Dissertations / Theses: 'Wardha scheme of education'

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Wong, Lop-sun. "Implications of the direct subsidy scheme : teachers' perspectives /." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553781.

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Wong, Lop-sun, and 王立新. "Implications of the direct subsidy scheme: teachers' perspectives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956920.

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GUSTAVSON, LAURA MORTEN. "HIGHER EDUCATION INSTITUTIONS: A STRATEGY TOWARDS SUSTAINABILITY AND AN EVALUATION SCHEME." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27932@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Este trabalho tem por objetivo propor um conjunto de ações em sustentabilidade e uma ferramenta de avaliação e monitoramento como estratégia de pavimentar o árido processo para que uma dada instituição possa ser reconhecida como sustentável. Para avaliar o grau de performance institucional das IESs, propõe-se um modelo analítico para o ambiente organizacional de uma IES em 4 dimensões: Administrativa, Sociocultural, Acadêmica e Operacional. Para cada dimensão, e à luz de um conjunto de 40 ações em sustentabilidade construídas para refletir o estado-da-arte das recomendações internacionalmente consensadas, três índices de sustentabilidade são propostos (índice de comprometimento, coerência e dificuldade na implementação das ações propostas). A motivação consiste em prover uma metodologia sistemática de implementação e avaliação de ações em sustentabilidade para IESs, contribuindo para que estas instituições possam alcançar seus objetivos em favor do desenvolvimento sustentável. A metodologia da pesquisa estruturou-se em três pilares: (i) pesquisa documental e bibliográfica em sustentabilidade; (ii) análise crítica de métricas e indicadores de sustentabilidade e (iii) validação da ferramenta aplicada a um grupo seleto de 21 IESs norte americanas de excelência internacionalmente reconhecida. Os resultados indicaram um grau de comprometimento Bom (IC igual 0.73) para essas IESs. Dentre as conclusões, a ferramenta de avaliação e monitoramento proposta mostrou-se eficaz para a identificação e análise do comprometimento e performance institucional de IESs no processo de implementação de ações de sustentabilidade. Em nível global, a ferramenta proposta não deve ser entendida como um fim em si mesma, mas como um instrumento-guia para o aperfeiçoamento contínuo.
The objective of this work is to propose a set of sustainability actions and an evaluation scheme as a strategy to guide Higher Education Institutions (HEIs) in their efforts to become more sustainable. Structured into four dimensions (Administrative, Social & Cultural, Academic, and Operational) a set of forty strategic sustainability actions are created (ten per dimension), reflecting state-of-the-art international recommendations for best practices in sustainability. Based on the institutional fulfillment of these actions, three sustainability indices are proposed as a metric for evaluating aspects related to the commitment, coherency and difficulty of execution of the proposed actions. The motivation for this work is to provide a systematic approach of implementation, evaluation and monitoring of sustainability actions, globally accessible to all HEIs, particularly given the demonstrated bias in the existing metrics favoring HEIs in developed economies. The research methodology is structured based on three pillars: (i) documentary and bibliographical research in sustainability (concepts, principles, guidelines, best practices); (ii) review of metrics and sustainability indicators and (iii) validation of the proposed tool through its application to a select group of 21 HEIs recognized for their academic and sustainability excellence. The results reveal a Good degree of commitment (CI equal 0.73) for the 21 HEIs studied, indicating the proposed evaluation scheme is effective in the identification and analysis of institutional commitment and performance of HEIs implementing sustainability initiatives.

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Wilson, Kathleen Rosemarie. "The implementation of a health promoting school and college award scheme." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297811.

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Backman, Michael. "An economic analysis of the introduction of the Higher Education Contribution Scheme /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09EC/09ecb126.pdf.

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Ward, Marion Ruth. "The development of the Youth Training Scheme in three local education authorities." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019718/.

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Selepeng, Ditshupo Bonyana. "An investigation of intellectual growth in undergraduate biology students using the Perry scheme." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/4405/.

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It has been the work of many science educators all over the world to try and design curricula that could help encourage intellectual growth in students. One influential work in this area was done by William Graves Perry, who managed to use students' own experiences to map out a scheme elaborating the different phases through which college students pass as they progress from year to year. This showed that students' thoughts develop from a state of basic dualism, where all is viewed as qualitative extremes without intermediates, to acknowledgement of multiplistic perspectives, through to recognition of the relativistic nature of knowledge. Perry suggests that instructors have to find out about their students' positions along this developmental continuum in order to carve around these proper support, encouragement, and challenges necessary for ensuring further development. Communication of expectations and aims of courses is also imperative. Research has shown that students' approach to learning is usually modelled around what they perceive as being expected of them. Perry's scheme is a suitable tool for ensuring this communication, because through it, students get to relay their expectations to the staff. Based on Perry's scheme, an attempt was made to develop a questionnaire that could be used for the investigation of intellectual growth in undergraduate biology students. This comprised of one section with opposing typical Perry 'A' (least advanced) and 'C' (most advanced) type statements, and a second free-response section where students had to justify their positions to given Perry 'A' and 'C' type statements. It was administered at universities of Botswana and Glasgow, Modified versions were also administered to pupils in two Glasgow High Schools and staff at the University of Glasgow. The aim was to find out if intellectual thought improved with progress from lower to higher educational levels and whether the staff's expectations matched those of students. The results from the two universities were also compared to find out if progress in the two universities followed the same pattern, and to see if Perry's scheme could be applied to students coming from totally different backgrounds.

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Lusty, M. G. F. "Teacher appraisal : teachers' perceptions of an LEA teacher appraisal scheme and its implementation." Thesis, Open University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292280.

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Harrison, Valerie Irene. "The Racial Significance of Pennsylvania's K-12 Public Education Funding Scheme: An Afrocentric Analysis." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/301786.

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African American Studies
Ph.D.
The issue of public education has long been studied and continues to stymie communities as they diligently attempt to create effective educational opportunities. This Afrocentric study aims to help students, parents, educators, advocates, legislators and everyone concerned about the future of public education to think differently about how it is funded. This work essentially is an Afrocentric legal analysis of the law that governs the funding of K-12 public education in Pennsylvania. Employing an Afrocentric methodology, this study examines the racial significance of Pennsylvania's K-12 public education funding scheme. Specifically, it examines the extent to which, although race neutral on its face, the funding scheme employs other proxies for racism that reduce African agency and perpetuate the oppression of African Americans. Because Philadelphia is the state's largest predominantly African-American school district, it is a useful case study for examining the racial significance of the funding scheme.
Temple University--Theses

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Lo, Yiu-chun. "A study of the implementation of the school-based curriculum project scheme in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14804244.

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Pearson, Frances Carolyn. "A cross-sectional study of the relationship between Perry's scheme, Marcia's identity statuses, educational level and gender /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu148767224590241.

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Ip, Kin-yuen. "Organisational change : the case of a l̀eftist school' in joining the direct subsidy scheme /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B15967840.

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Hung, Nga-yan Janet, and 孔雅欣. "The impact of Hong Kong pre-primary education voucher scheme on teachers professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176742.

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This research aims to determine whether the voucher scheme in Hong Kong would really increase professional development of Hong Kong early childhood teachers, and to see how the teachers will react to this change. Few studies have been conducted on how the voucher system affects the teachers. A qualitative approach was employed where a total of twelve teachers and four principals from the four kindergarten schools were asked to participate in the study. The results of the study show that teachers from the different kindergartens were having more convergent views about the pre-primary education voucher scheme among the teachers from these schools. Many of them believe that the voucher scheme is in fact a fair policy and that it could effectively improve teachers‟ quality, though the apprehension of old generation teachers over the influx of the younger and relatively more qualified teachers is a concern that needs to be addressed.
published_or_final_version
Education
Master
Master of Education

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Wong, Ming-sin, and 王明善. "The evolution and implementation of the pre-primary education voucher scheme in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50533903.

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Almost all 3- to 6-year-olds attend preschool programmes in Hong Kong, yet until recently early childhood education (ECE) was excluded from the boundaries of formal government policy and the sector received minimal financial support from the government. The eventual introduction in 2007 of the Pre-primary Education Voucher Scheme (PEVS) — a HK$2 billion government package to subsidise ECE, instead of bringing the early childhood predicament to an end, generated considerable controversy due to its unique nature. Unlike other education voucher programmes, which promote and rely on the “free” market to regulate the quality of education provision, the PEVS limits the vouchers to a restricted sector of the ECE market and ties financial assistance with official quality assessments. Against this background, the purpose of this study was to examine the evolution and the continuous development of this atypical education voucher scheme in the policy context of Hong Kong. The PEVS is conceptualised as both product and process, constantly shaped and reshaped by policymakers as well as parents and ECE providers. To adequately capture the evolving and emergent nature of the policy process and reflect the divergent voices of these stakeholders, a mixed-method approach was employed, and a historical approach is used to analyse and discuss the findings. Focusing on the context of policy text production, in the first two time periods, namely Pre-voucher (Pre-2006) and Announcement and Amendments (2006 – 2009), the rationale for the development and the modifications of the policy text was explored through documentary analyses. In the following time period, After Amendments (2009 – 2010), a survey of 628 parents, kindergarten principals, and teachers, and in-depth interviews with 16 kindergarten principals and teachers were conducted to determine the opportunities for parents and ECE providers to reform and reinterpret the policy text in different contexts of practice. In the final time period, the Official Review and Further Re-modification of the Policy Text (2010 onwards), the results obtained were compared with that of a critical analysis of the official government review of the PEVS and the resulting package of enhancement measures endorsed by the government to understand how parents and ECE providers in the context of practice might in return affect the production of the policy text. Taken together, the results illustrate a full depiction of the policy process. They also show the intertwining relationship among the government, parents, and ECE providers, as well as between the two contexts of policymaking. The illumination of these previously unexplored subjects has important theoretical and practical implications for educational change and policymaking in ECE, and lays the foundation for future research in related areas.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Lee, Nam Yuk Amelia. "The impact of the pre-primary education voucher scheme on school choice in Hong Kong." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/7370/.

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This study seeks to question what impact the intervention of an educational voucher has had on the process of school choice. The context examined in this study is the Pre primary Education Voucher Scheme (‘Voucher Scheme’) in Hong Kong. Using a Straussian grounded theory method, data collected from 40 parent interviews are coded, analysed, and developed into categories. A critical realist perspective is adopted for scrutinising the categories and for making inferences about their properties and relationships. Conceptualisation of these categories and of their properties and relationships formulates a grounded theory of school choice under the intervention of the Voucher Scheme. The theory generated in this study centres around parents as choosers, with their actions being sensitive to conditions and to contexts. This study finds the sophistication and capacity of parents making school choice decisions to be influenced by these parents’ resources and how motivated they are, as causal conditions. The significance of causal conditions is mediated by contextual conditions and by intervening conditions. As illustrated in this study, the most important contextual condition is a family’s socioeconomic status. The primary intervening condition at work is the Voucher Scheme. The interactions of these conditions play a significant role in shaping parents’ school choice actions and, therefore, in respective outcomes. Nonetheless, these conditions inform but do not determine school choice decisions; because parents, as social agents, deliberate reflexively and act strategically when choosing kindergartens for their children. This study has found that the Voucher Scheme does not result either in clear-cut implications for the empowerment of parents or in their social segregation. Rather, there are multifaceted effects which occur, and these effects vary between parents. Likewise, the Voucher Scheme represents not marketisation per se but the transformation of the market into two distinct segments, of which one segment has become increasingly regulated.

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Curran, Timothy Michael. "Arguably the scheme that conquered the infinite." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/877.

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Fong, Chung-lun. "Resources allocation in a Direct Subsidy Scheme school : a case study of a participant school /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811462.

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Ip, Kin-yuen, and 葉建源. "Organisational change: the case of a ��leftistschool' in joining the direct subsidy scheme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B3195716X.

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Mabunda, Moisés Eugénio. "Nation building in Mozambique an assessment of the secondary school teacher's placement scheme, 1975-1985 /." Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-142414/.

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Hudson, Thomas. "The Sports Scholarship Scheme at the University of Bath : a systematic approach to meeting the needs of the elite academic athlete." Thesis, University of Surrey, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308725.

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Back, Desiree M. A. R. "Models of mentoring in initial teacher training : case studies within a partnership scheme in secondary school-based initial teacher training, 1993-95." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323385.

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With no apparent theoretical justification the Department of Education (DFE) Circular 9/92 has made mandatory, school-based Initial Teacher Training (ITT) whereby trainees are located in schools for the majority of their training. Schools and Higher Education Institutions (HEIs) have been encouraged by government to form complementary partnerships in which the school is the senior partner responsible for final assessment. Central to school-based partnership training is the role of the subject specific mentor who has, it is claimed in the literature on mentoring, a new and exacting task to perform as teacher educator rather than the purely supervisory role pre-1992. The tentative hypothesis is that there is a gap between the rhetoric of mentoring and the reality of mentoring in school-based partnership ITT post-1992. Three models representing `stages' of professional development: the apprenticeship model; the competency model and the `reflective practitioner' model of mentoring are considered from the perspective of both subject mentors and trainees. The data, gathered by participant observation, semi-structured interviews, questionnaires and recorded mentor-trainee feedback sessions, investigates to what extent there is in the training year slavish imitation reinforced by practical skills associated with apprenticeship, and/or professional development in trainee learning informed and extended by trainee access to teacher expertise. Changes in ITT appear largely administrative, mentors focusing on supervision of competent apprentices, passing on basic skills using a `top-down' model of knowledge transfer to passive novices. A model of mentoring is outlined whereby the professional tutor assumes a school leadership role, liaising with the HEI partner in joint planning of ITT, taking responsibility for trainee overview and professional development of Newly Qualified Teachers (NQTs). Two stages of Qualified Teacher Status (QTS) are described in a model of future teacher preparation whereby master classroom practitioners can be professionally identified and appropriately rewarded.

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Yang, Xiaobo. "Institutional challenges and leadership competencies in Chinese Ministry of Education directed universities in implementing the 1999 Chinese action scheme for invigorating education towards the 21st century." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3336.

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This study used the naturalistic inquiry method to explore the perceptions of the selected administrators from Chinese Ministry of Education Directed universities regarding what kind of institutional challenges their institutions confront and how their institutions function in the present, how their own roles have been affected by the changing situations they face in their own contexts, and consequently, what are the competencies that universities leaders will need in their universities in the near future. Special emphases are placed on the differences that exist in the challenges facing Chinese MOE directed universities located in differently geographical, cultural and economical contexts, and the differences among the perceptions of current university leaders, aspiring leaders, and retired university leaders regarding institutional challenges and leadership competencies. In this study, eight kinds of challenges have been identified by selected Chinese university administrators. There are no substantial differences in perceptions of these eight kinds of challenges, for all these MOE-directed universities live in a similar policy environment; they are governed, funded and evaluated by the Ministry of Education. However, due to their personal background such as different ages, historical background and working experiences, they showed some differences in their perceptions more individually than as a group. According to the respondentsÂ reflections, the location of a university powerfully influences the university, positively or negatively. Being located in developed areas usually has a positive influence on a university. On the contrary, being located in undeveloped areas has a negative impact on a university. There are four categories of leadership competencies identified by the respondents: personality and disposition, personal knowledge and skill, administrative competency, and social responsibility competency. It is not surprising that administrators from these universities did not show substantial differences in their perceptions of leadership competency because members of all the groups live in a similar policy environment. However, due to their personal background, they actually showed some differences in their perceptions as individuals rather than as a group. The researcher found that university administrator training is absolutely necessary. However, the current training programs do not meet the demands, more needs to be done to improve the training programs through renewing training content and methods.

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Fong, Chung-lun, and 方仲倫. "Resources allocation in a Direct Subsidy Scheme school: a case study of a participant school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959362.

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Leung, Wai-ming. "A study of the implementation of the teacher assessment scheme in the sixth form biology curriculum of Hong Kong from the students' perspective." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833121.

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Lo, Yiu-chun, and 羅耀珍. "A study of the implementation of the school-based curriculum project scheme in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3123513X.

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Rabi, Sally A. "A professional development scheme for non-native speaking teachers of English from the Arab world : an action research study." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/44680/.

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Following an action research framework, my research investigates professional development for English Language teachers in the Arab World, who are non-native speakers of English themselves. The thesis has five chapters: Literature Review, Critical Contexts, Methodology of the Study, Data Analysis and Presentation, and finally the Discussion and Findings of the research. The Literature Review covers works relevant to the area of the study in relation to existing teacher practices, teacher effectiveness and current professional development opportunities. The second chapter presents some critical contexts of the study; the researcher's personal and professional contexts, and the research sites. These provide accounts of the researcher's background as an English language teacher, trainer and researcher. This section clarifies the need for focused research in the area of professional development of English language teachers. The next section provides an overview of the United Arab Emirates, teaching population and study sample. After reviewing a range of educational research methodologies, the Methodology of the Study explains why Action Research was found to be the most appropriate framework for the project, and most particularly the Deakin participatory action research approach. Characteristics of the research population and study sample are then discussed. Thereafter, the data collection instruments (needs assessment questionnaires, interviews, observation checklists, discussions, feedback forms and documents) are discussed in relation to their role and purposes in the study. The chapter concludes by outlining the research phases, intervention strategy and the ethical dimensions of the study, particularly in relation to researcher identity and power relations. The Data Analysis and Presentation chapter focuses on summarising the data and identifying the general themes and clusters to be addressed by the interventions. The thesis concludes with the Discussion and Findings of the research. This final chapter covers the design and operation of the first and second interventions. It also aims to evaluate the effectiveness of the action research framework. This is followed by the research statement and discussion of the main findings, particularly how the findings of the research have affected the decision making policy in the professional development of teachers working for the UAE Ministry of Education. The findings of the research section also provides recommendations for policy and practice.

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Eliustaoglu, Esra. "INVESTIGATION OF FRACTION SCHEMES AND MODELS AS A MEANS TO UNDERSTAND HOW SIXTH GRADE STUDENTS MAKE SENSE OF FRACTIONS." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460137024.

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Hon, Hin-yan, and 韓憲茵. "Education policy in response to a declining student population in HongKong: a study of the voluntary optimisationof class structure scheme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50255137.

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Cairns, Alison M. "Introduction and evaluation of a peer observation of teaching scheme to develop the teaching practice of chair-side clinical dentistry tutors." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/38918/.

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Glasgow Dental School (GDS) offers a varied learning environment for well-motivated, high-achieving students. These students, along with institutional, professional and public stakeholders, demand high quality, efficient, effective and modern teaching practices. A new undergraduate curriculum was introduced at GDS; a more authentic learning experience was to be delivered with a move away from traditional teaching based solely within the dental hospital. Outreach teaching facilities were introduced and a cohort of NHS clinical tutors joined academic staff. Both new and old staff were required to develop their teaching skills. Some tutors expressed distress at the lack of availability of training to enhance teaching skills, and implementation of a Peer Observation of Teaching Scheme (POT) was considered as a way to address this issue. POT focuses on providing opportunities for staff to improve their teaching skills. It can be conducted successfully with inexperienced teaching staff and limited resources. It can help identify and eliminate poor teaching practice while enabling participants to develop their skills, self-identity and group identity as teachers. POT, in this study, is a reciprocal process whereby one peer observes another teaching and provides supportive and constructive feedback. Its underlying rationale is to encourage professional development in teaching and learning through critical reflection, by both the observer and the observed. In this thesis, I outline the implementation of the POT scheme across clinical sites at GDS. The study involved multiple stakeholders and therefore required approval, accommodation and support across six geographically diverse Scottish health board areas. The process and outcomes from the evaluation of the POT scheme are presented. The current body of published research offers little in relation to POT for the development of teaching chair-side clinical dentistry, a distinct area where students carry out multiple invasive procedures on patients during each teaching session. Appraisal of the scheme and its impact was conducted using evaluation methodology underpinned by constructivist epistemology. Ethical approval was sought and granted. Results describe motivations to teach and evaluation of the POT process in relation to its authenticity, acceptability and practicality. Analysis of who is truly considered a ‘peer’ as well as aspects of trust, honesty and respect are presented along with the perceived issues for colleagues sharing critical feedback. Impact of the POT scheme is explored in terms of teaching, reflection, increased self-awareness, and lessons learned about personal teaching practice. There is a strong focus on the role of POT for quality enhancement. Key issues highlighted by the findings include; the notable differences between participants from a range of academic backgrounds; study limitations; and feasible alternatives for the development of teaching staff. The POT scheme was successfully implemented and analysed. It was an authentic method for encouraging reflection and development of teaching practice. Recommendations for further progress are outlined. These include whether POT should be mandatory; how to facilitate wider group discussion; systems for implementation of shared good practice; and increasing access to teaching qualifications. Further research is required to directly measure the impact of POT on student learning and look at how the scheme has impacted on development of the wider community of practice.

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Harvey, Jennifer M. "An investigation into ways of encouraging the development of higher level cognitive skills in undergraduate biology students with reference to the Perry Scheme of Intellectual Development." Thesis, Edinburgh Napier University, 1994. http://researchrepository.napier.ac.uk/Output/4873.

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This project initially focused on a group poster presentation exercise which had the development of higher cognitive skills as its aims. A holistic approach was undertaken to the exercise which involved considering the relationship between all aspects of the instructional method with respect to the undergraduate biology students developing skills of analysis, synthesis, relating and applying knowledge, in addition, to their developing communication and group skills. The project involved modifying, monitoring and evaluating a number of different aspects of the exercise over a period of four years including the assessment and instructional methods and level of staff support given to the students. The resultant instructional method involved students working in groups on a problem based challenge, using peer group assessments and undertaking peer group questioning and discussion sessions, the implications of which are discussed in this project. A questionnaire measure of intellectual development was devised for this project, based on the Perry Scheme of Intellectual Development which aimed to investigate the different groups of students' approaches to the exercise and to match individual student's needs with the most appropriate staff support. The Perry Scheme describes how students develop from an absolute or simplistic stance on the nature of knowledge to one which is more pluralistic and contextual. These differing perceptions influence the role which students adopt and also the way in which they perceive the role of others within the learning environment. This research project tested both students undertaking the poster exercise and also students at different stages of their biology course over a period of two years. This project identified a link between the roles which students adopted during the poster exercise and their stage of intellectual development. In addition, changes in individual student attitudes and preferences towards different teaching and assessment methods were identified which supported and complimented the descriptions outlined by Perry.

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Dyer, Barbara J., and n/a. "An Investigation of a Professional Development Scheme for teachers: work experience in industry and research." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20050714.123358.

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n/a---Introduction--- This thesis deals with an investigation od a Professional Development Scheme which gave three Teaching Service teachers working experience in one of Australia's largest research organisations, a Canberra hotel, and an ACT office furniture business (one of the largest manufacturers of its kind within Australia) during the September school vacation of 1988.-----Aim----The aim of the thesis is to analyse and evaluate the effectiveness of the Professional Development Scheme in the context of the relationship between the school and the world of work.

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Weston, Cade Michael Gibb. "Assessing Participation in Agricultural Development Projects: A Case Study of the Mbalangwe Irrigation Scheme, Morogoro Rural District, Tanzania." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397708142.

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Yu, Ho-wai. "Preparation for the new senior secondary liberal studies curriculum the perception of school practitioners in a direct subsidy scheme school in Hong Kong /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/b40203360.

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Kumsang, Margaret Alison. "Seeing SENSS : an ethnographic exploration of the effects of the 1988 Education Reform Act on a special educational needs support scheme." Thesis, University of Birmingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365273.

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Heffernan, Sandra Lois. "Design from artefacts : innovate or imitate : issues of aesthetics, education, collecting, making and marketing in Coats' Needlework Development Scheme, 1934-1962." Thesis, Glasgow School of Art, 2004. http://radar.gsa.ac.uk/4913/.

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Beaumont, Richard Alun. "Enhancing the engagement of higher education academics in knowledge transfer through a rewards and incentives scheme using an action research approach." Thesis, Middlesex University, 2015. http://eprints.mdx.ac.uk/18546/.

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This research project considers approaches to enhancing the engagement of academics with Knowledge Transfer in UK Higher Education. The research, undertaken within the Health and Education School of Middlesex University, utilised an innovative approach through the application of an Action Research (AR) framework in supporting personal and organisational development. Through insider-researcher led AR Cycles, knowledge and theory was developed co-productively, leading to the development, implementation and embedding of a Rewards and Incentives Scheme (R&IS) to enhance academics’ engagement with KT. The research involved the use of on-line surveys, in-depth interviews and Action Research Groups to engage academics as participants in the process. Original contribution to the field is demonstrated through outcomes of the application of a highly reflexive AR framework, including higher level reflection at each stage of several AR Cycles, culminating in the expression of theory and thinking at a meta-level of learning. AR offered an innovative approach to engaging academics in KT through shaping and implementing policy as part of participatory approaches, culminating in the R&IS. The thesis itself adopts an innovative structure to reflect the AR framework utilised. Within the limitations of generalisability of an AR approach, the research findings are of value in a wider context, suggesting that: • The motivation to engage in KT involves a complex mixture of intrinsic and extrinsic factors, but in this particular study it was largely influenced by intrinsic factors such as having a positive impact in society • Academics in the health and education sectors may not respond positively to commercial-style descriptors of KT and econometric measures alone would not be a true reflection of KT activity levels • AR can be an effective approach to support management-led interventions and change management around a specific objective • Rewards and incentives could play an effective part in management initiatives to engage academics in KT.

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King, James Michael Francis. "Perceptions of mentors and mentees participating in an English language mentoring scheme at a university in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48540249.

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Research on participant perceptions of one-to-one mentoring and peer tutoring programmes is available although little empirical study exists of schemes which recruit English-speaking foreign exchange students as language ‘mentors’ for tertiary learners wanting to improve their spoken English. This paper examines mentor and mentee perceptions before and after experiencing an English Language Mentoring Scheme at a university in Hong Kong, as well as possible causes of mentee attrition and retention. Research aims are met through implementation of pre- and post-programme questionnaires as well as post-programme focus group discussions. Using a grounded theory approach to data analysis, three main categories of perceptions emerge, including: Improvement of English; Social, Cultural and Interpersonal Growth; and Mentee and Mentor Responsibilities. Programme strengths as reported by mentees include improvement of spoken English, friendship, enhanced cultural knowledge and strengthened confidence in using spoken English. Uncertainty regarding mentor and mentee roles was found to be a programme weakness and one possible cause of mentee attrition. As the programme is perceived as a platform for spoken English improvement, friendship and improved cultural awareness, this dissertation argues for stronger promotion of this and similar programmes to meet stated university goals of internationalization and whole-person development.
published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics

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Chan, Ka-sing. "A study of the factors affecting the implementation of the teacher assessment scheme for advanced supplementary level biology in Hong Kong from the teachers' perspective." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833558.

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Leung, Wai-ming, and 梁偉明. "A study of the implementation of the teacher assessment scheme in the sixth form biology curriculum of Hong Kong from the students'perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957274.

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Chan, So-Ming Clio. "Why aided schools have not joined DSS : a qualitative research /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042782.

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Pell, David. "The role of the professional tutor within the Oxford University Department of Educational Studies' internship scheme for Post-Graduate Certificate of Education students." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296062.

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Chan, Ka-sing, and 陳家聲. "A study of the factors affecting the implementation of the teacher assessment scheme for advanced supplementary level biology in HongKong from the teachers' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957006.

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Dibela, Pumza. "An investigation into the administration of the National Student Financial Aid Scheme for undergraduate students and its impact on the students' academic progress at a historically Black university." University of the Western Cape, 2018. http://hdl.handle.net/11394/6244.

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Masters in Public Administration - MPA
This study investigated the administration of the National Student Financial Aid Scheme (NSFAS) for undergraduate students and its impact on the students' academic progress at a Historically Black University (HBU) in the Western Cape Province. It therefore dealt with the students' inability to fund their university education and the challenges they experienced because of the way in which NSFAS was administered at the university. The aim of the study was to investigate how the financial assistance received from NSFAS, or a lack thereof, impacted on the students' academic progress, and ultimately, their retention and success. The objective was to arrive at recommendations that could improve the process and enable the students to concentrate on their academic studies without financial stress and agony.

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Danielson, Jared Andrew. "The Design, Development and Evaluation of a Web-based Tool for Helping Veterinary Students Learn How to Classify Clinical Laboratory Data." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28511.

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Veterinary students face the difficult task of learning to classify clinical laboratory data. In an effort to make this task easier, a computer and web based tool known as the Problem List Generator (PLG) was designed based on current literature dealing with learning theory and medical education which are reviewed in chapter 1. Chapter 2 describes the design and the development process for the PLG. The PLG allows the students to access any number of cases (determined by the professor) of increasing complexity which provide signalment, history, physical exam, and laboratory data for a number of patients. Using the PLG, students analyze the data, identify data abnormalities and mechanisms, arrange them in a problem list, diagnose the problem, and compare their problem list and diagnosis to an expert problem list and diagnosis. The PLG was evaluated using a four step evaluation process involving an expert review, one-to-one evaluations, small group evaluations, and a two-part field trial, and was evaluated in terms of clarity, feasibility, and impact. The PLG is usable, in terms of clarity and feasibility, though fixes are recommended. There is no evidence to infer, statistically, that the PLG has any effect on learning outcomes. However, trends in the quantitative data and logical inference based on the context of the evaluation suggest that the PLG might help students, particularly those of low and average ability to produce more accurate problem lists.
Ph. D.

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Sommerville, Dorothy Hazel. "Fee waiver scheme participants : who are they, why do they participate and what do they hope to achieve from the experience of higher education?" Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418823.

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Rajab, Aziza A. "A methodology for developing a nursing education minimum dataset." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001412.

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Blom, Sofie Clara. "The integration of school garden activities, the classroom and the feeding scheme : a case study of two primary schools in Tigray, North Ethiopia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86348.

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Thesis (MPhil) Stellenbosch University, 2014
ENGLISH ABSTRACT: In an increasingly complex world where food security remains a challenge in many areas and especially Africa; it is essential to educate children about food – from production to consumption; and to ensure they eat enough as this is a crucial factor for concentration and learning abilities. How can we teach children about food in a sustainable way? This study focuses on schools in Tigray, Northern Ethiopia, which have a school feeding programme, school garden and nutrition curriculum. The question studied is: To what extent do two primary schools in central- and east Tigray (North Ethiopia) integrate the feeding scheme, school garden and nutrition curriculum? The methodology chosen is a case study and the empirical data was collected through interviews, surveys and observations. Principals of 14 schools were interviewed about the school gardens, curricula and school gardens. Two schools were then selected for a further in-depth research. The school gardens, mostly initiated by the staff, serve the purpose of creating income for the school and teaching students the skills of gardening. The curriculum is standard for Tigray and focuses on different food types and creating a balanced diet. The school food in most schools is provided by the World Food Programme (WFP), but some exceptions exist. This research shows that integration between the three objectives will be beneficial. Obstacles include getting the staff ‘on board’ as a priority and controlling the unification of the three, for example schools feel that they have less ownership over the feeding scheme because it is organised by an external NGO. This study suggests stakeholders view school gardens, nutrition education and school feeding schemes under one umbrella for the ultimate benefit of creating a sustainable model to teach about food. The case study provides an insight to the specific challenges in Tigray, Ethiopia but important conclusions can also be generalised.
AFRIKAANSE OPSOMMING: In ’n toenemend komplekse wêreld waar voedsel sekuriteit in baie gebiede, veral in Afrika ’n uitdaging bly, is dit baie belangrik om kinders oor voedsel op te voed - vanaf produksie tot by die verbruik daarvan, en ook om seker te maak dat hulle genoeg eet, wat baie belangrik is vir konsentrasie en die vermoë om te leer. Hoe kan ons kinders op ’n volhoubare manier leer oor voeding? Hierdie studie fokus op twee skole in Tigray, in Ethiopië wat skoolvoedingskemas, skooltuine en voedingkurrikula het. Die vraag wat gevra is, is: Tot watter mate integreer hierdie twee skole in Tigray die voedingskemas, die skooltuine en die voedingkurrikula? Die gekose metodologie is ’n gevallestudie. Empiriese data is ook deur middel van onderhoude, oorsigte en observasies versamel. Onderhoude oor skooltuine, voedingskemas en die kurrikula is gevoer met die skoolhoofde van 14 skole. Twee skole is toe gekies vir in-diepte navorsing. Die skooltuine bring geld in vir die skool en word ook gebruik om vir die leerling tuinmaakvaardighede aan te leer. Die kurrikulum is standaard vir die hele Tigray en word deur die Wêreld Voedsel Program verskaf. Daar is egter ’n paar uitsonderings. In hierdie navorsing is daar bewys dat die integrasie van die skooltuin, die voedingskema en die kurrikula, goeie gevolge kan hê. Dit is egter belangrik dat die skool personeel moet saamwerk en dat die vereniging van die drie beheer moet word. Skole voel bv. Tans dat hulle nie eienaarskap oor die voedingskema het nie, want dit word deur eksterne NROs beheer. Hierdie navorser stel voor dat die skooltuine, skoolvoedingskema en die voedingkurrikulum onder een sambreel beskou moet word met die doel om ’n volhoudbare model vir die onderrig van voeding te skep. Die gevallestudie verskaf insig in die spesifieke uitdagings in Tigray, Ethiopië, maar belangrike slotsomme kan ook veralgemeen word.

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Lavis, Catherine Camille. "Evaluating intellectual development of horticultural students: the impact of two teaching approaches using Perry’s scheme of intellectual development as measured by the learning environment preference." Diss., Kansas State University, 2005. http://hdl.handle.net/2097/140.

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Doctor of Philosophy
Department of Agronomy
Steve J. Thien
This phenomenological study explored horticultural students’ intellectual development as defined by William Perry’s Scheme. Perry’s theory of intellectual development helps describe the progression in college student thinking from simple to complex. These patterns of development act as filters through which a student ascribes meaning to their world. The objectives of this study were to: 1) explore the reliability of using the Learning Environment Preference Inventory (LEP) instrument’s Cognitive Complexity Indicator (CCI) scores as a tool to recognize the positions of cognitive complexity of horticultural students, the nature of this complexity and if gender, age, class status, or previous horticultural experience would influence CCI scores; 2) determine if specific teaching methods designed to promote active involvement at a higher level of exchange than lecture might influence scores; 3) describe the effects of the collaborative interactions with classmates and instructor; 4) determine whether student journals would reveal changes in their cognitive complexity or perception of learning as a result of their learning environment and; 5) discover other significant issues that could produce advancement along the Perry scale. Students in this study began their experiences no lower than Perry position two and ranged as high as position four. The initial CCI scores affirmed that many upper-division horticultural students were still operating in Perry positions two and three. Analysis of the interviews revealed: 1) that instructor techniques may positively or negatively influence individual students ideal learning environment; 2) there are significant issues that influence student ideal learning environments; 3) learning is viewed as the responsibility of the instructor, and; 4) students prefer hands-on learning. The students CCI scores did not show upward movement as a direct result of collaborative learning, although the voices of several students expressed both benefits and drawbacks of this type of learning. Journal writing did not reveal any changes in students’ level of thinking or perception of learning but they did reveal other aspects of student learning and attitudes. An understanding of Perry’s Scheme helped the researcher to recognize that student perspective, behavior, and performance is conditioned more by the students’ cognitive complexity than by peer interaction or by teaching methodology.

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Yu, Ho-wai, and 余可維. "Preparation for the new senior secondary liberal studies curriculum: the perception of school practitioners in adirect subsidy scheme school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203360.

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AMORIM, ERICA PEREIRA. "THE FINANCING SCHEME OF BASIC EDUCATION IN BRAZIL (1998 TO 2007): ATTRIBUTIONS AND RESPONSIBILITIES, SOURCES AND DISTRIBUTION OF RESOURCES AND INCENTIVES FRAMEWORK IN THE FUNDEF-FUNDEB TRANSITION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11922@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O presente estudo se concentra no esquema de financiamento da educação delimitando-se à análise do FUNDEF desde uma perspectiva comparada com o seu sucessor, FUNDEB. O objetivo central é identificar as principais limitações e potencialidades do primeiro e, investigar se estas limitações do FUNDEF serão hipoteticamente superadas ou não com a criação do FUNDEB. A análise é organizada por três temas: as atribuições e responsabilidades das três esferas de governo, o esquema de financiamento propriamente dito que é trazido com a implantação do FUNDEF e o sistema de incentivos e punições trazidos com a introdução do fundo. Entre as principais conclusões destaca-se que a criação do FUNDEF contribuiu para a melhora de indicadores de fluxo e cobertura educacional. Entretanto, quando se analisa o desempenho dos alunos observa-se um resultado insatisfatório, colocando o Brasil em uma posição de extrema desvantagem quando comparado com os outros países analisados e, mesmo quando se comparam os dados entre os alunos brasileiros, observa-se também que estes experimentaram um decréscimo. Além da expansão da cobertura da educação infantil e média, um dos principais desafios do FUNDEB é melhorar a qualidade da educação. Um avanço seria a criação de mecanismos de monitoramento que compatibilizem o acesso, fluxo e rendimento. Uma mostra disso foi a criação do IDEB que compatibiliza indicadores de fluxo e rendimento. Provavelmente, a utilização do IDEB como um dos critérios de distribuição dos recursos fosse um incentivo adicional e eficaz à priorização da qualidade da educação básica.
The present study focuses on the financing scheme of education underlining the analysis of FUNDEF from a comparative perspective with its successor, FUNDEB. The main objective is to identify the main limitations and potentialities of the first one and investigating whether the limitations of FUNDEF will hypothetically be overcome or not with the creation of FUNDEB. The analysis is organized in three themes: the attributions and responsibilities of the three government spheres, the financing scheme per se which is brought with the implementation of FUNDEF, and the incentives and punishment system brought by the introduction of the fund. Among the main conclusions, it is relevant to highlight that the creation of FUNDEF has contributed to the improvement of flow and enrollment rate indicators. However, when the performance of students is analyzed, an unsatisfactory result appears which places Brazil at a position of extreme disadvantage if compared to other analyzed countries. Even if only the data of Brazilian students is compared with each other, the obtained results have experienced a decrease. Therefore, one can affirm that the FUNDEF has prioritized inclusion in detriment of the quality of education, expanding the educational offer. This is one of the main challenges of FUNDEB, as well as the expansion of the coverage of secondary and garden education. In this sense, an important progress would be the creation of monitoring mechanisms that makes the flow and achievement compatible. The Ministry of Education has shown signs of this progress with the recent launch of the IDEB, which makes flow and quality indicators compatible. Probably, the use of IDEB as one of the criterion for the distribution of resources would be an additional and effective incentive to the prioritization of the quality of basic education.

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Dissertations / Theses on the topic 'Wardha scheme of education'

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