Дисертації з теми "Public policy in languages education"
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Lewis, Dorothy. "Federal public policy and bilingual education." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1088.
Повний текст джерелаMitchell, Sara. "Exploring the Use of Procedural Policy Instruments in the Development and Implementation of French Second Language Policy in New Brunswick and Nova Scotia." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34216.
Повний текст джерелаWong, Lai-ching Lillian. "Language attitudes in Hong Kong : mother tongue instruction policy and public perceptions /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685444.
Повний текст джерелаAsakura, Naomi. "Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2519.
Повний текст джерелаWong, Lai-ching Lillian, and 黃麗貞. "Language attitudes in Hong Kong: mother tongue instruction policy and public perceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951533.
Повний текст джерелаRissler, Grant Edward. "Advocate or Traditional Bureaucrat| Understanding the Role of ESL Supervisors in Shaping Local Education Policy toward Immigrant Communities." Thesis, Virginia Commonwealth University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601528.
Повний текст джерелаAs recent immigrants seek a productive and dignified life in “new immigrant destinations” that have little historical experience with immigration, public education systems serve a key function in immigrant integration efforts. In a federal system increasingly focused on accountability, a crucial sub-set of education policy and local responsiveness to immigration is English language instruction and services for Limited English Proficient (LEP) students and parents.
In such contexts, the role that local bureaucrats play, and whether they actively represent the interests of the newfound diversity of community members, are crucial questions if strongly held American ideals of social equity and equal opportunity are to be upheld. This research asks broad questions at the intersection of bureaucratic power, representative bureaucracy and educational policy toward English language learners at the local level. Variations in how school systems in the political bellwether of Virginia responded to a recent policy shock - federal guidance released in January 2015 that reiterated local school system responsibility for providing equal educational access to LEP students and parents – form a unique window into local policy-making. Using a concurrent triangulation mixed methodology that consists of a state-wide survey and interviews with a sub-set of the Title III coordinators who supervise programs for English Language Learners, this research shows Title III coordinators to be unrepresentative in passive terms of the foreign born population but nevertheless to have a strong sense of advocating for English Language Learners. Findings suggest that public service motivation is the key explanatory factor in driving a sense of role advocacy and this in turn drives a greater range of action taking by the coordinator to benefit ELLs. Despite this link between role advocacy and coordinator action, role advocacy is not found to be significant in driving the likelihood or range of system level responsiveness to the letter. Instead, political and demographic factors increase the likelihood of system action but, counter to existing literature, more conservative localities are found to be more likely to have responded to the Dear Colleague Letter. This suggests that a previous reluctance to act in these places may have been dislodged by the letter and points to the importance of change over time in conceptualizing local responsiveness to immigrants.
Rissler, Grant E. "Advocate or Traditional Bureaucrat: Understanding the Role of ESL Supervisors in Shaping Local Education Policy toward Immigrant Communities." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4970.
Повний текст джерелаSoler, II Joseph Lewis. "SHAPING PUBLIC PERCEPTIONS OF FEDERAL EDUCATION POLICY: AN INTERACTIVE-HERMENEUTIC EXAMINATION OF ROD PAIGE'S SPEECHES IN SUPPORT OF NO CHILD LEFT BEHIND." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/94322.
Повний текст джерелаPh.D.
An analysis of President George W. Bush's first Secretary of Education Rod Paige's speeches in 2001 explains the way in which the Bush Administration articulated its educational policy agenda. Literature on No Child Left Behind tends to focus on the specifics of whether the law helps children learn better or worse without recognizing or engaging with the broader policy agenda. This study attempts to bridge connections between No Child Left Behind and the broader Bush Administration ideology. A major connection this work highlights is between welfare policy and education, and by doing so utilizing George Lakoff's theory of moral politics examines highlights an overarching philosophy of governance, which shapes educational policy, perhaps even without regard to classroom outcomes. This analysis utilizes an interactive-hermeneutic model to crunch the text of Rod Paige's speeches. By coding and explaining major themes from the speeches, analyzing the language and rhetorical choices against itself and then comparing it to extant research on education policy and welfare rhetoric, this study provides a different way to examine political maneuvering on educational policy, which positions politics and language at the center of educational policy rather than efficacy and policy. This analysis finds by applying Lakoff's theory and work that Rod Paige's rhetoric, on behalf of the George W. Bush administration, is about reducing Federal responsibility for social problems and reducing the government's role overall. This is a "slippery slope policy" aimed at eliminating public responsibility for schools and privatizing education in service to the goal of creating an "ownership society" of privatized services and personal responsibility for success.
Temple University--Theses
Chan, Wing-yan Alice, and 陳詠欣. "A critical analysis of the medium of instruction (MOI) policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31967450.
Повний текст джерелаHabbash, Manssour Mohammed Ras'an. "Status change of English and its role in shaping public education language policy and practice in Saudi Arabia : a postmodernist critical perspective." Thesis, University of Exeter, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549314.
Повний текст джерелаPenny, Jessica Nicole. "Language Policy and Planning in Spain: A Case Study of Accessibility of Education, Employment, and Social Services in Catalonia." Marietta College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1367240234.
Повний текст джерелаLiu, Sherry. "Effectiveness of a University Bilingual Degree Program Among Overseas Chinese." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5497.
Повний текст джерелаAu, Yong Tan-fung, and 歐陽丹鳳. "The changing roles of English in two key public sectors in post-colonial Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26777885.
Повний текст джерелаFobe, Mila Pamella. "Language policy and practice at CM Vellem and PJ Olivier primary schools." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002161.
Повний текст джерелаThuto e, e ikaelela go tshegetsa patlisiso e e ka ga gore dipuo tsa Selegae tsa Seaforika mo Aforikaborwa di tshwanelwa ke go tsewa ka maemo le mokgwa o o lekanang go ya ka Molaotheo wa Aforikaborwa. Ka jalo, e tlaa utolola,e ribilole ditsela le go batla malepa a puso ya Aforikaborwa e ka fitlhelelang setšhaba se se kwa magaeng, se bokgoni jwa kitso ya Seesimane bo leng kwa tlase mo go bona. Bothata ke gore Aforikaborwa e laolwa bogolo ke tiriso e e kwa godimo ya Seesimane mme puso e tshwanelwa ke gore e tlose dikgoreletsi tse di leng teng ga jaana tsa puo. E bowe gape e thibele go se lekalekaneng ga botshelo ka kakaretso mo loagong go go tlholwang ke go sa lekalekaneng ga kitso ya dipuo mo setšhabeng ka kakaretso. Ditshwanelo mo puong fela jaaka ditshwanelo dingwe le dingwe tsa botho, di tshwanelwa ke go sireletswa, jaaka di akareditswe mo Molaotheo o mošwa wa temokerasi wa Aforikaborwa.
Garcia, Leyda W. "Unaccompanied Youth in Our Public Schools and Our Opportunity to Lead for Emancipatory Practices (Jóvenes no acompañados en nuestras escuelas públicas y nuestra oportunidad para liderar prácticas emancipatorias)." Digital Commons at Loyola Marymount University and Loyola Law School, 2021. https://digitalcommons.lmu.edu/etd/994.
Повний текст джерелаJacobs, Johannes Daniel. "n Taalbeleid om veeltaligheid aan die Universiteit van Stellenbosch te bevorder." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52368.
Повний текст джерелаENGLISH ABSTRACT: This assignment is based on the principles of the sociolinguistic theory. Exponents of the sociolinguistic theory focus on the social dimension of language. They argue that language planning is part of social change, and as such it is subjected to the rules of social change. Language planning does not take place in a vacuum and therefore, the exponents of the sociolinguistic theory also focus on the broader societal factors such as the economic, political, demographic and psigological factors that influence language planning during the planning phase. This study investigates the manner in which the University of Stellenbosch dealt with multillingualism through its language policy. In this regard the investigation aims to establish whether the University of Stellenbosch is doing enough in terms of its language policy to promote multilingualism through developmental programmes, in order to make the university more accessible for non-Afrikaans speakers from the community it serves. This study also investigates the historic background of the university and nationalism in dealing with the lingusitic and Afrikaans character of the University. In this regard the focus is on the role of Afrikaner Nationalism, the role it played in the language policy, and also how it influenced the broader political goals of nation building and reconciliation. Against this backdrop a critical analysis is made of the language policy of the University of Stellenbosch based on the provisions of the constitution and language ideological models. Lastly this study aims to make recommendations for a language policy at Stellenbosch University which will promote multilingualism, by recognising all the official languages, through this the university will be more accessible for non-Afrikaans speakers, especially those in the Western Cape.
AFRIKAANSE OPSOMMING: Die werkstuk is gebaseer op die beginsels van die sosiolinguistiese teorie. Voorstanders van die sosiolinguistiese teorie plaas die fokus op die sosiale aard van taal. Taalbeplanning is deel van sosiale verandering, en is as sulks onderhewig aan die reëls van sosiale verandering. Taalbeplanning geskied nie in 'n vakuum nie, en daarom fokus voorstanders van die sosiolinguistiese teorie ook op die breër sosiale faktore soos die ekonomiese, politieke, demografiese en psigologiese faktore wat taalbeplanning beinvloed tydens die beplanningsfase. Hierdie studie is 'n ondersoek na die wyse waarop veeltaligheid aan die Universiteit van Stellenbosch hanteer word. In hierdie verband word ingegaan op die kwessie of die Universiteit van Stellenbosch in terme van sy taalbeleid, genoeg doen om veeltaligheid deur ontwikkelingsprogramme te bevorder sodat die universiteit meer toeganklik kan wees vir nie-Afrikaanssprekendes uit die gemeenskap wat dit dien. Die studie ondersoek ook die historiese agtergrond van die universiteit en nasionalisme in die hantering van die taal- en Afrikaanse karakter van die universiteit. In dié verband word spesifiek gefokus op die rol van Afrikanernasionalisme, asook die wyse waarop die breër politieke strewes van nasiebou en versoening die formulering van die universiteit se taalbeleid beïnvloed het. Teen hierdie agtergrond word 'n kritiese analise gedoen van die taalbeleid van die Universiteit van Stellenbosch aan die hand van die bepalings van die grondwet en taalideologiese modelle. Laastens word aanbevelings gemaak vir 'n taalbeleid aan die US wat veeltaligheid sal bevorder deur erkenning te gee aan alle amptelike tale veral in die Wes-Kaap sodat die US meer toeganklik kan wees vir nie-Afrikaanssprekendes.
Grugan, Cecilia Spencer. "Disability Resource Specialists’ Capacity to Adopt Principles and Implement Practices that Qualify as Universal Design at a 4-Year Public Institution." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1526997302503817.
Повний текст джерелаMcGee, Charlotte E. "Local Government Programs for the Learning of English Among Adult Spanish-speaking Immigrants." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7040.
Повний текст джерелаGarcia, Núria. "Gouverner les langues : l’institutionnalisation et la transformation de la politique d’enseignement des langues étrangères en France, en Allemagne et au Luxembourg." Thesis, Paris, Institut d'études politiques, 2014. http://www.theses.fr/2014IEPP0048.
Повний текст джерелаThis thesis analyses public action in the field of the government of languages through the study of the transformation of foreign language education policies in France, Germany and Luxembourg. The analysis aims to show how language education policies that are relatively similar in terms of their goals and their means of implementation produce significantly different results in France and Germany, two cases that appear to very close. Retracing the process of institutionalization of these policies on the long term, our demonstration shows that these differences can only be partially explained by infra-sectorial dynamics. The explanation of the variation in the outputs and outcomes of foreign language education policies requires to take into account the larger political and societal configuration through a systemic perspective: it is the sectorial or intersectorial definition of the objective of multilingualism and the interaction effects between language education policies and other policy sectors that explain the variations in individuals’ perceptions of the utility of language and their motivation to invest in the study of this languages, and consequently the differences in the results of these policies. The absence of a direct link between the inputs, outputs and outcomes of foreign language education policies raises the questions of the limits of public policy in the field of governing languages. These limits are linked to the responsiveness of the state to contradictory citizens’ preferences and to the link that exists between language and citizenship in monolingual societies
Wilcox, Kristi M. "The Effect of a Symbolically Isomorphic Name Label in Implementing a Creative Campus Initiative: A Comparative Case Study Analysis." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308201196.
Повний текст джерелаBiggs, Nalini Asha. "HIV/AIDS education in Kenyan schools for the deaf : teachers' attitudes and beliefs." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2a3a2ac0-133d-46f6-b0f3-fcdd2e588a96.
Повний текст джерелаSarver, Joseph Michael. "The Status of Food Safety in China: A Systems Analysis." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397600140.
Повний текст джерелаTupper, Kenneth William. "Ayahuasca, entheogenic education & public policy." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33764.
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 джерелаAshburn, Jacob J. "Race, morality and public school policy /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779439848254.
Повний текст джерелаFowles, Jacob. "PUBLIC HIGHER EDUCATION GOVERNANCE: AN EMPIRICAL EXAMINATION." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/100.
Повний текст джерелаGaete, Romeo Gonzalo. "Essays on economics of education and public policy." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/106602/.
Повний текст джерелаCarvalho, Sandra Maria Gadelha de. "Rural education: PRONERA, a public policy in development." Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7634.
Повний текст джерелаO alto Ãndice de analfabetismo nas Ãreas de assentamento em nosso paÃs levou o Movimento dos Trabalhadores Rurais Sem Terra (MST) a lutar por uma educaÃÃo do campo expressa em proposta polÃtico-pedagÃgica prÃpria, desde a dÃcada de 1990. No tocante à educaÃÃo de Jovens e Adultos (EJA), a partir da sua iniciativa, constituiu-se em vÃrios Estados brasileiros o Programa Nacional de EducaÃÃo na Reforma AgrÃria (PRONERA), voltado para alfabetizaÃÃo de adultos e escolarizaÃÃo dos professores que atuam no assentamento. No Cearà este programa tem sido efetivado em parceria com ÃrgÃos governamentais e universidades publicas estaduais e federal. Esta investigaÃÃo teve como objetivo analisar o PRONERA avaliando em que medida representou uma polÃtica pÃblica de EJA no campo, com base na experiÃncia do Assentamento Santa BÃrbara, no municÃpio de Caucaia, CearÃ, no perÃodo de 1999 a 2005. Os dados empÃricos foram colhidos mediante de entrevista, conversas informais e dinÃmicas de grupo com professores, alunos e coordenadores da EJA. Realizaram-se tambÃm observaÃÃo em sala de aula e pesquisa bibliogrÃfica e documental sobre o PRONERA. Conforme constatou-se, nas trÃs salas do EJA no assentamento integradas ao PRONERA, desenvolveram-se as aulas com diversas dificuldades, tais como: locais inadequados, insuficiÃncia de materiais pedagÃgicos, atrasos nos repasses de verbas no programa e atà problemas de visÃo dos alunos mais idosos. Todavia professores e alunos tÃm perseverado e refletido coletivamente nas salas sobre os problemas do assentamento, chegando-se a debater sobre os projetos de geraÃÃo de renda, como piscicultura e apicultura. Com o PRONERA, aconteceu significativo avanÃo do setor de educaÃÃo no assentamento, expresso na conclusÃo do Curso de Pedagogia por oito professores que là residem e trabalham, isto possibilitou a constituiÃÃo do NÃcleo de EducaÃÃo Infantil, e a ampliaÃÃo da oferta educacional de 5 a 8 sÃries em regime supletivo. A parceria vivenciada no PRONERA entre o MST e instituiÃÃes estatais, como: MinistÃrio de Desenvolvimento AgrÃrio (MDA), Instituto Nacional de ColonizaÃÃo e Reforma AgrÃria (INCRA â CearÃ), Universidade Federal do Cearà (UFC) e Secretaria da EducaÃÃo BÃsica do Cearà (SEDUC) significou aprendizado para todos em relaÃÃo à vivÃncia dos conflitos, delimitaÃÃo de papÃis e funÃÃes, e confrontos de saberes sociais e conhecimentos sistematizados. Evidencia-se o PRONERA como uma polÃtica pÃblica em construÃÃo, revelando que a relaÃÃo sociedade civil/Estado instituÃda nesse processo à fundamental à efetivaÃÃo da democracia, tanto pela garantia do direito à educaÃÃo, quanto pela ampliaÃÃo da esfera pÃblica estatal constituÃda pela participaÃÃo dos movimentos sociais na gestÃo da polÃtica.
Since the 1990Âs, landless workers movement (MST) have fought for rural education guaranteed by a political pedagogical proposal due to the high illiteracy rate in the areas of land settlement in Brazil. Regarding the Education of Youth and Adults (EducaÃÃo de Jovens e Adultos âEJA),several Brazilian States integrated the National Education Program in Agrarian Reform Areas (PRONERA), which focuses on adult literacy and Basic education of teachers that are working in land settlements. This program has been conducted in parternship with government agencies and State and Federal Universities of CearÃ. This research aimed to analyze PRONERA evaluating how representative it is regarding public policies, specifically EJA in Rural Areas. This was based on the experience developed in Santa BarbaraÂs rural settlement within the municipality of Caucaia-CearÃ, from 1999 to 2005. Empirical data were collected through interviews, informal conversations and group activities with teachers, students and coordinators of EJA. There were also classroom activities and research on basic literature and documents about PRONERA. The diversity of courses was developed with many difficulties, such as: inadequate places, poor teaching materials, including vision deficiencies for the elderly and delays in fund transfers for the program. These problems were observed in three EJAÂs classrooms. In spite of mentioned difficulties, teachers and students have persevered and collectively reflected the land settlementâs problems in classroom, such as fish farming and beekeeping for income raising. PRONERA has generated a significant improvement in the education of Santa BarbaraÂs settlement and has brought the opportunity of eight teachers receiving the degree in the Pedagogy Course. This enabled the creation of the Center for Childhood Education and increased the number of enrollments from the 5th to th 8th grade in the supplemental educational system. The partnership among MST and state institutions such as: the Ministry of Agrarian Development (MDA), the National Institute of Colonization and Agrarian Reform (INCRA - CearÃ), the Federal University and State University of Cearà (UFC/ UECE) and the Department of Basic Education of Cearà (SEDUC), experienced by PRONERA, induced a significant learning for all the land settlers. This was expressed in relation to the experience of land conflict, definition of roles and functions, and the confrontation of social and scientific knowledge. It is clear that PRONERA as a public policy in development is, in fact, revealing the relationship between civil society and State. This has been crucial to democracy, both guaranteeing the right to education and expanding the public sphere with the participation of State and social movements in policy management.
Burge, Julie Patricia. "A critical review of languages of risk, with implications for public health /." Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09MPM/09mpmb954.pdf.
Повний текст джерелаHarrison, Michelle. "Managing France's regional languages : language policy in bilingual primary education in Alsace." Thesis, University of Liverpool, 2012. http://livrepository.liverpool.ac.uk/11315/.
Повний текст джерелаKumar, Keval Joseph. "Media education, communications and public policy : an Indian perspective." Thesis, University of Leicester, 1988. http://hdl.handle.net/2381/9980.
Повний текст джерелаLorenceau, Adrien. "Essays on public policy evaluations in education and development." Paris, EHESS, 2013. http://www.theses.fr/2013EHES0120.
Повний текст джерелаThis thesis is composed of four independent evaluations of public policies. The first chapter assesses the impact of providing loans to students willing to enroll in university in the context of South Africa. It takes advantage of the fact that the loans are granted according to a credit score threshold to estimate the causal impact of loan obtainment based on a regression discontinuity approach. The results indicate that credit constraint is substantial, as it reduces the enrollment rate into higher education by more than 20 percentage points in a population of student loan applicants. The second chapter investigates the impact of mandated political reservation at village councils level for low caste and female candidates on the provision of school inputs. A feature of the selection procedure of reserved constituencies allows to implement a variance of the regression discontinuity design. The results indicate that neither female nor low castes representatives significantly favor the children from their category in terms of provision of school resources in the context of Bihar. The third chapter examines two channels through which the political affiliation of local representatives could affect the allocation of public goods. The allocation could differ because the representatives have different political views. Alternatively, it could be that elected representatives from the ruling party are favored. Using "close elections" comparisons provide quasi-experimental (RD) estimates of both effects on middle school construction. Large positive impacts of political preferences and political favoritism can be statistically rejected. Finally, the last chapter provides quasi-experimental estimates of the impact of a tax credit program targeted at less densely populated areas. .
Higgins, Malcolm John. "Expectations of education : how one college is responding to the Education Reform Act 1988." Thesis, University of Central Lancashire, 1993. http://clok.uclan.ac.uk/20294/.
Повний текст джерелаPoggenpoel, Sasha. "Pro-poor education : an analysis of key policies guiding funding to basic education at a primary level in South Africa." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/3715.
Повний текст джерелаIncludes bibliographical references (leaves 92-104).
This dissertation examines a key South African education funding policy, the 2006 Amended National Norms and Standards for School Funding, which has been promoted as one of the first pro-poor education funding policies in South Africa. We assess whether it is in fact aligned with the principles necessary to ensure pro-poor education. The basis for this evaluation is a list of US AID-developed principles whose presence would be a good indication of the degree to which an education policy is pro-poor.
Green, Alix Rivka. "Using history in public policy development." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/13902.
Повний текст джерелаZajonc, Tristan. "Essays on Causal Inference for Public Policy." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10163.
Повний текст джерелаHumble, Daniel K. "Perceptions of Corporal Punishment in Missouri Public Schools." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605500.
Повний текст джерелаThe use of corporal punishment as a form of student discipline has long been a controversial form of student discipline used in schools throughout the world. Research gathered showed that the use of corporal punishment has supporters and opponents. The supporters usually reference the Bible or corporal punishment as a traditional form of punishment. Opponents fear that physical punishment is a thing of the past and a form of physical abuse. Qualitative data were gathered from 12 superintendents in Missouri, one communications director from a Missouri professional teacher organization, and two attorneys who specialize in school law and policy to gain their perceptions of corporal punishment. The perceptions of superintendents regarding corporal punishment ranged from strongly disagreeing with the use to strongly believing it is an effective form of discipline. A few superintendents were hesitant to explain its practical use. The comments from the attorneys who were interviewed centered on legal and policy issues, while the communications director from the teacher organization expressed support of the teacher based on the school district's policy of allowing or not allowing corporal punishment. Results and conclusions from this study may assist local school boards in deciding if corporal punishment should be used within their school districts.
Nzuki, Charles Kyalo. "Kenya's Constituency Development Fund, Free Secondary Education Policy, and Access to Secondary Education." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10686052.
Повний текст джерелаThe effects of the Constituency Development Fund (CDF) and the Free Secondary Education Policy (FSEP) on access to secondary school education in Kenya’s Yatta sub-county have not been adequately explored in available public policy literature. Hence, this qualitative multiple-case study was designed to understand the effects of the 2 policies on both enrollment and dropout among secondary school age children in Yatta. The study was conducted in 1 mixed-boarding secondary school and 1 secondary day school in Yatta. The study was built on an adapted Huisman and Smits’ theoretical model on dropout among students in developing countries. The data were gathered through semi-structured interviews with 14 purposefully selected participants: 2 principals, 2 deputy principals, and 10 parents whose children had benefited from the CDF bursary scheme. Interview data were inductively coded and then subjected to Braun and Clarke’s thematic analysis procedure, which aided in identification, analysis, and reporting of patterns (themes) in the data. Results showed that the CDF had contributed significantly to the improvement of enrollment with the establishment of new day schools that are more affordable, hence making secondary school education less costly and thus more available to low income families. The study’s findings also showed that student dropout had declined with both the CDF and FSEP. The positive social change implications of this study are that it provides evidence for advocacy among policy makers for increased allocation of resources to the education sector through the CDF and FSEP. Increased allocations will contribute to Kenya’s progress toward universal access to secondary education.
Litron, Fernanda Félix 1981. "Currículo estadual paulista para língua portuguesa no ensino médio (2008-2012) : descrição e análise do documento oficial e dos "cadernos do professor"." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269643.
Повний текст джерелаTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: No ano de 2008, a Secretaria de Estado da Educação de São Paulo propôs uma reforma pedagógica a ser implantada de forma imediata em todas as escolas da rede pública estadual. Tal reforma apresentava um novo currículo para as disciplinas do Ensino Fundamental e Médio, conhecido como Proposta Curricular do Estado de São Paulo (PCESP). Esta é apoiada e subsidiada por outros materiais pedagógicos publicados concomitantemente à sua implantação, tais como: documentos de apoio aos diretores e coordenadores para que estes se tornem "líderes" na implantação do currículo; cadernos bimestrais de orientação para o professor, bem como vídeos e cursos de apoio sobre a fundamentação teórica de sua disciplina; e, finalmente, cadernos bimestrais para o aluno executar tarefas segundo o caderno do professor. Nossa pesquisa analisa tal currículo da rede pública de ensino do Estado de São Paulo (2008), examinando mais atentamente a proposta para a disciplina de Língua Portuguesa no Ensino Médio, tendo como base, para isso, os conceitos de currículo e reforma, de Lessard (2008), Pacheco (2003) e Silva (1999), a abordagem da história das disciplinas escolares (cf. CHERVEL, 1990) e especificamente da disciplina de Português no Ensino Médio, e relaciona tal proposta curricular aos demais documentos referenciais brasileiros (BRASIL, 1999, 2002, 2006). A partir da perspectiva metodológica, em Linguística Aplicada, de análise documental de caráter interpretativista, esta pesquisa descreve e analisa, além do documento curricular, os materiais complementares desse currículo, intitulados Cadernos do Professor, que se apresentam como recomendações didáticas ao professor e atividades prescritas aos alunos, elaboradas especificamente para a realização do currículo em sala de aula. Por meio de nosso mapeamento e descrição, pudemos comprovar que a Proposta Curricular se apresentou como um currículo centralista, que tende ao modelo racional técnico e é caracterizado pela presença de consultores externos que delegam ao professor a tarefa da aplicação de um modelo pronto. Ainda, os Cadernos do Professor tomam o lugar da implementação do currículo pelo professor no contexto da prática, já que as orientações metodológicas presentes nesse documento preveem todos os passos que ele deverá seguir. Nossos resultados também apontam para as diferentes "camadas sucessivas" constituintes das disciplinas escolares como produto da história, sobrepostas nos objetos de ensino prescritos pelo currículo paulista, por meio da seleção e organização de conteúdos, das nomenclaturas criadas para eixos e categorias e pelos tipos de atividades propostas pelo Caderno do Professor. Tais elementos chegam a gerar conflitos epistemológicos entre teorias vigentes no ensino de Português dos anos 1970, 80 e 90 presentes nos Cadernos e ainda, de métodos e terminologias que remontam a tradição e origem desse ensino no século XIX
Abstract: In the year 2008, the São Paulo State Department of Education has proposed a pedagogical reform to be implemented effective immediately in all public schools. Such reform presented a new curriculum for the subjects of elementary and secondary education, known as Curricular Proposal of São Paulo State. The curricular proposal was backed and subsidized by other teaching materials, published concurrently with its implementation, such as: supporting documents to directors and coordinators so that they become "leaders" in the implementation of the curriculum; bimonthly notebooks for the teacher, as well as support courses and videos about the theoretical foundation of their discipline; and, finally, bimonthly notebooks for the student to perform tasks according to the teacher's notebook. Our research analyzes the public school curriculum of São Paulo State (2008) by examining the proposal for the discipline of the Portuguese language in high schools more closely, taking as a basis the concepts of curriculum and reform by Lessard (2008), Pacheco (2003) and Silva (1999), the approach of the History of School Subjects (CHERVEL, 1990), more specifically the Portuguese course in high schools, and the relationship of such curriculum proposal with other Brazilian reference documents (BRASIL, 1999, 2002, 2006). From the methodological perspective, in Applied Linguistics, of documentary analysis and interpretive character, this research describes and analyses, in addition to the curriculum document, complementary materials of this curriculum, entitled The Teacher¿s Notebooks, which are portrayed as didactic recommendations to the teacher and prescribed activities to the students, specifically detailed for the curriculum implementation in the classroom. Through our mapping and description, we confirmed that the Curricular Proposal can be presented as a centralized curriculum, which tends to the technical rational model and it is characterized by the presence of external consultants who delegate the teacher the task of applying a finished model. And, the Teacher¿s Notebooks take the place of the curriculum implementation by the teacher in the context of practice, since the methodological guidelines contained in this document provide all the steps he must follow. Our results also point to different "layers" which constitute school subjects as a product of History. These layers are overlapped in the educational objects prescribed by the São Paulo curriculum, through the selection and organization of the contents, the denomination created to axes and categories and, finally, through the types of activities proposed by the Teacher¿s Notebook. Such elements can generate epistemological conflicts between prevailing theories in the teaching of Portuguese language from the 1970s, 80s and 90s presented in the Notebooks, and also, from methods e terminologies which go back to the tradition of this teaching originated in the nineteenth century
Doutorado
Lingua Materna
Doutora em Lingüística Aplicada
Hubbard, Kristine Ann. "Fine Tuning the Funding Formula for Public Education in California| A Delphi Study." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816798.
Повний текст джерелаPurpose. The purpose of the study was to identify the recommendations a Delphi panel of expert practitioners judges to be the most important for improvement of the funding formula for public education in California. This study was also designed to determine the level of importance and degree of feasibility of the recommendations.
Methodology. This study utilized the Delphi technique to collect data in three iterative rounds. Twenty expert practitioners provided responses to a series of three questionnaires. Additionally, a priority matrix was used to analyze the importance and feasibility of the recommendations.
Findings. The expert panelists identified 20 recommendations for improvement of the funding formula. The panel reached consensus on the level of importance for 14 recommendations and on the feasibility of 17 recommendations. Two of the priority recommendations for improving the funding formula were related to the base grant funding amount: Experts recommended increasing the base dollar amount allocated to districts and establishing a method to ensure the base grant grows at a rate greater than cost increases incurred by districts. Additionally, two of the priority recommendations were to include students with special needs in the calculations of the funding formula. The experts also identified the need to protect against the addition of new categorical programs.
Conclusions. The recommendations identified by the expert panel reflect the need to revise the funding formula to adequately cover the basic needs of school districts by providing sufficient funds at the base grant level. Additionally, the recommendations demonstrate a need to revise the eligibility for supplemental and concentration grant funds so districts are able to provide supports for students with disabilities in their accountability plans.
Recommendations. Specific recommendations were made to improve the funding formula for public education in California: Increase base grant amounts by providing additional funds or adjusting the supplemental and/or concentration grants proportionally. Students with disabilities should be considered at risk and included in the calculations for supplemental and concentration grants. Protect the integrity of the LCFF and LCAP by reducing restrictions on the use of supplemental and concentration grants and restricting new categorical programs.
Fobe, Mila Pamella. "Curriculum outcomes, teaching practices and learner competencies in isiXhosa in three Grahamstown schools." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012072.
Повний текст джерелаByerson, Virginia H. "Disadvantaged Preschool Children: Public Policy, Education Models, and Kindergarten Readiness." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7611.
Повний текст джерелаSowa, Jessica Elizabeth O'Leary Rosemary. "Changing a policy field? : policy design and collaboration in early care and education." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.
Повний текст джерелаVacca, Alessia. "Rights to use and have used minority languages in the public administration and public institutions : a comparative study of Italy, Spain and the UK." Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192189.
Повний текст джерелаShrader, Nathan R. "Pennsylvania Public School Boards: An Analysis of Politics, Policy, and Public Servants." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/326500.
Повний текст джерелаPh.D.
This study investigates the political, personal, and policy issues that drive citizens to seek unpaid, elected positions on Pennsylvania's public school boards. This research examines whether school board members are recruited to run for office and considers the role of various recruitment agents such as political parties, interest groups, and non-political community organizations. Trends in political and community engagement among school board members, their potential ambition to seek higher office, and the relationship between elected board members and appointed district superintendents are also examined. The study relies upon a unique dataset gathered through a survey distributed to all of Pennsylvania's nearly 4,500 school board members and a series of interviews with current state legislators who began their political careers by serving on their local school boards. Findings suggest that school board members are enormously engaged in the political and non-political life of their communities. It is also determined that school board members are principally self-starters who do not intend to use their positions as springboards to higher office. These findings are analyzed to help determine the implications for governance at the local level as well as to better comprehend the dynamics of party organizations, interest groups, and other community organizations within Pennsylvania school district politics and elections.
Temple University--Theses
TARRY, DANIELLE IRENE. "PUBLIC POLICY FOR EDUCATION: AN ANALYSIS OF PRIORITIES ESTABLISHED BY TASK FORCES ON EDUCATION AND ARIZONA STATE POLICY MAKERS." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188040.
Повний текст джерелаLynch-Moore, Jamee M. "Funding and Allocation in School Districts Educating Children with Impact Aid." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6608.
Повний текст джерелаThomas, Nicole Richardson. "The Role of Assumptions in Service Delivery: Exploring minority student participation in educational decision-making." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492598155178709.
Повний текст джерелаVerret, Jill Evancho. "Property Tax Limitations, School District Revenues, and Equity| Analyses of Pennsylvania's Act One." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13421854.
Повний текст джерелаVoters’ hatred of the property tax has led to the enactment of tax and expenditure limitations (TEL) in most states (Brunori, Bell, Cordes, and Yuan, 2008; Sokolow, 1998). Past research suggests that TELs have consequences for school districts, such as reductions in revenue and expenditures, and that these effects may be felt disproportionately by districts that are less able to adapt, such as poorer districts (Figlio, 1998; Joyce and Mullins, 1996; Downes and Figlio, 1999; Mullins, 2004; Wallin and Zabel, 2011; Della Sala and Knoeppel, 2014; Arsen, DeLuca, Ni, and Bates, 2016; Steinberg and Quinn, 2015). Such disproportionate impacts may increase revenue inequity across districts, further widening the gap between the “haves” and “have nots.”
This dissertation explores the impacts of TELs on school district revenue and equity through analyses of Pennsylvania’s Act 1, a useful case for studying these effects because it was enacted more recently—2006—and is in place in a diverse state with a heavy reliance on property tax revenue that faces ongoing concerns over its allegedly inequitable public education funding system.
In the first study, I use multivariate regression analyses with fixed effects to consider the effects of Act 1 on various revenue sources available to school districts and whether districts that may be less able to adjust to changes in revenue streams felt these effects disproportionately. I find that local revenue and property tax revenue were reduced for school districts subject to Act 1’s tax limits compared to those not subject to them, and that state revenue did not offset these reductions, resulting in reductions in total revenue. My findings do not suggest that these effects were disproportionately felt by districts with greater needs.
In the second study, I consider the characteristics of districts that are able to avoid Act 1’s tax limits. Using logistic regression with year fixed effects, I find that districts with better fiscal conditions were more likely to receive an exception from the state that allowed them to avoid the tax limit. These results raise concerns of potential inequity, albeit with no intent on the part of the districts or Pennsylvania officials.
In the third study, I use both descriptive and multivariate regression analyses to consider the impacts of Act 1’s limits on revenue equity among districts. I find that Act 1’s tax limits appear to have reduced revenue equity among districts, and to have had a differential effect on higher need districts, when using poverty as an indicator of need.
Taken together, the findings suggest that Act 1 may have both reduced funding and revenue equity among districts, and had a differential negative effect on revenue for higher poverty districts. These results therefore suggest that the tax limits may have somewhat widened the divide between the “haves” and “have nots,” and raise concerns that revenue equity among districts has been reduced and that districts better able to adjust to tax limits—those in better fiscal health—may also be those most likely to avoid them.
Acker, Shirlinda Bernice. "Dispelling Perceptions| Montessori Education - Attaining Common Ground with Public Schools." Thesis, University of California, Berkeley, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10192639.
Повний текст джерелаAbstract Using concepts from cognitive science, this dissertation explored changes in perception among Montessori education leaders and traditional education leaders. Although Montessori education programs have grown as an option in the public school sector, their unique features in mainstream environments have brought to the fore serious challenges in understanding and communication between decision makers at the institutional level of public education and among Montessori academies. Nationally, Montessori education entities have fostered a strong momentum for improvement at the state policy level. However in some states, including California, differing perceptions still hinder inclusive decision making, resulting in lack of teacher credential recognition, denial of eligibility and funding. My study implemented a communication intervention through which an iterative conversation between both sides aimed to address perceptions and language and provide shared understandings. Using the challenge between Montessori and traditional public education and framed under the cognitive theories of mental models, framing, schemas, metaphors and embodiment, this intervention addressed whether perceptions can begin to shift when one is more fully informed at a deeper cognitive level. Incorporating a workshop intervention involving several modalities, my findings suggested a shift in perception which seemed to persist over time. The effects in shifting actors? perceptions of Montessori education were statistically significant and modest in terms of magnitude. I also found a weaker perceptual shift among traditional educators in California compared with peers in other states. I obtained specific suggestions for future iterations of kinesthetic learning, along with how to best share perspectives between Montessori and traditional leaders, along with possible collaborations between these pedagogies.