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Dissertations / Theses on the topic 'Education and state'

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Published: 4 June 2021

Last updated: 31 July 2024

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1

Fulton, Robert William. "Postsceondary developmental and remedial education : perspectives of state legislature education chairpersons and state higher education executive officers /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992793.

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2

Burkum, Kurt Richard Hendrickson Robert M. "The role of state higher education governance structures in state-level higher education lobbying." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3692/index.html.

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3

Linhardt, Frederick J. "Missouri vocational education : the state of the State, 1994 /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052193.

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4

Anwar, Wasim. "Higher education in Pakistan : from state control to state supervision /." Oslo : Institute for Educational Research, Universitetet i Oslo, 2007. http://www.duo.uio.no/publ/pfi/2007/67351/thesisx291007.pdf.

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5

Westbrook, Jane (Juanita Jane). "State Funding for Community Education Projects." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501099/.

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The problem of this study was an analysis of the funding procedures in states which provide funding for local community education projects. The purpose of the study was to identify states which appropriate funds for community education and to provide an analysis of the guidelines for operation and use of state funds for community education at the local level. Twenty-five states were initially identified as having some type of state funding for community education, Eleven of the twenty-one states responding do provide funding for use at the local level. The guidelines and applications for obtaining these funds were compared in the areas of purpose of state legislation, minimum elements required of community education projects, eligibility requirements, use of state funds, grant periods, and annual reporting requirements.

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6

Okonko, N. E. "Teacher education and educational development in Imo state of Nigeria." Thesis, University of Strathclyde, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381664.

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7

Allen, Megan Marie. "Teacher Leadership in State Education Policy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3015.

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There is a national call for teacher leadership, which has occurred after many education reforms have struggled due to a perceived lack of teacher involvement. The purpose of this study was to examine whether teachers felt that their involvement in education policy had impact and whether there is ample teacher expertise in education policy. The overarching research question was to appraise educator perceptions of teacher impact on state education policy. The study revealed a perceived lack of teacher impact and education expertise. The conceptual framework was based on theories of adult learning and the development of expertise and supported the necessity of teacher expertise in policy discussions' because teachers are the ones who have developed classroom expertise and the potential impact of policy on classrooms. A case study methodology was applied with 5 state teachers of the year participants. The participants were from 4 states, recognized from 2012-2015, and had local, state, and national policy experience. Interviews were conducted to collect data, with direct interpretation and categorical aggregation through coding applied to analyze data during collection. After identifying a perceived lack of teacher impact, themes were identified that could create more effective impact. Themes were grouped into skills, knowledge, and dispositions that could be taught in a series of learning experiences, serving as curriculum for teachers to build expertise in policy. This project has the potential to assist educators in developing the skills, knowledge, and dispositions needed to become more effectively involved in policy. It also has the potential to create social change in the United States by assisting teachers in getting meaningfully involved in policy, thereby positively impacting public education for their students in their classrooms, schools, districts, and beyond.

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Duarte-Agudelo, Jesus Hernando. "State education and clientelism in Colombia (the politics of state education administration and of implementation of educational investment projects in two Colombian regions)." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296056.

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9

Umpstead, Regina R. "Three essays on education law and policy state court definitions of educational adequacy ; the No Child Left Behind Act unfunded mandate debate ; and conceptions of equal education opportunity for students with disabilities under the Individuals with Disabilities Education Act and the No Child Left Behind Act /." Diss., Connect to online resource - MSU authorized users, 2008.

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10

Buhler, David L. "The decline in state funding of public higher education in the United States| Competing budget priorities and state variations." Thesis, The University of Utah, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680845.

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<p> State and national policy makers for 150 years have promoted public access to higher education, supported through state tax funds and more recently through federal direct appropriations and tax expenditures. In the past 3 decades, state tax funding of higher education has declined, resulting in increased reliance on tuition and reduced college affordability, thereby raising barriers to access. There are also vast differences in how well states fund higher education, with some providing more generous tax funds and others steadily providing less.</p><p> Higher education researchers have conducted ongoing inquiry regarding factors that may influence the level of state legislative support for higher education. These include institutional, political, economic, cultural, demographical, and fiscal factors. Several have pointed to what appears to be an inverse relationship between state funding of higher education and state funding of Medicaid.</p><p> This study employs regression analyses of a 20-year, 50-state panel of data (1992-2011), considering the changes in budget share devoted to higher education, Medicaid, K-12 Public Education, and Corrections. During that 20-year period, higher education's share declined in 33 states, Medicaid's increased in 44 states, and 28 states experienced both a decrease in higher education's share and an increase in Medicaid's. Also considered were political party control of states, and changes in Gross State Product. The analysis tries to determine if increases in Medicaid's share is contributing to a decline in the share for higher education, and whether the share for each budget category explains state funding variations.</p><p> A fixed effects regression model, taking into account both the differences within (across time) and between (across states), determined that 85% of the variation in the error term is due to the wide cross-sectional state differences. This calls into question much of the prior research that relied on ordinary least squares regression models, and did not account for what Zhu called "cross-unit heterogeneity". These findings indicate that additional research is needed, both quantitative (considering groupings of states rather than all 50 states), and interpretive case studies to elicit more insights and research questions that will yield more definitive answers about budgetary tradeoffs between higher education funding and other budgetary categories. </p>

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11

Kinnaman, Lisa L. "Idaho Building Capacity : developing a statewide system of support for districts and schools in need of improvement /." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/21/.

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12

Robinett, Melinda Kathleen. "Special education due process hearings : state differences /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165959/.

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13

Dorn, D'Andre Keith. "Continuing professional education motivational orientations of state supervisors of agricultural education /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511716044.

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14

Chan, Yu Wei-ming Grace. "Education and policy implementation in Hong Kong." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975690.

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15

Chan, Kam-fu. "The political dimension of the provision of basic education in Hong Kong." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14023891.

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16

Peera, Rishma. "Tanzanian educational policy : effects on women's participation in formal education." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23349.

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Female participation in all spheres of society is crucial in the development of a nation. One way of increasing this participation is through education in the formal system because it provides more opportunities in a modernizing society. This study presents the situation of women in education in the context of Tanzania, which has developed policies geared towards equality at all levels of society. Tanzanian educational policies have attempted to equalize opportunities for everyone regardless of race, gender and social class. A few of those policies have succeeded in reducing gender imbalances without however changing attitudes towards women's potential in the development of the nation. This study attempts to demonstrate that educational policies affect female participation in a positive manner but essentially in quantity. In the context of Tanzania, quality in education had not been a priority as much as the commitment to mass education. Therefore, female education has evolved at a lower quality than male education, thus affecting outcome in terms of opportunity. Quality education and opportunity for women will only be possible if the school, family, community and all societal institutions join in a comprehensive effort to break barriers which now prevent their full participation.

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17

MacNeill, Molly. "Church and state : public education and the American religious right." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21237.

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In the late 1970's and 1980's, education issues formed a pivotal part of the American religious conservative agenda. The issues of school prayer, textbook content and the teaching of evolution in particular inspired lively debate and committed activism on the part of conservative Protestant leaders and activists. Confronting the behemoth of secular humanism, these leaders sought to win converts and to foment action in the converted through two separate modes of rhetoric: the emotional, which used impassioned arguments, and the intellectual, a more phlegmatic approach used to achieve political ends. Finding their roots in the 1920's, conservative Protestants have placed paramount importance on education issues throughout American history, believing that the United States is a fundamentally Christian nation, founded on a normative Protestant world view, and that American children should be taught according to these principles.

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18

Chambers, Cynthia R. "Advocacy Outreach through East Tennessee State University." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3891.

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19

Ware, Alyce Martin. "The influence of state reform in homebound/hospital instruction in the state of Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/898.

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This study examined the impact of school reform on the homebound/ hospital education program before and after the implementation of the Quality Basic Education Act. The impact of school reform was in relationship to the location of the school district and delivery modes of services. It also examined teacher preparation, types of funding sources, selected biographic factors of special education directors and certification of special education directors. Participants included 52 directors in the state of Georgia with responsibility for homebound/ hospital delivery services. The study revealed that contract teaching is on the increase. The study recommended that special attention should be given to the written contract.

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20

Esplin, Scott Clair. "Education in Transition: Church and State Relationships in Utah Education, 1888-1933." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1194.pdf.

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21

Spillane, James D. "All-state choral music: A comprehensive study of the musicselected for the high school all-state choirs of the fifty states from 1995-2000." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/298794.

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This document is a comprehensive study of the music selected for the high school All-state choruses of the fifty United States for the years 1995-2000. Each of the nearly 3000 choral works was evaluated as to how many times it was programmed, which conductor programmed it, how often each conductor was selected, how often each composer's works were programmed, the style period/genre of each work, which of the 50 states the work was performed in, and which of the seven ADCA Divisions each state is affiliated with to allow comparisons of trends in programming throughout different areas of the United States. The 100 most programmed choral works were then examined further in regards to ten, more specific, musical aspects. These aspects included: texture, language, rhythmic complexity, metric complexity, length, dynamic range, harmonic complexity, vocal range, accompaniment, and whether the work had a dramatic ending or not. An annotated listing of these 100 works was also created that includes exact voicing, text, composer (including composer dates), publisher (including octavo # where available), specific accompaniment, duration, and a short description. Findings concluded that composer G. F. Handel was the most selected composer and Dirait-on, by American composer Morton Lauridsen, was the single most-programmed choral work. The differences in the music selected for the seven ACDA Divisions were slight and deemed not significant. Andre Thomas of Florida State University was the most selected conductor during this period. The typical All-state choral work from this period is a choral work with piano accompaniment, a large dynamic range, a dramatic ending, and is sung in English or Latin.

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22

Markham, James Jeffrey. "An exploration of community college state funding patterns in the southern regional education board states." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-06042008-150915.

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23

Rousan, Laith M. "Agent turnover in Ohio State University Extension." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1195671035.

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24

OSCAR, SERGIO CANDIDO DE. "PUBLIC HIGH SCHOOL EDUCATION IN THE STATE OF MINAS GERAIS: A STUDY ON THE SCOPE OF THE STATE EDUCATIONAL POLICIES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24093@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Este trabalho investiga a abrangência das políticas educacionais voltadas para o Ensino Médio da rede pública estadual de Minas Gerais no período de 2007 a 2010, período este que correspondente ao choque de gestão implementado pelo governador Aécio Neves. Considerando o desempenho médio dos estudantes por município nas avaliações em larga escala promovidas pelo governo estadual, aspectos sócio demográficos dos municípios mineiros e características intrínsecas das Superintendências Regionais de Ensino – SRE medidas pelo índice de complexidade das superintendências - ICS, inicialmente o estudo traz referências e discute conceitos sobre políticas educacionais e abrangência das políticas educacionais, apresentando os principais indicadores sociais e demográficos dos municípios mineiros e mapeando as políticas educacionais implementadas no período analisado. Em seguida, investiga-se a relação entre a abrangência das políticas educacionais voltadas para o Ensino Médio e os indicadores sócio demográficos municipais. O resultado da estimação do modelo mostrou que embora o governo mineiro tenha implementado um conjunto variado de projetos e programas, a análise da abrangência destes programas revelou a inexistência de um planejamento integrado, sugerindo que os programas e projetos propostos foram elaborados de forma centralizada, não levando em consideração as reais demandas educacionais das escolas e as características sociais e demográficas dos municípios mineiros. Com relação à abrangência das políticas implementadas, verificou-se que as mesmas foram implementadas de forma pulverizada e com pouca unidade entre si, não chegando a constituir uma política educacional global de Estado. O trabalho também revelou a partir da análise do desempenho médio dos estudantes do terceiro ano do ensino médio que a desigualdade educacional existente entre os municípios manteve-se inalterada ao longo do período.<br>This work investigates the scope of the education policies for the public high school education of the state of Minas Gerais from 2007 to 2010. This period corresponds to the Management Shock introduced by governor Aécio Neves. The study regards the average performance of the students per municipality in the large scale evaluations promoted by the state government, demographic aspects and intrinsic characteristics of the municipalities of the Regional Office of Education, assessed by the rate of complexity of the offices. At first, the study brings references and discusses concepts on education politics and their scope, presenting the main social and demographic indicators of the municipalities as well as mapping the education politics implemented in the period studied. Then, the relation between the scope of the education politics for the high school education and the demographic municipal indicators is investigated. The estimation results of the model showed that the analysis of the scope of these programs revealed the non-existence of an integrated planning, although the government of Minas Gerais had implemented a varied set of projects and programs. This suggests that the programs and proposed projects were prepared in a centralized way, not taking into account the real education demands of the schools and the social and demographic characteristics of the municipalities. Regarding the scope of the policies implemented, it was found that they were implemented in a scattered form and with little unity among themselves, without being able to provide a general educational state policy. The study also revealed, based on the analysis of the average performance of the 3rd year high school students, that the existing educational inequality between municipalities remained unchanged throughout the period.

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25

Midyett, Stephen Jay. "Methods for assessing student learning in the State of Arizona." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279868.

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The effectiveness of a method using scaled scores and a correction for regression to the mean (RTM) designed to measure academic growth attributable to schools was compared to several alternative methods all incorporating simple (unadjusted) growth. Problems with scaled scores and the correction for RTM were discussed. Three alternative methods using normal curve equivalent (NCE), percentile rank (PR), and stanine scores were presented and compared to the scaled score method. A variation of the scaled score method without the correction for RTM was proposed to examine the effects of the correction. Two variations of the NCE and PR score methods were constructed with adjusted passing criteria to examine the effect of accounting for measurement error. Matched-student (1998--1999) Stanford 9 Achievement Test scores from the State of Arizona were used to compute a dichotomous one year's growth indicator (OYG) and a five-point within-state rank-ordered growth indicator (the Star Rating) for each school/grade unit using each of the proposed methods. Results showed that the methods using NCE or PR scores were more likely than the method using scaled scores to assign the same OYG decision to each school/grade unit. The correction for RTM resulted in school/grade units with low initial status having to (inappropriately) make more than one year's worth of growth to achieve a passing OYG decision. The results tended to confirm correlations between initial status and the simple growth indicators in the alternative methods, but for a majority, the magnitudes of the correlations were not large enough to warrant dismissing simple growth. Recommendations from the study were: (1) Scaled scores and the correction for RTM should not be used in any of the methods; (2) Methods that account for error should be used to allow for control over the possibility of misidentification of failing schools as well as the proportion of schools that are identified as needing assistance; (3) The current minimum unit size criterion of eight students should remain, because increasing the number would result in too many units not included in analyses.

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26

Yeung, Sze-sze. "Education policy-making in Hong Kong : the political exchange relationship between the government and interest groups /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13762266.

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27

Mabogoane, Thabo Walter Yinger John. "Understanding attrition in New York State public education." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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28

Poitiers, Niclas Frederic. "Essays in Education, Fertility, and the Welfare State." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/667315.

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In countries in the developed world, income inequality is increasing, while technological and societal changes open labour market opportunities for women. At the same time they are undergoing an important demographical transition with decreasing fertility and increasing population ageing. All these trends affect the decisions that different generations make over the life-cycle. In this thesis, I investigate the role that these trends play for education, fertility, and pensions. In the second chapter of this thesis, I investigate how income inequality is affecting education attainment. An important difference between countries with low and high levels of social mobility is the extent of upward mobility of children from low income families. This is mainly explained by the probability of high school dropout. I develop a model with three levels of education in which children facing a credit constraint choose which level of education to attain. I find in an empirical exercise that in the U. S. the opportunity cost of education is more important in explaining the high school dropout rate of men than the return on education. The model and the empirical results imply that a policy that reduces the opportunity cost of education and is paid by higher taxation on graduates, reducing the return on education, could decrease dropout rates. In the third chapter, I analyse the decline in fertility in Germany. Decomposing the decline in completed fertility in Germany of the cohorts of women born between 1930 and 1965, I observe two distinct stages: In the first stage the decline in fertility is due to a decrease in intensive fertility (number of children per women with at least one child), whereas in the second stage the decline is due to a decrease in extensive fertility (increase in childlessness). Based on an event study approach, I argue that there are high opportunity cost of having children for women in terms of working time independent of their education level. Based on these findings, I develop an overlapping generations model with childlessness and quantity/quality trade-off driven by the time cost of children. In a calibration exercise, this model is able to generate the decline in intensive fertility as well as the increase in childlessness that I observe in the data with an decrease in the gender wage gap. The forth chapter of my thesis is a joint work with Gianko Michailidis on the effect of population ageing and income inequality on public education and pensions. We developed an overlapping generations model with public and private education, a pay-as-you-go pension system, endogenous fertility, and probabilistic voting on pensions and education spending. In this model, an increase in income inequality increases public education and pensions spending per enrolled student and retiree, respectively, and decreases the participation in public education and fertility. An increase in the share of retirees in the economy decreases the per student spending on public education and pensions, while decreasing the participation in public education and the fertility rate. Empirical evidences from OECD countries confirm our theoretical predictions regarding education spending.

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Brzozowska, Zuzanna. "Fertility and education in Poland during state socialism." Max Planck Institute for Demographic Research, 2014. http://dx.doi.org/10.4054/DemRes.2014.31.12.

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Background: Studies on fertility in Poland focus on the turbulent transition period and its consequences. However, during state socialism significant societal and demographic changes took place. Objective: This article studies the macro-level relationship between education and completed fertility of Polish women born between 1930 and 1959, and tries to assess how changes in women's educational structure affected fertility. Methods: Using data from the large-scale Fertility Survey 2002 that accompanied the Polish population census, I first look into fertility trends by education and five-year cohorts. Then, by applying Cho's and Retherford's decomposition analysis and direct standardisation, I assess the role of women's educational expansion in fertility changes. Results: Despite profound structural changes and the ruling egalitarian ideology, the educational gradient in completed fertility remained strongly negative in all analysed cohorts. The observed decline in completed fertility from 2.51 in the 1930-34 cohort to 2.22 in the 1955-59 cohort can be explained by the expansion of female education. Had the educational structure not changed, the completed fertility of the youngest cohort would have been slightly higher than that of the oldest cohort. Conclusions: Under state socialism in Poland, better-educated women had on average fewer children than the less educated. The expansion of female education played an important role in fertility decline.

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Aquilina, Michael. "Physical education and the Maltese State primary schools." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489080.

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This thesis is mainly concerned with the peripheral standing of Physical Education (PE) in Maltese state primary schools, presenting the first in-depth study of its type in this context. It draws upon the interpretive and critical approaches to qualitative research to portray the interpretations of various key stakeholders, and offer possibilities for change. 1 he study adopts a mixed-method approach that fit the purpose of the study.

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Cullen, Dianne Margaret. "Pre-service teacher education in the postmodern state." Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/e19a98eeb208ac5f5fe587ed662980ec21ec1168718dc0921dcbd28a03eb2017/2379355/Cullen_2012_Pre_service_teacher_education_in_the_postmodern.pdf.

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Over the past thirty years more than one hundred teaching and teacher education inquiries have been published in Australia. Despite each of these documents having made recommendations for reform it has been claimed that change has been limited. Moreover, teacher educators have been criticised for lacking the ability to change. The author of this study challenged this assertion and sought to investigate its accuracy. To explore the claim of minimal change the researcher framed the study design around pre-service teacher education reforms. The following three questions underpinned the investigation. 1) What recommendations were made? 2) What recommendations were implemented? 3) Why were some recommendations implemented and others not? Combining document and life history research offered the researcher an innovative and novel approach to identify barriers to change in teacher education. The findings of this study address the claim that change to pre-service education has been limited and adds to the existing body of literature centred on policy formation and implementation in teacher education.

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Майборода, Тетяна Миколаївна, Татьяна Николаевна Майборода, Tetyana Mayboroda, Анна Сергіївна Воронцова, Анна Сергеевна Воронцова, and Anna Serhiivna Vorontsova. "Current state of governmental strategic management of lifelong education system development." Thesis, Poland, Przemyśl, Nauka i studia, 2018. https://essuir.sumdu.edu.ua/handle/123456789/79663.

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Heacock, Holly. "Progressive Education in Appalachia: East Tennessee State Normal School and Appalachian State Normal School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/378.

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In this thesis, I am examining how East Tennessee State Normal School in East Tennessee and Appalachian State Normal School in Western North Carolina interpreted progressive education differently in their states. This difference is that East Tennessee State began as a state funded school to educate future teachers therefore their school and their curriculum was more rounded and set to a structured schedule. Appalachian State Normal School was initially founded to educate the uneducated in the “lost provinces” therefore, curriculum was even more progressive than East Tennessee State’s – based strongly on the practices of farming, woodworking, and other practical skills. I will also be looking at what these different interpretations tell about the states, what it says about the Appalachia region, and how both schools applied these progressive ideas in their schools. Lastly, I will be answering how Progressive education, and normal schools affected the communities in East Tennessee and Western North Carolina.

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Viehland, Dennis Warren. "Nonresident enrollment demand in public higher education." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184740.

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The purpose of this study was to investigate the impact of changes in nonresident tuition on nonresident enrollment and tuition revenue in American public four-year colleges and universities. The economic framework used to examine this relationship was the human capital investment model, which assumed a two-stage model of student choice. The analysis calculated a price elasticity coefficient and a student price response coefficient for nonresident first-time freshmen in three institutional classifications (i.e., doctoral-granting universities, comprehensive universities, and baccalaureate institutions) and for all institutions combined. Nine institutional, economic, and demographic variables were regressed on the dependent variable--a ratio of probabilities of nonresident enrollment to resident enrollment. The regression equations were estimated in double-log functional form utilizing ordinary least squares procedures. The student data used in the study were Fall 1986 first-time freshmen enrolled in 435 public four-year institutions. The major findings of the study include: (1) The price elasticity of demand with respect to nonresident tuition for all institutions in the study was estimated to be -0.60. The student price response coefficient (SPRC) for a $100 change in tuition was calculated to be -1.69 percent. (2) The price elasticity of demand for baccalaureate institutions was estimated to be negative unitary elastic (i.e., -1.00). The baccalaureate SPRC was calculated to be -3.2 percent. (3) Nonresident enrollment demand was positively associated with migration patterns of the nonstudent population, employment rate in the destination state, and home state per capita income. In summary, nonresident students in the average public four-year college or university are only moderately sensitive to changes in price. Nonresident tuition increases in the public sector will cause relatively small declines in enrollment and will be accompanied by increased tuition revenue. Students at baccalaureate institutions are more sensitive to changes in price; tuition increases in these institutions will result in larger declines in enrollment and will have no impact on tuition revenue. Institutional officials and state policy makers should be aware of these results when considering the impact of changes in tuition on nonresident enrollment and institutional revenues.

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Gianneschi, Matthew Everett. "The effect of changes in state appropriations on voluntary giving to state supported universities." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280546.

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This study examines the relationship between levels of state appropriations and voluntary support at public colleges and universities. It first describes levels of state appropriations and voluntary support at public institutions for the period of 1993-2001. Changes over time and differences across institution types are highlighted. Additional analyses breaks down the figures into the sources (alumni, other individuals, corporations, and foundations) and the form (restricted or unrestricted) of voluntary support. Using ordinary least squares regression (OLS) and fixed effects regression techniques, this study then investigates how changes in state appropriations are related to private philanthropic giving to state supported institutions of higher education. This study uncovers the changes in form, source, and magnitude of voluntary support to public higher education resulting from changes in state appropriations. The study also examines whether these relationships differ by institutional competitiveness or Carnegie classification. The results of this study have important implications for higher education policymakers, practitioners, and researchers. Most important, the results suggest that donations to public universities are positively related to changes in state appropriations. That is, donors seem to be willing to support public universities if state appropriations increase; however, donors do not seem to be willing to replace reductions in state appropriations. Additionally, the results of this study reveal that disparities in voluntary support to public universities are a function of institutional complexity and prestige. Finally, the results of this study provide evidence that donations to public universities are typically restricted in nature. Consequently, the results herein provide no evidence that suggests that increases in voluntary support to public universities are replacing state appropriations or that public universities are "privatizing."

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Serure, Dana Faye. "The Current State of Secondary Social Studies in Western New York." Thesis, State University of New York at Buffalo, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822464.

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<p> This study explored the current state of secondary social studies in Western New York (WNY) through the lens of social studies orientations, specifically the traditional, disciplinary, and progressive strands (Fallace, 2010), and their alignment with the <i>K-12 Social Studies Framework </i>, approved by NYS’s Department of Education in 2014, with new NYS Regents assessments to begin in 2019. It was, therefore, important to collect baseline data on secondary social studies teachers’ social studies purpose, practices, and knowledge of NYS reforms. </p><p> A mixed-method study began in the spring of 2017, which collected data from the <i>WNY S4</i> survey and two focus groups. Survey participants totaled <i>n</i> = 136, representing six counties in WNY; focus group members totaled <i>n</i> = 9. The <i>WNY S4</i> replicated survey items from a nationwide instrument, <i>Survey on the Status of Social Studies–S4</i> (Fitchett & VanFossen, 2013) and analyzed data with descriptive and inferential statistics. The researcher developed a semi-structured interview guide to collect focus group data, which were analyzed by the long-table approach (Krueger & Casey, 2009). </p><p> Major survey findings were: (1) 99% reported an unawareness of their <i> state/district standards</i>; (2) 100% reported developing <i>critical-thinking skills</i>, while 64% reported <i>content knowledge</i> as primary goals; and (3) top-ranked instructional practices were 87% <i> teach political history</i>; 83% <i>teach social history</i>; and 82% <i>examine sources</i>. Analyses of <i>t</i>-tests indicate gender and grade level-band indicators are influential to instructional practices. For example, female and high school teachers seem to engage students more often in non-history content emphases, such as <i>diversity of religious views, economics</i>, and <i>historiography</i> while also de-emphasizing the <i>lecture</i>; hence aligning more with the disciplinary strand and less with the traditional strand. </p><p> Focus group results pinpoint a struggle between participants’ intentions versus actual practice which may impact alignment to NYS social studies reforms. Misalignment attributed to teacher’s purpose being overshadowed by their own instructional choices or outside factors, such as assessments, time, and other school district issues. Five out of nine focus group participants associated with the hybrid disciplinary-progressive approach, suggesting that secondary social studies teachers do not situate themselves to a single social studies orientation; and also consistent with past studies (Long, 2017; Vinson, 1998). </p><p> Overall, <i>WNY S4</i> data suggests when purpose and practices are more closely aligned to the disciplinary and progressive approaches, secondary social studies instruction may find greater success with NYS social studies education reforms. In addition, gender and identified grade level-band (middle school and high school) differences provide insights for developing and tailoring professional development for different groups of teachers. </p><p> Two recommendations for policy and practice include: (1) refine the social studies orientation model into a continuum, and (2) apply the <i>Social Studies Purpose Compass</i> developed by the researcher to guide instructional alignment with NYS social studies reforms.</p><p>

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Майборода, Тетяна Миколаївна, Татьяна Николаевна Майборода, Tetyana Mayboroda, Анна Сергіївна Воронцова, and Анна Сергеевна Воронцова. "State regulation of the education sector in terms of the country’s educational potential formation." Thesis, Czech Republic, Praha. Publishing House «Education and Science», 2018. https://essuir.sumdu.edu.ua/handle/123456789/79676.

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Placier, Peggy Lou. "The meanings of "at-risk": Reform rhetoric and policy responses in U.S. education." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184891.

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Description of students as at-risk became a trend in educational policy and programming in the late 1980s. The term at risk was originally part of the specialized discourse of medicine and psychology, and related subfields of education such as special education and educational psychology. Due to the influence of national reform reports, the term at risk became more common in the discourse of policymakers and practitioners. It was used as a descriptor of students, often low-income and/or minority students, likely to fail or drop out of school. This study employed methods from sociolinguistics, discourse analysis and policy analysis to trace the uses and meanings of at risk through national reports, state education policies in Arizona, and district policies in a medium-sized Arizona school district with both rural and suburban schools. Analysis of reports and recorded interviews with state policymakers, district administrators, principals, and teachers identified differences in the meanings of at risk at different levels of the educational system. Groups at each level had particular interests in students, as reflected in their definitions of the problems of at-risk students and their policy recommendations. The most common consequences for students of being labelled at-risk were to be removed from the mainstream for special treatment, despite arguments of some researchers and theorists that educators need to rethink such approaches.

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39

Liu, Kwok-leung. "Open government, devolution of power and education policy-making in Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14023866.

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40

Lebona, Teboho Godfrey. "The implementation of inclusive education in primary schools in the Lejweleputswa education district / by Teboho Godfrey Lebona." Thesis, Welkom: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/226.

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Thesis (M. Ed. ) - Central University of Technology, Free State, 2013<br>The drafting and promulgation of education policies bring hope and an expectation to those whose interests, concerns and problems, are addressed by them. On the other hand, such policies bring confusion, uncertainty and stress to teachers who are expected to implement and put into practice prescripts of those policies. Response to the Education White Paper 6: Special Needs Education – Building an Inclusive Education and Training System (2001) and subsequent policies on inclusive education which followed, brought uncertainty to teachers and also led to some developing a negative attitude towards inclusive education. This study focused on the implementation of inclusive education in primary schools in the Lejweleputswa District of the Free State province. A literature review provided insight into the concept of inclusive education and moreover shed light on policy developments regarding learner diversity through the curriculum. An empirical investigation using a qualitative approach was conducted and data was gathered by means of focus group interviews with school-based support teams as well as a questionnaire completed by principals. Furthermore, the findings of the empirical investigation concurred, to a large degree, with the findings of the literature study. In general, it was brought to light that inclusive education is not implemented correctly in primary schools in the Lejweleputswa District. Based on certain findings, recommendations are made regarding the successful implementation of inclusive education in primary schools.

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Wan, Kar-ho Calvin. "Government policy on tertiary education." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41006094.

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Chan, Yu Wei-ming Grace, and 陳余慧明. "Education and policy implementation in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31975690.

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43

Novis, Joshua L. "Citizens and selves : rethinking education for democratic citizenship." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19392.

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This thesis is a critical examination of the history of philosophies governing public education in the United States. The first half, chapters one through six, outlines American conceptions of the role of the school in relation to the state and to democracy. The second half is an account of critical progressive philosophies that have challenged the American status-quo since the independence. The main argument that I propose here is that the creation of an education system in America has followed the philosophies of federalism and private democracy. These philosophies are economically centered and define the citizen in economic terms. Progressive educators have long questioned this definition and seek to redefine citizenship to describe participatory democracy, and communication based on experience and an ethic of care.

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Evirgen, Cüneyt, Lei Lei, Peter Moizer, Richard D. Phillips, Barbara Stöttinger, and Marie Wilson. "The State of Business Education and Research - Perspectives from Educational Leaders around the Globe." Rutgers Business School, 2016. http://epub.wu.ac.at/5170/1/ddcf9a_7ffcb7251a1944ebae539d644f38f917.pdf.

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Wilson, Marie Elaine. "Collective bargaining in higher education: A model of statutory constraint." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185108.

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This dissertation explores the impact of the state public sector legal environment as a determinant of the governance content of faculty collective bargaining agreements. Using content analysis, the legal environment and contractual content are reduced to quantities that may be explored through the lens of population ecology. Legal environment is determined to have a significant impact on the development of contractual content and individual factors of governance and statutory form are identified. Specifically, the statutory scope language and reservation of management rights are seen as the primary environmental forces determining policy and rule issues in contractual content. Further, the relevant temporal element for an ecological model appears to be the tenure of public sector bargaining in each state. National affiliation, institutional type and other temporal variables do not have a significant impact on governance language. Implications and directions for further research are discussed.

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46

Franklin, Deanna. "Teacher involvement in implementing state personal finance mandates." Thesis, Indiana State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717347.

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<p> This study examined strategies teachers are implementing for personal finance instruction in answer to the state financial-literacy mandates in Central Texas. One-on-one interviews, focus groups, and document analysis found that teachers are relying on personal experience, community resources, and Internet resources to instruct in personal finance in absence of personal finance curricula. No data emerged that school districts were providing resources; however, administrators are willing to provide resources if they were available. Teachers are using a variety of creative methods to enhance personal financial literacy in the classroom. Sporadic in-service/professional-development opportunities were available to train teachers in personal financial-literacy instruction; however, many teachers opted not to participate in those events, selecting to depend on their own personal experiences as background. Data from this study also found that there was no evidence of teachers being involved in the curriculum-change process for personal financial-literacy education. </p>

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Combs, Alex Eugene. "STATE SUBSIDY COMPOSITION IN HIGHER EDUCATION: POLICY AND IMPACTS." UKnowledge, 2018. https://uknowledge.uky.edu/msppa_etds/29.

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Higher education is the third largest state expenditure behind K-12 and Medicaid but is generally more discretionary than most other budget categories. As demographic trends and economic downturns constrain state budgets, the delivery of state subsidies in higher education has increasingly shifted toward students via grant aid and away from institutions via appropriations. Since the 1990s, many states have changed the composition of their state subsidies in higher education to varying degrees. There is a rich literature that examines the effects of state subsidies on various aspects of the higher education market. This dissertation aims to contribute to the literature on two broad fronts. First, rather than state subsidy levels, theoretical and empirical emphasis is placed on subsidy composition, or the distribution of subsidies across three primary modes of delivery—appropriations, need-based grants, and non-need-based grants. This focus is meant to reflect the policy decision faced by states, especially during times of fiscal stress, and reveal insights into important economic considerations. Second, differential impacts of state subsidies are examined not only with respect to student ability and income but also college inputs of academic quality and amenities. College amenities are an important input in the higher education market in need of more theoretical and empirical analysis. The introduction briefly discusses the economic rationale for public subsidies in higher education and the complexity confronting states to subsidize the cost of college under various constraints and policy goals. Chapter 2 aims to orient the reader to the policy, trends, and research pertaining to state subsidies in higher education. Chapter 3 theoretically examines the response in student demand for educational resources and amenities to changes in state subsidy composition from which several policy implications and directions for future research are considered. Chapter 4 focuses on subsequent effects that changes in demand between educational resources and amenities may have on institutions. State subsidies and institutional expenditures between 1990 and 2016 are examined in order to determine whether the composition of state subsidies causes in-state institutions to alter expenditures in a way that reflects a divergence between educational and amenity inputs. Chapter 5 considers the role of college student migration with respect to state subsidies and student outcomes. State subsidies impact college choice, and in turn, alter the distance students migrate to attend college. The effect of distance on college student success is theoretically and empirically examined. Chapter 6 concludes with a summary and discussion of the main findings as well as ideas and directions for future research.

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Schaffer, Lonnie J. "Implementing state transfer policies: A case study of Virginia's state *policy on transfer." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539618589.

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Using a collective case study methodology, this policy-oriented research examined how Virginia's state Policy on transfer has been implemented at selected public colleges and universities. A conceptual framework of policy definitions was used to examine how the policy is understood in various contexts and what the policy's effects have been at the campus level.;Based on quantitative transfer data, five community colleges and four state universities were selected for study. The cases captured a wide range of transfer activity and college characteristics with the expectation that different understandings of the policy would produce different effects. How colleges defined the policy and assessed the policy's effectiveness was inferred from campus interviews and the institutions' transfer-related documents.;Results supported previous research findings that transfer activity is closely related to institutional culture and the climate for higher education in the state. Results also demonstrated that policy implementation is an interactive and iterative process that enables policy to support many meanings. Thus, in spite of a uniform sate policy, Virginia's transfer policy is not one, but many.;Further study is needed into how policy is implemented and its effects in states with more prescriptive transfer policies. Research is also needed into the effects of market forces on transfer activity. Finally, this policy study demonstrated that transfer is no longer a linear process of students moving from two- to four-year institutions, suggesting that alternative models of student progression should be explored.

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Keating, John Patrick. "Upper secondary education and the state : a comparison of regional variations within two nation states." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10019789/.

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50

Nietfeld, Carla J. "The Impact of Public Educational Investments and Education Spillovers on the Economic Growth of States: Are State Educational Investments Affecting Earnings and Employment?" UKnowledge, 2017. http://uknowledge.uky.edu/economics_etds/32.

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The first chapter provides an introduction to my investigation of the impact of state-level educational investments in public K-12 education on future labor markets, specifically earnings and employment. In Chapter 2, the current literature supporting this investigation is examined while I offer a hole in the literature that I intend to fill. Then, in Chapter 3 I present a two-period, balanced-budget theoretical model in which I relate educational investments, mobility, and future earnings. This theoretical model is then implemented in Chapter 4 using state-level data and again in Chapter 5 using individual-level data. Chapter 4 examines the impact of state-level educational investments in public education on aggregate state labor markets, specifically earnings and employment. Using data on K-12 educational spending, 8th grade cognitive test scores, and educational demographics of a state’s labor force, I observe the impact these state-level investments have on employment and earnings growth. Taking interstate migration into account, I separate the benefits from educational investment into benefits due to in-state investment and benefits due to out-of-state investment. By doing so I am able to identify whether or not educational investment spillovers exist between states. Results indicate that the earnings benefits associated with public K-12 educational spending spill over into other states, 8th grade NAEP test scores do not spill over into other states, and neither has a significant impact on other states’ employment growth. Chapter 5 examines the impact of educational investments in public education on earnings of individuals. I extend my analysis from Chapter 4 by employing micro-data (on individuals) from the American Community Survey (ACS) instead of using state-level data. Using micro-data allows me to more accurately measure the investments used in the education of an area and to incorporate where education was attained and where it was employed. Using individual-level data also allows me to narrow my focus to younger participants in the labor force, providing a stronger link between lagged educational spending and earnings. Results indicate that K-12 educational spending does spill over in the form of positive earnings benefits, which helps to support the results of Chapter 4.

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