Rozprawy doktorskie na temat „Education and state”
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Fulton, Robert William. "Postsceondary developmental and remedial education : perspectives of state legislature education chairpersons and state higher education executive officers /". Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992793.
Pełny tekst źródłaBurkum, Kurt Richard Hendrickson Robert M. "The role of state higher education governance structures in state-level higher education lobbying". [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3692/index.html.
Pełny tekst źródłaLinhardt, Frederick J. "Missouri vocational education : the state of the State, 1994 /". free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052193.
Pełny tekst źródłaAnwar, Wasim. "Higher education in Pakistan : from state control to state supervision /". Oslo : Institute for Educational Research, Universitetet i Oslo, 2007. http://www.duo.uio.no/publ/pfi/2007/67351/thesisx291007.pdf.
Pełny tekst źródłaWestbrook, Jane (Juanita Jane). "State Funding for Community Education Projects". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501099/.
Pełny tekst źródłaOkonko, N. E. "Teacher education and educational development in Imo state of Nigeria". Thesis, University of Strathclyde, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381664.
Pełny tekst źródłaAllen, Megan Marie. "Teacher Leadership in State Education Policy". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3015.
Pełny tekst źródłaDuarte-Agudelo, Jesus Hernando. "State education and clientelism in Colombia (the politics of state education administration and of implementation of educational investment projects in two Colombian regions)". Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296056.
Pełny tekst źródłaUmpstead, Regina R. "Three essays on education law and policy state court definitions of educational adequacy ; the No Child Left Behind Act unfunded mandate debate ; and conceptions of equal education opportunity for students with disabilities under the Individuals with Disabilities Education Act and the No Child Left Behind Act /". Diss., Connect to online resource - MSU authorized users, 2008.
Znajdź pełny tekst źródłaBuhler, David L. "The decline in state funding of public higher education in the United States| Competing budget priorities and state variations". Thesis, The University of Utah, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680845.
Pełny tekst źródłaState and national policy makers for 150 years have promoted public access to higher education, supported through state tax funds and more recently through federal direct appropriations and tax expenditures. In the past 3 decades, state tax funding of higher education has declined, resulting in increased reliance on tuition and reduced college affordability, thereby raising barriers to access. There are also vast differences in how well states fund higher education, with some providing more generous tax funds and others steadily providing less.
Higher education researchers have conducted ongoing inquiry regarding factors that may influence the level of state legislative support for higher education. These include institutional, political, economic, cultural, demographical, and fiscal factors. Several have pointed to what appears to be an inverse relationship between state funding of higher education and state funding of Medicaid.
This study employs regression analyses of a 20-year, 50-state panel of data (1992-2011), considering the changes in budget share devoted to higher education, Medicaid, K-12 Public Education, and Corrections. During that 20-year period, higher education's share declined in 33 states, Medicaid's increased in 44 states, and 28 states experienced both a decrease in higher education's share and an increase in Medicaid's. Also considered were political party control of states, and changes in Gross State Product. The analysis tries to determine if increases in Medicaid's share is contributing to a decline in the share for higher education, and whether the share for each budget category explains state funding variations.
A fixed effects regression model, taking into account both the differences within (across time) and between (across states), determined that 85% of the variation in the error term is due to the wide cross-sectional state differences. This calls into question much of the prior research that relied on ordinary least squares regression models, and did not account for what Zhu called "cross-unit heterogeneity". These findings indicate that additional research is needed, both quantitative (considering groupings of states rather than all 50 states), and interpretive case studies to elicit more insights and research questions that will yield more definitive answers about budgetary tradeoffs between higher education funding and other budgetary categories.
Kinnaman, Lisa L. "Idaho Building Capacity : developing a statewide system of support for districts and schools in need of improvement /". [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/21/.
Pełny tekst źródłaRobinett, Melinda Kathleen. "Special education due process hearings : state differences /". Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165959/.
Pełny tekst źródłaDorn, D'Andre Keith. "Continuing professional education motivational orientations of state supervisors of agricultural education /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511716044.
Pełny tekst źródłaChan, Yu Wei-ming Grace. "Education and policy implementation in Hong Kong". Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975690.
Pełny tekst źródłaChan, Kam-fu. "The political dimension of the provision of basic education in Hong Kong". Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14023891.
Pełny tekst źródłaPeera, Rishma. "Tanzanian educational policy : effects on women's participation in formal education". Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23349.
Pełny tekst źródłaMacNeill, Molly. "Church and state : public education and the American religious right". Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21237.
Pełny tekst źródłaChambers, Cynthia R. "Advocacy Outreach through East Tennessee State University". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3891.
Pełny tekst źródłaWare, Alyce Martin. "The influence of state reform in homebound/hospital instruction in the state of Georgia". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/898.
Pełny tekst źródłaEsplin, Scott Clair. "Education in Transition: Church and State Relationships in Utah Education, 1888-1933". Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1194.pdf.
Pełny tekst źródłaSpillane, James D. "All-state choral music: A comprehensive study of the musicselected for the high school all-state choirs of the fifty states from 1995-2000". Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/298794.
Pełny tekst źródłaMarkham, James Jeffrey. "An exploration of community college state funding patterns in the southern regional education board states". Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-06042008-150915.
Pełny tekst źródłaRousan, Laith M. "Agent turnover in Ohio State University Extension". Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1195671035.
Pełny tekst źródłaOSCAR, SERGIO CANDIDO DE. "PUBLIC HIGH SCHOOL EDUCATION IN THE STATE OF MINAS GERAIS: A STUDY ON THE SCOPE OF THE STATE EDUCATIONAL POLICIES". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24093@1.
Pełny tekst źródłaEste trabalho investiga a abrangência das políticas educacionais voltadas para o Ensino Médio da rede pública estadual de Minas Gerais no período de 2007 a 2010, período este que correspondente ao choque de gestão implementado pelo governador Aécio Neves. Considerando o desempenho médio dos estudantes por município nas avaliações em larga escala promovidas pelo governo estadual, aspectos sócio demográficos dos municípios mineiros e características intrínsecas das Superintendências Regionais de Ensino – SRE medidas pelo índice de complexidade das superintendências - ICS, inicialmente o estudo traz referências e discute conceitos sobre políticas educacionais e abrangência das políticas educacionais, apresentando os principais indicadores sociais e demográficos dos municípios mineiros e mapeando as políticas educacionais implementadas no período analisado. Em seguida, investiga-se a relação entre a abrangência das políticas educacionais voltadas para o Ensino Médio e os indicadores sócio demográficos municipais. O resultado da estimação do modelo mostrou que embora o governo mineiro tenha implementado um conjunto variado de projetos e programas, a análise da abrangência destes programas revelou a inexistência de um planejamento integrado, sugerindo que os programas e projetos propostos foram elaborados de forma centralizada, não levando em consideração as reais demandas educacionais das escolas e as características sociais e demográficas dos municípios mineiros. Com relação à abrangência das políticas implementadas, verificou-se que as mesmas foram implementadas de forma pulverizada e com pouca unidade entre si, não chegando a constituir uma política educacional global de Estado. O trabalho também revelou a partir da análise do desempenho médio dos estudantes do terceiro ano do ensino médio que a desigualdade educacional existente entre os municípios manteve-se inalterada ao longo do período.
This work investigates the scope of the education policies for the public high school education of the state of Minas Gerais from 2007 to 2010. This period corresponds to the Management Shock introduced by governor Aécio Neves. The study regards the average performance of the students per municipality in the large scale evaluations promoted by the state government, demographic aspects and intrinsic characteristics of the municipalities of the Regional Office of Education, assessed by the rate of complexity of the offices. At first, the study brings references and discusses concepts on education politics and their scope, presenting the main social and demographic indicators of the municipalities as well as mapping the education politics implemented in the period studied. Then, the relation between the scope of the education politics for the high school education and the demographic municipal indicators is investigated. The estimation results of the model showed that the analysis of the scope of these programs revealed the non-existence of an integrated planning, although the government of Minas Gerais had implemented a varied set of projects and programs. This suggests that the programs and proposed projects were prepared in a centralized way, not taking into account the real education demands of the schools and the social and demographic characteristics of the municipalities. Regarding the scope of the policies implemented, it was found that they were implemented in a scattered form and with little unity among themselves, without being able to provide a general educational state policy. The study also revealed, based on the analysis of the average performance of the 3rd year high school students, that the existing educational inequality between municipalities remained unchanged throughout the period.
Midyett, Stephen Jay. "Methods for assessing student learning in the State of Arizona". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279868.
Pełny tekst źródłaYeung, Sze-sze. "Education policy-making in Hong Kong : the political exchange relationship between the government and interest groups /". [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13762266.
Pełny tekst źródłaMabogoane, Thabo Walter Yinger John. "Understanding attrition in New York State public education". Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.
Pełny tekst źródłaPoitiers, Niclas Frederic. "Essays in Education, Fertility, and the Welfare State". Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/667315.
Pełny tekst źródłaBrzozowska, Zuzanna. "Fertility and education in Poland during state socialism". Max Planck Institute for Demographic Research, 2014. http://dx.doi.org/10.4054/DemRes.2014.31.12.
Pełny tekst źródłaAquilina, Michael. "Physical education and the Maltese State primary schools". Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489080.
Pełny tekst źródłaCullen, Dianne Margaret. "Pre-service teacher education in the postmodern state". Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/e19a98eeb208ac5f5fe587ed662980ec21ec1168718dc0921dcbd28a03eb2017/2379355/Cullen_2012_Pre_service_teacher_education_in_the_postmodern.pdf.
Pełny tekst źródłaМайборода, Тетяна Миколаївна, Татьяна Николаевна Майборода, Tetyana Mayboroda, Анна Сергіївна Воронцова, Анна Сергеевна Воронцова i Anna Serhiivna Vorontsova. "Current state of governmental strategic management of lifelong education system development". Thesis, Poland, Przemyśl, Nauka i studia, 2018. https://essuir.sumdu.edu.ua/handle/123456789/79663.
Pełny tekst źródłaHeacock, Holly. "Progressive Education in Appalachia: East Tennessee State Normal School and Appalachian State Normal School". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/378.
Pełny tekst źródłaViehland, Dennis Warren. "Nonresident enrollment demand in public higher education". Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184740.
Pełny tekst źródłaGianneschi, Matthew Everett. "The effect of changes in state appropriations on voluntary giving to state supported universities". Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280546.
Pełny tekst źródłaSerure, Dana Faye. "The Current State of Secondary Social Studies in Western New York". Thesis, State University of New York at Buffalo, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822464.
Pełny tekst źródłaThis study explored the current state of secondary social studies in Western New York (WNY) through the lens of social studies orientations, specifically the traditional, disciplinary, and progressive strands (Fallace, 2010), and their alignment with the K-12 Social Studies Framework , approved by NYS’s Department of Education in 2014, with new NYS Regents assessments to begin in 2019. It was, therefore, important to collect baseline data on secondary social studies teachers’ social studies purpose, practices, and knowledge of NYS reforms.
A mixed-method study began in the spring of 2017, which collected data from the WNY S4 survey and two focus groups. Survey participants totaled n = 136, representing six counties in WNY; focus group members totaled n = 9. The WNY S4 replicated survey items from a nationwide instrument, Survey on the Status of Social Studies–S4 (Fitchett & VanFossen, 2013) and analyzed data with descriptive and inferential statistics. The researcher developed a semi-structured interview guide to collect focus group data, which were analyzed by the long-table approach (Krueger & Casey, 2009).
Major survey findings were: (1) 99% reported an unawareness of their state/district standards; (2) 100% reported developing critical-thinking skills, while 64% reported content knowledge as primary goals; and (3) top-ranked instructional practices were 87% teach political history; 83% teach social history; and 82% examine sources. Analyses of t-tests indicate gender and grade level-band indicators are influential to instructional practices. For example, female and high school teachers seem to engage students more often in non-history content emphases, such as diversity of religious views, economics, and historiography while also de-emphasizing the lecture; hence aligning more with the disciplinary strand and less with the traditional strand.
Focus group results pinpoint a struggle between participants’ intentions versus actual practice which may impact alignment to NYS social studies reforms. Misalignment attributed to teacher’s purpose being overshadowed by their own instructional choices or outside factors, such as assessments, time, and other school district issues. Five out of nine focus group participants associated with the hybrid disciplinary-progressive approach, suggesting that secondary social studies teachers do not situate themselves to a single social studies orientation; and also consistent with past studies (Long, 2017; Vinson, 1998).
Overall, WNY S4 data suggests when purpose and practices are more closely aligned to the disciplinary and progressive approaches, secondary social studies instruction may find greater success with NYS social studies education reforms. In addition, gender and identified grade level-band (middle school and high school) differences provide insights for developing and tailoring professional development for different groups of teachers.
Two recommendations for policy and practice include: (1) refine the social studies orientation model into a continuum, and (2) apply the Social Studies Purpose Compass developed by the researcher to guide instructional alignment with NYS social studies reforms.
Майборода, Тетяна Миколаївна, Татьяна Николаевна Майборода, Tetyana Mayboroda, Анна Сергіївна Воронцова i Анна Сергеевна Воронцова. "State regulation of the education sector in terms of the country’s educational potential formation". Thesis, Czech Republic, Praha. Publishing House «Education and Science», 2018. https://essuir.sumdu.edu.ua/handle/123456789/79676.
Pełny tekst źródłaPlacier, Peggy Lou. "The meanings of "at-risk": Reform rhetoric and policy responses in U.S. education". Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184891.
Pełny tekst źródłaLiu, Kwok-leung. "Open government, devolution of power and education policy-making in Hong Kong". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14023866.
Pełny tekst źródłaLebona, Teboho Godfrey. "The implementation of inclusive education in primary schools in the Lejweleputswa education district / by Teboho Godfrey Lebona". Thesis, Welkom: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/226.
Pełny tekst źródłaThe drafting and promulgation of education policies bring hope and an expectation to those whose interests, concerns and problems, are addressed by them. On the other hand, such policies bring confusion, uncertainty and stress to teachers who are expected to implement and put into practice prescripts of those policies. Response to the Education White Paper 6: Special Needs Education – Building an Inclusive Education and Training System (2001) and subsequent policies on inclusive education which followed, brought uncertainty to teachers and also led to some developing a negative attitude towards inclusive education. This study focused on the implementation of inclusive education in primary schools in the Lejweleputswa District of the Free State province. A literature review provided insight into the concept of inclusive education and moreover shed light on policy developments regarding learner diversity through the curriculum. An empirical investigation using a qualitative approach was conducted and data was gathered by means of focus group interviews with school-based support teams as well as a questionnaire completed by principals. Furthermore, the findings of the empirical investigation concurred, to a large degree, with the findings of the literature study. In general, it was brought to light that inclusive education is not implemented correctly in primary schools in the Lejweleputswa District. Based on certain findings, recommendations are made regarding the successful implementation of inclusive education in primary schools.
Wan, Kar-ho Calvin. "Government policy on tertiary education". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41006094.
Pełny tekst źródłaChan, Yu Wei-ming Grace, i 陳余慧明. "Education and policy implementation in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31975690.
Pełny tekst źródłaNovis, Joshua L. "Citizens and selves : rethinking education for democratic citizenship". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19392.
Pełny tekst źródłaEvirgen, Cüneyt, Lei Lei, Peter Moizer, Richard D. Phillips, Barbara Stöttinger i Marie Wilson. "The State of Business Education and Research - Perspectives from Educational Leaders around the Globe". Rutgers Business School, 2016. http://epub.wu.ac.at/5170/1/ddcf9a_7ffcb7251a1944ebae539d644f38f917.pdf.
Pełny tekst źródłaWilson, Marie Elaine. "Collective bargaining in higher education: A model of statutory constraint". Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185108.
Pełny tekst źródłaFranklin, Deanna. "Teacher involvement in implementing state personal finance mandates". Thesis, Indiana State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717347.
Pełny tekst źródłaThis study examined strategies teachers are implementing for personal finance instruction in answer to the state financial-literacy mandates in Central Texas. One-on-one interviews, focus groups, and document analysis found that teachers are relying on personal experience, community resources, and Internet resources to instruct in personal finance in absence of personal finance curricula. No data emerged that school districts were providing resources; however, administrators are willing to provide resources if they were available. Teachers are using a variety of creative methods to enhance personal financial literacy in the classroom. Sporadic in-service/professional-development opportunities were available to train teachers in personal financial-literacy instruction; however, many teachers opted not to participate in those events, selecting to depend on their own personal experiences as background. Data from this study also found that there was no evidence of teachers being involved in the curriculum-change process for personal financial-literacy education.
Combs, Alex Eugene. "STATE SUBSIDY COMPOSITION IN HIGHER EDUCATION: POLICY AND IMPACTS". UKnowledge, 2018. https://uknowledge.uky.edu/msppa_etds/29.
Pełny tekst źródłaSchaffer, Lonnie J. "Implementing state transfer policies: A case study of Virginia's state *policy on transfer". W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539618589.
Pełny tekst źródłaKeating, John Patrick. "Upper secondary education and the state : a comparison of regional variations within two nation states". Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10019789/.
Pełny tekst źródłaNietfeld, Carla J. "The Impact of Public Educational Investments and Education Spillovers on the Economic Growth of States: Are State Educational Investments Affecting Earnings and Employment?" UKnowledge, 2017. http://uknowledge.uky.edu/economics_etds/32.
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