Дисертації з теми "160201 Equity and access to education"
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Townsend, Andrea D. "Equity and Access for Students with Disabilities: The Role of Implicit Bias and Oppression." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1625953250126442.
Повний текст джерелаGarrett, Galen. "Equity of access: Exploring Internet connectivity within Oklahoma public schools." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4663/.
Повний текст джерелаIgualada, Mirynne O'Connor. "The beliefs of advanced placement teachers regarding equity and access to advanced placement courses| A mixed-methods study." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154938.
Повний текст джерелаThis mixed methods study of teachers’ beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that has received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students’ prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses.
The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey, and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers’ beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district.
The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not implemented consistently across schools and particularly in science, technology, engineering and mathematics (STEM) related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students.
Hall, Heather. "Sustained Education Access for Homeless Youth: Case Study of U.S. Transitional Living Programs." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3300.
Повний текст джерелаStone, Catherine. "The Second Chance Journey... or... "How did these oldies get to be uni students?"." University of Sydney, 2009. http://hdl.handle.net/2123/5324.
Повний текст джерелаThis doctoral thesis presents the findings of a qualitative research project which examines the impact of university study on a group of twenty female and male mature-age students at the University of Newcastle, Australia, who have entered university via a non-traditional pathway. The students who are the subject of this thesis are in the second to final years of their undergraduate degree programs and have all faced significant hurdles in gaining university entrance and persevering with their studies. The majority have come from lower socio-economic backgrounds with little, if any, family history of higher education and little positive experience of prior study. Postmodern feminist theory has primarily informed this research, using a narrative method to gather the data, analyse the results and present the findings. This thesis describes the experiences of the twenty individuals, derived from their individual narratives. As such, it gives voice to their stories: their triumphs and achievements as well as their struggles. It examines the gender issues that are at work in the shaping of their experiences, including the ways in which gender affected the type and extent of help and support on which they could rely. It highlights the transformative nature of these experiences for each of the students in this cohort, as well as potentially the next generation, and makes some tentative connections between these individual experiences and the experiences of the wider mature-age university student population. The narratives that individuals tell are socially and culturally located. Hence it is likely that the experiences of these twenty students may reflect, at least to some extent, the experiences of other mature-age students within a similar culture. The findings of this research also highlight the important role that higher education institutions can play, not only in widening access to higher education, but also in encouraging and assisting students, from a diverse range of backgrounds, to participate fully in higher education and achieve their goals.
Fogarty, Diane. "Universal Design for Learning| A New Clinical Practice Assessment Tool Toward Creating Access and Equity for ALL Students." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10623437.
Повний текст джерелаTo examine to what extent current general education pre-service teachers within a teacher preparation program at a private institution of higher education know and understand the principles of Universal Design for Learning (UDL), expert focus groups were conducted. General education program syllabi were examined for UDL content and found to be lacking in such content. General education pre-service teachers videotaped lessons were reviewed for UDL content and were also found to be inadequate in demonstrating knowledge and understanding of Universal Design for Learning principles. Focus groups comprised of university fieldwork instructors and teacher education experts were asked to review and give feedback on a current clinical observation tool being utilized. Feedback indicated that the current tool was insufficient for measuring pre-service teachers’ knowledge and understanding of UDL. Further, the current tool was not anchored to the UDL framework or any other teaching framework. In service to contributing to the field of teacher preparation, a new clinical practice tool grounded in Universal Design for Learning was created.
Lorenzo, Sarah-Jane Lasek. "Planning Postsecondary Pathways: An Exploration ofCollege and Career Access through Solutions-Based Reporting." Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1502999397675549.
Повний текст джерелаMoss, Sidney. "Teachers' Perceptions of Actions to Achieve Equity and Access to Excellence in a Large School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5679.
Повний текст джерелаEd.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
Pounders, Cherise. "Social Justice Leadership| Advocating Equity, Access and Opportunity for Black Students Attending Urban High-Poverty Elementary Schools." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685504.
Повний текст джерелаThe purpose of this qualitative phenomenological study was to explore and describe the lived experiences and perspectives of 4 elementary school principals and 4 instructional leaders committed to social justice practices who have improved and sustained grade level performance in reading with Black students for the duration of 3 consecutive years.
Four research questions guided this study and included: What strategies are used by elementary principals and instructional leaders to advance equity, access, and opportunity, to improve core teaching and curriculum, address barriers faced, and develop resilience when leading the work of social justice? Data were collected through semi-structured interviews with the intention of learning specific leadership strategies used to create, promote, and sustain equitable learning environments where Black students meet and exceed proficiency rates in reading.
Key findings suggest that leaders who accomplish and sustain high academic achievement at their schools hold high expectations for their students, immerse themselves in culturally responsive professional development trainings, seek community supports to enhance curricular programs, and invest in professional study and self-care practices to sustain themselves both professionally and personally. Recommendations for future policy demonstrate the need for principal preparation programs dedicated to addressing social justice leadership practices as a means to advocate equity, access, and opportunity for marginalized and oppressed students everywhere.
Wilhite, Paul. "Superintendent second-order change leadership to achieve equity and access to excellence in a large Florida school district." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5572.
Повний текст джерелаEd.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
Mims, Pamela J., and Carol Stanger. "Grade Aligned Language Arts: Access through an iPad App." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/197.
Повний текст джерелаDemaree, Roger D. "A Quantitative Analysis of the Association between Advanced Placement Access and Equity at High Schools in a Mid-Atlantic State." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10090331.
Повний текст джерелаAdvanced Placement curricula have become significant components of instruction for high school students in the United States, consuming resources and shaping education in ways that affect high school students both within and outside the AP classroom. Educational research has documented significant gaps in educational equity for some demographic groups and substantial advantages for others. Peer reviewed literature exploring the relationship between the level of educational challenge offered within a school and educational equity within the same school is quite limited. In the absence of the appropriate research, planners and policy makers cannot properly evaluate whether educational strategies emphasizing rigorous instruction, such as is found in AP curricula, would help to address the racial gap in equity, contribute to that gap, or have no effect on educational equity.
The purpose of this quantitative study was to investigate the relationship between the size of a school’s program to provide college-level instruction and the racial equity of that program. Quantitative methods were used to answer this question in a single Mid-Atlantic state, using the relative size of each high school’s Advanced Placement program, per graduating senior, as an indicator of the size of the school’s program to provide college-level instruction to its students. Racial equity was measured by comparing the relative numbers of AP exams per Black or Hispanic graduating senior with the corresponding numbers for all other seniors in the school. Additional qualitative data analysis investigated trends in student choice of AP exams.
Quantitative statistical tests found no statistically significant relationship between the size of a high school’s AP program and the rate of Black or Hispanic participation in that program, or between changes in the size of a high school’s AP program and changes in the rate of Black or Hispanic participation in that program. This neutral result implies that educational leaders can deal with AP planning and with educational gaps among subgroups of students as separate issues rather than as interrelated topics. Qualitative explorations identified several trends, including an apparent general decrease in the proportion of AP exams taken in English and Mathematics as the size of a school’s AP program increases and an apparent changes in the proportions of certain exams, including an increase in the proportion of Science exams taken in Environmental Science, an increase in the proportion of Mathematics exams taken in Statistics, and a decrease in the proportion of Science exams taken in Biology for schools with larger AP programs.
Jimenez, Bree, and Pamela J. Mims. "Assuming Competence: Philosophical Basis for Research in Access to the General Curriculum." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/186.
Повний текст джерелаMensah, Mary Afi. "Higher education access and participation for persons with disability in Ghanaian public universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2364.
Повний текст джерелаDadzie, Dominic S. "Cost Sharing and Equity in Higher Education: Experiences of Selected Ghanaian Students." View abstract, 2009. 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:3371486.
Повний текст джерелаMuyombano, Emmanuel. "The Geography of Primary and Secondary Education in Rwanda." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7773_1263508586.
Повний текст джерелаThe study focuses on primary and secondary education rather than tertiary education as primary schools enrol the largest number of Rwandan students and absorb the major share of public spending on education.
Taylor, Ashley Rae. "The Change: A Narrative-Informed Case Study Exploring the Tension between Structures and Agency in the Educational Trajectories of Engineering Students from Underserved Backgrounds." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/96732.
Повний текст джерелаDoctor of Philosophy
In the United States, engineering is often viewed as a transformative career for underserved students. Long positioned as a mechanism for moving up the social ladder, engineering education is positioned to underserved students as an opportunity to climb. However, inequities in engineering education persist, with low income and first generation students underrepresented in engineering. The purpose of my study was to explore how students from underserved backgrounds navigate their educational trajectories, focusing on the interplay between societal forces (i.e., structures) and individual decision-making (i.e., agency). My study was guided by the overarching research question: In their narratives, how do students from underserved backgrounds describe navigating their educational trajectories towards a bachelor's engineering degree? My primary data sources included narrative interviews with 32 underserved engineering students and geospatial community-level data. My results indicate that underserved engineering students describe a variety of strategies to plan, optimize, and, at times, redirect their educational trajectories. This study highlights the influence of family, community, economic, and political environments on the educational journeys of underserved engineering students. Additionally, students describe their environments as dynamic, with trajectories changing based on critical incidents such as a parent illness or loss of work. Lastly, students' narratives highlight a diverse range of reasons for pursuing engineering, which often extended beyond private goods approaches to engineering education. My results highlight agency as a collective family endeavor, challenging popular notions that agency is operationalized at the level of a single individual. Lastly, students' lived experiences with material hardship highlight the dynamic and multidimensional nature of economic disadvantage. Such insights compel engineering educators to reexamine how we conceptualize and measure economic disadvantage in higher education. Ultimately, this research highlights opportunities to increase access and equity in engineering education for underserved students.
Greer, Carolyn Anne Harris Melton. "The History of a Model Program for Urban Underrepresented Students to Access Higher Education, 1990-1995." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278206/.
Повний текст джерелаVarley, Anna. "At the Gateway to Higher Education: Tracing Latino/a Pathways Toward First-Year Composition." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195038.
Повний текст джерелаEmley, Elizabeth A. "Empowerment Education to Promote Youth and Community Health." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1598277140759782.
Повний текст джерелаCarboni, Cindy. "Teachers’ perspectives on digital access and factors impacting student ICT capability: Equity in national online assessments (NAPLAN) in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2588.
Повний текст джерелаChilds, Davinah Sharnese. "EFFECTS OF MATH IDENTITY AND LEARNING OPPORTUNITIES ON RACIAL DIFFERENCES IN MATH ENGAGEMENT, ADVANCED COURSE-TAKING, AND STEM ASPIRATION." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/426029.
Повний текст джерелаPh.D.
Increasing the number of students of color in Science, Technology, Engineering and Math (STEM) fields is critical for America’s economic, technological and scientific advancement, yet many are less likely to enter or persist. National efforts to decrease racial differences in STEM have been ongoing but their outcomes have not markedly broadened participation. Under-examined is the role of students’ STEM-specific identities, such as their math identity, on their STEM outcomes. Qualitative findings suggest learning mathematics is a racialized form of experience where students’ math identities and educational opportunities are shaped by race-based narratives of math ability. However, this hypothesis has not been tested with rigorous empirical evidence. Moreover, the role of students’ learning opportunities on actual outcomes is unclear. Using data from the High School Longitudinal Study of 2009 (HSLS: 09), this study examines the role of math identity and other math attitudes in racial differences in four STEM-related outcomes: advanced math course enrollment, math behavioral and emotional engagement, and STEM career aspiration. Guided by a sociological perspective, I also examine the degree to which students’ school-contexts effect their outcomes and experiences. Lastly, drawing from intersectionality theory, I offer insight into how the inclusion of race and gender interactions change model results. The findings suggest that there are racial differences in mathematics identity, behavioral and emotional engagement, and school characteristics. However, math identity was not a significant predictor of math course enrollment and had little impact on the other outcome variables when student background and school characteristics are considered. The findings also illustrate how learning opportunities are allocated in ways that mirror the race-based hierarchy of math ability. I conclude by describing the study’s implications for policy and future research.
Temple University--Theses
de, Gayardon de Fenoyl Ariane. "Access in free-tuition systems: A comparative perspective of the socio-economic background of students in countries with different tuition policies." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107316.
Повний текст джерелаAs higher education enters the 21st century, funding issues have evolved with continued massification and limited government funding (Johnstone & Marcucci, 2010). Increased reliance on students and their families to cover the cost of higher education have led to student demonstrations across the globe, their main demand being free tertiary education to improve equitable access (Bernasconi, 2012; Cloete, 2015; Taylor, 2014). This international comparative quantitative international study explores the relationship between tuition fees policies, and more specifically tuition-free policies, and equitable access in three Latin American countries. Participation, college choice, and attrition decisions are analyzed through the lens of the financial and cultural capitals of students, using 2011 and 2013 data from socio-economic surveys in Chile – a high tuition fees country, and Brazil and Argentina – two countries with free public higher education. The findings suggest that tuition fees policies do not carry the importance students think it does. Countries with tuition-free public higher education seem to have similar issues, if not worse, than tuition-charging countries in ensuring equitable access and success for students from low socio-economic backgrounds
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
White, Michelle Ann. "An Investigation of Gender, Prior Access to Athletics, and Interest Levels in Intercollegiate Sports of First-Time-in-College Freshmen." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5570.
Повний текст джерелаID: 031001407; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Rosemarye Taylor.; Title from PDF title page (viewed June 12, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 170-193).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
Sugimoto, Amanda Tori. "A Qualitative Study of the Positioning of Emergent Bilinguals during Formal and Informal School-Based Interactions." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612433.
Повний текст джерелаGray, Paul Gray. "Enrollment Patterns in Advanced Middle School Mathematics Classes." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2823.
Повний текст джерелаWilson, Patrice C. "THE RELATIONSHIP BETWEEN TEACHERS’ LEVELS OF CULTURAL COMPETENCE AND THE NOMINATION/REFERRAL PROCESS FOR GIFTED IDENTIFICATION OF CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3428.
Повний текст джерелаBethel, Bambi. "The 2002 No Child Left Behind Act (NCLB), the amended 2004 Individuals with Disabilities Educational Act (IDEA), and promoting the american democratic ideals of equity and access a critical enquiry based on the work of Michel Foucault and Jean-François Lyotard /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r2861.
Повний текст джерелаCall, Melissa Jewell. "Examination of Exceptional Student Educators’ Personal Practical Theories and the Implications for Practice." UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/595.
Повний текст джерелаBrowder, Diane M., Bree A. Jimenez, Pamela J. Mims, Victoria F. Knight, Fred Spooner, Angel Lee, and Claudia Flowers. "The Effects of a “Tell-Show-Try-Apply” Professional Development Package on Teachers of Students With Severe Developmental Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/300.
Повний текст джерелаMokoena, Masilo Daniel. "Implementation of no-fee schools policy : a case study in Bolobedu Cluster Circuits of Mopani District." Thesis, University of Limpopo, 2013. http://hdl.handle.net/10386/1412.
Повний текст джерелаAfter the establishment of the first democratic government in South Africa in 1994, the Education Ministry started transforming the apartheid education system into the democratic education system aimed at achieving equity, redress and access to education. Amongst the policies developed, were South African Schools Act (Act No. 84 of 1996), National Norms and Standards for School Funding, Exemption of Parents from Payment of School Fees Regulations, Education Laws Amendment Act (Act No. 24 of 2005), Amended National Norms and Standards For School Funding, and No- Fee School Policy. In this study, I analysed how schools in Bolobedu cluster circuits of Mopani District implemented the No-Fee School policy regarding the use and management of school finances. Qualitative case study was used. Four schools, two primary and two secondary schools, were sampled. Three methods of data collection were used: interviews, document analysis (school records such as SGB minutes, finance policy, School Business Plan/School Development Plan, budgets, auditors’ reports, etc.) and observation. Interviews were conducted with school principals, teachers, parents and learners. The research findings indicate that the three SGBs have the capacity to practise good financial management in relation to the No-Fee school policy, although they still need to improve on some areas of responsibility. These SGBs demonstrated sound and good practice in the use and management of school finances. However, one SGB was struggling to practice good financial management responsibility. This school has the potential to improve its capacity to execute its financial responsibility if provided with support. Key words: South African Schools Act (SASA), National Norms and Standards for School Funding (NNSSF), Amended National Norms and Standards For School Funding (ANNSSF), No-Fee School Policy, Equity, Access and Redress, Use and management of school finances.
Mehadji, Meriem. "Les politiques culturelles et le processus de développement dans le monde arabe : analyse d’une série d’indicateurs." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05D005/document.
Повний текст джерелаIn 2010, the appraisal of the Millennium Development Goals (MDGs) indicated that all the countries and the different actors involved in this process should underlay their efforts to implement projects adapted to the nature of the various societies. To this end, the issue of "culture" has emerged as an obvious and inherent factor in achieving these goals.Our research issue raises in this context through a geostrategic area which undergoes great changes in the political, economic and social level. Thus, can the culture constitute a basic element in the development programs undertaken in the Arab States? The present thesis is developed through three main stages. First, the integration of culture in this process as a real sector. Then, the means and methods used by the different actors involved and concerned with the field of culture in the Arab countries. Finally, specific indicators related to the region which could show the limits, but also the potential of Arab States.This approach acts as clearing, insofar as the development through cultural sector remains largely untapped in the Arab world. However, the changes occurring in recent years in the region can lead to a genuine reconsideration of the cultural sector and its relationship with the development process
Stewart, Rene. "Toward access, success and equity in health science education : a KwaZulu-Natal case study." Thesis, 1999. http://hdl.handle.net/10413/4684.
Повний текст джерелаThesis (M.Sc.)-University of Durban-Westville, 1999.
Zou, Daiwei. "Tuition fees in Chinese public higher education and their implications for equity of access." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-350624.
Повний текст джерелаMulcahy, Krista. "The effects of resources on the performance of competitive high school marching bands." Thesis, 2017. https://hdl.handle.net/2144/20867.
Повний текст джерелаSarakikya, A. M. "The impact of corporatisation on access and equity at the University of Dar es Salaam." Thesis, 2014. http://hdl.handle.net/2263/43233.
Повний текст джерелаThesis (PhD)--University of Pretoria, 2014.
lk2014
Education Management and Policy Studies
PhD
Unrestricted
Tai, Chen-Hsiu, and 戴晨修. "A study on the equity of access to higher education after its expansion in the United Kingdom." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/97971556711162485439.
Повний текст джерела淡江大學
教育政策與領導研究所碩士班
100
This study aims, via using the method of document analysis and literature reviews, to explore the equity of access to higher education after its expansion in the United Kingdom. The main conclusions of this study can be summarized as follow: Ι. As to the development of higher education in the United Kingdom. 1.Higher education in the United Kingdom has changed from the traditional ‘elite’ type towards the ‘universal’ type, and opportunities of studying in the Higher Education Institutions (HEIs) have been expanded for all. 2.The equity of access to higher education has been an important issue in the UK, and the policy of rising the universities tuition fees has always been taking the policies of financial assistance of the disadvantaged students into consideration. 3. Based on the academic autonomy of the universities, the selection or recruitment of students has been the right of the universities, but the students’ application for admission has been processed by the UCAS. 4. The United Kingdom has, in accordance with the policy of the European union, constructed its national qualification frameworks throughout the countries, though differences remain between different countries in the U.K., due to the different educational systems among different countries. 5. Based on the national qualification framework, the qualifications for applying to universities include academic qualification, such as GCE A level, etc, and various vocational qualifications. ΙΙ. As to the equity of access to higher education in the United Kingdom, it is found that inequities or inequalities still exist in terms of the students’ family social backgrounds(SES), the types of high schools they studied, such as selective schools (e. g., grammar, or independent schools) or non-selective (comprehensive schools), and sex.
"Dual Language Programs (DLPs): Questions of Access to DLPs in the State of Arizona." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.41275.
Повний текст джерелаDissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2016
Magreta-Nyongani, Martha. "Mitigating negative externalities affecting access and equity of education in low-resource countries: A study exploring social marketing as a potential strategy for planning school food programs in Malawi." 2012. https://scholarworks.umass.edu/dissertations/AAI3518386.
Повний текст джерелаAkanmori, Harriet. "A Critical Analysis of the Activities of the Canadian International Development Agency (CIDA) to Promote Equity and Access in the Achievement of the Millennium Development Goals (MDGs) for Education in Ghana: 2005-2010." Thesis, 2011. http://hdl.handle.net/1807/30068.
Повний текст джерелаNuugwedha, Linea Peneyambeko Kandalindishiwo. "An education law perspective on early childhood development provision in rural Namibia / Linea Peneyambeko Kandalindishiwo Nuugwedha." Thesis, 2014. http://hdl.handle.net/10394/15482.
Повний текст джерелаPhD (Education Law), North-West University, Potchefstroom Campus, 2015
Daddow, Angela. "A Pedagogical Approach for Accessing Disciplinary Knowledge through Multiple Literacies: a Case Study in Tertiary Education." Thesis, 2015. https://vuir.vu.edu.au/29682/.
Повний текст джерела