Дисертації з теми "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.
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.
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.
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 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.
Stone, 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.
Short, Myriah J. "Equality of Opportunity: Equal Access to Higher Education." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1229624814.
Повний текст джерелаMims, 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 джерелаLorenzo, 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 джерелаJimenez, 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 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.
Moss, 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
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 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 джерелаWilhite, 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
Dadzie, 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 джерелаTaylor, 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.
Varley, 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 джерелаDiez-Amigo, Sandro. "Essays on equality of opportunity and the access to higher education." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/93808.
Повний текст джерелаCataloged from PDF version of thesis.
Includes bibliographical references (pages 131-134).
This dissertation examines the question of how to improve the access to higher education for students from disadvantaged socioeconomic backgrounds, in order to promote equality of opportunity. In order to do so, experimental evaluation methodology is used to address relevant research questions and draw actionable policy lessons in the context of the Chilean higher education system. The first chapter of this dissertation studies the impact of college peers on academic performance with the help of a natural experiment in Chile, which allows for exogenous classroom composition. In particular, first year students at the Pontificia Universidad Católica de Chile, one of the leading Chilean universities, are randomly assigned to their first semester college class groups. I take advantage of this feature in order to robustly estimate the impact of peer characteristics on undergraduate academic performance. The research hypothesis is that being assigned as a freshman to a group with more or less students from a same school, or from a given socioeconomic background, may result in very different patterns of adaptation, potentially impacting academic performance. Significant evidence is found that suggests that, contrary to the results found in most of the existing literature, the average college admission score of first semester classmates not only has no positive impact on the academic performance of undergraduate students, but may actually be negatively affecting their grades. Also, although there are some differences across degrees and secondary school types, in general undergraduate students are more likely to be dismissed, and have lower grades, when they share their first semester college class with a secondary schoolmate. Moreover, students assigned to first semester college classrooms with a higher concentration of classmates who attended the same secondary school(s) generally have significantly lower grades, and are less likely to graduate. Finally, students sharing their first semester college classroom with students from public or subsidized secondary schools are more likely to be dismissed due to poor academic performance. The fact that these peer effects are persistent In time points to the existence of a path dependence pattern, suggesting that this initial period in college is key for student adaptation. These findings have important implications for the design of policies intended to improve the adaptation of freshman college students and the access to higher education, suggesting that students would benefit from targeted first semester college class group assignment policies, as well as from additional transitional aid tailored to their profiles. The second chapter addresses the question of how to distinguish "knowledge" from "ability", in the context of improving the access to higher education. In particular, according to the existing evidence some higher education admission tests may be screening out students who, despite a relative lack of specific knowledge, possess as much intellectual ability as their peers. If this is the case, students from disadvantaged socioeconomic backgrounds are likely to be disproportionately affected, since they generally receive a primary and secondary education of worse quality than their better-off peers, often resulting in significant knowledge gaps. Also, although in some cases these formative shortcomings might be too large to be feasibly addressed at the time of enrollment in higher education, it is plausible to think that in some cases they may perhaps be relatively easy to remedy. In view of all this, in this chapter I present a diagnostics experiment, aimed at helping to better understand this issue. In particular, I custom-designed a multiple-choice test, intended to measure an individual's mathematical ability, while minimizing the reliance on previously acquired knowledge. Also, I put together a two page "cheat sheet", which outlined all the necessary concepts to successfully complete the exam, without providing any explicit answers. This test was subsequently used to evaluate the candidates applying for admission into a special access program at one of the leading Chilean universities. A staged randomized control trial was used to measure the difference in academic performance (i.e. number of correctly answered questions) across the three parts of the exam between students who received a "cheat sheet" after the first or second parts of the test, respectively. As expected, "cheat sheets" improved the average performance of candidates on the exam, but their impact varied considerably across individuals. Most importantly, "cheat sheets" proved significantly more beneficial (in terms of improved test performance) to those students who were more likely to have had a secondary education of lower quality. This result has important implications for educational policies in Chile and elsewhere, suggesting that a transition to ability-focused admission tests would facilitate the access to higher education for talented students from disadvantaged backgrounds. The third and final chapter of this dissertation presents a higher education special access program for students from disadvantaged socioeconomic backgrounds, custom-designed by the author for one of the leading Chilean universities, and implemented as a pilot during the 2013 and 2014 admission periods. A non-experimental comparison of the academic performance of special and ordinary admission students after enrollment finds evidence that, consistent with Arcidiacono et al (2011), although on average special admission students have comparable final grades than their ordinary admission peers, they tend to perform comparatively worse in "hard" subjects (i.e. those with a strong mathematical component). However, although special admission students seem more likely to decide to withdraw earlier, no significant differences in voluntary withdrawal or dismissal rates are observed between the latter and their ordinary admission peers. Moreover, an initial gap in GPA between special and ordinary admission students is closed by the end of the third semester of enrollment. All this suggests that, with some nuances, students from disadvantaged socioeconomic backgrounds can successfully catch up with their peers when provided with adequate support, and that special admission programs can therefore be an effective tool to improve the access to higher education. Nonetheless, the fact that the program was undersubscribed suggests that, apart from potential information diffusion problems, the minimum requirements set forth for special admission may have been too stringent, and/or that the demand for special admission among the targeted student population may not be as large as predicted.
by Sandro Diez-Amigo.
Ph. D.
Mullan, Deirdre. "#The feminization of poverty' : education - the inequality of access and opportunity." Thesis, University of Ulster, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242010.
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
Umeh, Ngozi Chuma. "Realising access to inclusive education for the hearing-impaired learner in Nigerian primary schools." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/64639.
Повний текст джерелаThesis (LLD)--University of Pretoria, 2017.
Centre for Human Rights
LLD
Unrestricted
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 джерелаau, marnev@cygnus uwa edu, and Neville James Green. "Access, equality and opportunity? : the education of Aboriginal children in Western Australia 1840-1978." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071218.141027.
Повний текст джерелаGreen, Neville J. "Access, equality and opportunity? The education of Aboriginal children in Western Australia 1840-1978." Thesis, Green, Neville, J. (2004) Access, equality and opportunity? The education of Aboriginal children in Western Australia 1840-1978. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/51383/.
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 джерелаWawro, Patrick Richard. "Gendered Distances: A Methodological Inquiry into Spatial Analysis as an Instrument for Assessing Gender Equality in Access to Secondary Schools in Mukono District, Uganda." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2320.
Повний текст джерелаAregbesola, Temi. "Nigerian Women's Empowerment Status and its Influence on Access to Reproductive Health Services." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2308.
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 джерелаTjabane, Masebala. "Education policy and social justice in higher education : a South African case study." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-194940.
Повний текст джерелаJordan, Rachel. "Transit Access Equity in Richmond, VA." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5772.
Повний текст джерелаCheung, Yam-man, and 張任文. "Privatization and access to housing: implications on equity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31260226.
Повний текст джерелаCheung, Yam-man. "Privatization and access to housing : implications on equity /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22284874.
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.
Mabuza, Joy. "The entrepreneur's perspective on crowdfunding as an equity access mechanism." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/59858.
Повний текст джерелаMini Dissertation (MBA)--University of Pretoria, 2017.
pa2017
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
Lumbala, Malasa. "Private Equity Financing in Zambia: Determinants and Constraints." Master's thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/30577.
Повний текст джерелаDingle, A. "Equity of access to reproductive and maternal health services in Cambodia : equity trends, poverty targeting and demand-side financing." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2016. http://researchonline.lshtm.ac.uk/2572537/.
Повний текст джерелаPawlick, Margaret T. "Disability, park access and quality of life, an examination of recreational equity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39866.pdf.
Повний текст джерелаWood, David Justin. "Equity of geographic access to specialist patient hospices within the United Kingdom." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553780.
Повний текст джерелаBevan, Kimberly J. "Surface Equity: A Case Study of Gender Equity and Inequity in Elementary Classrooms." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/547.
Повний текст джерелаWipert, Cheryl A. "Promoting Gender Equity Through Art Education." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391770302.
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