Дисертації з теми "Chinese Education Policy Implementation"
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Zhang, Dianyu, James Lampley, and Donald W. Good. "Shared Governance: A Comparison of Perceptions and Implementation between American and Chinese Higher Education Institutions." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/262.
Повний текст джерелаJiao, Junhui. "Student aid policy of Chinese higher education /." Oslo : Pedagogisk forskningsinstitutt, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/72091/Thesis-JunhuixJiao.pdf.
Повний текст джерелаMoran, Renee Rice. "The Impacts of Policy Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3595.
Повний текст джерелаChan, Yu Wei-ming Grace. "Education and policy implementation in Hong Kong." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975690.
Повний текст джерелаChan, Yu Wei-ming Grace, and 陳余慧明. "Education and policy implementation in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31975690.
Повний текст джерелаNilphan, Pad. "Internationalising Thai higher education : examining policy implementation." Thesis, University of Leeds, 2005. http://etheses.whiterose.ac.uk/331/.
Повний текст джерелаCothern, Thomas Lynn. "Professional development of school principals and policy implementation." Thesis, Southeastern Louisiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616991.
Повний текст джерелаEffective professional development for school principals is crucial to the successful administration of schools, especially during periods of change resulting from policy mandates. The Louisiana Legislature has passed legislation in an attempt to reform education in the state. During this same period, the Board of Elementary and Secondary Education (BESE) has determined school districts are responsible for the professional development of school principals in the district. However, there may be varying degrees of fidelity with respect to the types of programs implemented in the school districts in Louisiana.
This study utilized qualitative and quantitative data to determine the elements, contexts, and topics found in the principals' professional development in two school districts in Louisiana. Educational leadership literature and studies have indicated professional development for principals should be ongoing and occur during all phases of the principals' career. The participants in the study included the district personnel responsible for implementing professional development for principals and the principals in two school districts, one rural and the other suburban.
The role district administrators had in the districts' professional development programs was examined and compared to the responses of the principals included in the study. The responses of the principals and superintendents in both districts were compared and contrasted through both a within-case and cross-case analysis. The role professional development had in implementing policy changes was also examined.
The data collected through the survey used and the interviews provided a glimpse of the professional development found in both districts, as well as the expectations and needs the principals had for the program. To take it a step further, the desires of the principals of both districts in all three areas are compared with the common areas in both districts delineated.
The results between the two districts were very similar in both the types of professional development the principals attended and the desires the principals indicated they would like to see included in a program of professional development. The principals in both districts desired the program to be ongoing, collaborative, and participative. The principals also desire for professional learning communities to be the context used in the programs. Topics should include the use of data, enhancing instruction, facilitating change, and the development of leadership skills. The expectations the principals had for professional development that should be included in a program are the use of data, personnel matters, and implementation strategies for changes to the school campus. The needs the principals perceived as important to be included in professional development included collaboration among their peers, provide follow-up, provide time for reflection, allow for school visitations, and the program be research based. The needs that were not being met through professional development included knowledge of teacher evaluation and instruction, data interpretation and student achievement, and activities designed to foster improvement in leadership skills.
Mouroutsou, Stella. "Policy implementation in inclusive education : a complexity perspective." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8048/.
Повний текст джерелаMaponopono, Naledi. "Analysis of language policy implementation in basic education." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33786.
Повний текст джерелаDyer, Caroline. "Operation Blackboard : policy implementation in Indian elementary education." Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/19709.
Повний текст джерелаNangia, Monika. "The dynamics of policy implementation in inclusive education." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406369.
Повний текст джерелаWalsh, Bernadette Estelle. "Year-round education, a case study of policy implementation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35423.pdf.
Повний текст джерелаNic-Giolla-Mhichil, Mairead. "Policy implementation in higher education : an ideographic case study." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/9448/.
Повний текст джерелаDixon, Kathryn V. "Framing Bilingual Education Policy: Articulation and Implementation in Texas." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699899/.
Повний текст джерелаMelander, Åsa. "Gifted & Talented Education: A Case for Policy Implementation." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32073.
Повний текст джерелаOwens, Lorie Beth. "The Role of Intermediaries in State Education Policy Implementation." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396873660.
Повний текст джерелаEllington, Renata Denise. "Sexual Health Education Policy: Influences on Implementation of Sexual Health Education Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2971.
Повний текст джерелаYuxin, Cui. "Difficulties in the Implementation of the Chinese Government's Comprehensive Second- Child Public Policy." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2021. http://hdl.handle.net/10400.5/21705.
Повний текст джерелаAs China's basic national policy, the one-child policy has been in place for over 30 years, and the population has been effectively controlled. However, with the development of society, the implementation of this policy gave rise to problems such as the decline in the fertility rate, the sharp decrease in the working age population and the worsening of population aging. Since implementing the second child policy in 2016, the number of births has increased by 1.3 million compared to 2015. However, since then, the policy's effect has not been obvious. The focus of this thesis was to analyze the factors that hinder the implementation of the second child policy in China. There was also an analysis of the implementation of the second child policy in the various provinces of China. For this analysis, official documents from the central government and provincial governments were collected and analyzed. The results show that the government only advocates increasing the fertility rate, but does not encourage it, and provincial governments have difficulties in implementing the second child policy due to local laws and regulations. As factors that hinder the implementation of the second child policy, personal factors (late marriage, career development, increased costs, cultural aspects and physical factors) and social factors (which include resources from public services, such as education and health care).
Como política nacional básica da China, a política de um filho foi implementada há mais de 30 anos, e a população tem sido efetivamente controlada. No entanto, com o desenvolvimento da sociedade, a implementação desta política originou problemas como o declínio da taxa de fecundidade, a acentuada diminuição da população em idade ativa e o agravamento do envelhecimento populacional. Desde a implementação da política do segundo filho em 2016, o número de nascimentos aumentou 1,3 milhão em relação a 2015. No entanto, desde então, o efeito da política não tem sido óbvio. O foco desta tese foi analisar os fatores que dificultam a implementação da política abrangente do segundo filho na China. Fez-se, também, a análise da implementação da política abrangente do segundo filho nas várias províncias da China. Para esta análise fez-se a recolha e análise de documentos oficiais do governo central e dos governos das províncias. Os resultados mostram que o governo só defende o aumento da taxa de fecundidade, mas não a incentiva e os governos das províncias têm dificuldades em implementar a política do segundo filho devido às leis e regulamentos locais. Como fatores que dificultam a implementação da política do segundo filho, foram identificados, fatores pessoais (casamento tardio, desenvolvimento da carreira, aumento dos custos) e fatores sociais (que incluem recursos dos serviços públicos, como a educação e assistência médica).
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Benjamin, Elissa M. "Response-to-Intervention: Understanding General Education Teacher Knowledge and Implementation." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/78.
Повний текст джерелаMoran, Renee Rice, and Stacey J. Fisher. "Photo-ethnography: A Pathway to Understanding One Policy Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3597.
Повний текст джерелаHordern, James. "Higher education and higher skills : exploring the policy implementation process." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/17492/.
Повний текст джерелаRai, Shirin M. "Higher education in post-Mao China : perspectives on policy implementation." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305390.
Повний текст джерелаIbáñez, Victoria Marie. "DESCRIPTIVE REPRESENTATION, REPRESENTATIVE BUREAUCRACY AND BILINGUAL EDUCATION POLICY: EXAMINING IMPLEMENTATION." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/161.
Повний текст джерелаCronin, Abby Louise Perlman. "Multicultural education : a school-based ethnographic study of policy implementation." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018507/.
Повний текст джерелаGisler, Paula. "COMPETITIVE FOOD POLICY IMPLEMENTATION IN KENTUCKY SCHOOLS." UKnowledge, 2016. http://uknowledge.uky.edu/nursing_etds/20.
Повний текст джерелаFowler, Heather Audrian. "Missed opportunities| Examining one district's implementation of Washington State's Teacher Evaluation Program." Thesis, Washington State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139591.
Повний текст джерелаThis qualitative study explored the implementation of Washington State’s Teacher Principal Evaluation Program in one school district. Previously determined locally, the new evaluation system was a state mandated reform implemented during the 2013–2014 school year. This research was guided by four research questions based on the theoretical framework communities of practice. The research questions examined participants’ description of the practice of the new evaluation, opportunities for mutual engagement, boundary objects, and brokers.
Using case study methodology, the four cases were consisted of two middle school and two high school teachers in The Westish School District*. Using Wenger’s Communities of Practice as the theoretical framework, the study focused on how teachers described opportunities for mutual engagement, brokers, and boundary objects. The study included qualitative data from in-depth interviews, surveys, and documents.
Data analysis supported five themes: 1) Occupational intensification; 2) Validity and authenticity concerns; 3) Protection of self; 4) Inadequate boundary objects; and 5) Insufficient feedback from brokers. The findings from the research show participants entered into the new evaluation system with a positive outlook, yet describe negative experiences completing the evaluation. The study illustrates the importance of teacher and administrator collaboration and sheds light on how teachers mediate their effectiveness through administrator feedback. Findings and implications provide insight into how using best practices in teaching as a guide can be used to effectively implement education reforms that necessitate teacher action to be effective.
*all identifiers have been replaced with pseudonyms
Shore, Raymond. "Exploring the relationship between policy generation and policy implementation : an investigation of testbed learning communities pilot." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:5797.
Повний текст джерелаWong, Wing-yan Alice, and 黃詠恩. "Hong Kong's immigration policy for mainland Chinese: a study of its development and implementation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50257778.
Повний текст джерелаHagerty, Renee M. I. "THE POLITICS OF THE PIPELINE: NEOLIBERALISM AND AMERICAN EDUCATION POLICY IMPLEMENTATION." Ohio University Honors Tutorial College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1435084730.
Повний текст джерелаMa, Hing-yeung Gordon, and 馬慶揚. "An evaluation of the development and implementation of new immigrationpolicies for mainland chinese in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965441.
Повний текст джерелаSmith, Jeannette N. "15 to Finish| Exploring Campus Population Experiences and Policy Implementation." Thesis, University of Nevada, Reno, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263096.
Повний текст джерелаThis qualitative study examined the lived experiences of key campus stakeholders and policy implementation. Using semi-structured interviews, key stakeholders were asked about their experiences with 15 to Finish: a 2014 completion message that led to a financial aid policy. Through snowball sampling, participants included administrators from the state higher education system, senior administrators from academic and administrative units, professional and academic advisors, and students. Data was also collected through meeting agendas and agency reports. Interviews were transcribed and all text was analyzed using hermeneutic phenomenology. Three key themes were constructed: (a) administrators and faculty help students because it is the right thing to do; (b) messaging and communication of a policy and campaign can be divisive and should employ a communications plan; and (c) Nevada is experiencing a change in college culture from access to completion.
Zajano, Nancy C. "Policy and conversation : a case study of the implementation of a state testing policy in a school district /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788255317.
Повний текст джерелаBolaji, Stephen Dele. "Intent to Action: Overcoming Barriers to Universal Basic Education Policy Implementation in Nigeria." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1424.
Повний текст джерелаHu, Bo. "Education for migrant children : policy implementation in the changing urban education system in China." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/616/.
Повний текст джерелаOwnhouse, Aileen Lucia. "Implementation of the national language policy at institutions of higher education." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3415.
Повний текст джерелаPiacentini, Katie L. "The implementation of the migrant education policy in Missouri| A multi-level analysis." Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182611.
Повний текст джерелаThis embedded case study, using contemporary policy implementation research as my conceptual framework to examine the interpretation and implementation of the Migrant Education Policy across four distinct policy levels, three of which are located in Missouri. The findings of this study demonstrate that policy implementers sometimes lack the will and/or the capacity to effectively implement the Migrant Education Policy in Missouri. Differing perspectives on identifying migrant students and using the MAP to determine student achievement are two areas of concern for the policy implementers. All participants suggested that migrants’ social and health needs are as important as their academic needs. While engaging migrant parents is a struggle for most districts, a single district was able to involve their migrant parents more than the other districts. The findings of this study highlight gaps and discrepancies in the way the Migrant Education Policy is adapted and implemented at different policy levels, suggesting a communication breakdown or miscommunication somewhere in the implementation process. These findings also confirm the need for additional training for the different policy implementers. The information obtained could be used to improve the implementation process, thereby, improving the state, the regions, and the districts’ abilities to provided equitable access to educational opportunities to migrant students in Missouri.
Akwaa-Mensah, Christopher Yartey. "Policy development and implementation in a Ghanaian public university." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/59564/.
Повний текст джерелаMkuti, Lukas Dominikus. "Language and education in Mozambique since 1940: Policy, implementation, and future perspectives." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282255.
Повний текст джерелаEkong, Samuel Effiong. "Nigerian Policy on Child Labor: An Evaluation of the Education Sector Preparedness for Effective Policy Implementation." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1886.
Повний текст джерелаMitchell, Elizabeth. "Applying and assessing a contingency model for online learning policy implementation in higher education /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2785.
Повний текст джерелаMcKenna, Mary L. "Implementation of a policy to promote healthy eating in schools." Thesis, University of Nottingham, 2000. http://eprints.nottingham.ac.uk/11783/.
Повний текст джерелаVo, Phan Thu Ngan. "An investigation of ICT policy implementation in an EFL teacher education program in Vietnam." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2250.
Повний текст джерелаMadison, Gabrielle Frassinelli. "Effects of response to instruction and intervention after the first year of implementation." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140118.
Повний текст джерелаThe effects of Tennessee’s Response to Instruction and Intervention (RTI2) framework were evaluated to determine the impact on one middle Tennessee public school district. General education teacher’s beliefs, student achievement, and special education referral and eligibility data was assessed before, during, and after implementation. Results indicate that teacher’s beliefs were mixed and varied according to the time participants were surveyed. Significant achievement differences were found on TVAAS math fifth grade, TVAAS reading fourth grade, and STAR reading and math scores. Practical significance was noted for students referred and made eligible for special education. A recommendation that RTI² supports student achievement and decrease special education services was derived, while teacher’s indicated a greater need for implementation support.
Liu, Sherry. "Effectiveness of a University Bilingual Degree Program Among Overseas Chinese." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5497.
Повний текст джерелаProfeta, Michela. "Pre-primary education policy between formulation and implementation : the case of Bangladesh." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51112/.
Повний текст джерелаBrathwaite, Andrea F. "Policy reform in nurse education and its implementation in the Caribbean region." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/20188/.
Повний текст джерелаKeeney, Katherine Preston. "Encouraging the Arts through Higher Education Institutions: Arts Policy Implementation in Virginia." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/48122.
Повний текст джерелаPh. D.
Clark, Ryan Keith. ""Top down" : an analysis of state implementation of a federal teacher accountability policy /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1331413341&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 132-138). Also available for download via the World Wide Web; free to University of Oregon users.
Harmuth, Nichola. "Teaching in inclusive classrooms :|bpolicy versus implementation /|cNichola Harmuth." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10429.
Повний текст джерелаMEd, Learner Support, North-West University, Vaal Triangle Campus, 2013
Carter, Kimberly F. "One University’s Response to Sections 504 and 508 of the Rehabilitation Act: A Descriptive Case Study of Policy Design." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7485.
Повний текст джерела