Dissertations / Theses: 'Comparative education'

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Österman, Marcus. "Education, Stratification and Reform : Educational Institutions in Comparative Perspective." Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332622.

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The main argument of this thesis is that research has to take the institutional character of education seriously. Educational institutions carry considerable weight for outcomes of education and their design is a matter of intense political debate. This work focuses in particular on the institution of tracking that has wide-reaching consequences for the structure of education. The thesis consists of an introductory essay, together with three empirical essays. The empirical essays all acknowledge the main argument but study different outcomes and relationships connected to education. Essay I studies how the institutions of political economy and education together affect equality of income and equality of educational opportunity. This essay contributes to the literature by distinguishing the effects of the different institutions of political economy and education, as well as how they interact to affect the two contrasting conceptions of equality. The results reveal that tracking hinders equality of educational opportunity but is also related to better incomes for vocational education graduates in certain institutional settings. Wage bargaining coordination reinforces the more equal educational opportunities of weakly tracked contexts and improves the relative income of vocational graduates in these contexts. Essay II explores how education and tracking affect social trust. It makes two contributions. First, the empirical approach provides strong support for causal inference. Second, it is the first study to consider how tracking affects social trust. The empirical evidence finds no general effect of educational attainment on social trust, but decreasing tracking has a positive effect on social trust for individuals who come from weakly educated backgrounds. Essay III aims to explain cross-country differences in tracking by focusing on the impact of government partisanship. The study contributes to the literature by being the first comparative study to explore how partisan politics may explain differences in tracking and being one of few comparative studies there are on the topic at all. The results show that tracking is strongly related to a dominance of Christian democratic governments, whereas detracking reforms have mainly been carried out by social democratic governments.

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Coursey, Donna Annetta. "Differential patterns in comparative education discourse." [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=972051759.

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Manzon, Maria. "Comparative education the construction of a field /." Thesis, Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41897134.

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Cajic-Seigneur, Magdalena. "The role of alternative educational provision for young people disaffected with mainstream education." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021702/.

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Over the last thirty years there has been considerable debate on the organisation and structure of the 14-19 education system in England. Although the proposals for a unified system have dominated academic research, successive government policies have failed to fully integrate the 14-19 phase in education. Instead, academic and vocational education remain divided and the number of young people aged 16-19 in the NEET category unchanged. This study of an alternative educational programme (AEP) for students who experience social, emotional and behavioural difficulties (SEBD) delves deeply into the problems that these young people are facing in an attempt to find solutions to motivate and engage them. This becomes particularly pressing in the wake of the raising of the participation age to 18 in 2015. The study employs Bronfenbrenner’s ecosystems theory which concentrates on the examination of the impact of different ecosystems on young people’s development and progression in education. The case study incorporates a multi-method research strategy, which sought to gain the perspectives of different stakeholders on the effectiveness of the AEP and to examine its outcomes for students in terms of their academic, social and behavioural progress as well as their progression into the post-16 phase. The findings indicate that this type of provision within an FE college provides positive outcomes for disengaged students but they also emphasise the importance that these young people place on the well recognised curriculum offered in mainstream schools. The findings suggest that the English education system, which remains segregationist and divided, contributes to the widening of the socio-economic gap particularly in times of economic downturns and unstable employment opportunities. The study recommends changes in different ecosystems, starting with 14-19 education which should offer a unified qualification structure that caters for all learners thus preventing these young people becoming NEET and socially excluded in their adulthood.

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Zangmo, Zinpai. "Educational policy borrowing in the Bhutanese education system." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122873/1/Zinpai_Zangmo_Thesis.pdf.

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This study focussed on analysing educational policy documents to understand the history and discourse of educational policy borrowing practice in Bhutan's K-12 education system. The conceptual framework drew on theories of globalisation and the theory of discourse. An interpretivist methodology drawing on James Paul Gee's discourse analysis was employed to comprehend the education policy borrowing and policy learning practices within the K-12 education policies of Bhutan. The findings revealed that while there is a complex system of policy borrowing influenced by the phenomenon of globalisation, there are discourses that stress the importance of Gross National Happiness and local themes. The study concludes by stating that policy borrowing and policy learning are important aspects of Bhutanese education policy.

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Agbemabiese, Padmore Godwin Enyo. "Emerging themes in educational reforms in Ghana as seen through education reforms in the United States." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173366013.

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Heredia-Ortiz, Eunice. "The impact of education decentralization on education output a cross-country study /." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-12072006-132254/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Jorge L. Martinez-Vazquez, committee chair; Robert M. McNab, David L. Sjoquist, Mary Beth Walker, committee members. Electronic text (163 p.) : digital, PDF file. Description based on contents viewed Aug. 6, 2007. Includes bibliographical references (p. 156-162).

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Lathroum, John A. "A comparative analysis of graduate management education." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA343578.

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Thesis (M.S. in Management) Naval Postgraduate School, March 1998.
"March 1998." Thesis advisor(s): Gail Fann Thomas, Nancy C. Roberts. Includes bibliographical references (p. 243). Also available online.

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Kap, Hrvoje. "Comparative Studies of Vocational Education and Training." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119482.

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The thesis consists of an introduction and three studies, which are comparative sociological and institutional analyses of a number of countries' publicly regulated vocational education and training systems at upper secondary and post-secondary level. Official regulation of programme content and curricula - the main empirical material - is interpreted, and focus is directed on aspects which distinguish between, among others, general and vocational elements of teaching, learning and training. The analyses employ concepts from educational studies, historical sociology and institutional sociology with the aim of conceptual elaboration and illumination of similarities and differences between cases. Study I compares upper secondary vocational education and training programmes in Denmark, Finland, Norway and Sweden. The programmes are analysed and compared with respect to scope, sequence and selection of curricular units of subject matter and periods of training. Programmes combine general and vocational elements in various ways, thereby offering choices for obtaining both the occupation-related qualification, as well as higher education eligibility. The combination of curricular units with additional subject matter seems to, in some cases, lead to emerging learning aims. Study II focuses on vocational education and training systems at upper secondary level in Denmark, Norway and Sweden, and seeks to identify differences and similarities by conceptualising features of ideal types along different dimensions. It furthermore develops a method of analysis and visualisation which enables more accurate understanding of how various learning aims are designed within educational programmes. Some of the results indicate that the resources necessary for attaining the full, intended educational qualification are not guaranteed in any of the three cases; however, this applies particularly to apprenticeship-based programmes, where it can be attained only after training contracts with status-like features, resembling parts of occupational jurisdictions, are seized within sheltered circumstances. In the school-based programmes, a larger proportion of resources are guaranteed, but training is shorter and less vocationally oriented. Vocational education and training programmes in all three systems orient learning not only towards vocational, but also general learning aims. Study III compares admission criteria to post-secondary vocational education and training programmes in Denmark and Sweden, focusing on the Danish erhvervsakademi and the Swedish yrkeshögskola. Options, as elements of life chances, for individuals holding upper secondary vocational education qualifications who wish to apply for admission to these programmes, differ in terms of scope between the two cases. In the Swedish case, options are wide and mostly structured by course-based admission criteria; while in the Danish case, options are more narrow and structured by qualification-based admission criteria.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript.

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Akapelwa, Emma Ziweyi Mwangala. "Problems of music education : a comparative study." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336035.

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Marshall, Stephanie jane. "Pre-vocational education : a comparative policy study." Thesis, University of York, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333742.

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SPADA, ALICE. "Education for Society in Educational Systems A Comparative Study on Social Competences." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2019. http://hdl.handle.net/10281/241101.

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Educating for society means preparing young members of society for social life. This research focuses on two areas of this topic: a) the different theories regarding educating for society provided through time by different sociological models; b) a comparative empirical study conducted in Milan in order to understand the way in which education for society is currently carried out. To do so, the educational tool considered is social competences. The analysis concentrates on the parameters of definition, transmission and evaluation of social competences as described by middle school teachers and uses phenomenography as a research method. Comparison between high disadvantage index districts and low disadvantage index district is carried out. Results show teachers from high disadvantage index districts concentrate more on the intercultural aspect of social competence compared to teachers from low disadvantage index districts. Results are read both as an effect of reproductions mechanisms and as an effect of systemic normative indeterminacy.
Educating for society means preparing young members of society for social life. This research focuses on two areas of this topic: a) the different theories regarding educating for society provided through time by different sociological models; b) a comparative empirical study conducted in Milan in order to understand the way in which education for society is currently carried out. To do so, the educational tool considered is social competences. The analysis concentrates on the parameters of definition, transmission and evaluation of social competences as described by middle school teachers and uses phenomenography as a research method. Comparison between high disadvantage index districts and low disadvantage index district is carried out. Results show teachers from high disadvantage index districts concentrate more on the intercultural aspect of social competence compared to teachers from low disadvantage index districts. Results are read both as an effect of reproductions mechanisms and as an effect of systemic normative indeterminacy.

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Cheng, Man-wai. "Comparative education in mainland China globalization and localization /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963341.

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Rieland, Weston A. "Increasing class participation: A comparative analysis." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2610.

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Typically in the secondary educational system, classes are held in the whole-class lecture format. In this arrangement, opportunities for active engagement are low. Instructional methods such as response cards and guided notes have been examined for their efficacy in increasing active class participation, but little of this research had been conducted in a university setting. The current study compared three instructional techniques: whole-class lecture, response cards, and guided notes. Data collected from six discussion sections were compared in terms of: percentage of students actively engaged during each programmed opportunity and students' daily quiz scores following each instructional period. Results suggested that while active participation was significantly higher in the response card condition, quiz scores were unaffected by instructional method.

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Cheng, Man-wai, and 鄭文偉. "Comparative education in mainland China: globalization and localization." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963341.

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Duffy, Mary Louise. "A comparative study of special education and regular education teacher planning practices." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185958.

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This study examined the language, methods and behaviors employed by high school level special education teachers when planning for content area classes. While past research in the area of teacher cognitions have described these processes related to regular classroom teachers, no systematic investigation of special education teacher planning has been conducted to date. Previous research in the area of teacher planning has served to develop models of planning found at all levels of education. Drawing on past research, hypotheses about planning practices for secondary level content area special education teachers were tested. Use of a descriptive case study design allowed for an investigation of the language, methods, and behaviors used by special education teachers at the secondary level to plan for content area classes. Two special education teachers, one teaching social studies, and one teaching science, and two regular classroom teachers, one teaching social studies and one teaching science at the high school level participated in the study. The teachers completed background questionnaires, were interviewed to obtain their beliefs and practices in planning, were observed for one week while teaching, kept audio reflective journals, and were interviewed using a video stimulated recall procedure. Findings indicated that special education teachers and regular classroom teachers plan in similar ways. The language that these two groups of teachers used in talking about planning varied. The language differences were observed when teachers talked about individualization and about skills versus content focus in their teaching. The definitional differences could hinder effective collaboration between these professionals. These findings impact teacher preparation in special education, as well as ongoing staff development for inservice teachers. The combination of methods used to develop the descriptive case studies provide more validity for subsequent qualitative research in this area. Lastly, this study adds to the literature base describing secondary level teacher planning and also represents an initial study in the area of special education teacher planning.

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Magone, Michael A. "Education law priorities and need a comparative analysis /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-09262007-112630/.

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Al-Nafea, Fahad S. M. "Aligning accounting education and training : a comparative study." Thesis, Loughborough University, 2005. https://dspace.lboro.ac.uk/2134/7783.

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This study aims to build an aligned model of AE&T for the KSA by benefiting from the comparative analysis of AE&T in the UK and the KSA. The researcher depended on the Wilson model (2002) which is the first model to refer to the alignment of AE&T to produce effective accounting practitioners. The researcher cover the last three stages from this model and focused on accounting students. The researcher determined the propositions that needed to be tested by comparative analysis between AE&T in these two countries. Those propositions reflect all the three stages, namely: university accounting education, professional accounting training and professional accounting practice and CPE. The researcher adopted a case study approach, which was felt to be the most appropriate method in addressing the research aim, enabling an aligned model of AE&T to be built. The main source of data collection was reviewing and analysing current literature and by conducting face-to-face in-depth interviews and documentary sources. Cross-case analysis was used as the main approach for analysing data. The researcher produced a model of AE&T by determining the positive features of AE&T systems in the UK and the KSA, based on comparative analysis.

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Lomas, Barbara. "Education for citizenship : comparative lessons for Northern Ireland." Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287442.

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Campau, James Philip 1941. "Moral education in the classroom: A comparative analysis." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288852.

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The purpose of this study was to extend the research of Matousek (1996). In his study he identified fourteen character traits, that public school teachers felt should be taught in public schools. This study was designed to look at how fifth grade teachers who teach social studies describe character education and how character education is enacted in their social studies classes. The second part of this design involved a comparison of two teachers in their social studies classes at two different schools. To accomplish the purpose of this study the following methodology was used: eight teachers were interviewed, four were selected for an initial observation, a second interview of these four teachers was conducted, two teachers were selected for in-depth observations and a final interview; data were collected using interviews and observations. The findings on how the teachers in this sample describe moral/character education are grouped into six categories. Those categories are: inculcation, values analysis, praise and rewards, the use of literature, teacher being an example, and community. Observations in the two fifth grade social studies classes produced findings on how character education is enacted in the classroom. In the final chapter I put forth some questions to ponder. This was done to stimulate further thinking and research in the field of moral/character education.

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Conant, Kevin Alan. "One-To-One Technology and Student Achievement| A Causal-Comparative Study." Thesis, Grand Canyon University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10239858.

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Student achievement has acted as the metric for school accountability and transparency. Administrators are becoming more innovative as they examine methods that will increase student achievement. However, research has shown little achievement gains in student achievement with regard to technology applications in schools. The theoretical framework of the digital divide guided this study. The original divide separated those who had technology and those who did not. The purpose of this study was to examine the differences in achievement scores between students who participated in a one-to-one technology program and students who participated in a traditional high school. The data generated for this study was from the New England Common Assessment Program (NECAP). This study examined 428 scores in mathematics and 429 scores each in reading and writing. To determine whether the one-to-one students outperformed the traditional students in mathematics, reading, and writing, the researcher conducted a t test. The t test indicated that no statistically significant difference existed between the achievement scores of the one-to-one students and those of the traditional student.

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Fuller, Larraine Freeman Fuller. "A Comparative Analysis of Female Leaders in Urban Educational Settings." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1470958027.

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De, Jong Connie Jo. "Global Gallery: Revolutionary Re-Localization through fair Trade International handicrafts, Tourism and Cultural Education." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392048477.

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Osuman, G. I. A. "A comparative analysis of general education in institutions of higher education in Nigeria." Thesis, Keele University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374686.

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Gastaldo, Denise Maria. "Is health education good for you? : the social construction of health education in the Brazilian national health system." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10021699/.

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This study is about the social construction of health education in the Brazilian national health system. Health education is examined as a social policy and as a health practice. The theoretical framework is based on the work of Michel Foucault, with special attention to the concepts of bio-power, bio-politics of the population and anatomo-politics of the human body. The thesis pursued is that health education represents a singular contribution to the exercise of bio-power through the health system. Its involvement with prevention and promotion of health, as well as its educational character, enhance the set of power techniques employed in the management of the individual and social body. The data presented are created by analysis of documents and surveys covering federal, state, and municipal levels of government in Brazil and also health centres. Interviews with policy-makers, health professionals, and users of the health system and the observation of two health centres as case studies are also sources of information. Health education policy contributes to expand the surveillance that the work of health professionals represents over any aspect of individual and community life. As a practice, health education can make use of prescriptive or participatory approaches to promote healthy life-styles. However, both of them discipline and normalize individuals and communities. This study also suggests in its conclusion that Foucault's concept of bio-power as power over life centred on the control of sex should be re-thought, focusing on health as the key element in the exercise of bio-power.

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Schrier, Karen L. "Revolutionizing history education : using augmented reality games to teach histories." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/39186.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2005.
Includes bibliographical references (leaves 154-162).
In an ever-changing present of multiple truths and reconfigured histories, people need to be critical thinkers. Research has suggested the potential for using augmented reality (AR) games- location-based games that use wireless handheld devices to provide virtual game information in a physical environment-as educational tools. I designed "Reliving the Revolution" as a model for using AR games to teach historic inquiry, decision-making, and critical thinking skills. "Reliving the Revolution" takes place in Lexington, MA, the site of the Battle of Lexington (American Revolution) and simulates the activities of a historian, such as evidence collection and interpretation. Participants interact with virtual historic figures and gather virtual testimonials and evidence on the Battle, each triggered by GPS to appear on the handheld devices depending on one's specific location on or around the Lexington Common. The participants collect differing evidence based on their historic role in the game (Minuteman soldier, loyalist, African American/Minuteman soldier, or British soldier) and then collaboratively evaluate who fired the first shot to start the Battle of Lexington.
(cont.) I envision "Reliving the Revolution" not as a standalone educational solution, but as an activity integrated into a broader history curriculum that teaches students how to approach and evaluate complex social problems. This thesis provides a detailed rationale for each of my design choices, as well as an assessment of each choice based on the results of iterative game testing. In my analysis of the game's design, I focus specifically on four game elements: (1) collaborative, (2) role-playing, (3) storytelling or narrative elements; and (4) kinesthetic and mobility. Results of trials of the game suggest that "Reliving the Revolution" and similar AR games can enhance the learning of: (1) historical name, places, and themes; (2) historical methodology and the limits to representations of the past; and (3) alternative perspectives and challenges to "master" historical interpretations. The game motivated participants to gather, evaluate, and interpret historical information, devise hypotheses and counter-arguments, and draw informed conclusions.
(cont.) My trials also suggested that AR games such as "Reliving the Revolution" can enhance learning because it can: 1. Create an authentic "practice field" for solving problems and using real-world contexts and tools. 2. Increase the potential for collaboration among participants, and enhance opportunities for reflection. 3. Enable participants to take on and express new identities through role-playing. 4. Encourage participants to explore more deeply a physical site and to consider interactions between the real and virtual worlds.
by Karen L. Schrier.
S.M.

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Granström, Viktor. "Music Education in Japan : An observational and comparative analysis." Thesis, Stockholms universitet, Avdelningen för japanska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-124073.

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El-Sayed, A. M. "Adult education in Egypt and England : a comparative study." Thesis, University of Hull, 1987. http://hydra.hull.ac.uk/resources/hull:6004.

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Societies in general, and the developed ones in particular, are trying hard to control the use of the new educational means to re-educate adults in accordance with the high speed developments in all fields of life. In developing countries, there is still a tendency to identify adult education with literacy campaigns and other basic education programmes. Therefore, whatever the interest and whatever the country, adult education means education for life in its widest sense. Its main purpose is to give a chance to men and women to increase their actual activity in their societies, their responsibility towards them and their share of knowledge. The Egyptian society is facing the following problem: the necessity of reorganising educational programmes for adults in different specialisations with the aim of modernising their knowledge and giving them new skills to meet the continuous changes in the methods of production. To achieve this, we should review first what the advanced world is doing to know where exactly we are. The aim of this study is to throw light on the experiences of the advanced countries in the field of adult education with the purpose of benefiting from them and applying them in the Egyptian society after processing and assimilating them within the characteristics of the society. The task of this thesis is to compare the experiences and ideas of an advanced country, England, which has a very comprehensive "system" of adult education, with those of a developing country, Egypt, in the hope that the two countries can learn something from each other.

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Kwon, Young-Ihm. "Preschool education in Korea and England : a comparative perspective." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421694.

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Vasileiou, Kanella. "Affective education in the primary phase : some comparative perspectives." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/2480/.

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The aim of this work was to look at the contribution primary education makes to the affective development of students. Using the term 'affective education' to refer to all the planned learning experiences provided for this purpose, a study was conducted across two countries (England and Greece) and four schools (two in each country). This work was needed because affective education is an important yet under-researched feature of primary school life. The study comprised four stages. First, a brief review of the main psychological theories of affect was attempted, in order to contextualise the work as well as show that affective development is intimately connected with personal, social, and moral development, the promotion of which has been on the primary school's agenda for quite some time. This was followed by the examination of a number of publications that consider the impact of emotions on teaching and learning, and argue that it is important for schools to identify and meet the affective needs of their students, and to equip them with the knowledge, understanding, and skills they need in order to effectively manage their emotional experiences. The next stage involved a discussion of the evolution and practice of the most obvious manifestations of affective education in the two focus countries, namely pastoral care and PSE in England, and environmental, health, cultural and inter-cultural education in Greece. Finally, an empirical investigation was mounted, focusing on the affective provision of four primary schools, in order to establish how affective education is conceptualised, delivered, and monitored in the primary phase today. As it was not possible to fit in this thesis a comprehensive account of the area, it was only one aspect, teachers' attitudes towards and practice of the activity, that was explored. The main finding was that the affective provision in the four schools that took part in the study is generally good, and quite a large proportion of it is explicit, planned, and intentional rather than implicit and incidental, and proactive/developmental rather than reactive. Also, despite the differences between the English and Greek education systems and the avenues through which affective education has been developed in each country, striking similarities were found in the affective work these schools do.

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Johnstone, Carolyn. "Adult education as a stabilizing response to conflict." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10018297/.

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The aim of the study was to examine how adult education can be part of an international response in societies recovering from conflict, which can stabilize rather than de-stabilize, thus enhancing security. The guiding hypothesis was that there has been a failure to recognize the contribution adult education can make in building a secure society, resulting in policy vacuums and under-funding of the sector. The three countries studied were Cambodia, Bosnia-Herzegovina and Iraq. The study relied primarily on documentary research, but also on opportunistic data collection during periods of work in each of the three countries. By identifying common themes and practices in each specific scenario, it has been possible to determine the links between adult education and security. The findings supported the guiding hypothesis and affirmed that adult education can play a key role in stabilizing a post-conflict society. The resultant understanding of the links between adult education and societal development underpin a new framework for adult education in such societies, which balances short-term security issues with community values and the longer term requirements of society, reducing the potential for future conflict. An analytical tool and a checklist for adult education practitioners were developed as part of that framework. These could potentially inform decision making within the United Nations (UN), the European Union (EU), the United Kingdom government and the British military.

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Haduam, Sassia. "Language, education and modernisation in the Maghreb : a comparative study." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018455/.

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The central argument of this thesis is that the contradictions between modernisation and restoring a national identity, drawn from the Arab-Islamic culture, have generated tensions in the Maghreb (Algeria, Morocco, and Tunisia). The thesis concentrates on the particular problems posed 4y language and language policies in these contemporary circumstances. Chapter One provides an overview of the major concerns of the thesis, with a special stress on cultural and language questions. The main argument of Chapter Two is that Western theories of development are based on the assumption of the universality of the Western model, and undervalue the social and cultural elements of developing nations, including the Maghreb. Chapter Three extends the analysis to the role of language and nationalism in the process of nation building and analyses, with special reference to Algeria, the contradictions between development policies drawn from the West, and language policies stressing an Arab-Islamic identity. This chapter deals particularly with the problems of having Arabic as the national language and French as the operational language. Chapter Four examines comparatively the interrelationship between language policies and the social and educational contexts of the Maghreb. The arguments of the chapter are: that language policies have been influenced more by ideological than practical considerations; that contradictions at the political level are reflected in the social and educational contexts; that these contradictions are affecting the educational system adversely. Chapter Five draws the themes of the thesis together, and reassesses contemporary difficulties over language policies in the context of modernisation problems. The chapter makes proposals for new language policies in a complex linguistic, cultural and economic, situation, with some concluding comments on the specific case of Algeria.

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Iwerks, Evan (Evan C. ). "Higher education online: a comparative analysis of online programs for free university-level education." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/85393.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 65-66).
The advent of online education programs has made university-level course material available to anyone with an internet connection. Top universities across the United States have begun offering online versions of their premier courses for free. Simply offering these courses is not enough to fully support free online education, however. In order to match more traditional, offline teaching methods, the online teaching field will need rapid iteration. To move forward with this iteration process, universities developing online courses need to first evaluate the effectiveness of their current programs. This thesis provides one evaluation perspective, using six heuristic categories (presentation style, presentation size, grading & evaluation, goals & rewards, staff support, and community) to evaluate three high-caliber, online, university-level programs (Coursera, edX, and Udacity). This thesis also offers insights into how to improve upon these programs to better meet the needs of students seeking higher education online.
by Evan Iwerks.
M. Eng.

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Luff, Debra Jean. "The utility of philately in comparative education and the analysis of higher education systems." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2577.

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Philately is an original source which has been unexamined as a research tool in comparative education. This study investigated the possibility of formulating ideas and concepts about higher education by developing case studies on Japan, Kenya and the USSR. Each case study compared the interpretation of the postage stamps and dedications issued with an analysis of comparative education literature. Wilson's comparative education framework was used to assess the thoroughness of each approach. The comparative education journals used in this research included: Comparative Education Review (1957 to present), Comparative Education (1964 to present), and the International Review of Education (1955 to present). The analysis of philately required developing useful questions as a heuristic device. The Taxonomy of Educational Objectives: Cognitive Domain (Bloom, 1956) was used to devise sample questions which extended the comparative education literature in useful ways. The philatelic questions formed a link between the comparative education literature and International Education which enhanced both fields. Philatelic analysis highlighted culturally important events useful for both comparative education and international education. It is appropriate to note that Wilson's categories of national characteristics and socializing agents was expanded by this research to include a country's traditional values (Japan), sought values (Kenya) and propaganda (USSR). The case studies indicated new ways to examine comparative education through Wilson's framework and established the value of philately as a research tool for comparative education researchers.

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Cheeseman, Caroline. "School evaluation : a comparative analysis." Thesis, University of Southampton, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293230.

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Tollini, Ignez Martins. "In search of elementary education : the case of Brazil." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021768/.

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This thesis examines the inability of the Brazilian State to accomplish effectively its constitutional duty to deliver elementary education to all children of 7 to 14 years of age. The overall argument in this thesis is that there is a lack of "political will- on the part of the Brazilian State to resolve this problem. The concept of "lack of political will is theorised as "lack of conditions existing in the State enabling it to be an actor in elementary education". The thesis has six chapters. Chapter One introduces the problem, the arguments, and the structure of the thesis, and discusses the theoretical basis of the thesis. Chapter Two tests the arguments against data on the relationship of the State to elementary education in the Vargas Era (1930-1945). Chapter Three tests the arguments against data on the relationship of the State to elementary education during the Redemocratisation Period (1946-1964). Chapter Four compares the arguments with data on the State's relationship to elementary education during the Military Regime (1964-1985). Chapter Five examines the arguments in relation to data on the relationship of the State with elementary education in the period of the New Republic and the Collor Government (1985-1992). Finally, Chapter Six presents the Conclusions and Recommendations of the thesis. The main conclusion of the thesis is that it is possible to create the necessary conditions for the State to function as an actor in elementary education.

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Tsin, Tak-shun. "The public finance of education : a comparative study of Hong Kong and Shenzhen /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21367784.

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Hart, Rodas Paula. "A comparative analysis of middle level teacher preparation and certification in California." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10000446.

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The young adolescent learner is in a unique and distinctive phase of development, and as such requires a developmentally responsive educational program delivered by specially prepared middle level educators. The purpose of this qualitative mixed methods study was to compare current California policies for middle school teacher licensure and preparation programs with the most recent research on young adolescent development. A second purpose of this study was to investigate the design and implementation of middle school specific teacher preparation programs in California in relation to the most recent research on young adolescent development.

The findings of this study indicate that the young adolescent student is in a unique phase of development, which requires a specialized developmentally responsive educational program, delivered by specifically prepared teachers. The evidence further demonstrates that strong middle level teacher preparation programs, such as the program at CSU San Marcos, are designed to prepare teachers to address these complex developmental needs of the young adolescent student. An additional finding was that the current California teacher licensure and preparation requirements have not kept pace with the research on the young adolescent learner and are thereby misaligned with the best practices determined for this age group. A restructuring of the policies for California teacher licensure and preparation requirements to align with the research on best practices for the young adolescent learner is recommended.

The voluminous body of research on the young adolescent learner consistently demonstrates the need for developmentally responsive schools staffed by specially prepared middle level educators. The current licensing and teacher preparation systems in place in California are poorly coordinated with known best practices and, are failing to meet the needs of the middle level learner. There is a need for restructuring of schooling for the young adolescent learner in California, including the method for preparing and licensing teachers for the middle level, in order to provide developmentally responsive schools.

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Roy, Aparna. "A comparative study of special education in India and China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27741941.

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Chung, Jennifer. "An investigation of reasons for Finland's success in PISA." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:62b7a22f-d930-4eb0-893d-d703fd9d182d.

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The Programme for International Student Assessment, or PISA, administered by the Organisation for Economic Cooperation and Development, surveyed fifteen-year-olds for the first time in 2000. PISA focuses on mathematics, science, and reading literacy, and intends to undertake a new study every three years. The administration in 2003 added a section that measured problem-solving skills. The results from all three surveys thus far have placed Finland as the highest achieving country in PISA. Finland’s top performances in PISA astonished the educational world. More so than previous cross-national surveys such as TIMSS and PIRLS, PISA has drawn worldwide educational interest towards Finland and its educational system. PISA, unlike TIMSS, does not measure mastery of curriculum, but rather outcomes of education. PISA focuses on real-life applications of knowledge. Triggering global curiosity, the PISA has placed Finland on the itinerary of those wishing to discover the influences behind educational success. This research focuses upon Finland’s historical, cultural, and social context as a part of the Nordic countries and also its immense success in PISA. This project uncovers some of the factors contributing to Finland’s success in education, as indicated by the results in PISA. Finland’s history as a part of both Sweden and Russia has intertwined education with the movement for independence. The struggles after independence, including war and recession, have also reinforced the importance of education within Finnish society. The important status of teachers in Finland, in addition to their high quality, has further enhanced the excellence of the Finnish education system. PISA findings, however, have indicated that the Swedish-speaking Finns score lower than the Finnish-speaking Finns, a phenomenon explored within the research. This project investigates the reasons behind this counterintuitive result. The project incorporates perspectives through interviews with teachers and head teachers from the six sample schools, both Swedish-speaking and Finnish-speaking, Finnish education ministers, PISA creators from the OECD, and Finnish educational researchers and professors responsible for executing PISA in Finland. Their insight, from many different points of view, illuminated different perspectives on PISA and education in Finland.

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Hutchinson, Teresa. "Assessment of complex simulation value in MBA courses| A quantitative ex post facto comparative study." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142342.

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Corporations seek Master of Business Administration (MBA) students who are ready to perform upon hiring. Business schools need to align instructional practices and technology with student, accreditation, and marketplace demands. Complex simulation use has increased exponentially to provide MBA students with business experience in the classroom. Methods to assess the effectiveness of complex simulations to achieve learning outcomes is limited to student perceptions of learning, satisfaction, and direct assessment separately. The purpose of this quantitative ex post facto comparative study was to examine MBA students’ perception of learning to real performance in integrative courses with complex simulation. Archival MBA student Peregrine COMP™ pretest, posttest, and SIRII™ scores were analyzed using independent t-test, paired sample t-test, and Pearson r coefficient. MBA students perceived higher levels of learning in courses with complex simulation based on the statistically significant increase in SIRII™ scores over courses without simulation. Another key finding from the quantitative study was the statistically significant negative correlation of students’ perception of learning to actual performance. Positive student perceptions of learning could hide a complex simulation’s inability to meet student learning outcomes, according to the statistically significant decrease between pretest, and posttest Peregrine COMP™ scores. Based on the quantitative correlation analysis of student perceptions of learning to actual performance, MBA administrators and faculty need to evaluate the use of instructional technology from multiple data points to avoid applications that offer minimal value to achieving learning outcomes. Future research opportunities could include a larger MBA population from multiple regions of the United States. Additional studies could investigate undergraduate perceptions of learning to actual performance to assess any benefit from complex simulations.

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Tsompanaki, Eleni. "A comparative study of dance education and training in tertiary education in England and Greece." Thesis, University of Birmingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535847.

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A comparative study of dance between Greece and England was explored in this thesis. More specifically, the core research involved multiple case studies conducted in institutions offering 'tertiary level' courses in 'dance education and training, 2. Research questions were: 1) what is the socio-historical and political context of dance education in dance studies in England and Greece? 2) What is the reality of dance in tertiary education in England and in Greece? 3) What are the similarities and differences of dance education and training at tertiary level in England and Greece? 4) What can be learned! applied across national boundaries to improve dance education and training? An interpretive, predominantly qualitative study was undertaken shaped by a modified theoretical model for the investigation of dance learning and teaching. Presage, process and product factors embraced the rationale, design and analysis of the study. Multiple case studies were used to gain insight across dance institutions within and between the two countries. These totaled six, three in Greece and three in England, enabling comparative analysis examining similarities and differences across national borders. Methods included use of documentation, observations, interviews and questionnaires from classes/lectures and individuals within each of six dance institutions. Curriculum and institutional documents were analysed, ninety-seven third-year student questionnaires, eighteen student interviews, six lecturer interviews and six course leader interviews were conducted. Observations involved two-week block residencies in each of the six institutions Findings revealed that the place of dance in education and training is determined by sociohistorical context which shapes and perpetuates both status and dominant understandings of dance. The study revealed many differences, particularly at the interface of learning and teaching in terms of style, expectations and outcomes. The English system had more potential for autonomy of course development, student engagement and career opportunities than that in Greece. There was no chance to break the cycle in Greece without 'borrowing' ideas from other countries, such as those revealed in the findings to this study

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Kaluba, Langazye Henry. "International cooperation in education : a study of education aid policy and management with particular reference to British and Swedish aid in Zambia, 1964-89." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018471/.

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The study analyses the following aspects within the framework of international cooperation in education development: development trends in the Zambian education and training sector, aid process and coordination in Zambia, and foreign aid responses to Zambia's education development. The cases of British and Swedish aid to education and training are examined more closely for their policy changes and relevancy to Zambia's needs. The study has also sought to determine the position of donors on aspects of aid coordination in Zambia. Because aid operates in overlapping frameworks and responds to many signals. The study has therefore adopted a holistic approach in its analysis of the issues. The following analytic and theoretical frameworks have been used in the study: the systems analysis, the supplementary aid theory, and the exchange and power-dependency theory in interorganisation relationship. The methodology used is qualitative descriptive critical analysis. The findings indicate that the whole realm within which aid relationships are conducted is characterised by a complex mosaic of objectives and interests. British aid to education and training for example has been structured in a way which is intended to make it responsive to a wide-ranging set of objectives in Britain and in the overseas aid constituency. Swedish aid too has a diversified and equally complex aid framework and goals. This is still undergoing changes in approach and method. The findings of this study show that aid responses to education and training in Zambia has been given in the context described above. The aid relationships which has existed between Zambia and donors have accordingly been fairly complex. Consequently, some of the analytic frameworks used in this study have been found inadequate to explain some of the field experiences in Zambia's and donors' aid relationships.

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Martinez, Arturo F. "Accelerating Developmental Math Students in California Community Colleges| A Comparative Assessment of Two Acceleration Models." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824201.

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Community colleges across the nation are under increasing pressure to find ways to improve the rate of which students, placed in remediation, complete college-level coursework. The attrition of students placed into the lowest levels of developmental mathematics has been a challenge for many colleges to overcome. Research has well recorded the lack of progress of students placed three to four levels below a transfer-level course. Yet, few studies have compared the outcome of similar students in accelerated programs designed to shorten the pathways through remediation. This study focused on students placed in the lowest levels of remediation at two colleges offering consecutive sequences of course-redesign and compression models of acceleration. Using multivariate analyses, the comparative effect on completion rates of students accelerated through two different developmental math acceleration programs from two different colleges within a four year period (2013–2017) were examined. Moreover, this study used student background characteristics, math placement and math acceleration model to predict developmental and college level math course completion using logistic regression analysis.

The results of this study suggest students placed in developmental mathematics who are in an accelerated pathway have decreased time to complete remediation and a transfer-level math course. Findings indicate course-redesign acceleration model yielded more statistically significant improvements in transfer-level math and developmental math completion rates for first-generation students, as well as students placed in both low-level and mid-level remediation. The compression model of acceleration showed significant improvement in completion rates for students placed in mid-level remediation yet results were mixed for students placed in low-level remediation. Students in consecutive acceleration courses were most likely to complete a transfer-level math course, and historically underrepresented minority students were more likely to complete remediation, under certain circumstances, in the compression acceleration model.

These findings inform the college administrators on the potential of sequential accelerated programs. The implications of these results contribute to redesigning academic programs and support current developmental policy reforms. Community colleges are encouraged to consider the recommendations in this study, such as integrating course redesign in California Assembly Bill 705 and California Community College Guided Pathways, to help non-traditional students who are most often placed into the lowest levels of remediation.

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Marterer, Aaron Charles. "Enterprise Resource Planning in Higher Education: A Comparative Case Study." UNF Digital Commons, 2008. http://digitalcommons.unf.edu/etd/360.

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Case study research on enterprise systems in higher education organizations has shown that the challenges associated with implementing enterprise systems in higher education occur when unique organizational characteristics found in universities do not align with the standard characteristics built into the software programs. Based on such findings, the purpose of this study was to further explore the interaction between higher education organizations and enterprise systems during Enterprise Resource Planning (ERP) implementations in order to gain insight into the effects of ERP implementations in higher education. Through the theoretical lens of actor-network theory, the purposes of this comparative case study at three universities were to identify (a) how higher education organizations re-structured to the standards of the enterprise software, (b) how ERP software was customized in order to adapt to the characteristics of higher education organizations, and (c) how the enterprise software and higher education organizations interacted and translated into a unique identity as a result of ERP implementation. The data for the study were collected through semi-structured interviews and institutional artifacts at three universities which were commonly bound by similar institutional characteristics and the same enterprise software. Further, the study was limited to the examination of the interaction between individuals associated with the registrars' offices at the three institutions and the student module found in each instance of the software. The data revealed that, while the institutions did not organizationally restructure or make policy changes in order to adapt their institutions with the infrastructure of the software, the registrars' offices made many reactionary changes in their business processes, procedures, and nature of work as a result of the enterprise system implementation. The data also revealed that the software customizations, developed to account for unique statutory requirements, caused overwhelming implementation challenges during the enterprise software implementation and post-implementation phases.

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Whelan, Leslie Michael. "Elementary teachers, art education, and arts networking : a comparative study." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26625.

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Art education is part of the curriculum of elementary schools in Queensland, Vancouver, and Seattle and teachers in all three systems have problems, priorities and emphases within their art education programs. Arts networking as a means of mutual aid and assistance has been tried in two of the systems and this study attempts to ascertain whether, in the perception of the teachers involved, it is a viable method of dissemination of ideas and solutions to problems. Information on the problems, priorities, and emphases of the teachers in the three systems was sought through a questionnaire and principals were interviewed for perceptions on arts networking. This comparative study shows that elementary teachers in the three systems share many problems, have slightly differing emphases and priorities and those involved perceive networking to be a viable means of art education support provided continued funding and administrative encouragement are available.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Young, Stacey Johanna. "The market model in higher education, Ontario in comparative perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63811.pdf.

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Barton, Roy. "Computers and practical work in science education : a comparative study." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318020.

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Aldaihani, Manal. "A comparative study of inclusive education in Kuwait and England." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1547/.

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This study is a comparative analysis of inclusive education for students with moderate learning difficulties (MLD) in Kuwait and England. A central tenet is that despite policies espousing the value of inclusion, implementation has been met with negativity in schools and communities in the Middle East, including Kuwait. The study aims to explore the factors necessary to successfully include such children in mainstream primary schools, with special reference to science classrooms. The present study is located in the fields of comparative education and special education. In order to explore understandings of inclusion in two different contexts, the study applies a comparative ecological framework. The study investigates current practice in Kuwait and England at different levels to reflect the perceptions of the various people involved, namely teachers, students, and parents, by applying an ‘ecological model’. It applies a variety of methods to explore school and classroom practice, trying to identify the influence of key factors at different levels in developing inclusiveness and the barriers hindering this. Inclusive education is considered to be part of a ‘global agenda’ to improve education for all, and is underpinned by United Nation’s policy guidelines. However, comparative research has also shown that this global agenda takes on a ‘local flavour’ in specific countries. In this study, 'comparing' is not the end itself but a dynamic way to understand inclusive education, its origins and application to the Kuwaiti context. This contextualisation is essential in linking the policy level to the factors from the school level within an ecological framework. The results suggest internal and external barriers at different levels to the development of inclusive education for children with MLD, particularly in Kuwait. The main implication of the study is that once these barriers are identified, holistic frameworks can be implemented using knowledge of the local context with international support, to successfully adopt more inclusive practice.

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DellaMattera, Julie Natelle Mullen. "A Historical Comparative Analysis of Preschool Policy Frameworks." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/DellaMatteraJNM2006.pdf.

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Dissertations / Theses on the topic 'Comparative education'

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