Dissertations / Theses: 'American Education system'

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Hope, Howard Lee. "African American Males' College Readiness Through the Public School System." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5476.

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The problem in a Northeastern district is that African American (AA) males need enhanced support in the high school to improve college readiness thereby strengthening access and the opportunity for college success. The purpose of this study was to gather educators' and adult AA males' perspectives of the influence of connectedness, perception, and self-valuation. Using McClelland's need achievement theory as the conceptual framework, the study focused on educators' perspectives of college readiness and AA males' perceptions of goal-valuation, academic self-perceptions, motivation, and attitudes related to teachers and college readiness. This qualitative case study included interviews with 6 administrators and 1 focus group of 7 educators; all selected at the high school level. Additionally, 64 adult AA males completed the School Attitude Assessment Survey-Revised (SAAS-R). Data were analyzed by using the matrix approach to organize patterns and themes. An analysis of the findings revealed that teacher-student relationships are critical to promote learning, and lessons plans should reflect creativity and understanding of how to support male AA student learning. Themes from findings were promoting student engagement in the classroom setting, developing academic skills to be successful in the classroom setting, using instructional strategies with students, and academic preparation prior to the transition to college. A 3-day college and career readiness professional development project was developed for educators to promote effective college readiness for this population. Through the implementation of these strategies, educators will strengthen college readiness for AA males, thereby promoting improved access and opportunity for college success.

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Spillane, Martin Gerard. "Entrepreneurs, educators and the slicing of fish : some Anglo-American parallels in higher education." Thesis, University of Warwick, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340634.

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Xiong, Khou. "Involvement in the educational system among Hmong parents." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009xiongk.pdf.

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Bowie, Eleanor S. Hutchinson Sandra L. "Profile of African American women leaders in a southeastern community college system." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6976.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on April 20, 2010). Thesis advisor: Dr. Sandra Hutchinson. Vita. Includes bibliographical references.

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OLMSTEAD, GWENDOLYN TOROK. "MORAL DEVELOPMENT THEORY AND ITS PRACTICAL APPLICATION: MORAL EDUCATION IN THE AMERICAN PUBLIC SCHOOL SYSTEM." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990811063.

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Johnson, Pamela. "An Exploration of Critical Latin American Historical Analyses of the Capitalist State and the University System in Argentina." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This investigation into certain elements of critical Latin American Literature was prompted by the apparent post-1980s neglect by academics of Anglo-Saxon origin to engage with the state and social class, in the contextual framework of the political economy, as central elements of social analysis. This analytical perspective of the state was marginalised by post-modernism and post-structuralism during the 1980s and 1990s with the state re-defined by contemporary globalisation theorists according to a notion of the nation-state. This constitutes one element of an overaching configuration of power relationa and networks comprising a variety of transnational players who assume political and economic roles to pursue their interests. This designation of players detracts from the centrality of class as an analytical tool, preferring to dwell on notions of power and conflict without pursuing tha analysis to its fundamental origin in a system of control and ownership of resources by dominant transnational corporations. An abandoning of the state as a central conceptual tool has coincided with changes , in the way the role performed by the university is conceptualised, foregrounding symptoms of an ideological intrusion by neoliberal discourse concerning the role of the University, rather than locating the cause. Hence the greater struggle for ideological hegemony that occurs within society, waged by the mass media, as mouthpiece of implementation by agents of transnational financial capital, and progating a neoliberal discourse, seems overlooked.

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Flournoy, Khadisha. "An Investigation of the Challenges Faced By Ghanaian International Students in the American Higher Education System| A Phenomenological Multi-Case Study." Thesis, Roosevelt University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975416.

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This research study sought to investigate and explain the perceptions and experiences of Ghanaian international students in the American higher education system. Four subjects enrolled at different higher education institutions in the USA participated in the study. The participants were selected based on the following four criteria: (a) they were Ghanaian international students; (b) they were 18 years of age or older; (c) they had successfully completed two years or more of post-secondary education in the USA; (d) and they were proficient in the English language. Three research questions guided the study: What are the perceptions of Ghanaian international students regarding their experiences in a higher educational institution in the USA? What factors influence these perceptions? What are the specific ways that Ghanaian international students negotiate the challenges of the American higher education system? A qualitative methodology and case study research design was utilized to collect data. Critical race theory, phenomenological theory, postcolonial identity theory, and intersectionality theory provided the theoretical framework for the study. Data collected from the 13 in-depth semi-structured interviews, researcher’s observations, and a researcher’s reflective journal, were coded using both open and axial codes. Thematic analysis was done vertically for each participant and across all participants’ responses. These codes were then categorized into themes and subthemes. Five themes emerged from the data analysis and these included: acculturation challenges, economic concerns, weak institutional support system, visa issues, and geography. Key influences included nationality, ethnicity, family background, religion, socioeconomic status, personality, and prior foreign travel experiences. Social networking and creating personal support systems appeared to be the most common coping strategies employed by participants. The limitations of this study included the small number of participants and the institutional type, among other factors. The implications and recommendations regarding future research are included.

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Isaacs, Rebecca Frances. "Schooling for success : the US federal government, the American education system and the Cold War, 1947-1957." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6253/.

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This thesis seeks to demonstrate that, during the post war and early Cold War years, the US Federal government, and in particular the Executive branch, was inspired to increase the role which it played in the US Education system. It also seeks to chart the methods it utilised in order to do so. One inspiration was the desire to direct the US education system towards a curriculum which better benefitted the nation’s Cold War effort, including placing a greater emphasis upon scientific education and training, more tightly regulating the discussion over democratic vs. communist ideologies in the classroom and the pursuit of a greater equalisation in opportunity for African American students. Further inspiration was provided by both the widespread expansion of centralised government programs and the increased importance of education to social progress witnessed across the world after the Second World War, and both President Truman’s own personal commitment to the equalisation of education opportunity, and the Democratic Party’s pursuit of black votes during the Truman Administration. This thesis charts the Executive and Judicial branches’ innovative and unorthodox usage of the powers available to them in order to garner greater influence over the education system, and assesses the varying rates of success of these programmes in order to demonstrate the significant and irrevocable shift in the relationship between the US Federal government and the US education system which occurred during the early Cold War.

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Swenson, Benjamin andrew. "Postbellum Education of African Americans: Race, Economy, Power, and the Pursuit of a System of Schooling in the Rural Virginia Counties of Surry and Gloucester." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539626433.

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Phipps, Jonathan Lanier. "A comparative analysis regarding factors related to 13- to 18-year-old African American male adolescents in special education and the justice system." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605261.

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This study was focused on the identification of selected risk factors seemingly present among African American male adolescents 13 to 18 years old who were participants in special education programs at their schools. Many of these male adolescents were also found to participate in the juvenile justice system under what was characterized as disproportionate placement. Through the perusal of several sources, including but not limited to parents, educators, law enforcement personnel, principals, counselors, and experienced teachers involved with special education students, it was realized these regular special students were experiencing disproportionate placement. The purpose of this study was to compare perspectives of parents and selected law enforcement personnel regarding risk factors that may contribute to their placement in special education and the U.S. Department of Justice. The research design was descriptive and established association between/among the variables under study. The data were collected, coded, and analyzed using the SPSS software package. The data revealed that parents and selected law enforcement personnel strongly agreed with 9 of the 21 descriptive statements, disagreed with 1 of the statements, and were undecided regarding 1 of the statements. This research provides educators, parents, administrators, juvenile justice officials, and superintendents involved in making decisions related to placement and instruction with specific information to aid them in making appropriate decisions.

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Hardison-Stevens, Dawn Elizabeth. "Knowing the Indigenous Leadership Journey: Indigenous People Need the Academic System as Much as the Academic System Needs Native People." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1393513741.

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12

Chung, Sharon. "An Investigation of School Counselor Understanding and Response to Help Seeking among Second Generation Asian American Students in the Us Public School System." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1499449682.

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Asian Americans are a rapidly growing population in the US and have high levels of psychological distress. However, Asian Americans tend not to ask for help from mental health professionals in regards to social/emotional issues, including school counselors. Asian American students are typical in terms of their presence within the US mainstream public school system, yet they are atypical in experiencing a variety of stressors and issues such as academic pressures, language and communication difficulties with parents/guardians, acculturative stress, and many more (Chang & Smith, 2015; Mouw & Xie, 1999; Berry, 2005). Despite mental health needs and the growing relevance of this population, research on the Asian American population is limited (Cho & Haslam, 2010). Thus, the purpose of this research study was to gain an understanding of participants’ experiences with Asian American students through the lens of the help-seeking model (Cauce et al., 2002). Two high schools and one middle school in a suburban area within the Southeast region of the US were purposefully selected for this study, and from these schools, eight high school counselors and two middle school counselors were interviewed. Participants were specifically asked about interactions, observations, and accommodations pertaining to the help-seeking needs of Asian American students. Data was collected through semi-structured individual interviews, which were then transcribed and analyzed for themes and conclusions. Four main themes (acculturative stress, school based expectations, lack of mental health counseling, and counselor involvement) with 10 subthemes were extrapolated from the data and confirmed the current literature on the help-seeking needs and processes of Asian American students. The study brought new insights to this topic and provided implications for future practice and research.

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Curran, Georgia R. "The Right to Remain Silenced: Non-Native English-Speaking Students and the American Justice System." Ohio University Honors Tutorial College / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1587743860600109.

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14

Dupree, Ravenell Christopher. "An investigation of the belief system held by African-American male college students regarding the influence of selected variables upon their retention and persistence toward graduation." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/360.

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The purpose of this research is to quantify the general beliefs of African- American males currently enrolled in college regarding selected factors that may have a substantial impact on their retention in college and persistence toward graduation. The factors selected were secondary preparation, institutional social adjustment programs, personal support from faculty and staff, academic support, parental expectations and involvement, financial aid, economic return on investment, and extracurricular activities. These factors were selected by the researcher because they were salient themes in research by previous researchers such as Robertson (2008), Eaves (2009), Freemen (2005), Harper (2012), Valbrun (2011) and many others. The researcher gathered quantitative data using an instrument the researcher designed with the assistance of the dissertation committee from 605 participants from five 4-year higher-education institutions. Of the five 4-year institutions used by the researcher 2 were private Historically Black College and Universities (HBCUs), 2 were public Predominantly White Institutions (PWIs), and another was a private research based PWI. The researcher classified the data collected by academic classification and the institution the participants attended. By classifying the data in this manner it allowed the researcher to observe similarities and differences in this demographic by academic classification and the type of institution they attend. This allows for a more balanced representation of this particular demographic currently enrolled at the undergraduate level.

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Guy, Mary Jane. ""Common," "system, " "uniform, " and "efficient" as terms of art in the education articles of state constitutions : a philosophical foundation for the American common school /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170334/.

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Zitnik, Ruth E. "Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1532983206699568.

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17

Keesee, Gayla Spooner. "Perceived attributes and organizational support influencing course management system adopter status in Historically Black Colleges and Universities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/820.

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The rapid growth of online learning fueled by technologies including course management systems (CMS) has transformed the traditional educational landscape. Little research shows why faculty members at Historically Black Colleges and Universities (HBCUs) have been slow to adopt this new teaching paradigm. This quantitative, nonexperimental study utilized Rogers's diffusion of innovation theory as the theoretical base. Research questions explored faculty perceptions of the CMS's attributes (relative advantage, compatibility, complexity, trialability, observability) and organizational support (policies, procedures, and norms) in order to predict adopter status. The study used a convenience sample of 137 full-time faculty from 3 public and 2 private HBCUs in the southeastern U.S. Survey data were analyzed using descriptive statistics and logistic regression. The findings provided evidence that faculty in different adopter categories have varying characteristics and needs related to adoption and use of the CMS. Predictors for innovators were compatibility and complexity; for early adopters, relative advantage, complexity, and observability; and for early majority adopters, the predictor was complexity. For late majority adopters, compatibility, complexity, trialability, and observability were predictors; and predictive attributes for laggards were relative advantage, compatibility, complexity, and organizational support. Several individual factors were significant for each adopter category. The findings may be used to promote positive social change by providing a means for administrators and faculty development staff to predict adopter levels in order to develop initiatives that address differences in adopter needs, thereby facilitating adoption of the CMS and online learning.

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Minichino, Mario John. "In Our Image: The Attempted Reshaping of the Cuban Education System by the United States Government, 1898-1912." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5275.

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Abstract During the fourteen years between 1898 and 1912, the influences imparted upon the School System of Cuba were substantial. In the period immediately following the conflict with Spain, known in the U.S. as the Spanish American War, a concerted effort was underway to annex the island of Cuba. This study was undertaken to discover what courses were introduced into the K-12 curricula following the U.S. intervention, who introduced those changes, and what, if any influence those changes brought to the culture of the island. This investigation and analysis was necessary to reinvigorate the discussion regarding the history of the Cuban education system in view of the attempted cultural change brought about by the U.S. intervention. While many actions were underway by various factions both within the U.S. government and without to ensure that the annexation would be successful, one concerted effort was undertaken through the reconstruction of Cuba's schools. Changes that were made include: coursework, textbooks, structure of schools, selection process for teachers and professors at the University of Havana, holiday schedule, and the school-day and school-year. While the language of instruction remained Spanish, the method of delivery and training of Cuban school teachers was adapted through an extended summer Normal School program in association with Harvard University and a fulltime program at the New Paltz Normal School in New York. From the results collected regarding the coursework, individuals involved, and the changes imparted upon the culture of Cuba, it appears that a concerted effort was underway to impose a U.S.-styled school system on Cuba with the intended result of annexation of the island of Cuba by acclamation of the Cuban people.

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Ferreira, Vanessa Barbosa Leite. "Granbery: um colégio americano no Brasil: a prática do modelo americano de ensino em Juiz de Fora (1889 – 1930)." Universidade Federal de Juiz de Fora (UFJF), 2010. https://repositorio.ufjf.br/jspui/handle/ufjf/2700.

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Consiste a proposição deste trabalho em oferecer as contribuições concebidas pelo sistema americano de ensino, através da prática educativa do colégio Metodista Granbery, na cidade de Juiz de Fora (MG), desde sua fundação em 1889, até o advento da segunda década do século XX. O estabelecimento da educação protestante, e a contribuição do ideário educacional americano no processo de modernização da educação brasileira durante a segunda metade do século XIX, assim como a instalação do Colégio Granbery em Juiz de Fora, seguida das controvérsias que marcaram sua chegada, além da prática pedagógica adotada, são abordadas e investigadas na pesquisa. O estudo e o equacionamento dos processos históricos voltados ao estabelecimento de uma nova prática educativa fundamentada nos princípios democráticos e liberais da educação americana exercidos pela Instituição Granbery, são apresentados também através da análise dos estatutos, periódicos, artigos de jornais e fotografias, encontrados no acervo histórico do Museu do Granbery, em Juiz de Fora.
The purpose of this study is to present the contributions made by the American educational system, through the educational practices of the Colégio Granbery Metodista (Granbery Methodist School) in the city of Juiz de Fora, MG, since its founding in 1889 through the second decade of the 20th century. The study examines the establishment of protestant education and the contribution of the American education system in the modernization process of Brazilian education in the second half of the 19th century; the creation of Colégio Granbery in Juiz de Fora, followed by the controversies that marked its arrival, as well as the pedagogical approaches adopted. The historical processes behind the establishment of a new educational system based on the democratic and liberal principles of American education, as exercised by the Granbery Institute, are also presented through an analysis of the statutes, periodicals, newspaper articles and photographs found in the historical archives of the Granbery Museum, in Juiz de Fora.

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20

Williams, Sarah E. "A qualitative investigation of the special education identification, referral, and placement process: its relationship to the over representation of African American males in high incidence programs in an urban school system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/586.

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This study examines the relationship between the special education identification, referral, and placement process and African-American males’ overrepresentation in high incidence programs in an urban school system. This study relied on perceptions of educators and parents regarding the special education process. This study was based on the premise that the special education placement phenomenon is influenced by teachers’ perceptions of behavior and teachers ‘perceptions that many African-American. male students lack fundamental academic capabilities. A qualitative approach which utilized focus groups and interviews was implemented. Data were analyzed literally, interpretively, and reflectively in order to address each of the four study domains. The researcher found that the overrepresentation of African-American males in high incidence programs was not a function of race, in the study district, but rather more related to gender and gender based issues. The conclusions drawn from the findings suggest that gender related issues impact the number of African-American males in high incidence programs. Additionally, teacher tolerance and teacher expectations dictate how each teacher will implement the process.

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Boyer, Naomi Rose. "Building Online Learning: System Insights into Group Learning in an International Online Environment." Scholar Commons, 2001. http://purl.fcla.edu/fcla/etd/SFE0000026.

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Elius, Ian M. "Re-engineering graduate medical education an analysis of the contribution of residents to teaching hospitals utilizing a model of an internal medicine residency program /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001258.

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Kuykendall, John A. "The impact of background, academic preparation, college experiences, major choice, & financial aid on persistence for African-American and White students in the Indiana public higher education system." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297939.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from dissertation home page (viewed Sept. 30, 2008). Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0899. Advisers: Donald R. Hossler; Edward P. St. John.

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Marks, Lura Wendy. "The emancipatory praxis of integral nursing| The impact of human caring theory guided practice upon nursing qua nursing in an American Nurses Credentialing Center Magnet(RTM) re-designated healthcare system." Thesis, Sage Graduate School, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591134.

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This qualitative study critically examined nurses' perception of nursing qua nursing in an American Nurses Credentialing Center Magnet^® re-designated healthcare system in Albany NY. Watson's Theory of Human Caring is used by many Magnet^® hospitals, including the site for this study, to inform and guide nursing practice. Watson's Theory supports concepts and practices of integral health, holism, caring, healing, and the education and integration of complementary health care modalities as independent therapeutic nursing interventions. This study aimed to understand the nurse's emancipatory experience, comportment and self-agency as she/he participated in a theory guided practice; and illuminate the nurses' acquisition, understanding and utilization of knowledge and power as required for engaging independent therapeutic nursing interventions in the unitary-transformative health paradigm.

Eight nurses from the Oncology Unit self-selected to participate without recidivism from August to October 2012. The study was conducted in two parts: 1) A questionnaire was developed by the researcher to collect demographic and educational data from participants including: age, ethnicity, level of academic education, years of experience in nursing and in specialty, education to nursing theory, including education specifically to Watson's Theory of Human Caring and to holistic nursing and Complementary and Alternative Modalities (CAM), and CAM use in practice and self-care; and 2) Kim's (1999, 2007, 2010) Critical Narrative Inquiry Method was used to collect and analyze narrative data in three phases: 1) descriptive 2) reflective; and 3) critical-emancipatory. Written and audio data from in-person interviews were transcribed and analyzed by the researcher. Data was validated by participants and used to answer four research questions: 1) What are the emancipatory experiences of nurses in a Magnet^® re-designated healthcare system that promotes Human Caring Theory; 2) What are the patterns that facilitate nurses' comportment and self-agency to fully embody and practice integral nursing qua nursing in a Magnet^® re-designated healthcare system; 3) What are the patterns that create barriers to nurses' comportment and self-agency to fully embody and practice integral nursing qua nursing in a Magnet^® re-designated healthcare system; and 4) How does the organization support nurses control over their nursing practice within this one ANCC Magnet^® re-designated healthcare system? Findings gleaned from the patterns that occurred most frequently in the narrative data included: 1) Nurses used Human Caring and Integral Nursing theoretical concepts to inform and conduct their practice; even though they reported limited education to the theories. Elements of the theories that manifested in their practice and self-care included: advocating, educating, counseling, creating a caring-healing environment by honoring the patient and family's space and wishes, approaching patients and families non-judgmentally with an open mind and loving kindness, using complementary modalities of humor, prayer, intention, authentic presence, music, imagery, touch, and obtaining complementary therapy, palliative and spiritual care consults for patients; 2) Facilitators to practice included: the support of their manager, colleagues and team members, optimal staffing patterns, resource nurses and competent, self-motivated care technicians and support staff; and 3) Nurses in the study confirmed their Magnet^® healthcare system values: a) Supportive and participative nursing management; b) Advanced education by providing tuition reimbursement and flexible scheduling; c) Participation in and use of the most current nursing research in their practice; and d) A strong nursing mentoring culture, where nurses empower each other to provide ethical care and advocate for patients' and nurses' rights. Opportunities for nursing education and leadership include: 1) The need to revise academic and continuing education curricula to adopt integral theory guided practice at all levels; 2) The need for advanced practice nurses to translate conceptual models into practice and help nurses to articulate the value and power of nursing to impact integral health and healing.

Suggested Keywords: nursing, holistic, integral, human caring, theory guided practice, emancipatory praxis, critical narrative inquiry, ANCC Magnet^®.

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Arroyo, Roberto G. "System Challenges for Bilingual Clinical Social Work in Forensic Settings." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7113.

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Little information exists about challenges that bilingual clinical social workers face when engaging individuals with Limited English Proficiency (LEP) in forensic settings, which may influence the efficacy of services provided. Bilingual clinical social workers in the U.S. state of South Carolina lack operational guidelines to assist people with LEP who are involved in forensic matters. The purpose of this study was to explore challenges that affect delivery of bilingual clinical social work to people with LEP in forensic settings. Ecological systems theory served as the conceptual framework for this study. Purposive and snowball sampling methods led to the participation of 6 licensed bilingual clinical social workers who met the criterion of experience in the provision of services to people with LEP in forensic settings, either in Spanish or American Sign Language (ASL). Data were collected using semistructured interviews through phone calls and videoconferencing platforms. Interviews were transcribed and reviewed by participants to ensure accuracy. Collected data were organized, processed, and analyzed through thematic analysis to identify emerging themes. Key themes included: financial constraints; low-priority for LEP clients; lack of community support; issues with service access; cross-agency collaborations; and laws, policies, and initiatives. The findings of this study may lead to positive social change by substantiating the importance of additional support for bilingual social workers in the form of education, supervision, and continued training. With support and collaboration, bilingual social workers may be able to enact social change to overcome challenges in the provision of services for LEP individuals.

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Ho, Tia Ha-Quyen. "Education's Loss of the Public: An Archival Exploration of American Public Schools' Diminishing Social Returns and the Emerging Utility of Social Entrepreneurship." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1016.

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The literature presented in the following pages explores the shortcomings of the American public education system in the context of creating long-term, sustainable social change. Using financial illiteracy and its relationship to low quality of life as an entry point, the first section exposes public schools’ shortcomings as agents of social change by delving into the hardships endured by the original public school promoters of the 19th century, the pitfalls of President George W. Bush’s 2001 enactment of No Child Left Behind, and the shortcomings of the financial literacy programming that found traction in urban schools following the subprime lending crisis. These examples render the public education system unfit to address social change, at which point the paper segues into a discussion of social enterprise and the new field’s demonstrated potential to capture social value. After a brief historical exploration of social innovation which examines some values and principles of this “fourth sector,” successful ventures and failed social organizations are scrutinized in the penultimate chapter. The comparisons made ultimately argue in favor of social entrepreneurship’s fitness, on both a structural and ideological level, in addressing the complex social, environmental, and cultural issues of our time.

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Tolu, Aylin Tekiner. "An Exploration of Synchronous Communication in an Online Preservice ESOL Course: Community of Inquiry Perspective." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3707.

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Based on a collaborative and socio-constructivist approach to online education, the Community of Inquiry (CoI) model emphasizes creating an effective learning environment where students feel a connection with other learners and the instructor and engage in well-designed collaborative learning activities. Following a naturalistic methodology, this qualitative case study investigated the use of synchronous communication for creating a community of inquiry and student satisfaction in an online ESOL (English Speakers of Other Languages) endorsement course for preservice teachers. Elluminate Live was used for class meetings while an instant messenger, Gmail Chat served the needs for impromptu interactions between a student and the teacher. The study was guided by the CoI framework. Data sources included online recordings of live meetings, student written reflections, surveys, interviews, and teacher/researcher journal. The findings indicate that synchronous communication enhances building and sustaining an online community of inquiry. Gmail Chat provided increase in teacher availability, social presence, and student satisfaction, however it did not contribute much to creating cognitive presence simply because it was not planned to be used for content delivery. Moreover, Elluminate Live contributed effectively to the community of inquiry by enabling manifestations and interactions of its 3 elements; social, teaching, and cognitive presence. Participants perceived that live class meetings promoted their learning and helped them feel the instructor and other students in a more real sense. Class meetings via Elluminate Live promoted cognitive presence by affording the students opportunities for listening to the presentations by the teacher and other students, watching a teacher demonstration through a webcam, interacting actively through Whiteboard tools, text-based chat, microphone, and emoticons, and working with their groups in their private breakout rooms. Instant and audio communication among students created a sense of social presence with trust, comfort, and belonging, and enhanced group work efficiency. The study highlights the critical role of synchronous communications to create effective online learning communities, however it also underlines that the implementation of synchronous communication tools requires robust pedagogical planning to enhance student learning.

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Wright, Amy. "THE UNRAVELING OF AMERICA'S EDUCATION SYSTEM." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3868.

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This research project takes a critical look at the data that drives educational policies. This research project looks at the data at the national level as well as the regional levels in order to see if the data is functioning differently at the different levels. All data has been collected from the National Assessment of Educational Progress (NAEP) through reports published by the American Legislative Exchange Council (ALEC), an independent committee assigned to collect and analyze educational data. The data was collected and then correlations were run between the expenditures per pupil, number of pupils per teacher, standardized test scores, such as average ACT, average SAT, average 8th grade Math and Reading tests, and average 4th grade Math and Reading tests. This research project also included the percentage of minority students in the classroom, a variable whose data has been collected over the years, but it has never been included in any prior analyses. What this research project found is that some of the data, such as the standardized test scores, have a different strength of relationship between variables at the different levels. For example, expenditures per pupil have strength in the relationship between the different standardized test scores at the national level, but once those numbers are broken down by region, the strength in the variables relationship is weakened. This research project also discovered that the make up of the classroom, specifically the percentage of minority students, is a vital factor in the performance of all students.
M.A.
Department of Political Science
Arts and Sciences
Political Science

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Martin, P. W. "Historical events leading to the state take over of the Paterson, New Jersey school system : video and written materials /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11902346.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Includes tables and appendices. Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Francis Ianni. Includes bibliographical references (leaves 272-274).

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Cai, Shengrong. "The Impact of an Online Learning Community Project on University Chinese as a Foreign Language Students' Motivation." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3026.

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This study empirically investigated the impact of an online learning community project on university students' motivation in learning Chinese as a foreign language (CFL). A newly-proposed L2 motivation theory - the L2 motivational self system (Dörnyei 2005; 2009) - was used as the theoretical framework for this study. The three aspects of motivation (ideal L2 self, ought-to L2 self, and L2 learning experience), as described in this theory, were measured before and after the online project. Specific motivating and demotivating features of the online project were generated from participants' responses. Four individuals with different heritage and technology backgrounds were selected as cases to provide information about their perception of this online project and the possible impact of this project on their motivation. A concurrent transformative mixed method design was employed to collect both quantitative and qualitative data. A pre- and post-test survey and semi-structured interviews served as the main instruments for data collection. Paired t-tests were conducted to identify differences in the participants' pre- and post- scores for the three aspects of motivation. Constant comparative method and double coding method were used to generate the major themes about the motivating and demotivating features of the online project. A narrative analysis approach was taken to explore how individuals with different backgrounds perceived their experience in this online project and the possible impact of the project on their motivation. The results indicated that there was a significant difference in L2 learning experience before and after the online project, while there was no significant difference in the other two aspects of motivation (ideal L2 self and ought-to L2 self). This finding provided empirical evidence about the different natures of the three motivational aspects. That is, ideal L2 self and ought-to L2 self were built up over a long period of time and thus relatively stable, while L2 learning experience was more dynamic and fluid and had a tendency to change even within a relatively short period of time. Regarding the motivating and demotivating features, the results suggested that the most motivating features of this online project were the access to alternative learning resources and tools and opportunities to connect to a larger community of Chinese learners, while the demotivating features were mostly related to the technology barrier and the time and effort it took to complete this project. Furthermore, findings from the interviews with the selected individuals implied that regardless of their different heritage and technology backgrounds, most of them had a positive experience of this online project. However, the impact of this project on their motivation was limited.

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

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

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Major, Adia Y. "Social Constructionism, Parental Ethnotheories, and Sex Education: Exploring Values and Belief Systems in a Mexican/Mexican-American Population." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1244648092.

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Bell-Nolan, Mary E. "Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556.

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Taylor, Monica 1968. "Three case studies of Mexican-American female adolescents: Identity exploration through multiple sign systems." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282371.

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The purpose of this study is to create rich, descriptive portraits of the identity perceptions of three female, Mexican American adolescents, as revealed through selected texts of multiple sign systems. These portraits support the concept that identity is a continuum which is complex, dynamic, and multi-faceted. The identities of the participants encompass elements which were derived from each participant individually as well as from their relationships of connection to or opposition of others. Discussing concepts of identity with the participants exemplified that one's identity is a process which is continually evolving and transforming. This transformative process involves experiences of tension, observation, reflection, and action which encourage an individual to adjust, add, or discard particular elements of one's identity. Each participant's integrated self identity entails their individual and relational elements as well as the changes made through tension, observation, reflection, and action. The ethnographic case study design of the research facilitated an exploration of the complexities of constructing one's identity as an adolescent who must reconcile aspects of culture, gender, and class. Data collection methods included in-depth interviews, participant and non-participant observation in various data collection sites including school, home, and work, and the gathering of written, visual, and auditory artifacts such as poetry, personal writing, photographs, drawings, and music. Data were analyzed inductively and compared, and case studies reported the findings. The portraits of these three young women illustrate the importance of providing our adolescent students with classroom opportunities to explore and construct their identities through texts of multiple sign systems. By expanding the concept of text to include multiple ways of knowing, educators invite students to express themselves through a variety of sign systems with which they may feel more comfortable. They may use "conventional" literacy, such as reading and writing, and "unconventional" literacies, including music, art, and movement. The portraits of the three female adolescents emphasize the necessity to embrace and seek to understand the multiple identities of our adolescent students, rather than judging them on assumptions made based on their race, class, or gender.

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Lundi, Daphney Farah. "The Systemic Multigenerational Implications of Education: Second-Generation Haitian- American College Graduates’ Perspectives." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dft_etd/33.

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Similar to other immigrant populations in the United States, Haitians have a migratory history of escaping from political turmoil, natural disasters, and extreme poverty (Zephir, 2004). However, Haitian Americans remain one of the underserved populations in the United States. Marginalized yet resilient, Haitian families in the U.S. continue to display strength in the face of adversity. Second-generation Haitian-American college graduates are the evidence of such strengths. There is very little research focused on second-generation Haitian-American college graduates’ perspective on the possible familial influences pertaining to education. Using an Interpretative Phenomenological Analysis (IPA) design and Bowen’s Family Systems Theory as a theoretical framework, this study explored the lived experiences of seven selected selfidentified second-generation Haitian-American college graduates. The study was driven by three questions: 1. How do second-generation Haitian-American college graduates describe their cultural views on education? 2. How do these cultural views on education inform or influence Haitian families living in South Florida? 3. What are the lived experiences of second-generation Haitian-American college graduates regarding their family of origin’s influences on them as it pertains to education? Six themes emerged as a result: Multigenerational Method of Transmission, Reminiscent Educational Dialogue, Education as Economic Protection, Expected Educational Momentum, Future Multigenerational Method of Transmission, and Broadening the Educational View. It is the hope of the researcher that this study will expand marriage and family therapists’ understanding of the possible cultural/familial concerns, as well as, possible strengths and resources when working with Haitian families.

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Major, Adia. "Social constructionism, parental ethnotheories, and sex education exploring values and belief systems in a Mexican/Mexican-American population /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1244648092.

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Baez-Olmeno, Maria Raquel. "Reproduction of cultural dependence into special education systems of Latin America with special reference to Chile." Thesis, Brunel University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310287.

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SIDOTI, LAURA. "LE POLITICHE EDUCATIVE AMERICANE: EVOLUZIONE E SVILUPPI FUTURI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/1029.

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Questa ricerca presenta una panoramica introduttiva delle principali variabili (storiche, sociali, economiche, istituzionali, culturali, ideologiche e valoriali) che condizionano il policy-making educativo degli Stati Uniti e descrive le riforme e innovazioni più significative introdotte negli ultimi trent’anni nel sistema scolastico americano. Quali fattori socio-culturali, urgenze storiche, azioni e convinzioni politiche stanno alla base delle riforme in atto? Come stanno mutando gli equilibri di potere fra governo federale, stati membri e autorità locale e quali sono le ricadute di questo riallineamento sulla governance scolastica? L’approccio seguito per esaminare le principali riforme ed innovazioni (dal movimento per gli standard comuni, al collegamento fra i test scolastici e accountability per i risultati, alle charter school) è quello proprio della policy research, disciplina pressoché sconosciuta a quanti s’interessano di problematiche pedagogiche in Italia ma che può arricchire la capacità di lettura e comprensione di molte questioni dibattute quando si parla di riforme dell’istruzione.
this research provides a comprehensive introduction to the field of education policies in the United States. Blending together theoretical analysis and practical examples, it examines the main variables (history, economy, demographics, political structures, ideologies, values, political culture) that influence the policy environment. What social and economic needs does the U.S. education system cater to? What sociocultural factors, pressing historical circumstances, political choices and actions and beliefs (independent) underlie the current education reforms? What are the implications of the shift of power over education policy from the school and local levels to the federal and state levels? Current issues such as charter schools, high-stakes testing, standards-based reform, and school choice are analyzed in retrospective and perspective using a policy research approach to public problems and policy alternatives. Almost unknown to Italian educational experts, particularly in academia, policy research can expand our general understanding and knowledge about problems and choices when education reform is under discussion.

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Desroches, Julie Luce. "Aboriginal education programs in British Columbia's public school system and their relation to Aboriginal student school completion /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2131.

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Cohen, Jessica E. "Egerton Ryerson and educational policy borrowing : aspects of the development of Ontario's system of public instruction, 1844-1876." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:bf1d88ae-d7e6-4405-9503-ce8572a633b8.

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Literature within the field of Comparative Education often cautions against the transfer of foreign policies from one context to another. Despite this warning, Ontario’s public education system is said to have been based on an eclectic mix of foreign examples: teacher training institutes replicating Prussian Seminaries, school financing and the role of the chief superintendent and board of education as in the states of Massachusetts and New York, and using the Irish curriculum. This study conceptualises the manner in which these foreign elements became part of the 1846 school law and the reaction of stakeholders in and outside of government. The period covered by this study, 1844 – 1876, corresponds to Egerton Ryerson’s time as Chief Superintendent of education in Ontario. Extensive archival research of incoming and outgoing correspondence from the department of education, district council meeting minutes, newspapers, and local superintendent, inspector and trustee reports revealed contrasting opinions. On the one hand, sources indicated favourable results: increased pupil attendance, number of facilities and money raised to fund schools. There is also evidence that many foreign educationalists not only requested resources from Ontario’s board but aspired to emulate features of the province’s reformed education system in their own nations. This study’s finding of a ‘reverse cross-national attraction’ is a new contribution to Canadian historical studies. However, many resented features of the school bill. Critics called the superintendent and board’s method of organisation ‘Prussian despotism’ in Canadian schools; others argued the injustice of property tax to fund free schools and the cost burden of importing Irish textbooks. An original conceptual framework has been produced to review the manner in which Ryerson defended the new bill and the internalisation of these foreign policies and practices. This framework may serve as an analytical device for those engaged in researching educational policy borrowing.

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Hill, Phyllis Lynette. "Resiliency Factors in African American Female Students in Single-Gender Educational Settings." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5720.

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Resiliency is a critical factor in educational success; the gap exists in the research regarding the effect of resiliency in the educational success of African American female students. The purpose of this interpretive phenomenological research (IPR) study was to explore and describe the lived experience of single-gender education through African American female student alumnae to capture and distill their shared experience of educational resilience and competence. Framework drew on gender-relevant education, social capital, racial identity and socialization. Research perspective that participants were viewed consisted of critical race feminism theory and competency versus deficit or risk perspective. Research questions focused on how African American female student alumnae of single-gender educational settings described their experiences in and out of school as they relate to resiliency and competence. The IPR design consisted of 3 interviews per participant; 1 focused on the past, 1 focused on the present, 1 integrated past and present experiences. Interpretive phenomenological analysis was used to analyze data. Results showed the components that factor into the African American Academic Achieving Female (A4F) include racial identity and socialization, gender relevant education, support systems within cultural and social capital, Guts, Resilience, Initiative, Tenacity (GRIT), Cultural (Re)Appropriation Unity (CRU), personal spiritual relationship. Recommendation for the A4F framework to be used as a foundation to foster growth of the A4F. Social change implication is understanding how African American female alumnae of single-gender schools describe their shared experience of A4F on their lives to foster social change for the African American students.

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McFadden, Erica Lynn. "Your worst nightmare--an Indian with a book literary empowerment for Native American students in the educational system /." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/mcfadden/McFaddenE0505.pdf.

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Wheeler, Ivy G. "Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1430765564.

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Miner, Kathryn A. "Fostering teacher efficacy for teaching elementary English language learning students using the Sheltered Instruction Observation Protocol and systems-level supports : a case study /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196409781&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 153-160). Also available for download via the World Wide Web; free to University of Oregon users.

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Djajalaksana, Yenni Merlin. "A National Survey of Instructional Strategies Used to Teach Information Systems Courses: An Exploratory Investigation." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3074.

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Many universities and colleges have placed increased emphasis on teaching excellence in higher education. Efforts to promote teaching excellence vary from the development of alternative new pedagogies as well as research exploring strategies to improve existing teaching practices. Logically, different disciplines employ different instructional strategies to prepare their graduates with specific skills, knowledge, and attitudes. This study examined the instructional strategies used most frequently in the information systems discipline and was inspired by Shulman's (2005) concept of signature pedagogies - the unique but pervasive ways of teaching within a discipline or profession. This dissertation reports a national survey of instructional strategies used across the information systems discipline. The study employed a web-based survey of all information systems faculty members in the United States listed in the Association of Information Systems membership directory (695 valid responses were obtained from 2,835 eligible participants, 24.4% response rate). The research used an original questionnaire identifying 52 different instructional strategies to create a profile of commonly employed teaching practices and to identify whether there are identifiable signature pedagogies in the discipline of Information Systems (IS). Data analyses included descriptive statistics, factor analysis of the survey items, and multiple regression of eight independent variables to predict frequency of instructional strategy used. This quantitative study is the first systematic investigation profiling the instructional strategies and signature pedagogies used in the IS discipline. The results show domination of lecture-based strategies across the information systems discipline. Over 66% of the participants identified lecture as their most frequently used teaching method. Based on the frequency of responses to "Frequently" and "Almost Always/Always", lecture was identified as the most frequently used strategy. The next most commonly employed strategies were interactive lectures (63%), cooperative learning/team-based learning (53%), problem-based learning (53%), whole group discussions (50%), and demonstrations (49%). Participants were also asked to select their "three most frequently used" strategies to identify potential signature pedagogies. Their responses again identified lectures and interactive lectures as the dominant strategies. Viewing these as generic strategies, the following additional frequently used strategies might point to potential signature pedagogies in the discipline: lab activities, case study, analysis and design project, and whole group discussion. This initial investigation focused exclusively on what Shulman (2005) has identified as the surface structure of the pedagogies. Further studies are recommended to also examine the deep and implicit structures to more definitively identify signature pedagogies in the IS discipline. The exploratory factor analysis revealed patterns of instructional strategies usage in the IS discipline. Six factors were identified: in-class active learning strategies, highly-structured active learning strategies, online learning strategies, project-based strategies, writing-based strategies, and portfolio strategies. The internal consistency reliability (Cronbach's Alpha) of the six factors ranged from .67 to .87 on each of the factors formed. Composite means of the factors showed that highly-structured active learning strategies and project-based strategies were the two most frequently used groups of instructional strategies groups across the IS discipline. This study further found that six of eight demographic and course characteristics (i.e., gender, rank, age, course level, delivery format, and class size) were associated significantly with instructional strategies usage depending on both the group of instructional strategies and the type of instructional strategies. Years of prior teaching experience and availability of student assistants were the two non-significant demographic and course characteristics. This study profiles the teaching practices currently employed in the IS discipline in the United States. Recommendations for future research are described along with suggestions for improving teaching and faculty development initiatives in the IS discipline. Additionally, possibilities for future research both within the IS discipline and across other disciplines are presented.

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Grant, Brianne Alia May. "Where hope lives : an examination of the relationship between protagonists and education systems in contemporary native North American young adult fiction." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7322.

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Indigenous children’s and young adults’ literature remains in the margins of the academic community – either misidentified as multicultural fiction or left aside in favour of critiquing controversial literature produced by non-Aboriginal writers. Through children’s and young adults’ literature, Aboriginal writers are expressing their own perspectives on the way Western education has affected and continues to affect their lives, and these representations present a significant contribution to the way North American children learn about the history of Aboriginal relations with the dominant society. My thesis examines education issues in a representative sample of contemporary Aboriginal young adult fiction. It is innovative in its application of several forms of Indigenous theory, which provide rich and complex insights into the political and social circumstances of the Aboriginal protagonists. Relationships between land, community, and identity are examined in The Porcupine Year by Anishinabe writer Louise Erdrich, Good for Nothing by Métis author Michel Noël, No Time to Say Goodbye: Stories of Kuper Island Residential School by Sylvia Olsen with Tsartlip community members Rita Morris and Anne Sam, and The Absolutely True Diary of a Part-Time Indian by Spokane / Coeur D’Alene writer Sherman Alexie. Drawing primarily on the critical writing of Robert Warrior, Craig S. Womack, and Kimberly Blaeser, this thesis examines issues of land, community, and identity as manifested in education systems affecting Aboriginal peoples. The primary works for this thesis all convey an unresolved paradox of hope and hopelessness through the contrast between the historical and political context and the protagonists’ emotional strength and connection to their communities and homelands.

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Sandhu, Tahir S. Drake Frederick D. "Beyond American Memory technologies of library and office automation and their impact on multimedia computing for public education in the United States, 1963-present /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006627.

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Thesis (D.A.)--Illinois State University, 2001.
Title from title page screen, viewed April 18, 2006. Dissertation Committee: Frederick D. Drake (chair), Lawrence McBride, John B. Freed. Includes bibliographical references (leaves 351-398) and abstract. Also available in print.

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Keser, Aschenberger Filiz. "Dynamics Of Policy Formation In Turkey And The U.s.: A Comparative Case Study Of Two Reform Initiatives." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615319/index.pdf.

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The bond between the state and education has become stronger due to expended role and control of the state over education especially in the 21st century. Control of the state on education is embodied in educational policies which are the apparatus of modern states used to shape the education system in accordance with the basic interests and values of the society. However, educational policy is a complex, dynamic and multi-tiered concept that is formulated in a diverse sociopolitical system. Understanding the context and the dynamics of educational policy making is required to understand the dynamics of any educational system. This study aimed to investigate the formulation process of educational policies in Turkey and the U.S. through the perceptions of key actors in policy making process. On a broader perspective, this study tried to examine how certain issues became the agenda of the governments, how educational policies were formulated, under what conditions, in which context, and by which agents (persons or groups). For this purpose a qualitative comparative case study design was applied. Two specific policy initiatives of teacher education and teacher quality policies in Turkey (Career Ladders for Teachers, 2005) and Wisconsin, U.S. (Teacher Education Program Approval and Licenses: PI34, 2000) were focused as cases. Data were collected through in-depth interviews and document analysis. Seven key policy makers in each case were interviewed, and primary and secondary documents related to policies were collected. A descriptive, analytical and comparative approach was followed during the data analysis and interpretation. Results of this study showed that policy formulation process in education in two countries is highly complex and under the influence of various factors which determine the policy context in which the policy is developed. Policy context, in both countries, is intertwined by political, economic, social and international factors as well as the culture, values, beliefs, experience, variety and number of the policy actors. Policy process in Turkey, on the account of CLT, can be described as more politicized, and bureaucratic, more straightforward without policy games, and serious conflicts among the policy actors, yet more constrained, top-down, closed, government oriented and elitist process in which democratic procedures were ignored. Wisconsin, on the other hand, demonstrates a more complex policy contexts nested in different levels of government and high number of interest and pressure groups competing with each other, and based on consensus building and participation in within the realms of pluralist tradition.

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Oguz, Ayse. "Surveying American and Turkish middle school students' existing knowledge of earthquakes by using a systemic network." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1132756370.

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Watt, Michael G., and n/a. "The Role of curriculum resources in three countries: the impact of national curriculum reforms in the United Kingdom, the United States of America, and Australia." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20050720.113739.

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This project examines the impact of standards-based and curriculum reforms on the role of materials in educational systems in the United Kingdom, the United States of America, and Australia. The project focused on identifying activities undertaken by publishing companies and in educational systems to develop, select and use materials in the context of standards-based and curriculum reforms by investigating: (1) research literature about the publishing industry, the policies controlling the adoption of materials, and the patterns influencing the use of materials in schools in the United States; (2) the perceptions of educational publishers about the impact of these reforms on the new materials developed by their companies to meet the needs of schools in implementing these reforms; (3) the impact of national curriculum reforms in the United Kingdom on the materials� marketplace; (4) the impact of the national standards movement in the United States on the materials� marketplace; (5) the impact of state standards in the United States on various aspects relating to materials designed to support these reforms; (6) the impact of national curriculum collaboration in Australia on the materials� marketplace; and (7) the impact of state and territory curricula in Australia on various aspects relating to materials designed to support these reforms. The report concludes by applying categories defined in a typology to classify various activities relating to the development, selection and use of materials identified in educational publishing and educational systems in the United Kingdom, the United States and Australia. Samples and questionnaires relating to surveys and a bibliography are appended.

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Dissertations / Theses on the topic 'American Education system'

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