Teses / dissertações sobre o tema "Committee on Educational Policy"
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Groom, Ileetha Brooks. "SOCIAL PROMOTION OR RETENTION? FACTORS THAT INFLUENCE COMMITTEE DECISIONS". NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-12182009-095630/.
Texto completo da fonteBirch, Rhiannon. "The policy work of the National Committee of Inquiry into Higher Education in the United Kingdom (the Dearing Committee, 1996-97)". Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19280/.
Texto completo da fonteGerbensky, Kerber Anne E. "Organizing for Health: A Poststructural Feminist and Narrative Analysis of a School Health Committee". Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1311776134.
Texto completo da fonteDouglas, Anne. "The significance of James Bay Cree cultural values and practices in school committee policy-making : a documentary study". Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59542.
Texto completo da fonteUsing the historical method, both primary and secondary sources were searched for relevant information concerning Cree culture and its distinguishing characteristics. Evidence of a distinct egalitarian society, practicing consensus, reciprocity and communal land use was found. Sources also indicated the continuing existence and adaptability of Cree values and practices despite prolonged interaction with non-native society.
This thesis proposes that these cultural values and practices predispose the Cree to be effective school committee members. The study provides data for a possible future ethnographic study of Cree school committee participation. Further research could also focus on the policy-making process required of Cree school board members.
Ade-Ojo, Gordon O. "Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee". Thesis, University of Greenwich, 2008. http://gala.gre.ac.uk/6088/.
Texto completo da fonteHorst, Deena L. "Understanding the influence of lobbying on decisions made by the Kansas House Education Committee, 1995 - 2006". Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1355.
Texto completo da fonteBraat, Christopher J. "Perceptions of Two Educational Technology Standards: A Case Study of an Ohio Urban K-12 School District". Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1257300199.
Texto completo da fonteAbstract. Title from PDF t.p. (viewed on Dec. 15, 2009). Includes bibliographical references (p. 67-76). Available online via the OhioLINK ETD Center and also available in print.
Frank, Adam Harrison. "Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee". Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1573900707645968.
Texto completo da fonteJewison, Deborah. "Policy and practice : design education in England from 1837-1992, with particular reference to furniture courses at Birmingham, Leicester and the Royal College of Art". Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/11390.
Texto completo da fonteSpencer, Christopher. "Committee decisions and monetary policy". Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/843286/.
Texto completo da fonteOpperman, Julianne Radkowski. "Elementary teachers committed to actively teaching science and engineering". Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722544.
Texto completo da fonteCommitted elementary teachers of science and engineering, members of a professional learning community called Collaborative Conversations in STEM, were studied to elicit their perceptions of experiences that influenced their commitment to, and their pedagogical content knowledge of, STEM teaching and learning. The hermeneutic phenomenological interviews enabled the teachers to express their beliefs in their own words. Data analysis employed a theoretical framework that investigated teacher epistemology and knowledge in light of their experiences. Findings revealed a web of lifelong experiences unique to each individual, and evidential of the committed elementary scientist-teachers’ present day values, teaching epistemology, lifelong learning, and emotional and intellectual engagement. Scientist-teachers are individuals whose teaching and learning characteristics reflect those of scientists and engineers.
Evidence indicated that no single transformative learning experience resulted in those elementary teachers’ commitment to STEM teaching and learning, but recent professional development activities were influential. Formal K-16 STEM learning was not uniformly or positively influential to the teachers’ commitment to, or knowledge of, STEM.
Findings suggest that ongoing professional development for STEM teaching and learning can influence elementary teachers to become committed to actively teaching STEM. The Collaborative Conversations in STEM provided intellectual and emotional engagement that empowered the teachers to provide STEM teaching and learning for their students and their colleagues overcoming impediments encountered in a literacy-focused curriculum. Elementary teachers actively committed to teaching science and engineering can undergo further transformation and emerge as leaders.
Doyle, Monique. "The South African parliamentary committee system and institutional capacity". Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24449.
Texto completo da fonteWood, Chris S. "Professional Learning Committee Team Functionality and Team Trust". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6087.
Texto completo da fonteVogel, Regina. "Bürgerliche Werte und Statuserhalt". Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2008. http://dx.doi.org/10.18452/15823.
Texto completo da fonteThis thesis compares the responses of university lecturers and business people to educational reform and expansion in West Germany and Britain in the postwar period. It examines how these groups reacted to increased social mobility in general, and university and school reform in particular. How did they attempt to persuade others of their position? Did middle-class values and educational ideals play a role? To what extent did the values and interests of university lecturers and business people intersect, and did they create networks to achieve their goals? The first part of this study surveys the postwar social and educational landscape, changes in income and wealth distribution, as well as the position of university lecturers and business people in each country. Part two analyses both groups’ positions on education, with particular reference to the existence of middle-class values and attempts to define themselves in relation to other classes. The final part explores how networks and bodies on education issues were set up and how they pursued their work. This study contributes to the debate as to whether a middle-class group identity existed in the postwar period, or whether this identity had disintegrated into individual professional groups, each with their own interests and identifications.
Alkitani, Said S. "Exploring the role of educational theory in educational policy". Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246355.
Texto completo da fonteSibayan, Jerome Tan. "A network analysis of China’s Central Committee: a dynamical theory of policy networks". Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15317.
Texto completo da fonteSecurity Studies
David Graff
How does the social network structure of China’s Central Committee influence the direction and timing of intra-Party events, domestic policies, and foreign policies? How do changes in network structures explain specific patterns and propensities for policy change? The purpose of this study is to describe the social network structure of the Chinese Communist Party’s Central Committee from 1922 to 2011 and to explore the relationship between changes in the network and policy trends. This study draws on policy network theory, network dynamics, Veto Player Theory and Prospect Theory which together posit that dynamic network structural characteristics influence policy outcomes. I introduce a dynamical theory of policy networks and describe some observable implications. This mixed method analysis is based on a new network dataset and follows two major lines of investigation. A structured, focused comparison of case studies associates changes in the Central Committee’s network structure in 1969, 1978, 1982, and 1997 with consequent policy outcomes and demonstrates the explanatory power of the dynamical theory. Statistical analyses of China’s foreign policies (1949-1978 and 1984-1995) and China’s domestic policies (1984-1995) suggest the dynamical theory is generalizable. Changes in paramount leader and potential competitor centralities and Central Committee centralization are important causal factors explaining the timing and type of intra-Party, domestic, and foreign policies.
Finlayson, John M. "The cabinet committee system and the development of British colonial policy, 1951-1964". Thesis, University of Leeds, 2002. http://etheses.whiterose.ac.uk/774/.
Texto completo da fonteMarthinus, Mercia. "Morele opvoeding aan leerders binne die konteks van plekke van veiligheid in Wes-Kaapland". Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1589.
Texto completo da fonteKotenko, Diana G. "Prospective Reappointment and the Monetary Policy Preferences of the Federal Open Market Committee Members". Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1246273422.
Texto completo da fonteBeauchamp, Jane S. (Jane Suzanne) Carleton University Dissertation Social Work. "The Fraser Committee on Pornography; a study of the ideological practice of social policy". Ottawa, 1987.
Encontre o texto completo da fonteGilfillan, Beth. "CONSUMING A PARTICIPATION POLICY: CAMBODIAN HEALTH COMMITTEES". Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/6024.
Texto completo da fonteGilfillan, Beth. "CONSUMING A PARTICIPATION POLICY: CAMBODIAN HEALTH COMMITTEES". University of Sydney, 2008. http://hdl.handle.net/2123/6024.
Texto completo da fonteParticipatory decision making practices were introduced into the Cambodian health sector in the late 1990s by the international development community. These practices were consolidated into a government policy in 2003. The participation policy requires lay citizens and other community representatives to be involved in management committees for health centres. In this thesis I report my research to ascertain if a participation policy results in strong participation. I did an ethnographic study of seven health centres in regional Cambodia. I found that participation levels of all lay citizens and other community representatives in health centre management were very low – the committees were only established where an international NGO supported them. Where the committees were operational, they were not decision making bodies. Community representatives including lay citizens had low levels of participation partly because of poor process design and lack of policy institutionalisation. This context enabled international NGOs to dominate and manipulate the committees. They used committees as a forum to educate community leaders about health, mobilise leaders to promote health centres, and lobby the government for changes in health centre management. By drawing together and extending the work of others, I show how in Cambodia both the participation process used in the study area and the national participation policy became commodities that were consumed in the game of international development. International development actors produced, marketed, and “sold” participation policies and processes and, in return, offered an implicit promise of resources to the government. As a result, lay citizens and other community representatives in Cambodia were short-changed by the consumption of participation policies and processes, being left without meaningful involvement in government decision making.
Kaprinis, Kosmas Ioannis. "The institutional structure of macroprudential policy in the UK : an assessment of the accountability mechanisms of the Financial Policy Committee". Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:00a9704f-e14a-4726-b400-bb58b8bace9e.
Texto completo da fonteHughes, Lonnie L. Laymon Ronald L. "Administrative perceptions of the effect of parent-teacher advisory committees on the development and implementation of discipline policy in Illinois schools". Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713216.
Texto completo da fonteTitle from title page screen, viewed July 26, 2005. Dissertation Committee: Ronald L. Laymon (chair), Paul J. Baker, Ronald S. Halinski, Calvin C. Jackson, Mary Ann Lynn. Includes bibliographical references (leaves 110-116) and abstract. Also available in print.
Bryant, J. M. "Does institutionalization matter?, policy influence and The National Action Committee on the Status of Women". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/MQ32471.pdf.
Texto completo da fonteGaarde, Ingeborg. "Negotiating a Global Policy Space : la Via Campesina in the Committee on World Food Security". Paris, EHESS, 2016. http://www.theses.fr/2016EHES0008.
Texto completo da fonteThe dominant models in social movement studies expect movements to either disappear or to institutionalise following a pattern that has inevitable endpoints. Such as "taming" (Kaldor, 2003), de-radicalisation, co-optation and elite-formation (Kriesi, 1996; Tilly, 2004; Tarrow, 2008; Walker, 1994; Blumer, 1951). This dissertation argues that La Via Campesina (LVC), the global peasant movement that brings together over 200 million small producers in 80 countries of the word, is building a more sophisticated model of internationalisation. In order to demonstrate this, the dissertation present some of the opportunities and challenges arising from the current engagement of small-scale food producers in the 2009-reformed Committee on World Food Security (CFS) through the International Food Security & Nutrition Civil Society Mechanism (CSM). With empirical data collected both in UN arenas and at global and local meetings of farmers' movements, the dissertation explores the tensions and debates within a movement seeking to build links between struggles initiated at grassroots level and engagement in a global policy arena. The dissertation concludes that if we wish to further explore how global movements seek to build synergies between different forms of political activism today, we need to move beyond dichotomies and towards less deterministic analytical frameworks than those that have largely dominated the literature on national social movements
McShane, Ian, e n/a. ""Balanced development" a study of the Murray Committee on Australian Universities". University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20050509.161344.
Texto completo da fonteAmanatiadis, Matthaios. "Between Faith and Bureaucracy : The treatment of immigrants’ religion in Swedish integration policy, 1974 –1986". Thesis, Uppsala universitet, Historiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-428276.
Texto completo da fonteCho, Ming-shook, e 曹明淑. "Pressure groups and educational policy in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31975069.
Texto completo da fonteCho, Ming-shook. "Pressure groups and educational policy in Hong Kong". [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12334601.
Texto completo da fonteLee, Jenny, Megan Owens e James Lampley. "Educational leadership and Policy Analysis and Encouragement Study". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2989.
Texto completo da fonteZangmo, Zinpai. "Educational policy borrowing in the Bhutanese education system". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122873/1/Zinpai_Zangmo_Thesis.pdf.
Texto completo da fonteHodges, Amelia Elizabeth. "The No Child Left Behind Act of 2001 the impact of policy requirements and recommendations for policy improvements /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.47 Mb., 97p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3200524.
Texto completo da fonteSenate, University of Arizona Faculty. "Faculty Senate Minutes March 6, 2017". University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/623059.
Texto completo da fonteIselin, Michael. "Estimating the Potential Impact of Requiring a Stand-Alone Board-Level Risk Committee". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1402311135.
Texto completo da fonteLeung, Wai-keung Savio. "Participation in property management : a study of the Estate Management Advisory Committee and Owners' Corporation /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24533695.
Texto completo da fonteBaxter, Jorge Grant. "Who governs educational change?| The paradoxes of state power and the pursuit of educational reform in post-neoliberal Ecuador (2007-2015)". Thesis, University of Maryland, College Park, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10159139.
Texto completo da fonteThis study identifies and compares competing policy stories of key actors involved in the Ecuadorian education reform under President Rafael Correa from 2007-2015. By revealing these competing policy stories the study generates insights into the political and technical aspects of education reform in a context where state capacity has been eroded by decades of neoliberal policies.
Since the elections in 2007, President Correa has focused much of his political effort and capital on reconstituting the state’s authority and capacity to not only formulate but also implement public policies. The concentration of power combined with a capacity building agenda allowed the Correa government to advance an ambitious comprehensive education reform with substantive results in equity and quality. At the same time the concentration of power has undermined a more inclusive and participatory approach which are essential for deepening and sustaining the reform.
This study underscores both the limits and importance of state control over education; the inevitable conflicts and complexities associated with education reforms that focus on quality; and the limits and importance of participation in reform. Finally, it examines the analytical benefits of understanding governance, participation and quality as socially constructed concepts that are tied to normative and ideological interests.
Patrick, Andrew P. "Educator Evaluation and Bilingual Education Policy| A Three Article Dissertation". Thesis, Manhattanville College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642032.
Texto completo da fonteThe time between the passage of the No Child Left Behind Act of 2001 and its replacement, the Every Student Succeeds Act of 2015, marked a period of unprecedented policy-driven education reform. Unfortunately, the major objectives of the policy were not achieved, and the very problems it sought to fix still exist. One reason for this was an overreliance on testing and test scores as a lever for change. This study’s purpose was to explore the ways in which an educational leader could bring the tools of the practitioner-scholar to bear on public policy problems worth solving. This research question was addressed through three distinct, but interconnected, articles that utilized different methodologies. The first demonstrated the application of the tools of public policy analysis to bilingual education policy at the federal, state, and local levels. The second critiqued New York State’s student growth model used in the Annual Professional Performance Review (APPR) using quantitative methods. The third analyzed the broader APPR policy and sought to address its many shortcomings by proposing a new, viable policy alternative for consideration by policymakers. The major implications of this study include a strong caution against the use of standardized tests of student achievement to measure progress toward policy goals, a demonstration of the importance of identifying and applying criteria to assess public education policies, and a recognition of educational leaders as important actors in the policy making process.
Dumas, Victor A. "Is housing a sound educational policy? evidence from Chile /". CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4181.
Texto completo da fonteAsadullah, Mohammad Niaz. "Equality of educational opportunity and public policy in Bangladesh". Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418837.
Texto completo da fonteChan, Yiu-wing, e 陳耀榮. "Political and economic objectives in post-Mao educational policy". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31949770.
Texto completo da fonteLilley, Anthea Mercer. "Government intervention in educational policy making : contrasts and continuities". Thesis, University of Sunderland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274771.
Texto completo da fonteCarroll, Pam. "Race and citizenship after 2000 : educational policy and practice". Thesis, University of Chichester, 2003. http://eprints.chi.ac.uk/857/.
Texto completo da fonteWoods, Glenys J. "Spirituality, educational policy and leadership : a study of headteachers". Thesis, Open University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288996.
Texto completo da fonteAl-Nuaimi, Tareq. "Educational reform in Oman : policy context and teachers' attitudes". Thesis, Durham University, 2002. http://etheses.dur.ac.uk/1281/.
Texto completo da fonteLeon, Katrina Johnson. "Yuli's story| Using educational policy to achieve cultural genocide". Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181177.
Texto completo da fonteAll children residing in the United States have the right to a quality education. At least that is our collective expectation. Through the lived experience of Yuli, a Native American woman from the Southwest, you will discover, due to her birth on a remote reservation, she was not given the same access to education you or I would expect. On Yuli’s reservation, the school system is managed by the Bureau of Indian Education (BIE). Rather than provide K-12 schooling, the BIE operates K-8 on her reservation and then Native youth who want to go to high school must move off-reservation.
This qualitative study focuses on Yuli’s experience as she traversed the educational system offered to her in order to complete eighth grade, earn her high school diploma and be accepted to college. Her narrative gives insight into what she lost, personally and culturally, as a result of the operational delinquency of a United States of America government agency tasked with one duty, providing an adequate, quality education to Indigenous youth across America. This study explores Yuli’s story, educational inopportunity, and the cultural impact of leaving the reservation to attain an education.
Matrosov, Alexandr, Victoria Matrosova e Evgeniy Kramarenko. "Educational policy as a basic intellectual levelof innovative potential". Thesis, Львівський національний університет ім. Івана Франка, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/40517.
Texto completo da fonteEaston, Lois Brown. "The Arizona Student Assessment Program (ASAP) as educational policy". Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185711.
Texto completo da fonteLopez, Francesca. "Educational Policy and Scholastic Competence Among English Language Learners". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193881.
Texto completo da fonteOwens, Megan E., James Lampley e Jenny Lee. "Educational Leadership and Policy Analysis Support and Encouragement Study". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3026.
Texto completo da fonte