Teses / dissertações: "The Education System5"

1

Zangmo, 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.

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This study focussed on analysing educational policy documents to understand the history and discourse of educational policy borrowing practice in Bhutan's K-12 education system. The conceptual framework drew on theories of globalisation and the theory of discourse. An interpretivist methodology drawing on James Paul Gee's discourse analysis was employed to comprehend the education policy borrowing and policy learning practices within the K-12 education policies of Bhutan. The findings revealed that while there is a complex system of policy borrowing influenced by the phenomenon of globalisation, there are discourses that stress the importance of Gross National Happiness and local themes. The study concludes by stating that policy borrowing and policy learning are important aspects of Bhutanese education policy.

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Buckner, Marjorie M. "Parents' Expressed Educational Dissent in Middle School Education Systems". UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/38.

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Hoy and Miskel (2008) and Weick (1976) conceptualize schools as organizational systems of which parents comprise part of the organization. Specifically, parent involvement includes such behaviors as assisting students with homework, participating in policy decisions, and providing feedback (Barge & Loges, 2003). Parent involvement is largely championed in K12 education and particularly in middle schools (e.g., Coalition of Essential Schools, 1993; Texas Education Agency, 1991). In fact, both parents and teachers value building positive parent-teacher relationships (Kalin & Steh, 2010) and may communicate regarding a variety of topics including student academic performance, classroom behavior, preparation, hostile peer interactions, and health (Thompson & Mazer, 2012). However, while parents and teachers report valuing positive parent-teacher interactions, Lasky (2000) found that “teachers and parents sometimes felt confused, powerless, and misunderstood as a result of their interactions” (p. 857). One specific type of parent-teacher communication that may lead to dissatisfying interactions is parent expressed educational dissent (PED). Similar to organizations and workplaces that do not value dissent as a feedback process increasing democratic discourse in the system, schools may actively attempt to avoid potentially negative or conflict-inducing communication such as dissent (Ehman, 1995). Scholars (e.g., Davies, 1987; Fine, 1993; Sarason, 1995) note the importance of dissent and parent involvement in education systems, and case studies espouse positive changes within education systems as a result of parental dissent (e.g., Ehman, 1997). In order to better understand PED, this dissertation project seeks to (a) examine why parents express dissent in educational systems, (b) identify how parents express dissent in educational systems, and (c) measure how PED affects members of the educational system. To accomplish these goals, the author conducted a series of focus groups with teachers and parents, developed a measure of PED, and disseminated a survey to both parents and teachers assessing the antecedents and possible outcomes affected by PED. The findings of this research aim to improve organizational communication within middle school education systems such that schools may develop prosocial strategies for (re)framing and addressing PED.

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3

Ascher, Tamar. "The role of educational belief systems in teacher education". Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340825.

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4

黃月雲 e Yuen-wan Wong. "Educational ideas in the analects and the Hong Kong education system". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40676109.

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5

Gxwati, Ntombizandile Irene. "The education management information system of the Free State Department of Education : a systems analysis". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6487.

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Thesis (MPhil (Information Science))--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Organizations depend on the availability of reliable and credible information to make informed decisions and to plan effectively. The Education Management Information System (EMIS) is used by all provincial education departments including the Free State Department of Education for collecting, verifying, analysing, storing and disseminating reliable and credible data for decision making and planning purposes. Through its efforts to improve information management, the Department of Basic Education introduced the South African School Administration Management System (SA-SAMS) to improve the management of data at school level and allow for the uploading of this data onto provincial databases. This study focuses on an analysis of the Education Management Information System to determine whether this information system, utilised by the Free State Department of Education, is reliable and credible or not. In order to answer the research question under study, the dimensions/constructs of information systems success, such as information quality, system quality, individual and organizational impacts have been used to evaluate the information systems under investigation. Chapter 1 introduces the topic and outlines the background and the accountability chain of the Free State Department of Education. Chapter 2 deals with the theoretical grounding. It discusses the topic of Information Systems, in particular what the criteria used to determine the efficiency and reliability of an education management system in the Free State Province are. Chapter 3 draws on the theoretical base outlined in Chapter 2, focussing on the Free State Province to model the EMIS system and identifying the crucial elements where empirical observations are necessary. In Chapter 3 the focus is on the empirical data collection based on the model as set out in Chapter 4. In this chapter the methodological concerns in respect of the collection of data are dealt with in detail, and the findings are reported. In Chapter 4 the implications of the findings are weighed up against the criteria as identified in Chapter 2 and conclusions are drawn on that basis. Lastly Chapter 5, which draws on earlier findings, presents the lessons learnt in doing this research, conclusions drawn therefrom, as well as the recommendations presented as a way forward to improve the gaps identified in Free State EMIS. The researcher’s informed conclusion is that EMIS, through the use of SA-SAMS, has improved the capturing of data at school level and that this has contributed to an improvement in the quality of data contained in the provincial database.
AFRIKAANSE OPSOMMING: Organisasies is afhanklik van die beskikbaarheid van betroubare en geloofwaardige inligting ten einde ingeligte besluite te neem en effektief te beplan. Die Onderwysbestuursinligtingstelsel (EMIS) word deur al die provinsiale onderwysdepartemente gebruik, insluitend die Vrystaatse Onderwysdepartement, vir die versameling, verifiëring, analise, berging en disseminasie van betroubare en geloofwaardige data vir die doeleindes van besluitneming en beplanning. Deur sy pogings om inligtingbestuur te verbeter, het die Departement van Basiese Onderwys die Suid-Afrikaanse Skoolbestuurstelsel (SA-SAMS) ingestel om die bestuur van data op skoolvlak te verbeter en om voorsiening te maak vir die oordrag van hierdie data na provinsiale databasisse. Hierdie studie fokus op ‘n analise van die Onderwysbestuursinligtingstelsel om vas te stel of hierdie stelsel, wat deur die Vrystaatse Onderwysdepartement gebruik word, betroubaar en geloofwaardig is, al dan nie. Ten einde die navorsingsvraag van hierdie studie te beantwoord, is die dimensies/konstrukte van die sukses van inligtingstelsels, soos inligtingskwaliteit, stelselkwaliteit, individuele en organisatoriese impak, gebruik om die betrokke inligtingstelsels te evalueer. Hoofstuk 1 lei die onderwerp in en verstrek die agtergrond en aanspreeklikheidsketting van die Vrystaatse Onderwysdepartement. Hoofstuk 2 behandel die teoretiese begronding. Die onderwerp Inligtingstelsels word bespreek, veral die kriteria wat gebruik word om die doeltreffendheid en betroubaarheid van ‘n onderwysbestuurstelsel in die Vrystaatse Provinsie te bepaal. Met die teoretiese basis wat in Hoofstuk 2 uiteengesit is as vertrekpunt, fokus Hoofstuk 3 op die Vrystaatse Provinsie om die EMIS te modelleer en om die deurslaggewende elemente waar empiriese waarnemings nodig is, te identifiseer. In Hoofstuk 3 is die fokus op die versameling van empiriese data, gebaseer op die model wat in Hoofstuk 4 beskryf word. In hierdie hoofstuk word die metodologiese vraagstukke met betrekking tot die versameling van data in besonderhede behandel, en die bevindings word aangebied. In Hoofstuk 4 word die implikasies van die bevindings gestel teenoor die kriteria wat in Hoofstuk 2 geïdentifiseer is, en gevolgtrekkings word gemaak. Laastens word in Hoofstuk 5, gebaseer op vroeëre bevindings, die lesse wat uit hierdie navorsing geleer is, aangebied, gevolgtrekkings word gemaak, en aanbevelings word voorgehou as die pad vorentoe om leemtes wat in die Vrystaatse EMIS geïdentifiseer is, te verbeter. Dit is die navorser se ingeligte gevolgtrekking dat EMIS, deur die gebruik van SASAMS, die vaslegging van data op skoolvlak verbeter het, en dat dit bygedra het tot ’n verbetering van die kwaliteit van data in die provinsiale databasis.

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Sahai, Esha T. "Women, innovation, entrepreneurship : essays on designing and improving education". Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/105316.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, Engineering Systems Division, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 69-76).
Entrepreneurship and Entrepreneur are not gender-neutral concepts.[1] In the United States, men are twice as likely to be involved in entrepreneurship than women. Women have founded or led only 11% of venture capital backed US firms. Moreover, women-led firms have received only 7% of venture capital.[2] Clearly, there is a serious dearth of women in entrepreneurship. Research has shown that education can have an impact on gender segregation of aspirations, and that it acts as a barrier for women to move into historically male-dominated roles with higher earning potential. In higher education, gender segregation results in a variety of disciplines including entrepreneurship.[3] In this thesis, we examine the problem and recommend solutions to improve entrepreneurship and innovation education and entrepreneurial opportunities for women. We look at Science, Technology, Engineering, Mathematics (STEM) programs focused on increasing participation of women in STEM and map them to entrepreneurship. Furthermore, we discuss the programs and resources available to women entrepreneurs. We recommend designing new programs and investing in resources for women innovators and entrepreneurs.
by Esha T. Sahai.
S.M. in Engineering and Management

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7

Åsberg, Samira. "Social Networks in Education: A Facebook-Based Educational Platform". Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93649.

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Social networking sites are among the most popular daily activities of students these days. Students are mostly using social networking sites for communication and sharing of their experiences. Facebook is an example of a social networking site, which supports additional features such as creating a profile page, creating group pages and supports possibility of implementing different integrated application with Facebook. These features improve the Facebook experience, allowing users to form groups, where they can introduce ideas and concepts, which can be shared and discussed in a structured style. For this thesis we have created a new learning management system by implementing an online educational platform within a Facebook context. This work introduces a new, complementary style of education, where students can improve their knowledge and sociality outside the university in an innovative way. The platform takes advantage of gamification, which introduces game-like elements to concepts such as education and learning management systems, to make them more fun and rewarding. The goal of this thesis is to extend the educational border to an interesting online environment where students can learn, communicate, and examine their knowledge globally in different courses within our application platform in Facebook.

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McCusker, Kerri A. "Intelligent assessment and learner personalisation in adaptive educational systems for STEM Education". Thesis, Ulster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675465.

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9

SPADA, ALICE. "Education for Society in Educational Systems A Comparative Study on Social Competences". Doctoral thesis, Università degli Studi di Milano-Bicocca, 2019. http://hdl.handle.net/10281/241101.

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Educating for society means preparing young members of society for social life. This research focuses on two areas of this topic: a) the different theories regarding educating for society provided through time by different sociological models; b) a comparative empirical study conducted in Milan in order to understand the way in which education for society is currently carried out. To do so, the educational tool considered is social competences. The analysis concentrates on the parameters of definition, transmission and evaluation of social competences as described by middle school teachers and uses phenomenography as a research method. Comparison between high disadvantage index districts and low disadvantage index district is carried out. Results show teachers from high disadvantage index districts concentrate more on the intercultural aspect of social competence compared to teachers from low disadvantage index districts. Results are read both as an effect of reproductions mechanisms and as an effect of systemic normative indeterminacy.
Educating for society means preparing young members of society for social life. This research focuses on two areas of this topic: a) the different theories regarding educating for society provided through time by different sociological models; b) a comparative empirical study conducted in Milan in order to understand the way in which education for society is currently carried out. To do so, the educational tool considered is social competences. The analysis concentrates on the parameters of definition, transmission and evaluation of social competences as described by middle school teachers and uses phenomenography as a research method. Comparison between high disadvantage index districts and low disadvantage index district is carried out. Results show teachers from high disadvantage index districts concentrate more on the intercultural aspect of social competence compared to teachers from low disadvantage index districts. Results are read both as an effect of reproductions mechanisms and as an effect of systemic normative indeterminacy.

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Meth, Halli Elaine. "DecaFS: A Modular Distributed File System to Facilitate Distributed Systems Education". DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1206.

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Data quantity, speed requirements, reliability constraints, and other factors encourage industry developers to build distributed systems and use distributed services. Software engineers are therefore exposed to distributed systems and services daily in the workplace. However, distributed computing is hard to teach in Computer Science courses due to the complexity distribution brings to all problem spaces. This presents a gap in education where students may not fully understand the challenges introduced with distributed systems. Teaching students distributed concepts would help better prepare them for industry development work. DecaFS, Distributed Educational Component Adaptable File System, is a modular distributed file system designed for educational use. The goal of the system is to teach distributed computing concepts to undergraduate and graduate level students by allowing them to develop small, digestible portions of the system. The system is broken up into layers, and each layer is broken up into modules so that students can build or modify different components in small, assignment- sized portions. Students can replace modules or entire layers by following the DecaFS APIs and recompiling the system. This allows the behavior of the DFS (Distributed File System) to change based on student implementation, while providing base functionality for students to work from. Our implementation includes a code base of core DecaFS Modules that students can work from and basic implementations of non-core DecaFS Modules. Our basic non-core modules can be modified to implement more complex distribution techniques without modifying core modules. We have shown the feasibility of developing a modular DFS, while adhering to requirements such as configurable sizes (file, stripe, chunk) and support of multiple data replication strategies.

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Diodato, Denielle. "Speech and language disorders in preschool age children : Picture exchange communication system (PECS), a strategy a regular classroom teacher can implement to improve communication skills /". Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_dioda_speec.pdf.

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12

Fares, Dehghan. "Iran education system". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10545.

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13

Österman, Marcus. "Education, Stratification and Reform : Educational Institutions in Comparative Perspective". Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332622.

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The main argument of this thesis is that research has to take the institutional character of education seriously. Educational institutions carry considerable weight for outcomes of education and their design is a matter of intense political debate. This work focuses in particular on the institution of tracking that has wide-reaching consequences for the structure of education. The thesis consists of an introductory essay, together with three empirical essays. The empirical essays all acknowledge the main argument but study different outcomes and relationships connected to education. Essay I studies how the institutions of political economy and education together affect equality of income and equality of educational opportunity. This essay contributes to the literature by distinguishing the effects of the different institutions of political economy and education, as well as how they interact to affect the two contrasting conceptions of equality. The results reveal that tracking hinders equality of educational opportunity but is also related to better incomes for vocational education graduates in certain institutional settings. Wage bargaining coordination reinforces the more equal educational opportunities of weakly tracked contexts and improves the relative income of vocational graduates in these contexts. Essay II explores how education and tracking affect social trust. It makes two contributions. First, the empirical approach provides strong support for causal inference. Second, it is the first study to consider how tracking affects social trust. The empirical evidence finds no general effect of educational attainment on social trust, but decreasing tracking has a positive effect on social trust for individuals who come from weakly educated backgrounds. Essay III aims to explain cross-country differences in tracking by focusing on the impact of government partisanship. The study contributes to the literature by being the first comparative study to explore how partisan politics may explain differences in tracking and being one of few comparative studies there are on the topic at all. The results show that tracking is strongly related to a dominance of Christian democratic governments, whereas detracking reforms have mainly been carried out by social democratic governments.

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Sevilla, Encinas Alejandro. "Disentangling inequality of educational opportunities : the transition to higher education in Chile". Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/disentangling-inequality-of-educational-opportunities-the-transition-to-higher-education-in-chile(a389cb7f-9a12-4760-b81e-e30b760673f6).html.

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This thesis examines inequality of educational opportunities (IEO) in the transition to higher education. IEO measures the difference in higher education entry rates across social groups. The theoretical framework lays on Boudon's decomposition of IEO into primary and secondary effects of stratification. Furthermore, the theoretical propositions of Maximally Maintained Inequality (MMI) and Effectively Maintained Inequality (EMI) were also assessed to gain further understanding of IEO. The longitudinal data for the empirical analysis was created for a student cohort by linking administrative records of Chile's national student register, standardised tests and higher education enrolment. The student cohort was followed through the 12-years of compulsory education up to the transition to higher education, a year after completing secondary education. The results from the empirical analysis showed that secondary effects were consistently predominant over primary effects, driving the overall IEO. On the other hand, controlling for school characteristics increased the relative importance of secondary effects. However, primary effects explained a large extent of IEO in the transition to traditional (most prestigious) universities, by the same token, in the transition to undergraduate programmes. Differences in parental education levels between secondary education completion and higher education transitions proved to be consistent with MMI. Likewise, the higher likelihood of less advantaged students to enrol in vocational colleges or vocational programmes, and the higher likelihood of advantaged students to enrol in traditional universities or undergraduate programmes, evidenced support for EMI. The modelling setting was based on non-linear mediation modelling, accounting for sample-selection in the student cohort, two-level cross-classification between primary and secondary schools, and multinomial outcomes for type of institution and programme. This thesis contributes to the educational attainment literature by finding evidence that, in emerging economies like Chile, educational inequality persists despite the sustained expansion of the educational system.

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Al-Shanbari, Humod Ahmed. "The scientific and technical information system in Saudi higher education : a systems approach". Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/32368.

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Continuing change in the provision of, and access to, scientific and technical information has stimulated the interest of researchers to study current information provision and usage in different work environments. The aim of this thesis is to study the current operation of the STI system in the Saudi higher education environment. A systems approach was adopted in order to have a holistic view of the requirements of this study. Since the systems approach is a concept, rather than a specific methodology, a number of framework research models that take the systems approach into consideration were developed to guide the investigation of both the information systems and the users.

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Erdogan, Ezgi. "A Complex Dynamical Systems Model Of Education, Research, Employment, And Sustainable Human Development". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12612138/index.pdf.

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Economic events of this era reflect the fact that the value of information and technology has surpassed the value of physical production. This motivates countries to focus on increasing the education levels of citizens. However, policy making about education system and its returns requires dynamical analyses in order to be sustainable. The study aims to investigate the dynamic characteristics of a country-wide education system, in particular, that of Turkey. System Dynamics modeling, which is one of the most commonly referred tools for understanding the complex social structures, is used. Our model introduces dynamic relationships among different classes of labor forces with varying education levels, university admissions, research quality, and the investments made in education, research and other sectors. Model experimentation provides new insights into the investment and capacity-related aspects of the education system environment.

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Дядечко, Алла Миколаївна, Алла Николаевна Дядечко, Alla Mykolaivna Diadechko e V. Petrenko. "System of distance education". Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/13480.

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Song, Xuhang. "Exam-based Education System". University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1399044144.

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Benoit, Charles. "Educational management and administration in St. Lucia : policy, practice and challenges for small education systems". Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10007311/.

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The administration of education in St. Lucia has recently come under increasing scrutiny and criticism in the attempt to improve the quality of education as increasing demand for secondary education, and selection, which pervades the education system have increased pressures for improved student performance. Policymakers and practitioners believe that improved management of the education system is the key to improving performance. Consequently, there has been a raft of policies aimed at improving the management of the education system. The central argument of this dissertation is that poor policy analysis, inappropriate strategies such as decentralisation, outdated management practices and inappropriate training of educational administrators, combined with the impact of scale, isolation and dependence, adversely affect the ability to meet the challenges of effective and efficient management of the education system. It charts the development of education from PreEmancipation to contemporary times. It critically examines the factors that influence educational policy and practice and examines contemporary educational policies to assess their ability to meet the challenges of a modem education system The study is based in part, on original fieldwork data collected in St. Lucia. The approach is essentially narrative, and uses both qualitative and quantitative data, gathered from a questionnaire survey and interviews with senior education officials. The findings confirm that the operation of policy and practice is problematic, and unlikely to achieve improvements in the performance of the education system without major reforms. The analysis contributes to improved understanding of the complexities of educational administration in a small state, and shows the need for significant changes in the organisation of the education system and in policy analysis, especially policy implementation. An organisational and policy framework is proposed, to respond to the challenges of educational management and administration in St. Lucia.

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Chetty, Uthamaganthan Perumal. "The effect of integrated quality management system on educator efficacy". Thesis, University of Zululand, 2013. http://hdl.handle.net/10530/1278.

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Submitted in fulfilment of the requirements for the degree Doctor of Education in the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, South Africa, 2013.
Integrated Quality Management System (IQMS) is an appraisal system of the KwaZulu-Natal Department of Education. The appraisal system intended to develop educators on an on-going basis. The primary aim of this investigation was to establish the effect that IQMS has on educator efficacy. As an introduction to the study, the requirements for educator efficacy were reviewed. In so doing, the various characteristics for effective teaching-learning situation and of an “ideal” educator were highlighted. The didactical behaviour of successful educators was also in focus. The requirements for educator efficacy and the effects of IQMS on educator efficacy were investigated using a literature and empirical study. The study revealed that IQMS has a positive effect on educator performances. For the purposes of the empirical investigation, a structured questionnaire was used. Four hundred and six (406) questionnaires were completed by educators from the primary and secondary schools from the Pinetown District in the Ethekwini Region of KZN and these questionnaires were analysed. The data was processed and interpreted using descriptive and inferential statistics.
University of Zululand

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Levy, Gal. "Ethnicity and education : nation-building, state-formation, and the construction of the Israeli educational system". Thesis, London School of Economics and Political Science (University of London), 2002. http://etheses.lse.ac.uk/849/.

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The dissertation is about the ethnicisation of social relations in Israeli society and its reflection and manifestation in education. My main aim in this study is twofold: first, to offer a critical account of the development of ethnic relations in Israeli society and to examine the role ethnicity has played in the processes of nation-building and state-formation; and, second, to propose a history of the educational system in Israel which accounts for the role of education in creating and perpetuating ethnic identities. The first part of the dissertation consists of a critical reading of existing analyses of ethnicity in Israel. Its aim is to bring the state into the analysis of ethnic relations and demonstrate that such an approach is vital to the understanding of ethnic relations and identities. In the following part, I trace back the processes of nation-building and state-formation demonstrating how governments and major political actors became involved in the formation and re-production of ethnic boundaries within Israeli society. In these two parts, I am arguing against both functionalist and critical accounts of ethnicity in Israel, which tend to ‘essentialise’ ethnic categories and thus deny the political nature of ethnicity and its power as an organising basis for political action. In the third and major part of the dissertation, I seek to re-construct the history of the Israeli educational system within an understanding of ethnicity as a structural feature of state-society relations. This re-construction reveals how ‘ethnicity’ became an organising feature of this system since its inception as a Zionist national educational system in the early days of the Jewish colonisation of Palestine. Whereas the ‘national’ educational system was characteristically sectorial, non-European (mizrahi) Jews were denied the same autonomy that their European counterparts enjoyed. With the transition to statehood, and the massive influx of Jewish immigrants, the educational system was re-organised under the aegis of the state. Yet, it turned out, this new system retained the ‘old’ lines of division between Arabs and Jews, and between European and non-European Jews, thus imposing upon the latter the stigma of being ‘non-modern’ and ‘non-Zionist’. This re-emphasised ethnic boundaries, and entrenched ethnicity as a powerful basis for political action. In the 1960s, when the state engaged itself in reforming the educational system, making it compatible with the new needs of industrialisation and nationhood, ethnicity again played a critical role in legitimising state policies. ‘Integration’, that is, the de-segregation of the educational system, turned out to be nothing but a political token and, in fact, a means for entrenching ethnic boundaries and identities. The state, I argue, has thus been a crucial factor in perpetuating those ethnic images and realities, and hence a focus of ethnic discontent in the 1980s and 1990s.

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Wicander, Gudrun. "Mobile Supported e-Government Systems : Analysis of the Education Management Information System (EMIS) in Tanzania". Doctoral thesis, Karlstads universitet, Avdelningen för informatik och projektledning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-8419.

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e-Government systems are considered by both governments and international organisations to improve administration and management. In Tanzania, an e-government system for education administration, EMIS, is partly implemented but shows several limitations. Statistical data is collected but the process is resource demanding and much of the collected data are never put into the system, and therefore remain inaccessible from this electronic system. The overall aim of this study is to propose an approach to designing more efficient e-government systems within the education sector. The focus is on public schools. The more specific aim of the present study is to: explore more efficient data transfer (faster, more reliable, and potentially less resource demanding) by using mobile telephone technology, especially SMS, as a means for statistical data collection for Tanzanian education management. The study is guided by an overall research approach that comprises systems theory and a socio-technical view. This research is performed as a case study, inspired by the ethnographic method and comprises field studies in East Africa. A multi-technique approach is used for empirical data gathering, including literature study, interviews, and direct observations. The analytical process is performed by developing and applying three analytical models: XIF - the eXtended Sustainable ICT Framework Triple A - Access, Attitude, Awareness Seven Aspects – an Approach Towards Success The contributions of this thesis are as follows. A mobile supported SMS-based statistical data collection process employing a blended digital solution is proposed. Likely effects of such a system would be ‘better’ data e.g. less transmission errors, which provides for ‘better’ administration, ‘better’ decision-making, and also provides for transparency. Moreover, it is very likely that the proposed system is significantly less resource demanding than the present system. The three analytical models that are developed specifically for this study have generic characters and can be used during the implementation process of other e-government solutions. The most important part of the contribution is not the technological solution per se; it is the process that foregoes the actual implementation. The proposal departs specifically from the Tanzanian educational context but has implications for e-government systems solutions and information systems implementation in developing countries in general. Finally, three overall reflections are made based on the major observations of the research findings: the Double ‘e’ Dilemma, on the problem of prioritising electronics before electricity, the Mobiles to Avoid Mobility paradox, highlighting connectivity before mobility, and the opportunity to use the SMS to Combat Corruption weapon.

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Botha, Adriana Johanna Maria. "A learning management system based framework for higher education quality programme review". Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/75946.

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Grounded in the Design Science Research Approach in Information Systems, the goal of this research project was to conceptualise, design, and develop, an innovative framework for Programme Alignment, Implementation, and Reporting (PAIR) in order to facilitate student success at a South African higher education institution (University ABC) . For this study, the researcher applied PAIR to two academic departments at University ABC. Construction of the framework was interpretively considered and informed by the Diffusion of Innovations Theory of Everett Rogers (1995). The Blackboard Learn® Goals Area (BbGA), a feature embedded in the official Learning Management System (LMS) of University ABC, was incorporated into PAIR as it afforded the two departments mentioned above the opportunity to provide proof of evidence that programme outcomes were constructively aligned with course content, course assessment, student digital activities, the tracking of students’ performance, and the monitoring of students’ progress. It was argued that PAIR could also provide a basis for professional programme outcomes in the departments mentioned above when aligned to their respective Professional Boards’ accreditation criteria requirements. It was found that, within a decentralised higher education institution (such as University ABC) where an annual quality review of programme and module outcomes alignment and reporting in departments is not compulsory, that PAIR could facilitate such a process as part of a faculty’s and a department’s teaching goals. It was also concluded that PAIR could afford South African higher education institutions in general the opportunity to contextualise outcomes coverage and achievement reporting to improve programme quality and to inform intervention strategies to advance effective student learning and student success.
Thesis (PhD (Information Systems))--University of Pretoria, 2020.
Informatics
PhD (Information Systems)
Unrestricted

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Arabie, Claire Pettit. "Educational Technology Tools in Learning Management Systems Influence on Online Student Course Satisfaction in Higher Education". Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163286.

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Educational technology can be a powerful tool and the advantages of using it in instruction are abundant. However, it is important that instructors use technology effectively. Recent rapid changes in technology have coincided with rapid growth in online learning. Since the 1990s, learning management systems (LMS) have been adopted in higher education as a means for providing instructors with educational technology tools to manage and facilitate their higher education classes. LMS tools play a significant role in the facilitation of online learning. The changes in educational technology and the growth in online learning have led educators in higher education to examine best practices for integrating technology in online learning. Retention is a major focus of higher education administrators. Thus, student satisfaction in online courses is a concern in order to decrease attrition and improve student persistence in online education. This study examines the relationships between student perception of the usefulness of LMS tools and student online course satisfaction in higher education.

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Muminovic, Fata. "Education-Modern Guns : A qualitative study about role of educational processes on peace consolidation in BiH". Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85358.

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This research examines the role of five educational processes; curriculum, language, religion, culture, history, and geography and teachers, teacher education and teaching methods, on the perception of students of other constitutive people in Bosnia and Herzegovina and if it might have an impact on the longevity of the peace within the state. The importance of this research lays in the fact that BiH has experienced ethnic conflict in recent history which affected education and created ethnic division in the educational system. The aim of this research is to look at if the current educational system in BiH works on mending social cleavages that erupted as an aftermath of the war. By doing abductive qualitative field study and focusing on the educational system known as “two schools under one roof” findings show that all of the five previously mentioned processes carry to bigger or smaller extent threat and risk for social cohesion and peace in the country. Pupils are exposed to teachings filled with bias and prejudice and teachings that emphasize differences between different groups while ignoring similarities that could bring them together. Findings also suggest that the problem of the segregated educational system in BiH will most likely not end in the foreseeable future due to lack of will from teachers, parents, pupils and decision-makers.

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Dillard, Christina. "Multi-Tiered System of Supports (MTSS) and Implementation Science". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286428.

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Many districts and schools are having difficulty implementing Multi-Tiered System of Supports (MTSS) in school settings. This quantitative study set out to examine the stage of MTSS implementation schools are at and identify factors from the implementation science framework that account for the different reported student outcomes related to MTSS implementation. The results of the responses from 135 school principals in California revealed, most schools were in the initial implementation stage. While implementation drivers of competency and organization were significant predictors of MTSS student outcomes, the leadership driver was found not to be a significant predictor of student outcomes. Very few schools are using a formal evaluation of implementation of MTSS practices or involving parents in the planning and evaluation of MTSS. Additionally, the results revealed that schools have most elements of evidence based practices (EBPs) for academic difficulties, but less EBPs are in place for students who are either at-risk or have emotional behavioral difficulties. A majority of the respondents indicated that there is majority buy-in among the school staff regarding implementation of MTSS. Based on the results of this study, recommendations for Policy, Practice and Research were thematically presented, in the areas of 1) Family engagement, 2) Program evaluation, 3) Budget allocation, and 4) Technical assistance to effectively implement MTSS for sustainability and student outcomes.

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Jonjic, Tomislav. "Design and Implementation of the uMPS2 Educational Emulator". Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amslaurea.unibo.it/4472/.

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Майборода, Тетяна Миколаївна, Татьяна Николаевна Майборода, Tetyana Mayboroda, Анна Сергіївна Воронцова, Анна Сергеевна Воронцова e 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.

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Bjärlind, Rikard, e Alexander Stenlo. "Administration System of Education Information". Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-177462.

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This thesis will cover Allastudier.se, a system for administration of educations in Sweden. The system is used at the news agency Metro, as one of its services, and is in need of improvement. Allastudier.se aims to gather all educations in Sweden on one site. A problem that the site faces is keeping the information of the educations up-to-date. In the current system Allastudier.se imports information about the educations from Skolverkets (the authority responsible for educations in Sweden) database. Educations that are not handled by Skolverket needs to be manually updated by the system administrators. In this thesis, a more efficient way of administrating education information is discovered, implemented and discussed. The new system allows customers to Allastudier.se to directly administer information about their educations through an appropriate web service. This system increases the effectiveness of the service Allastudier.se and improves the capabilities of keeping information up-to-date. The development of the system is done through an advanced development environment at Metro. The work method, the frameworks and development tools used are explained and discussed along with challenges encountered and what future work remains for the system. The outcome of the project is a potent: web based content management system, which allows for customers to Allastudier.se to administer the information about their educations directly.
Denna avhandling utreder Allastudier.se, ett system som administrerar utbildningar i Sverige. Systemet är en av tjänsterna som förmedlas av nyhetsbyrån Metro, och är i behov av förbättring. Allastudier.se ämnar samla alla Sveriges utbildningar på en plats. Ett problem som sidan möter är att hålla utbildningsinformationen uppdaterad. Allastudier.se importerar för nuvarande systemets utbildningsinformation från Skolverkets (den myndighet som är ansvarig för utbildningar i Sverige) databas. Utbildningar som inte administreras av Skolverket måste uppdateras av systemadministratörer. I denna avhandling beskrivs hur ett effektivare sätt att administrera utbildningsinformation upptäcks, implementeras och diskuteras. Det nya systemet tillåter kunder till Allastudier.se att direkt administrera information om deras utbildningar genom en webbtjänst. Detta system ökar effektiviteten hos tjänsten Allastudier.se och förbättrar möjligheterna för att hålla information uppdaterad. Systemet utvecklas genom en avancerad utvecklingsmiljö hos Metro. De arbetsmetoder, ramverk och utvecklingsverktyg som använts kommer förklaras och diskuteras tillsammans med de utmaningar som stöts på och det framtida arbete som återstår med systemet. Projektets utfall resulterade i ett kraftfullt webbaserat innehållshanteringssystem, som tillåter kunder till Allastudier.se att direkt administrera information om deras utbildningar.

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Kagawa, Osami. "Distance Education System : VIEW Classroom". Kyoto University, 1997. http://hdl.handle.net/2433/160827.

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本文データは平成22年度国立国会図書館の学位論文(博士)のデジタル化実施により作成された画像ファイルを基にpdf変換したものである
Kyoto University (京都大学)
0048
新制・課程博士
博士(工学)
甲第6873号
工博第1624号
新制||工||1069(附属図書館)
UT51-97-H257
京都大学大学院工学研究科情報工学専攻
(主査)教授上林彌彦, 教授矢島脩三, 教授池田克夫
学位規則第4条第1項該当

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Jamali, Mohammed Mamdooh. "Education system in Saudi Arabia". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10522.

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Burlaka, Iryna. "Higher education system of Poland". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10574.

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Colaiacomo, Silvia. "Equivalence in the Swedish education system : an investigation of 'equivalent education' and its impact on schooling and teachers' identity in upper-secondary education". Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/equivalence-in-the-swedish-education-system(ce0da73a-64c7-473d-be24-638484c6fc6b).html.

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This research investigates the extent to which the traditional egalitarian values of Swedish education can be retained in a market-oriented school system. In particular it focuses on the concept of ‘equivalent education’ and its impact on schooling and teacher identity in Swedish upper-secondary education. The 1992 Swedish School Voucher Reform marked an important shift in education policy, allowing any individual or organisation to apply to start a school and, if successful, to receive public funds from municipal school budgets. The intention was that a more diverse and competitive system would drive improvement in national and international comparisons and cost-effectiveness, while banning fees and selection would preserve egalitarian principles. However, some commentators have argued the changes have increased segregation and the new focus on ‘equivalence’ has downgraded commitments to equality. This research explores how upper-secondary schools construct and enact equivalence, the implications of these constructions and enactments for teachers’ professional roles and identities, and their implications for the central values of Swedish Education. These issues are explored through case studies of two upper-secondary international schools in Stockholm. Methods include: interviews with staff; observations of school activities, pedagogical approaches and assessment; reviews of national and school policy documents and reports; and analysis of national statistics on school populations and results. The exploration is theoretically located within policy sociology, social constructionism and analytical tools drawn from critical discourse analysis. The study shows that equivalence is interpreted differently in the case study schools, resulting in radically different organisational structures and approaches to curriculum delivery and pedagogy. It illustrates how policy reform has created new, narrower, notions of quality, based on attainment under a revised assessment regime and suggests that diversity and competition have weakened collective professional identities and ties. The study argues that these developments represent a serious challenge to traditional Swedish commitments to solidarity and an equal education for all.

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Foster, Jason. "Understanding and Improving Undergraduate Engineering Education". Thesis, University of Waterloo, 2001. http://hdl.handle.net/10012/849.

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This thesis seeks to understand the past and present state of engineering education and to plot a course for its future evolution. This research is limited to engineering education as it has taken place in North American universities during the last half of the 20th century. Within this context, broad trends are described. The description is supplemented with a case study of a unique and innovative engineering programme. The trends and case study form the foundation of a synthesis, and alternative vision, for higher education and engineering education. The intended audience of this thesis includes those who teach, design curriculum, or administer engineering education programmes. The description of the current state of engineering education contains analyses of the state and of the gaps within it. Both of these analyses are based almost exclusively on publicly available documentation. The present state of engineering is drawn from accreditation criteria. Critiques of the current state and suggestions for future change are drawn from reports commissioned by groups affiliated with professional engineering. The discussions identify recurring themes and patterns. Unlike the analysis of the literature, the case study merges interview evidence and personal experience with the available documentation. The synthesis and visions continue the trend away from formal sources towards experiences and beliefs. Engineering education research is in its infancy and shows few signs of maturing. There is no documented, common framing of engineering education nor have there been any efforts in this regard. Few sources address broad issues and those that do lack theoretical rigour. The visions for engineering education are simple amalgams of visions for the profession and for general higher education. The Department of Systems Design Engineering has enjoyed great past successes because of its unique vision that combines the theories of systems, complexity, and design with the discipline of engineering. Its recent decay can be traced to its faculty having collectively lost this vision. The original vision for Systems Design Engineering holds promise as a means to reinvent and reinvigorate both the engineering profession and engineering education. For this renaissance to be successful a theoretically rigorous research programme assessing the past, present, and future of engineering and engineering education must be developed.

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Brown, Lisa Ann. "Instructor Usage of Learning Management Systems Utilizing a Technology Acceptance Model". Thesis, Montana State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10682891.

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Limited research exists on the factors that influence an instructor’s choice to use a learning management system. The purpose of the current study is to explore how task technology fit constructs relate to the other constructs that comprise Davis’ Technology Acceptance mode. The technology acceptance model is widely used as an indicator of actual use of a technology system. A sample of 284 instructors completed a survey consisting of demographic questions, open ended questions about their reasons for choosing to choose to utilize a learning management system, and Likert scale questions about six constructs of the research model including task technology fit, ease of use, usefulness, attitude, intent to use, and actual use. The relationships between TAM model constructs and Task Technology Fit were analyzed using a partial least squares structural equation model method with SMART- PLS. The relationship between task technology fit and actual use was mediated by ease of use, usefulness, attitude, and intent to use. To evaluate the constructs in the model, an exploratory factor analysis was conducted and the factor structure for online and face-to-face instructors were different. Two models were developed, one for face-to-face instructors, and one for online instructors to account for this difference. The research models were evaluated for face-to-face instructors and online instructors. The study found significant relationships between all the TAM constructs and Task Technology Fit for face-to-face instructors. The relationship between attitude and intent to use was not significant for online instructors. This research supports the need for more research into the differences between online and face-to-face instructor’s perceptions of technology use. The differing instructional needs of face-to-face and online instructors have implications on the training and support an institution should provide to increase usage of learning management systems.

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Ras, PJ, e M. Pretorius. "An entrepreneurial education model for the Namibian Higher Education system". Acta Commercii, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001430.

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Purpose: The aim of this paper is to develop an entrepreneurial education model for implementation in the Namibian Higher Education system. Namibia, just like South Africa, has an objective to develop small, medium and micro enterprises to enhance economic growth and reduce unemployment. Development of such a model is supported by the government of Namibia. This paper investigates appropriate entrepreneurial education models used in South Africa for this purpose. Design/Methodology/Approach: This research is an exploratory research design based upon secondary data mainly provided by the Namibian Economic Policy Research Unit (NEPRU) that enabled the researcher to understand and identify the problems that Namibia encounter in their small business environment. Theories, as developed by the University of Pretoria based on entrepreneurial education, were explored and formed the base of the theory exploration. Findings: The researcher investigated an existing entrepreneurial education model being used for the South African context, as well as a comparison of two models, and an integrated model based on the cited models. These models are used to show the importance of such models and the need to develop one for Namibia. Implications: This paper presents a model that can solve the basic need expressed by the Namibian Higher Education System to find an appropriate model to implement. Originality/ Value: This paper provides a foundation from which an entrepreneurial education model can be implemented and improved/customised for the Namibian context

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Markopoulos, Apostolos. "Politics and education : the democratization of the Greek education system". Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10020165/.

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This thesis is a study of the developLent of tne Greek educational system, from the foundation of the modern Greek State in 1828 to 1981. In that period, Greece underwent a series of changes in political organisation. Greece was a monarchy, a republic, a democracy and a dictatorship, was occupied by foreign powers and suffered a civil war. These political changes were of great significance for the educational system of Greece, and the development of education in each period must be seen as closely related to the peculiar political situation in each period. The thesis traces the increasing polarisation of educational politics in Greece which was linked to the violent shifts in political power in the country as a whole. It gives detail of the debates on education which centred on the question of which form of the Greek language to use as the medium of instruction in schools, and the structure and method of selection for the secondary cycle of education. However, the history of Greek education also illustrates the failure to implement important reforms. While education has been an important issue in Greek politics, exercising both politicians and the general public, many areas, especially rural areas, have remained without adequate educational provision, insufficient resources have been provided for education, and illiteracy rates have remained disturbingly high. This thesis also reveals an increasing convergence on the part of politicians from different parts oi the political spectrum with regard to educational policy. Despite the vigorous debates, the areas about which there now exis s , conoensus are considerable. The only conclusion which can be drawn from this is that if education were removed from some of the political pressures to which it has been subject in the past, and if adequate resources were to be made available, substantial improvements could be made in educational provision on the basis of broad agreement. Since education and political development are closely linked, this is also a possible way of securing the future of democratic Greece.

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Nunez`, Stephanie. "Re-evaluating Bilingual Education Within the U.S. Public Education System". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1359.

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This thesis explores the potential of bilingual education for the future of American (U.S.) democratic society. It places an assessment of bilingualism in the larger history of the relationship between education and a vision of American democracy. The research focuses on the importance of being multilingual for a democratic society, and argues why bilingual education should be made available to students during the elementary years of their education. This study analyzes the state of California’s educational policies and concludes that viewing bilingual education through assimilationist lenses hinders students’ character and professional opportunity. It promotes acculturation and accommodation without assimilation as a strategy for approaching the incorporation of bilingual educational programs into public schools across the United States.

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Esmaeily, Kaveh. "Ontological mapping between different higher educational systems : The mapping of academic educational system on an international level". Thesis, Växjö University, School of Mathematics and Systems Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-876.

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This Master thesis sets its goals in researching and understanding the structure of different educational systems. The main goal that this paper inflicts is to develop a middleware aiming at translating courses between different educational systems.

The procedure is to find the meaning of objects and courses from the different educational systems point of view, this is mainly done through processes such as identifying the context, semantics and state of the objects involved, perhaps in different activities. The middleware could be applied, with small changes, to any structured system of education.

This thesis introduces a framework for using ontologies in the translation and integration of course aspects in different processes. It suggests using ontologies when adopting and structuring different educational systems on an international level. This thesis will, through an understanding of ontologies construct a middleware for the translation process between different courses in the different educational systems. As an example courses in Sweden, Germany and Tajikistan have been used for the mapping and constructing learning goals and qualifications.

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Longueira, Roxanne. "Exploring the functionality of the South African education quintile funding system". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60952.

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South African education has undergone many changes in the past two decades. In an attempt to educate all South African children and provide as many prospects as possible, a funding system was adopted with the intention of achieving "redress, equity and quality" (DoE, 2006). The goal of redress was important to begin solving system discrepancies between different social groups in the country whereas the goal of equity is one of the means to attain redress. The Quintile Funding System has been considered the means to achieve equity and redress. This tiered system directs more funding to those learners in need of financial support than more affluent learners. By increasing funding to learners of a lower socio-economic status (SES), learners who would otherwise be disadvantaged, could possibly reap the benefits of more opportunities through good quality education. This study aims to investigate the functionality and relevance of the quintile funding system. By using the preProgress in International Reading Literacy Study (prePIRLS) 2011 reading literacy test results and background survey questionnaire data, the SES of each quintile is examined. The reading literacy achievement is also used as a proxy for education quality and, by examining the differences in prePIRLS 2011 reading literacy achievement of the quintiles, the levels of quality may be established. The SES and reading achievement enables a comparison between quintiles to justify the use of a five-tiered funding system. An effective funding system should ensure that the largest number of learners in the country reap the most benefits from a good quality education.
Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted

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Mor, Flora. "Studying educational intervention : the case study of a psycho educational intervention with underachieving youth at risk (PEI) in the Israeli education system". Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288788.

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Akinpelu, Mobolaji Olatokunbo. "Scaling Success : learning from education intervention programs to close the racial education achievement gap". Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/104821.

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Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, Technology and Policy Program, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 105-110).
An overview of American education reveals a concerning pattern: when outcomes are disaggregated by race, students from certain racial minority groups often have poorer outcomes than White students. This pattern, the racial education achievement gap, can be seen in different sorts of measures from the literature, including in the low representation of minority students at elite public institutions. To address this low representation, and to keep universities racially diverse, administrators and policymakers often turn to race-based affirmative action, the explicit (and contentious) consideration of an applicant's race in admissions decisions. College-centered education intervention programs are another tool administrators and policymakers use to address the gap reflected in elite college enrollment and to keep campuses diverse. This thesis asks how do and how can appropriately designed college-based education intervention programs help to both keep racial diversity and close the racial educational achievement gap in America's colleges? To this end, chapter one lays out the motivating issues - the gap, affirmative action, and education intervention programs; chapter two contains the case study of two successful programs, focusing on the programs' designs, the participants' experiences, and the conditions that foster academic excellence in minority students; chapter three, in part using causal loop diagrams from system dynamics modelling, makes the case for appreciating education as a complex system - one with interlocking political, economic, pedagogic, and sociocultural forces - and thus urges caution in drawing conclusions from chapter two; and chapter four, drawing from the two preceding chapters, proposes three policy recommendations to improve not just the presence of minority students at selective institutions, but, more importantly, their overall academic thriving.
by Mobolaji Olatokunbo Akinpelu.
S.M. in Technology and Policy

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Kelly, William. "Decentralization of educational decision-making in the Newfoundland and Labrador education system reform process : illusion or reality /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0007/MQ36143.pdf.

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Coleman, Niketia L. "Perceptions of Out-of-field Teachers of the Sustainabilty of Urban Teacher Quality Support Systems". Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877138.

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Educational reform movements set ambitious goals for student learning. Numerous factors contribute to students achieving these goals. It has been widely understood that “the increasing emphasis on quality of teaching and learning has placed new demands on staff development, and the search for models and methodologies which are promising for professional development of academic staff has become an important agenda in itself” (Ho, A.,2001 P.35). Effective changes in practice require a great deal of learning on the part of teachers and an even greater amount of support and guidance from administrators (Borko, 2004, Putnam & Borko, 2000).

Problematic practices in hiring and staffing make it difficult, albeit impossible, to provide an equal distribution of qualified teachers in high poverty districts and schools serving minorities. Contributing to the problem of teacher inequality and underqualified teachers is the phenomenon of out-of-field teaching- a term in reference to certified or qualified teachers who were teaching a subject in which they had no formal qualification or training (Hobbs, 2013). These teachers often receive little training and support and therefore find it difficult to experience success.

Through qualitative interviewing this study seeks to explore the perceptions of out-of-field teachers and mentors and understand how they make meaning of their experiences. Five themes emerged from the study: ineffective training and professional development, desire for success, buy in, time, and support.

Teachers and mentors want professional development that is meaningful to the work they do in the classroom. Educators, especially those teaching out-of-field, need training that is intense, focused and content oriented. Buy in is vital to any professional training. Out-of-field teachers want to be included in the decision-making as to what professional development they receive.

From this study, it was learned that it is a teacher’s priority to make sure they are teaching content standards from day-to-day. The participants identified a lack of support as an inhibitor to that implementation. This concern for the lack of professional support among the participants bares out much of the research (Borko, 2014. Hobbs, 2015, Darling-Hammond, 2002, Ingersoll, 1999). Out-of-field teachers are highly committed to the students and communities they serve. With focused and intense training, close monitoring, time to observe skilled content area teachers, and strong support from building and district administrators, out-of-field teachers can become effective educators when teaching outside their area of expertise.

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Stockslager, Kevin. "Relationships Between Educator Beliefs, Perceptions of Educational Practices and Skills, PS/RtI Implementation, and Educational Outcomes". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3369.

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This study examined the relationships between pilot school status and Problem-Solving/Response to Intervention (PS/RtI) implementation, educator variables and PS/RtI implementation, and PS/RtI implementation and student and systemic outcomes following the final year of a 3-year PS/RtI implementation Project. School-Based Leadership Team (SBLT) members from 34 pilot schools in seven demonstration districts received training, as well as ongoing technical assistance and coaching, related to PS/RtI implementation. Data on educator's beliefs, perceptions of educational practices, and perceptions of PS/RtI skills; PS/RtI implementation; and student and systemic outcomes were collected from the 34 pilot schools, as well as 27 comparison schools. To examine the research questions in this study, multilevel models were conducted. Results of the analyses suggested that pilot school status appeared to be positively related to increases in PS/RtI implementation over time, while the educator variables did not significantly predict changes in PS/RtI implementation. Increases in PS/RtI implementation were not related to changes in DIBELS kindergarten PSF scores over time, but were negatively related to DIBELS kindergarten NWF scores over time. Finally, PS/RtI implementation was not significantly related to changes in office discipline referrals, but was significantly related to decreases in placements in special education over time. Potential explanations for the findings from this study and suggestions for future research are discussed.

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Terry, Candace Pearl. "Secondary Mathematics Teachers' Pedagogy through the Tool of Computer Algebra Systems". Thesis, Middle Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839220.

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Computer algebra systems (CAS) have been available for over 20 years and yet minimal CAS-rich opportunities present themselves formally to high school students. CAS tools have become readily accessible through free or inexpensive versions. Educators are emboldened to integrate essential mathematical tools in the reasoning and sense making of mathematical knowledge for students. It is the teacher that is at the heart of technology instruction, creating authentic environments for all learners.

This study investigated two secondary teachers pedagogy in classes that exploited CAS in the development of mathematical knowledge. A qualitative within-site case study design was used to explore each teacher’s instructional practices. Teachers that exemplified qualities of CAS-infused instruction were purposively selected. Rich descriptive lesson vignettes as captured from classroom observations, written reflections, and interviews revealed participants’ pedagogy. The pedagogical map framework guided the identification of participant pedagogical affordances of the utilization of CAS. Eight opportunities were observed as exploited by the participants that included subject level adjustments; classroom interpersonal dynamics with students; and mathematical tasks. Data revealed several emergent themes in operation as the teacher participants oriented their mathematics instruction: viewing CAS as a mathematical consultant, verifying answers, applying multiple representations, regulating access, providing guidance, and outsourcing procedures. The components interlock with one another to form a cohesive depiction of pedagogical decisions in the presence of CAS-rich classroom instruction. The schema of CAS-oriented instruction serves as a methodology for educators to create opportunities that enrich the development of mathematical content knowledge.

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Kamthan, Pankaj K. "Dynamical systems education on the WWW". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0006/MQ44803.pdf.

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Wright, Corinne P. "Bridging the Gap: Exploring the Need for Better System Representations in Higher Education". Wright State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wright1432819171.

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Mishra, Pawan Kumar. "Constitutional contours of right to education and education system in India". Thesis, University of North Bengal, 2008. http://hdl.handle.net/123456789/1301.

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Harrison, Timothy Wade. "Perceptions of Educational Equality in Tennessee: A Comparison of City School Systems vs. County School Systems in Northeast Tennessee". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2057.

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The majority of city and county school systems throughout Tennessee and the United States at one time or another experience a budget crisis. In the state of Tennessee, school systems are funded through the Basic Education Program, established in 1992 as part of the Tennessee Education Improvement Act. The lawsuit of 1988, Tennessee Small School Systems v. McWherter, created the Basic Education Program. Through the years, the Basic Education Program has provided extra teaching positions, materials, and supplies and has provided the funding formula for school systems throughout the state. Many high-ranking administrators contend that the Basic Education Program has outlasted its time. School administrators from both city and county school systems indicate the program needs to be restructured to meet the current needs of the schools and students throughout the state of Tennessee. The purpose of this mixed-method study was to explore the perceptions of educational equality and the advantages/disadvantages of the Basic Education Program. Through quantitative data, city and county school systems were compared for per-pupil spending, average teacher salary, and student achievement in the advanced proficient category for math and reading/language. These data were collected from the Tennessee Department of Education website and the Tennessee Education Association website. Qualitative data were collected through interviews with high-ranking administrators from city and county school systems in Northeast Tennessee. These administrators were purposively selected from systems containing both city and county schools. The findings of this study demonstrated that city school systems have higher per-pupil spending and higher teacher salaries than county systems. City school systems have higher student achievement levels in the advanced proficient category than county school systems. Interview participants agree that educational equity does not exist between city and county school systems in the state of Tennessee. The participants in this study express that although the Basic Education Program in Tennessee was effective, at one time, it should be restructured or redefined to meet the current needs of all students in the state of Tennessee.

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