of ‘asabiyya based on religion, but they have little in common with the public policy framing of Muslim communities. Sociological studies have often demonstrated the disjuncture between public policy and lived experience. This study confirms this observation by elucidating the disconnect between political discourse of integration and lived cultural experience of Muslim communities. The discourses of Muslim communities in this study suggest a complex, paradoxical, intersectional reading of integration, which is fundamentally rooted within social constructionism. Most importantly it dismisses the integration and segregation binary, as seen within the educational framing of Muslims, whilst recognising the importance of Muslim group solidarity, or ‘asabiyya in Muslim discourse.
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Gilgoff, Betty L. "An ethnographic study of home schooling." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29714.
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The study is an ethnographic study of home schooling in the lower mainland of British Columbia. It was conducted to increase understanding of the growing home schooling movement in the province. The information gained is valuable in assessing recent legislative changes in the new British Columbia School Act (1989) and the resulting policy changes with regard to home schooling.
The purpose of the study was primarily exploratory. The design was based on two propositions: (1) that it may be possible to build characterizations of home schooling families and, (2) that these characterizations, or portraits, may include certain reactions to the policy changes. To examine these propositions the study focused on the following four main questions:
1. Why are some families in urban areas in British Columbia choosing to home school their children?
2. What does home schooling mean to these families?
3. How are these home schooling families reacting to the new legislation on home schooling?
4. What alternatives, if any, would the home schoolers prefer?
The analysis of the study presents the finding from two different perspectives. It first provides three portraits based on stories of "committed home schoolers", those who have reached a level of certainty and comfort with home schooling as an alternative to a school system. From the characterizations developed three ideal styles are determined and diagramed. A second perspective examines the stories of "situational home schoolers", those who have moved into home schooling because of dissatisfaction with the public school system.
The conclusion of the research uses the division of home schoolers into committed and situational groups to examine recent legislative and policy changes relevant to home schooling. Although the research is limited in its design as it is based on replication logic rather than sampling logic, it has developed theories about patterns which may exist amongst home schoolers. These theories strongly suggest that government policies with regard to home schooling need to be developed with an understanding of the individualistic nature of each home schooling situation.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Moss, Julianne, and j. moss@unimelb edu au. "Inclusive schooling : contexts, texts and politics." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040524.162132.
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The title Inclusive schooling: contexts, texts and politics, names a thesis which critically analyses the development of inclusive schooling in the small Australian Island state of Tasmania between 1996 and 1998. The Inclusion of Students with Disabilities policy, introduced in 1995 by the Tasmanian Department of Education, Community and Cultural Development, provides an opportunity to understand the cultural context and politics of change in schooling over this period.
The qualitative methodology deployed here is informed by poststructuralism and captures the everyday experiences of university teaching as a research site. The teacher/researcher as the visible maker of the research use metaphors of fibre and textile practice, techniques of textual juxtaposition and her positioned subjectivity as a female academic to tell a 'big story'. The researcher develops a 'double method' as a possible model for Inclusive research practice and educational policy analysis.
Using a critical ethnographic method, derived from the work of Carspecken (1996), 'data stories'
(Lather & Smithies 1997, p.34) are produced from the narratives of five key informants a parent, two teachers, a policy-maker and the researcher. Assembled as the data of the thesis the multi-voiced texts provide an account of the sociocultural, professional and systemic context of Inclusive schooling over a three-year period. In the analysis these data are interpreted from a feminist poststructural standpoint.
A deconstructuive reading of the data stories interprets the discourse of inclusive schooling emphasising the dominant foundation of the special education knowledge tradition. The idea of author function (after Foucault 1975, 1984b and Grundy and Hatton 1995) is used to interpret the 'texts' of the key Informants as discursive constructions. The researcher theorises inclusive schooling as an entangled, multiple and contradictory discourse, embedded in the social, cultural and material contexts, rather than a singular unitary Idea of the progress within the special education knowledge tradition.
The study contributes a fine-grained analysis of the constructed knowledge of inclusive schooling in one locality. The thesis advocates continuing engagement with questions of epistemology and social transformation in inclusive schooling, rather than persisting with technical rationality and the status quo. The researcher takes the position that the opportunities to theorise inclusive schooling lie within the multiple and disparate constructed texts of the micro world of everyday practice and the macro understanding of understandings of contemporary social justice. The poststructuralist writing/reading questions traditionalist theorising in the special education field. Central to the negotiations of power and truth inclusive schooling research and practice is a communicative theory that transforms populist conceptions of inclusion.
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Bird, Ruby. "Schooling in Paul Band, 1893-1923." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34448.pdf.
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Price, Fiona. "Single-sex schooling and adolescent relationships /." Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psp945.pdf.
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Adams, Steven. "Liberty of conscience and mass schooling." Thesis, The Florida State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3681681.
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Public education in the United States has seen many changes over the years. Some of those changes came in response to what are now recognized as clear problems with religious liberty in the common education system adopted in the mid 1800's. This dissertation reviews past and current ideas related to religious liberty and the larger issue of liberty of conscience (Nussbaum, 2008) in education and pursues a research question by considering past and current issues. Does a system of general, mass education necessarily infringe upon students' liberty of conscience? This question is pursued following a Deweyan framework of philosophy of education wherein a "felt difficulty" is identified, information is gathered to apply to the difficulty, and possible solutions to problems identified (Dewey, 1938).
I begin with a discussion of liberty of conscience and a discussion of some of the conflicts included in a system of mass education. This establishes the structure of the difficulty, or problem. The history of the public education system in the United States is reviewed with a focus on the common education system adapted in the 1830's along with relevant issues related to religious intolerance. Improvements in the respect for religious diversity applied to that system over time and improvements proposed but not yet fully implemented are discussed. Ideas from religious intolerance literature is introduced to add insight and expose the larger issue of liberty of conscience including how those ideas can be applied to educational systems. The process of religious intolerance (Corrigan & Neal, 2010) is developed into an architecture of religious intolerance that can assist with identifying this type of intolerance in educational settings.
I argue that while many of the strongest issues of religious intolerance in public education have been resolved, many problems still remain. I will also argue that the intolerance is not limited to religious intolerance but includes intolerance for ideas stemming from many different epistemic foundations. This will lead to a consideration of an idea I have labeled as epistemic intolerance. These arguments support an answer to the research question, which is that a system of general, mass education does necessarily infringe on students' liberty of conscience if one or more cultural majorities centrally control that system of education.
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Darmanin, Mary. "Sociological perspectives on schooling in Malta." Thesis, Cardiff University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294043.
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Simon, Amanda Rachel. "The social positioning of supplementary schooling." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4160/.
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This research study constitutes an ethnographic investigation of the social positioning of 16 ‘supplementary schools’. The study incorporates positioning theory coupled with Blommaert’s approach to discourse as theoretical and analytical frameworks. The realm of supplementary schooling is complex and diverse with each school engaged in various educational projects dictated by multiple socio-political and historical factors. This complexity however is not adequately represented within current research literature. The first phase of this study investigates the key purposes of 16 diverse supplementary schools in Birmingham. This phase also encompasses the establishment of a framework in which the social positioning of schools are represented. Such a framework will challenge existing essentialised notions of supplementary schooling. This aspect of the study is achieved through semi-structured interviews with school leaders from all 16 schools. This social positioning of supplementary schools is further explored within phase 2 of the study, through an in-depth case study of an African-Caribbean school. Here, classroom observation fieldnotes, interactive recordings and staff interviews afford an exploration of the relationship between school positioning and micro-level discursive practices. Analysis of this data demonstrates that supplementary schools are complex socio-political enterprises that are situated within and respond to multiple historical, social and political storylines. The study argues that these historical, social and political contexts should be considered in order to gain a developed understanding of the role and social positioning of these institutions.
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Varughese, Jincy. "Environmental Inequities in U.S. Public Schooling." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1416.
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Several studies and local accounts have documented elevated levels of air pollution and toxics on or near US public schools. The low cost of brownfield lands and lands near major sources of air pollution have made siting schools on these areas enticing. Histories of using toxic chemicals in building materials explain their presence in school environments. The impacts to academic achievement associated with air pollution and exposure to lead as well as the health implications of regular, high exposure to air pollution and toxic chemicals necessitate policy changes. In this paper, the extent of these health and achievement impacts will be analyzed along with the current work being done by government and nongovernmental organizations to mitigate pollution in public schools. This study will also offer policy recommendations to address these issues and advance environmental equity in public schools.
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Russell, L. C. "Pupil resistance to their schooling experience." Thesis, Aston University, 2005. http://publications.aston.ac.uk/10779/.
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The thesis explores the nature of pupil resistance; it investigates what constitutes it and how it can be explained. Various ethnic and national group, male and female working-class resistance if analysed in two secondary schools in Birmingham (England) and one school in Sydney (Australia). It focuses on the pupils’ experience of school. ‘Compressed ethnographies’ (Walford and Miller, 1991) were conducted in each school to examine pupil resistance. The research found that structural societal state factors, regional, community and formal, informal and physical characteristics of each school, together with the teachers and pupils characteristics and background all influence resistance. The class, gender, ethnic and national identity of each pupil shapes resistance. In all three schools that were involved with the research, girls were more likely to exhibit overt, collective forms of resistance, whereas lads were more likely to operate alone. Islander pupils in Sydney and African-Caribbean kids in Birmingham were more likely to display engaged forms of resistance. Girls tended to show more engaged forms compared to their male counterparts across all ethnic and national cultures. Resistance is complex and dynamic, the definition alters depending upon context. Dimensions of resistance are developed; including overt, covert; individual, collective; intentional, unintentional; engaged and detached forms. Resistance operates within a structure and agency framework, the pupils can shape their own schooling experience mediated within the structures of their school, community and society. Some pupils manage their resources and the structures better than others; how the pupil manages and operates within the structures influences their resistance response. Resistance is contradictory and can reinforce the status quo. To fully understand resistance, it must be contextualised.
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Keller, Elisa. "Essays on schooling, occupations, and earnings." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2541.
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This thesis consists of two chapters. The first chapter investigates the causes of the recent slowdown in college attainment in the United States. The second chapter studies the gender wage gap by occupational complexity.
For white males born in the United States after 1950, there is a stagnation in the fraction of high school graduates that go on to complete a four-year college degree. At the same time, across successive cohorts, those with a four year-college degree achieve increasingly higher lifetime earnings than those with a high school degree. What caused this phenomenon? I formulate a life-cycle model of human capital accumulation in college and on the job, where successive cohorts decide whether or not to acquire a college degree as well as the quality of their college education. Cohorts differ by the sequence of rental price per unit of human capital they face. My model reproduces the observed pattern in college attainment for the 1920 to 1970 birth cohorts. The stagnation in college attainment is due to the decrease in the growth rate of the rental price per unit of human capital commencing in the 1970s. My model also generates 79% of the increase in earnings for college graduates relative to those for high school graduates. Part of this increase is reinforced by a stronger association between college and ability.
Female to male wages are U-shaped across occupations ordered by increasing complexity, where complexity is defined as the ratio of abstract to manual tasks content. The U-shape flattens over the lifecycle and across successive cohorts. I develop an occupational choice model with learning by doing on the job. Male and female individuals differ by their level of skill. Occupations differ by the skill required to perform and the marginal product of skill. The model reproduces the gender wage gap across occupations for cohorts born between 1915 and 1955 in the United States. The small work experience of females relative to that of males decreases female wages disproportionately across occupations and influences female occupational selection. I find that 69% of the lifecycle gender wage gap is attributable to work experience. Removing differences in work experience between genders results in a larger fraction of females choosing occupations for which the gender wage differential is smaller.
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Olsen, Nolen Ben. "Understanding Parental Motivation To Home School: A Qualitative Case Study." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-09102008-155429/.
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Comparatively little educational research has focused on home schooling. Since most students are educated in public schools, parents' choice of other educational alternatives is often perceived as a deviation from the societal norm. Friends and neighbors of parents who home school rarely understand their motivation for doing so. This study addresses the following question: why do parents remove their children from traditional, public school programs to initiate home schooling, and how well do public school personnel understand this motivation? Using qualitative case study methodology, the researcher confined the study to a specific concentrated population of home schooling families. Phenomenological data analysis procedures were used to refine the volume of data and to construct a narrative containing the essence of parents' lived experience concerning the decision to home school their children. A total of 31 parents from 20 home schooling families participated in semi-structured face-to-face interviews with the researcher. Six public school administrators and 12 teachers from schools directly impacted by home schooling were also interviewed. Parents explained their motives for initiating home school programs and elaborated by telling their stories. Educators described their experiences with children being removed from their schools and with home school children returning to the classroom. They shared their experiences and perceptions of the value of home school and issues relating to student learning. Educators were included in order to determine how well they understand parents' reasons for choosing to home school a child. Data analysis revealed eight primary factors that initially motivated parents in this study to choose home schooling for their children: (1) negative effects of peer socialization; (2) religion; (3) a child's special learning needs and disabilities; (4) negative personal experiences of a parent as a student in school; (5) lack of administrative support; (6) an incident at school involving the child; (7) unique environmental needs of the family; and (8) recruitment. Data analysis also revealed that educators' understanding of these motivations was limited. Although educators' views of home schooling were primarily negative, they are clearly keenly interested in and concerned about the learning of all children, in and out of school.
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McGraw, Ronald K. "Selected aspects of home-schooling as reported by home-schooling parents and reported with perceptions of Indiana public school superintendents and principals of home-schooling in Indiana." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720330.
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The purpose of the study was to identify factors which influence Indiana public school superintendents and principals to provide special services to home-school families. A second purpose of the study was to identify the services Indiana home-school families would use if available from the public schools.Perceptions Indiana public school superintendents (N=97) and principals (N=404) have of home-schools were collected through the use of a survey instrument developed for the study. One -hundred thirty-one Indiana home-school families participated in the study.Findings from the study show principals and superintendents hold a negative view of home-schooling relative to the academic, instruction, and socialization quality available to home-school students. Home-school families choose non-classroom activities most frequently when indicating possible participation in the public schools.The following conclusions are drawn from the study:1. Public school principals in Indiana have a negative perception of the academic, instruction, and socialization quality in home schools.2. Indiana public school principals are more willing to allow home-school families access to non-classroom activities than classroom.3. The majority of Indiana public school principals and superintendents believe parents choose to home school for religious reasons.4. Public school superintendents in Indiana have a negative perception of the academic, instruction, and socialization quality in home schools.5. Indiana public school superintendents willing to allow home-school families access to the public schools are willing to allow home-school families to participate in either classroom or non-classroom activities.6. Of Indiana families educating children at home, less than 15% use public school services while homeschooling; however, over 85% might use public school services if made available.Department of Educational Administration and Supervision
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Alisjahbana, Armida S. "Demand for child schooling in Indonesia : intrahousehold allocation of resources, the role of prices and schooling quality /." Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/7504.
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Jansson, Anna, and Linnea Andersson. "Schooling and rain : The relationship between annual precipitation and female schooling in Namibia between 2000 and 2013." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-388653.
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Investing in education is considered one of the most powerful factors in the work of reaching sustainable development, yet over 265 million children do not attend school (United Nations, 2018). Reduced agricultural productivity due to changes in climate may be one factor affecting schooling negatively. This thesis discusses the relationship between variations in annual precipitation and female schooling in Namibia between the years 2000 and 2013. The study performs fixed effect OLS regressions on cross-section data from the Demographic Health Survey. As Namibia has been, and is currently suffering drought conditions, we aim to discover whether precipitation affects schooling for girls, and if so, in what way. Two theoretical were created to analyse the results, where either the substitution effect or the income effect is visible. The thesis’ results indicate that when annual precipitation increases with one millimetre, female schooling decreases on average with 0,0281 years, which equals to approximately 1,5 weeks. The reason for this is argued to be the opportunity cost connected to schooling, which is sufficiently too high for households to let their female children attend school. Due to the increased agricultural productivity leading to higher salaries and lower prices, the cost of schooling increases and will lead to decreased female schooling.
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Collins, Patricia A. "A study of the services, materials and policies provided for homeschooling families by New Jersey public libraries /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Lett, David R. Lugg Elizabeth T. "Home schooling and the request for access to public school extracurricular activities a legal and policy study of Illinois /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927770.
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Thesis (Ed. D.)--Illinois State University, 1999.Title from title page screen, viewed July 19, 2006. Dissertation Committee: Elizabeth T. Lugg (chair), Dianne Ashby, Amee Adkins, Martin Hickman. Includes bibliographical references (leaves 105-114) and abstract. Also available in print.
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Soczka, Amanda J. "The challenges of researching the homeschool population." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007soczkaa.pdf.
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Repana, Vasiliki. "Intercultural schooling in Greece : a study of schooling processes and teaching practices in four urban intercultural primary schools." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020561/.
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This is a school based ethnographic style inquiry that took place in four intercultural primary schools in a major metropolitan area of Greece and extended over a period of a school year. Intercultural schools were introduced in Greece by Law in 1996 and that was the first official recognition of the educational needs of children coming from different cultural backgrounds. The overall aim of this thesis is to uncover teachers' beliefs and practices and explore by an in depth analysis, the everyday operation of intercultural schools in Greece by identifying both their explicit aims and hidden agendas in relation to the education of 'foreign' children. It aimed to unravel their everyday schooling processes and examine intercultural ideology in practice. The study used a mixture of qualitative methods that included observations, interviews with the head teachers, classroom and bilingual teachers and analysis of school based and educational policy documents. The findings suggest that the educational practices identified, treated the diversity of `foreign' children as an educational problem that hindered their progress and had to be altered in order to fit the school's culture and norms. As a result, 'foreign' children attended bilingual classes that focused mainly on the teaching of the Greek language and aimed to integrate them quickly into the mainstream classroom, in order to match the school's criteria of 'normality'. Children's previous educational experiences and cultural capital were neglected, as was their first language which was seen as a constraint to their integration in the mainstream classroom and, in effect, to Greek society more broadly. Overall the study suggests that intercultural schools, despite their rhetoric, still work within a monocultural and monolinguistic framework and act as sites for the reproduction of State ideology and culture. The study concludes by proposing a different model of education for all children, based on democratic values and citizenship education, aiming to prepare competent and active citizens with multiple identities to meet the challenges of the national, European and global context.
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Davis, Evelina McIntire. "Home Schooling in Virginia: An Analysis of the Fiscal Relationship between Home Schooling and Virginia Public School Finances." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2957.
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The purpose of this study was to examine the relationship between Home School Enrollment and Virginia Public School Finances. Enrollment trends were examined from Fall 2001 through Fall 2010 to determine if there was an increase in Home School Enrollment over the ten year examination period. Also, two sets of Virginia Standards of Quality Variables (SOQs), Expenditures (Instructional Salaries, Administrative Salaries, Per Pupil Expenditures) and Revenues (State Portion of Basic Aid, State Portion of ADM funds and Enumerated Funds) were examined in relation with Home School Enrollment to determine if Home School Enrollment influenced Virginia Public School Finances at all. Superintendents’ Region I, one of Virginia’s eight superintendents’ regions, served as the sample population. The study revealed that Instructional and Administrative Salaries were correlated to an increase in Home School Enrollment while Per Pupil Expenditures correlations revealed no relationship. Strong correlations were revealed between an increase in Home School Enrollment and State Portion of Basic Aid while correlations between State Portion of ADM funds and Enumerated revealed no relationship. The study results revealed that Home School Enrollment does not cost or save Virginia Public Schools. Significant relationships were found but whether Home School Enrollment presents a savings or an expense to Virginia Public School Finances was not concluded. The relationships, results, implications and recommendations are presented and discuss
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Elser, Rhonda. "Aboriginal parental engagement in Calgary Catholic schooling." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59446.
Full textAbstract:
The purpose of this study was to examine educational practices relating to parental engagement from three perspectives: Aboriginal parents, district personnel, and district administration. This research gives voice to the educational concerns of rural and urban First Nation/Metis/Inuit [FNMI] parents of the Calgary Catholic School District. This qualitative study examined the challenges and the successes of Aboriginal parent engagement in the Calgary Catholic School System. As a Cree woman, I chose to frame the research study and methodology around the Cree Mikowahp teachings. The four Cree laws of nature, wicitowin (sharing), kiseywatisowen (caring/ kindness/ generosity), kweyaskatesowin (honesty) and sohkisowin (strength/ determination), form the theoretical base for the research. The literature review provides an overview of promising practices in Aboriginal parental engagement and the barriers that obstruct authentic engagement. I chose to rename and reclaim the stories of Cree history using our own terms: the Dog Days, Coming of the Witigo, Following the path of the Buffalo, and Walking through the Storm. Within each of these sections I uncovered a long history of trauma and oppression that influences parental engagement today. The research findings clearly indicate that Aboriginal parents want to be involved in their children’s education. The participants’ responses were respectfully bundled into four bundles for safekeeping, similar to how the sacred medicine bundles are hung in Cree Mikowahps (shelters). The four bundles represent the following themes: Aboriginal Social Context, Relationship Building, Indigenous Culture and Language, and Reciprocal Responsibility. The development of the Mikowahp Tripod Framework was created from participant responses to highlight three key Mikowahp values that support parental engagement practices and programs: obedience, humility and respect. The Mikowahp Tripod Engagement Tool was developed to facilitate relationship building in schools and communities and to overcome some of the barriers identified by participants: lack of trust, stereotypes and assumptions of Aboriginal people, socioeconomic factors, historical trauma, residential school and gender roles. This research represents a move towards parental engagement as a process of relationship building that honours the Indigenous values of humility, respect, and obedience.Education, Faculty of
Graduate
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Chisholm, I. A. "Bodies that matter, transformations of/despite schooling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22288.pdf.
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Smith, Rosina. "Virtual schooling in the K-12 context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ64841.pdf.
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Barajas, Guadalupe E. "Latino students' perceptions of their schooling experiences /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7692.
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Baker, Graham Peter. "Schooling and disciplining in the professional teacher." Thesis, University of the West of England, Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601191.
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Much research has been undertaken on the impact of control techniques on workers but little has been done in professional organisations. This research critically explores the impact of these methods on teachers using a framework differentiating beween the 'schooling' of new entrants into a self-disciplined positioning within the discourses of the New Professional, as well as the subsequenVsimultaneous disciplining of themselves (and others) through the use of observation, bureaucracy, culture, and output when working in schools. The research takes place in two successful and oversubscribed secondary schools, catering for pupils between the ages of 11 and 18. The arrival of new Heads and perceived weaknesses in management systems in both schools has driven reorganizations and restructurings along with increased monitoring of teacher practice with the aim of improving student results. The study shows the manner in which new entrants to the teaching profession are 'schooled' into the acceptance of increased monitoring and observation due to the need to gain Qualified Teacher Status. This process continues when employed in schools through the use of hierarchical observations, examinations and normalizing judgments by senior managers to try and maintain self-disciplined professional teachers. Senior staff aim to ensure staff remain situated within the discursive boundaries of the new professional focusing on students' results. These controls ensure that practice in the classroom meets the demands for the performative nature of education in English schools. Although the discourse of the professional is potent and pervasive, alternative discourses are available to teachers and this research surfaces and explores these possibilities. It is concluded that teachers in state schools are having their identities constructed for them through a professional discourse and through managerialist practices of discipline and control.
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Lee, Hyun-Min. "Postmodern epistemology and schooling / Hyun-Min Lee." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1137.
Full textAbstract:
One of the core and primary functions of the school is to transmit knowledge from one
generation to the next. The theory and practice of schooling (teaching and learning) should
be founded on a sound concept of knowledge. A change in epistemology entails a change in
approach to schooling. This study investigates how the postmodern idea of knowledge may
affect schooling both in theory and practice.
The author traces how the concept of knowledge has changed from modern to the
postmodern era, in order to find the general features of the recent view of knowledge. The
postmodern idea of knowledge is characterised by doubt about objective knowledge, the shift
from universal reason to plural reason, criticism of foundationalism and awareness of the
peculiar role of language.
This study focuses on Richard Rorty's theory to analyse the postmodern idea of knowledge
and its educational implication. In order to figure out the problems of postmodern
epistemology, the author criticises Rorty's idea of knowledge immanently and
transcendentally. Not only self-contradictions but also hidden foundations (or beliefs) in
Rorty's idea of knowledge are revealed. This study comes to conclude that although the
postmodern idea of knowledge reveals the shortcomings of the modern idea of knowledge, it
also has many flaws in achieving a sound concept of knowledge.
This study indicates an alternative view of knowledge from a Reformational perspective in
order to overcome the shortcomings of postmodern epistemology. The author suggests a
new possibility of objective knowledge based on the notion of creational law, and also various
kinds of legitimate knowledge based on the multi-dimensional modality of reality. As a final
point, this study suggests the notion of stewardship in education. Schooling should open up
the multidimensional reality for students to become responsible stewards who care for the
world and their fellow human beings.Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.
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Skelton, Christine. "Masculinities and primary schooling : two case studies." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/34675/.
Full textAbstract:
This thesis is a study of the ways in which hegemonic masculinity is constructed in two primary schools. Its principal perspective is feminist, though it draws heavily on the substantial body of work on masculinities within sociology. Connell's (1987) understanding of hegemonic masculinity which informs much of the work in this area, underpins the theoretical framework for conceptualising how a school constructs specific forms of masculinities which are powerfully shaped by ideologies and structures in wider society. The notion of 'critical incidents' is employed to ascertain how social processes come together in specific combinations in order to explore hegemonic and other modes of masculinities. This study is a feminist analysis of masculinities in school settings. As such, methodological/theoretical issues occupy a central role. The research on which the study is based was conducted with teachers and children in two primary schools located in different socio-economic areas of the same city. In one school the focus was on a class of 6-7 year olds, and in the other, on 9-10 year olds. The study adopts a qualitative methodology in the form of ethnography in order to explore teacher-pupil classroom behaviours and the peer relationships and social interaction of children, with a particular focus on boys. The study both confirms findings of other research on masculinities and primary schools which show the importance of locale on constructions of hegemonic masculinity and draws attention to previously unacknowledged issues. Locating the research in a middle- and a working-class school enabled a comparison of the ways in which the characteristics of a social area influence the processes of masculine constructions in a school. Also, the study considers the impact of the Education Reform Act (1988) on constructions of dominant masculinities in schools. Importantly, these two ethnographic case studies have been undertaken from a feminist position and the researcher's relationships with, and explorations of the relationships between, male teachers and boys contribute new insights into how hegemonic masculinity is constructed, at the level of the school, through various discourses.
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Abd, Rashid Abd Rahim. "Education, schooling and social development in Malaysia." Thesis, Keele University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282634.
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Tsang, A. S. Y. "Schooling and pastoral care in Hong Kong." Thesis, Keele University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374689.
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Haywood, Chris. "Sexuality and schooling : a politics of desire." Thesis, University of Newcastle Upon Tyne, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432582.
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Donald, James. "Schooling, popular culture, government ideology and beyond." Thesis, Open University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253550.
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Sandberg, Simon Neville. "Schooling, hegemony and the capitalist social formation." Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240339.
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Naudè, Bianca Francisca. "Learner leadership development within home-schooling context." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65449.
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I have always been interested in the concept of leadership. In particular, observing people who were chosen for or appointed in leadership roles and how others react to situations where leadership skills are required. This grew during my honours course at the University of Pretoria which included a module on leadership and leadership development. This led me to think about how, if at all, learner leadership development takes place during one’s schooling years. The question I asked was: How does learner leadership development happen in the home-schooling environment? This question led to the research in this paper. Literature explored in this study include, among others, work by R.E. Sacks (2009), J.K. Seago (2012, 2014) and L.M. Brumbaugh (2013), which deals with youth leadership, leadership development and learner leadership development, with specific reference to the home-schooling environment. I followed the qualitative case study research design. Data was collected through face-to-face, semi-structured interviews with home-schooled learners and their parents. In a collaborative effort, I worked with the participants in one-to-one, semi-structured interviews, to find out how learner leadership development happens in the home-schooling context and how they perceive and experience this process in their daily lives. What I found was that the development of learner leadership in this context mostly happens unintentionally. This is because the emphasis is not necessarily placed on leadership and leadership development. However, learners do develop leadership skills by interacting with parents and family members (who act as mentors), peers and others in the community. Learners are encouraged to explore different activities and avenues of development, and it is their responsibility to arrange and facilitate such activities. This requires a sense of maturity and the ability to self-manage and effectively lead others. There are, however, also instances of intentional leadership development in the form of, for example, leadership camps, created in the home-schooling environment. Learners actively seek to develop certain leadership skills and often initiate and pursue these initiatives by themselves, with some support from their parents and family. This study aims to further explain and apply the process of leadership development to the home-schooling environment. The findings of this study support previous research and may provide additional material to fill the shortage of literature on this topic. Some comparisons may also be drawn between the leadership development process in the traditional schooling system and that of home-schooling. Further research may be done to explore the possibilities of how learner leadership development, specifically in the home-schooling environment, may be improved.Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted
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Echeverria, Begoña. "Basque schooling : what is it good for? /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9984812.
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