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Dissertations / Theses on the topic 'Education Education Voting research'
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1
Stubager, Rune. "The education cleavage new politics in Denmark /." Århus : Politica, 2006. http://books.google.com/books?id=bRyOAAAAMAAJ.
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Smith, David G. "Socioeconomic, attitudinal and neighborhood variables as predictors of voting behavior in local school financial elections /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924925.
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McAfee, Jerry Lee. "Basic human values and their relationship to voter behavior on a school tax levy /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919113787.
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Pike, Gary Robert. "Voters' images of the candidates in the 1984 Ohio presidential primary /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487264603218331.
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Turpen, Benjamin J. Ault Richard. "An examination of the impact of education on voter turnout." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Economics/Thesis/Turpen_Benjamin_40.pdf.
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Nielsen, Niels Bech. "Using electronic voting systems data outside lectures to support learning." Connect to e-thesis. Move to record for print version, 2007. http://theses.gla.ac.uk/46/.
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Thesis (MSc. (R)) - University of Glasgow, 2007.MSc. (R) thesis submitted to the Department of Computing Science, Faculty of Information and Mathematical Sciences, University of Glasgow, 2007. Includes bibliographical references.
7
Schell, Lamar. "Information on occupation tax for education, an influence on voting patterns: an experiment." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/2387.
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This dissertation illustrates, experimentally, how the voting patterns of a population can be changed by an informative presentation. In 1979 an occupational tax was brought before the citizens of Atlanta, Georgia and it was voted down. There are many indications that this tax would be an excellent source of income for a city such as Atlanta. Because of certain factors, a new source of income for public education will be needed through the eighties and nineties, particularly for regions of the country like Georgia. Some of the factors that will influence educational finance are: 1. changes in the Federal Government's finance policy to public schools, 2. The influences from pressure groups on financing public education, 3. The projected future funding for public education, and finally, why should professional educators be concerned with a topic as political as changing voting patterns?
Two groups of people from Atlanta were given an instrument designed to determine if they would vote for or against the occupation tax. The first group was given the instrument without any type of briefing beforehand and the second group was given a presentation before completing the instrument. The presentation showed the many benefits of the occupation tax to people who live in Atlanta. The first group (control) voted against the tax and the second group (experimental) voted for the tax. This experiment illustrated that voting patterns of a population could be changed by an informative presentation.
It is hoped that this dissertation will add to the factual knowledge that educators need to know about voting patterns. It is also hoped that this paper makes the public aware of an alternative revenue for financing public education.
8
Le, Roux Kim. "Research portfolio : environmental education." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003622.
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Clarke, Stephen John. "The dynamics of Catholic voting behaviour surrounding denominational education reform in Newfoundland." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ54873.pdf.
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Poon, Hon-hung Anthony. "Research policies of official educational research bodies : selected case studies /." Hong Kong : University of Hong Kong, 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18531817.
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Harvey, Blane L. "Rationality, education, and educational research." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33899.
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This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which characterizes the person of practical reason as one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general.
12
Tsang, Mo-chau. "Fire research & education centre." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B31982190.
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Tsang, Mo-chau, and 曾慕秋. "Fire research & education centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982190.
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胡仁倬 and Yan-cheuk Wu. "Marine education and research centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982244.
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Wu, Yan-cheuk. "Marine education and research centre." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25944836.
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Iitula, Helena. "Master of Education research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008196.
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This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of references indicated at the end of each part. Part 2 and 6 are the core parts of the portfolio. The focal point of part 2 is the contextual curriculum analysis of Grade 8-10 Oshindonga Curriculum in order to investigate its implementation in four educational circuits: Oshigambo, Onathinge, Onyaanya and Omuthiya in Oshikoto Region. Based on the findings of this analysis, lack of critical inquiry and reflective practice among Oshindonga teachers was identified as one of the major obstacles that preventing the effective implementation of the curriculum. Most of these teachers are Basic Education Teacher Diploma (BETD) postgraduates. Thus, part 3 and 4 were developed as supplements to inform the main research paper (part 6) which is related to teacher's professionalism in the classroom. The focus of part 3 (literature review) was on the teacher as a reflective practitioner. This is in line with the Namibian Education Policy, which identifies reflective practice as the heart of teacher professionalism. In this part, I explored a variety of views related to the notion of professionalism in teaching. I have also focused on views related to teacher's professional development both on macro and micro levels. These views provided a clarification and an underpinning framework on which to base my analysis of reflective practice as professionalism in education. Part 4 (education theories) focused on the digging of understanding of knowledge as an important theoretical domain of behaviourist and constructivist theories. I have tried to establish how the two theories (Behaviourist and Constructivist) view knowledge and its acquisition and to gain an understanding of how the two theories have been informing the practice. Subsequently, part 6 meant to investigate and assess the extent to which Basic Education Teacher Diploma postgraduate teachers are autonomously applying the theory of critical inquiry and reflective practice in the classroom. Both part 2 and 6 have findings. There is much correlation between the issues and problems in the implementation of the curriculum as identified in part 2 and the findings of the main research paper (part 6). Though critical inquiry and reflective practice is the key journey towards a high level of reflectivity and one of the significant characters of teacher professionalism in the classroom, most issues and problems identified were related to the insufficient practice of critical inquiry and reflective practices. Low correlation was found between critical inquiry and reflective practice theory and teachers' practices in the classroom. Despite to the fact that various rationales were mentioned as to why critical inquiry and reflective practice successful implementation is not taking place, the study positioned an emphasis on team working at school, cluster and circuit base that could contributed to a great extend to making teachers more competent and supporting themselves in mastering the applicable critical inquiry and reflective practice skills.
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Holzbaur, U. D. "Linking research education and education for sustainable development via projects." Interim : Interdisciplinary Journal, Vol 11, Issue 1: Central University of Technology Free State Bloemfontein, 2012. http://hdl.handle.net/11462/325.
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Published ArticleOne of the main tasks of universities is to prepare students for an academic or professional career, and to make them responsible members of society by giving them the motivation and skills to create a better future. Education for Sustainable Development is a core feature of education in a university of the 21th century and in society. In a university, it has two aspects: firstly, to educate students and to help future academics to contribute to sustainable development, secondly, to contribute to sustainability and to spread education for sustainable development in the community. We consider examples of successful cooperation between the university and its stakeholders via projects that are relevant for education for sustainable development. We analyse the success factors and the educational and sustainability impacts of these projects.
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Hicks, Terence. "Spirituality Research Studies in Higher Education." Digital Commons @ East Tennessee State University, 2016. https://amzn.com/0761867406.
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Finding meaning and purpose in loss : insights into spiritual aspects of the grieving process of college students / The relationship between spirituality and sexual identity among lesbian and gay undergraduate students : a qualitative analysis / A profile of choice/responsibleness and goal-seeking attitudes among first-generation and non-first-generation college students / Spiritually driven strategies employed by first-generation college aspirants of color to resist stereotype threat and discrimination / African American males' college preparedness : the role of spirituality in home-based education / African American college women's reactions : a group program providing counseling and spiritual support / Internalization of the African gods and academic achievement perceptions. Spirituality Research Studies in Higher Education offers two uniquely designed sections that showcase a group of talented scholars from major research institutions.
This edited volume by Terence Hicks provides the reader with topics such as spiritual aspects of the grieving college students, spirituality and sexual identity among lesbian and gay students, spirituality driven strategies among first-generation students, the role of spirituality in home-based education, and counseling and spiritual support among women.https://dc.etsu.edu/etsu_books/1094/thumbnail.jpg
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Press, Joseph. "Emergent pedagogies in design research education." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69369.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997.Includes bibliographical references (leaves 63-64).
Recent demand for applied knowledge within architectural practice has resulted in the proliferation of university based research groups. Given the role advanced degree programs play in educating architectural researchers, an opportunity exists to educate architects towards bridging the traditional gap between practice and academia, as well as addressing the dichotomy of research and teaching within the university. Traditionally, research methods from other disciplines are taught in an attempt to redress the research deficiencies of a professional education. This investigation begins with a different premise: the operations of design, central to an architect's intellectual and operational repertoire, should be the catalyst for developing research methods specific to architecture. Further, these methods should be accompanied by a knowledge base which expresses the operations of design. A modified educational paradigm consisting of methods, knowledge, and the building of abilities through 'thoughtful performances', structures an experimental curriculum. Each attribute becomes a dimension for substantiation and assessment. Student engagement and entanglement within this locus reveals the potential directions of design research education. The subsequent analyses of the student work indicates four major trends: Intersubjectivity the need for common understanding; Transparency- the effortless application of methods, Emergence- acknowledgment of form's evolution; and Apprentissage- French for learning which occurs from within apprenticeship. Given these attributes, and the subsequent imperative to redefine architectural research, we formulate a paradigmatic architectural researcher, the "Architect Scholar' and speculate on an educational program designed to foster these characteristics within students.
by Joseph Press.
M.S.
20
Ndiege, Caleb Omolo. "The need for research in education." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/388.
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Colyn, Wendy May. "Action research : an exploration." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/15886.
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McNeil, Isabelle. "General education, aesthetic education and value awareness : rationale for a phenomenological research." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24095.
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Literature in art education suggests a link between aesthetic experiences and value awareness. The existence of such a link could have important implications for the role of art education in our schools, answering to the often expressed need to address values within our educational programs. However, most available work on this subject is theoretical, and often based on untested prior assumptions. Therefore claims to knowledge of this link cannot yet be explicitly made.It is my contention that an inquiry into the nature of aesthetic experiences is required before subsequent claims to knowledge of its relation to value awareness can be made. I also believe that phenomenology offers the best suited method for carrying out such an investigation.
This thesis is therefore concerned with the rationale for the need of a phenomenological investigation into aesthetic experiences: justifications being provided on the basis of the available literature and the phenomenological method itself.
23
Groth, Randall Howard. "Research activity in major research universities and fields of science." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185052.
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The primary purposes of this study were to (1) verify the criteria for selection of variables that are measures of research activity; (2) replicate for 1987 the development of a composite measure of research activity index (RAI) for the top 100 research universities in the United States; (3) cluster the top 100 research universities according to the Carnegie Foundation's classifications and rank each university by its respective RAI within the cluster; (4) evaluate the strengths and weaknesses of the RAI and compare the results to those of previous studies; (5) pilot the development of a component Fields of Science and Engineering Research Activity Index (FSERAI) for the top 100 research universities in two specific fields of science (physical and social sciences) and rank the universities according to their respective component FSERAIs; and (6) examine a productivity quotient for each of the top 100 research universities. A review of the literature provided the eleven variables used in the development of the composite RAI. The statistical instrument used to develop the Research Activity Index Score (RAIS) was a subroutine of factor analysis known as principal components analysis. The RAI scores were produced for each institution and ranked in descending order. Ultimately, two comparisons were made. First, the RAIs for the year 1987 were compared with previous RAIs for the years 1980 and 1985. Second, the RAIs for the years 1980 and 1985 were recalculated exclusive of the personnel variables unavailable for the year 1987. Institutions were then clustered according to Carnegie Foundation classifications and were ranked by their respective RAIs within each category. The same basic design, used to produce the composite RAI, was used to produce the composite FSERAI. Of the seventeen variables initially gathered, eight were used in the derivation of the component FSERAI. Ultimately, 48 institutions were ranked in the physical sciences and 67 were ranked in the social sciences. Lastly, a relative productivity index for each of the top 100 research universities was produced.
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Pitts, Christine Maria. "A Dynamic Network Study on How Consolidating State Governance Models Relates to Legislator Voting Patterns." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23766.
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In 2011, Oregon was one of many states in the U.S. consolidating their education governance around an early learning, K-12, and postsecondary hub. This study uses legislator-voting data to investigate the relationship between this consolidated model and endogenous policy formulation processes. This study employs a separable temporal exponential random graph model (STERGM) to investigate how an education governance shift toward consolidated authority relates to bipartisan outcomes for education-related bills over time. Oregon legislator voting networks were analyzed for cohesion, centrality, and community detection measures, as well as by legislator attributes (e.g. gender, party, and title) to test the association they had on the likelihood of forming ties with other legislators. Finally, to study the relationship of bipartisanship with legislators’ likelihood to vote commonly, I added the legislators’ political party attributes within dyads to analyze the association that having different political parties had on legislators’ common votes. The results highlight evidence of legislator networks that were very dense at each time point included in the study, with a high likelihood of forming ties. However, when Oregon shifted to centralized education governance model their legislator networks became more distributed and cohesive when compared to other years included in the longitudinal study. It is possible that such a shift prompted collaboration among legislators resulting in mutuality that increased the likelihood for underrepresented groups of legislators (e.g. females and republicans) to vote commonly with their colleagues. Aligned with previous research, this study found that centralized governing bodies reinforced by political legislation provided collaborative initiatives for the legislative community. Attending to bipartisan voting patterns dynamically through a governance shift is a valuable investigation that will provide nuanced inferences about education governance and policymaking for states making similar consolidated governance shifts in the future.
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Crow, Sonia. "The integration of nursing education within higher education : an exploratory study." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297852.
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Assunção, Matheus de Mello de. "Do people vote for education? evidence from Brazilian municipal elections." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/12/12138/tde-06122016-150239/.
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Basic education is widely cited in the literature in economics as an essential factor to the development of a country. Moreover, by the externalities it generates, it is seen as a service whose optimal supply requires public financing or provision. In Brazil, as in other countries, basic education is constitutionally established as responsibility of states and municipalities. The demand of voters for education, however, is unknown. This paper seeks to fill this gap by estimating the impact of a change in municipal spending on basic education in the reelection chances of a mayor. For that, it uses as variation the federal transfers from the Fund for the Maintenance and Development of Fundamental Education and Valuing of Teachers (FUNDEF). In addition, it evaluates possible channels through which spending can bring political returns such as level of teacher training and infrastructure of schools.A educação básica é largamente citada na literatura em economia como fator essencial para o desenvolvimento de um país. Além disso, pelas externalidades que gera, ela é tida como serviço cuja oferta social ótima exige financiamento ou provisão pública. No Brasil, assim como em outros países, a educação básica é constitucionalmente estabelecida como de responsabilidade de estados e municípios. A demanda dos eleitores por educação, entretanto, é pouco conhecida. Este trabalho procura preencher essa lacuna estimando o impacto de uma variação nos gastos municipais com educação básica nas chances de reeleição de um prefeito. Para isso, nós usamos como variação as transferências federais do Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e de Valorização do Magistério (FUNDEF). Além disso, avalia possíveis canais pelos quais os gastos podem trazer retorno político tais como nível de formação de professores e infraestrutura das escolas
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Haingura, Paulinus. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003615.
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The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
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Yuncu, Onur. "Research By Design In Architectural Design Education." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610061/index.pdf.
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Research by design refers to the design of architectural research as an integral part of architectural design processes. In 1980s, it emerged as a third way in design research that was dominated until then by the methods of natural sciences and humanities. With this new formulation of design research, a methodological and epistemological transformation occurs, leading to the integration of practical knowledge into architectural research. The primary epistemological question transforms from knowing what design is and knowing how to design to knowing what through the act of design. The integration of the act of design in research transforms the status of design in design research from being an object of inquiry to being a research approach.
In the literature on research by design, this transformation is often related with Donald Schön&rsquo
s conceptualization of &ldquo
reflective practice.&rdquo
The main discussion of reflective practice is primarily methodological rather than epistemological. Although it provides methodological insights, it is not sufficient to constitute an epistemological basis for research by design. Thus, the epistemological basis of research by design has not yet been adequately defined. In this study, the notion of &ldquo
reflective practice&rdquo
is investigated in a broader context relating it to its sources in the concepts of &ldquo
tacit knowledge&rdquo
and &ldquo
action research.&rdquo
A conceptual framework for research by design is constructed by relating these concepts with the discussions on research by design and with practical philosophy, the implications of which has remained rather uninvestigated in this context. Aristotle&rsquo
s elaboration of knowledge generation in action and the concept of phron&
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sis (practical knowledge, prudence, or practical wisdom) constitute the underpinning of this conceptual framework. The conceptual framework that is constructed on the basis of the key concepts in practical philosophy is discussed in the context of architectural design education. When architectural design education is formulated as a process of research by design within this framework, knowledge generated in the educational design processes promises not only to improve the particular educational context and architectural education but eventually to contribute to architectural knowledge.
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Wu, Zhengyu. "Information technology in chemistry research and education /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164552.
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Moon, Barbara Jean. "Craft theory in research on teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0022/NQ51901.pdf.
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Juškevičienė, Anita. "Research on Web 2.0 Technologies in Education." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140430_132607-89122.
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Although in practice and in many sources of literature the need for the application of Web 2.0 tools in education is highlighted, however there is lack of clear methods how these tools could be applied in learning for a higher learning quality, and there is a lack of e-learning systems that implement personalised Web 2.0 tools selection. In the work, personalised Web 2.0 tools selection method is presented. In the research, first of all, personalised e-learning technological peculiarities i.e. recommender systems applications for learning personalisation and those systems components were investigated. After that, selection methods for Web 2.0 tools suitable for implementing learning activities were analysed. The method of integrating Web 2.0 tools into personalised learning activities according to students learning styles was created (this method takes into account student’s learning preferences for content and communication modes tailored to the learning activities with a view to help the learner to quickly and accurately find the right educational tools) and prototype of the recommender system that implements the method proposed was developed. Finally, the expert evaluation of the developed system prototype that implements the method proposed was performed.Personalizuotos mokymosi aplinkos kūrimas parenkant besimokančiajam tinkamas internetines priemones yra sudėtingas ir aktualus šių dienų uždavinys. Dabartinis besimokantysis turėtų pats imtis iniciatyvos, būti atsakingas už mokymosi procesą, mokėti pasirinkti tinkamas mokymosi priemones, tačiau parama mokymosi metu irgi yra labai svarbi, nes abejotina, ar besimokančiojo savarankiškai pasirinktos priemonės padės įgyvendinti siekiamų mokymosi tikslų ir veiklų optimaliausiu būdu. Disertaciniame darbe išnagrinėti rekomendavimo sistemų ir jose naudojamų vartotojo profilių tipai, rekomendavimo būdai, šių sistemų taikymo galimybės personalizuotam mokymuisi, mokymosi proceso ir antrosios kartos saityno priemonių sąveika, pagrindinės savybės. Pateikiamas antrosios kartos saityno priemonių komponavimo mokymosi procese metodas parenkantis tam tikram besimokančiajam priemonę atsižvelgus į mokymosi tikslus, norimą įgyvendinti mokymosi veiklą, teikiamą pirmenybę mokymosi turiniui bei bendravimo formai. Nagrinėtoji dalykinė sritis aprašyta ontologijoje, o pasiūlyto metodo etapai įgyvendinti žiniomis grindžiamos rekomendavimo sistemos prototipe. Sukurtoji sistema rekomenduoja tam tikrą mokymosi stilių turinčiam besimokančiajam visas jos žinių bazėje esančias internetines priemones, kuriomis naudodamasis besimokantysis gali atlikti nurodytą mokymosi veiklą. Pasiūlytą metodą įvertino parinkti ekspertai – buvo įsitikinta metodo kokybe, t. y. tikslumu, tinkamumu ir našumu (laiko atžvilgiu)... [toliau žr. visą tekstą]
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Ruth, Damian William. "Research, education and management in South Africa." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311814.
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Conn, Ian Brian Edward. "Governing higher education : research pooling in Scotland." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/24477.
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Research pooling refers to a new form of collaboration between higher education (HE) institutions in Scotland under the auspices of the Scottish Funding Council (SFC) in which research resources in specific areas are shared, or pooled, across Scotland with the aim of enhancing research competitiveness. This thesis is a study of research pooling as a policy initiative. It suggests that the policy initiative warrants examination because it is a highly innovative policy that introduced new structures, relationships and practices in HE in Scotland. Moreover it did so through a collaborative policy process that appears at odds with the recent highly competitive and selective framing of policy in Europe and the UK. The thesis contrasts research pooling with policy solutions pursued in England and argues that it offers a distinctive approach to developing and sustaining world-class research in the global knowledge society, and (post-RAE 2008) has the characteristics of a successful policy development that attracted widespread support. This prompts a number of questions addressed in the thesis about the development of the policy in Scotland, including the importance of the specific policy context, the significance of the timing of the policy development; and questions about why it developed so quickly. In more general terms, the thesis also considers the significance of the development of research pooling policy for our understanding of the steering of research and higher education in globalising contexts. Thus the thesis is informed by literature on globalisation, particularly that which is attentive to the interaction between the global and local. It also engages with the policy imperatives of building global knowledge societies and economies, and the 'travelling' policies they engender. It considers the significance of embedded factors in the 'local' Scottish context; and how these play out in academic culture and in tension with managerialism. Finally the thesis connects to the theme of governance of research and higher education through consideration of aspects of the operation of policy networks and policy communities. The methodology of the thesis is interpretive and works with the idea of a policy 'narrative' that allows the actors to 'speak' for themselves, constructing a narrative of the process of policy formation as they wish to present it. The methodology assumes that each of the actors represented in the data is mobilising particular resources in order to promote and maintain their individual and collective interests. Thus, the analysis interprets these narratives with attention to the work they do in protecting and maintaining power. Semi-structured interviews with sixteen actors from Scottish Government, SFC, universities and other HE bodies generated data that were then analysed as 'interpretations of interpretations'. The approach illuminates the 'assumptive worlds' of policy-makers, and their emergent networks in the context of post-devolution policy for HE in Scotland. The analysis of the data suggests that research pooling, as a policy initiative, contrasts with much recent policy in HE in the UK, as it works with the grain of academic culture and appeals to ideas of self-determination, autonomy and sovereignty within the academic community. 'Hard' forms of managerialism and governance were rejected in favour of 'soft' governance, drawing people into the policy process, and the policy network was characterised by trust relationships and high levels of personal commitment. This may be seen as a highly developed form of network governance. It also highlights the significance of cultural and political context in the translation of global imperatives into local contexts.
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Tomsett, Peter J. F. "Transformational leadership in higher education research supervision." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/transformational-leadership-in-higher-education-research-supervision(d385176e-0021-4575-906b-a725872c6493).html.
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This thesis investigated the application of transformational leadership (TL) in the higher education (HE) research supervision context, with a specific focus on mechanisms underpinning leader effectiveness. In Chapter 1, the concept of TL is introduced, and the current research in HE briefly reviewed. The chapter highlights the suitability of the context for study in TL, and the need for research with a focus on mechanisms. In Chapter 2 the issue of contextually valid measurement is addressed. In a two-phase study (N = 389), the measurement properties of the Differentiated Transformational Leadership Inventory were explored using conventional confirmatory factor analyses (CFA) and bi-factor models. Traditional CFA confirmed the eight-factor structure of the scale in the supervision context, while bi-factor models revealed a dominant general TL factor. Consequently, an abbreviated global scale was developed using the factor analyses and confirmed using multi-level CFA. In Chapter 3, two studies examined the role of several variables as mediators of the TL-performance relationship. Mediation analysis in Study 1 (N = 155) showed mixed support for the hypothesis that transformational leadership would positively impact grade performance via its influence on leader-member exchange, needs satisfaction and engagement, sequentially. A second study (N = 139) incorporating a time lag between leadership and LMX showed more positive support for the proposed indirect effects. Findings suggest that LMX, need satisfaction and engagement are important mechanisms underlying the effectiveness of TL. Chapter 4 examined the role of students’ implicit theories of ability as an alternative mechanism. A rationale is proposed whereby transformational supervisors may develop incremental beliefs of ability in their students that subsequently enable them to cope more effectively with setbacks. A sample of 421 PhD students completed an online questionnaire measuring TL, their implicit beliefs of ability in their PhD, and their coping styles. Mediation analyses provided some support for the hypotheses, demonstrating an indirect effect of transformational leadership on approach coping via students’ entity beliefs. Finally, in Chapter 5 the theoretical and applied implications of the thesis findings are discussed in relation to existing research. Overall, the findings of the thesis emphasise the applicability of transformational leadership to the HE supervision context, having demonstrated its direct and indirect relationship with key student outcomes including grade performance. Furthermore, the results provide insight into the mechanisms of transformational leader effectiveness that may aid practitioners in their own supervision practices. Finally, the thesis presents two new scales for the measurement of transformational leadership in the HE context for use by practitioners and researchers alike.
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Calderone, Carli E. "Stem Cell Research: Science Education and Outreach." Miami University Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1268751337.
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Oancea, Alis Elena. "Criticisms of Education Research in the 1990s." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508427.
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Nash, Julie. "An examination of the role and career paths of chief research administrators in selected major research universities in the United States." Thesis, Florida Atlantic University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571433.
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The Chief Research Administrator (CRA), also known as the Vice President, Vice Provost, or Vice Chancellor for Research, plays a key role in the research university. It is a position of power and not only affects the mission of the institution, but also controls a very large and vital percentage of external funding. The lack of information on how to prepare for the position makes it difficult to plan a career path for those who aspire to the position. This study was designed to obtain information to define the persona and career path(s) of the CRA at research universities in the United States. Survey data related to career pathways resulted in the emergence of four main pathways; Faculty/Academic, Administrative, Private Industry, and a Combination of the first three pathways. The results indicated that the most highly cited pathway to the position of the CRA was the Faculty/Academic (83%). The least traveled pathway to the position of CRA was found to be Administrative, that is, beginning at the lowest levels of a research office or administrative position and progressing through the ranks of the research office.
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Rowe, Dawn A. "Research and Practice." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5931.
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As the incoming academic editor of TEACHING Exceptional Children, I see my role as one to assist professionals in developing knowledge and expertise that applies to their future endeavors as teachers and related service professionals via the review and acceptance of high-quality manuscripts focused on putting the research into practice. Access to quality journal articles highlighting research and providing guidance on how to integrate practices into your own context is part of a comprehensive professional development experience
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Lee, Thomas Charles. "A Desire for Active Citizens: An Exploratory Analysis of Citizenship Education for Young Migrants in New Zealand." Thesis, University of Canterbury. Social and Political Sciences, 2009. http://hdl.handle.net/10092/3012.
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This thesis examines whether the introduction of citizenship education in New Zealand would increase the levels of active citizenship of young migrant New Zealanders, using voter turnout as a measure. This research draws attention to an overlooked part of New Zealand political science research by studying young migrant New Zealanders. The theories and topics covered in this research include the notion of citizenship, education, political participation, social capital and multiculturalism. Both surveys and interviews are used to gauge young New Zealanders’ political attitudes and opinions, and their levels of political knowledge, interest, sophistication and socialisation are examined.
The findings of this research suggest that citizenship education would not only be beneficial to young migrant New Zealanders but that citizenship education would benefit all young New Zealanders. It is argued that an increase in all young New Zealanders’ levels of political knowledge and interest are likely to have a positive effect on voter turnout levels. It is also argued that the current education curriculum does not explicitly encourage such learning. Using these findings in conjunction with theory, it is recommended that citizenship education is implemented into the New Zealand secondary school curriculum to ensure that New Zealand’s democracy is in good health for the current and future generations.
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Meya, Johannes. "Microanalyses of Voting, Regulation and Higher Education." Doctoral thesis, 2015. http://hdl.handle.net/11858/00-1735-0000-0022-6030-6.
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Hyde, Martin. "Democracy education and the Canadian voting age." Thesis, 2001. http://hdl.handle.net/2429/12999.
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The existence of a voting age in Canada is unjust and educationally unsound. It is unjust both because it arbitrarily excludes some people from voting who by any reasonable definition are competent, and because this restriction is not necessary for the safeguarding of Canadian democracy. The existence of this unnecessary, arbitrary restriction on one of the most basic forms of democratic participation teaches a lesson that is antithetical to democracy. Jürgen Habermas's explication of a theory of democracy provides an understanding of democratic participation as consisting of the ability to communicate competently with others. While under this conception voting is necessary only when consensus cannot be reached, in mass democratic societies such as Canada's, in which the time required to reach consensus is generally not available, the act of voting shifts into a more central position. Education for democracy is concerned with the development of citizens who are able to participate in their governance autonomously and justly, which leads us to the question of whether such education is better aided by the existence or absence of a voting age. An analysis of the Canadian political and legal context of the voting age provides a frame for this question. It appears that a Charter challenge to the Elections Act might well result in the age requirement being struck. A reading of Hansard indicates that, in response, Parliament would have two concerns of merit. The first pertains to whether or not permitting those under 18 to vote would harm their interests. The question here is one of who has the right to act paternally toward them in this matter. The second pertains to the need to ensure, in the interest of the whole society, that the values necessary for the continuation of a free and democratic society are not undermined, and where possible enhanced. It is argued that the interests of no one are better served by the existence of a voting age. Educationally, this restriction is unsound in terms of the acquisition of both reason and justice. The implications of this conclusion for educational curriculums are discussed in the final chapter.
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Maswanganyi, Rirhandzu Bertha. "The effectiveness of strategies for providing voter education in rural areas : a case study of Homu Village, Greater Giyani Municipality." Thesis, 2018. http://hdl.handle.net/10386/2313.
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Thesis (MPA.) --University of Limpopo, 2018Despite the adoption of democratic electoral procedures and the establishment of the Independent Electoral Commission (IEC) in post-apartheid South Africa, the strategies for providing voter education in rural areas of the country have not been adequate in terms of creating awareness about democracy and enabling rural citizens to mJlke rational choice during elections (Sadie, Patel, & Baldry 2016:6). It is for this reason that this study was conducted to evaluate the effectiveness of voter education strategies in one of the rural communities in Greater Giyani Municipality, in Limpopo province. This study adopted qualitative exploratory research design. The target groups were the local IEC voter educators and community members. Data was collected using one to one individual interviews, observation and literature review. The results of the study show that the IEC used various strategies to promote voter education. However, the dominant use of media was discredited by the community because of the language barrier, lack of ownership, one-way communication, unaffordability and low level of literacy. It was also found that voter education is not provided continuously as stated in IEC documents while shortage of IEC voter educators and limiting education periods pose other challenges. The study also revealed poor voter education coverage to special groups such as the disabled or the marginalised groups due to lack of capacity to teach them. These findings show that voter education is not as effective as it should be. The study therefore recommends that strategies for voter education be strengthened, especially in rural communities where people live in poverty and poor socio-economic conditions. It is further recommended that the IEC revises voter education strategies and uses those that will benefit more people, such as face to face and home visits, so that people feel free to ask questions. Furthermore, the community recommended that the IEC teaches community stakeholders, who will in turn cascade the information down to community members. The reason for this is that people are likely to feel free to communicate and to ask question because the educators will be known to them. The study further recommends that the IEC improves its staff complement to curb the existing shortage of human power. Further, research on evaluating the knowledge of voters on voting matters will be of outmost importance.
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Lin, Ji-Siang, and 林己翔. "Character Education into Physical Education Teaching Action Research." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/ps47mp.
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碩士國立東華大學
體育與運動科學系
102
Abstract This study investigated curriculums that incorporating physical education teaching into character education in order to improve children’s abilities in practicing character education. This is an action research, and the subjects were fourth-grade students in an elementary school in Taipei. Research methods included literature review, data compiling, and analysis of practical teaching and teacher-student interactions. The findings were as follows: 1. Learning efficacy of character education into physical education teaching (1) Learning efficacy regarding “team cooperation”: during activity processes, children learn to solve problems by teamwork and cooperate to reach goals collectively. (2) Learning efficacy regarding “respect”: children can learn about appropriate emotional expressions in groups, and avoid disputes and conflicts between each other. (3) Learning efficacy regarding “self-discipline”: children can notice their personal behavior, learn to restrain their misconduct, and let personal behavior meet the group norms. 2. Researcher’s reflection and development (1) Teaching practices and professional development: after continuous “reflection-introspection,” the researcher could ponder and contemplate the teaching process and discussed observed events with peers. (2) Reflection on teaching activities: The researcher probes into curriculum design to make the physical education teaching simpler and pleasurable while teaching. (3) Understanding the influence of character education on children: children adopt positive learning spirits and learn to respect others, self-discipline, obedience, and teamwork, instead of learning from mistakes. 3. Efficacy of curriculum design in character education (1) Physical education teaching can bring positive behaviors in children: by virtue of ball games, children learn to respect and cooperate with each other, and develop rule-abiding and obedient attitudes. (2) Physical education teaching is students’ favorite activities: physical education can make traditional teaching skills more pleasurable, thus inciting students’ learning motivation and increasing their learning efficacy. Keywords: physical education teaching, character education, action research
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Lu, Hung-Ling, and 呂虹霖. "Research on Education-Job Mismatch inTaiwan’s Higher Education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/63z5p9.
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博士國立政治大學
教育學系
107
Purpose: This research aims to explore the situation of education-job mismatch in Taiwan’s higher education, to analyze predictable personal factors, and to provide specific suggestions. Subjects: It targeted 2,081 people with higher-education academic background draw from the database titled TEPS-B in 2015. Design/methodology: This research used ISCO-08, ISCED-97, and UCAN as standards for calculating the ratios of overeducation, undereducation, and jobs unrelated to the field of study. In addition, it applied the chi-square test to analyze the difference of background variety items in education-job mismatch. It also used logistic regression to testify “real” education-job mismatch and attempted to determine predictable factors for identifying background variables in Taiwan’s higher education. Findings: The education-job mismatch in Taiwan is a “real” mismatch, and 29.2% participants cannot make good use of what they have learned in their working fields. The rate of overeducation is 44%, which is higher than that in developed countries, and 32% participants were engaged in work that does not require higher educational qualifications. Furthermore, people who live in northern Taiwan, and those who have children tend to have a qualification mismatch. In addition, men and those employed in the private sectors are more likely to be engaged in jobs unrelated to their field of study. Research limitations: ISCO-08 recognizes that “professionals” in the second major category, must possess a master’s degree . However, having a bachelor’s degree and relevant licenses can work as a professional in Taiwan. So, it recommended that future researchers take the obtainment of qualifications as referential measures. Practical implications: Policymakers should take measures to resolve theovereducation problem in Taiwan’s higher education such as: first,the high rate of engaging in work that does not require higher educational qualifications; second, those who are equipped with higher education backgrounds encounter difficulties in utilizing their skills practically. Originality/ value: Previous studies on education-job mismatch in Taiwan have used “worker self-assessment” or “realized matches.” This research used “job analysis” which are international standards for measurements, and helpful for further future applications of international comparison.
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Francisco, Marian Patricia Bea Usero. "The Intersection of Teacher Education, Education Policy, and Education Research: Perceptions from Teacher Education Stakeholders." Thesis, 2020. https://doi.org/10.7916/d8-m2vr-8767.
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This dissertation explored the intersection of teacher education, education research and education policy through interviews among stakeholders of teacher education from Oman and the Philippines (i.e., teacher educators, policymakers, student teachers, and in-service teachers) and document analysis of various education policies and documents using a grounded theory approach. The dissertation is composed of three studies: the first two are qualitative studies and the third a mixed methods study. Each study has its own abstract, introduction, review of related literature, methods, results, discussions, implications, and references section. The first study is a qualitative study that explored the perceived characteristics of an ideal teacher among various stakeholders, looking at similarities and differences of perceptions among stakeholders and across countries. The researcher used a combination of a/r/tography, metaphor and inductive coding to analyze qualitative interview data. Findings suggest that even though there were universal characteristics sought for in ideal teachers, there were still cultural variances in how various cultures perceived their “ideal teacher.” The second study is a qualitative study that explored the perceptions of education policy among stakeholders and investigated if there was a difference in how stakeholders interpreted specific education policies as compared to what was indicated in official education policies. Findings suggest that these negative perceptions were rooted from misinterpretation and mis-implementation of the said education policies. The third study is a mixed methods study that explored the association between educational research usage and other demographic factors and how research was used and perceived by stakeholders. The researcher used data collected from a demographic survey and a structured open-ended interview. Qualitative data was analyzed using analytic coding while quantitative data was analyzed using descriptive statistics and Chi-Square test. Findings suggest that majority of the stakeholders use education research, however the frequency and purpose is affected by the roles and responsibilities of the stakeholders. Statistical results showed that there were significant association between frequency of usage and age, educational attainment, years of experience, profession and country. Implications for the various stakeholders and teacher education programs based on the results of the three studies are discussed in the last chapter of this dissertation.
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Clarke, Stephen J. "The dynamics of Catholic voting behaviour surrounding denominational education reform in Newfoundland /." 2000.
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Liu, Chen-Lan, and 劉珍蘭. "Trend of Information education research." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/14393974025549852376.
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碩士國立高雄師範大學
資訊教育研究所
94
With the development of information technology, information technology affects our daily lives gradually. The education is no exception. Education is combined with technology form the early computer assisted learning to the latest Internet-based learning, so we found the subject and direction of information applications in education bring new applications with new information technology. This paper refers to the past studies are explored dimensions of information education and classification framework of other territory to summarize the classification framework of information education. In this paper, we surveyed 2694 articles published between 1977 and 2005 in four international journals. Each article was classified according to our classification framework. Finally, we analyzed classified data by using Multidimensional Scaling, cluster and diversity index. The result provides researchers with a profile of major trends of information education. In this paper, we find that information technology and education have considerable influence on the trend of information education. Besides, we also find that the themes of information education have more diversity as time goes by.
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Lee, Meng-Jung, and 李孟容. "Research on Rousseau's Citizenship Education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8eptsy.
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碩士國立中正大學
教育學研究所
107
By drawing on methods of historical research, this research aims to explore Rousseau’s life and background of the time, analyze his political ideas, comprehend his viewpoints of citizenship education in relation to his political ideas, and provide implications for Taiwan’s citizenship education. From the analysis of Rousseau’s political ideas, two aspects of citizenship can be deducted, that is citizens’ duties and social affections. The former implies that citizens should comply with the law, understand the government’s system and participate in politics. The latter involves affections such as compassion and universal love, pursuing common interests in general will, and being patriotic. As for Rousseau's idea of citizenship education, Rousseau first cultivated young Émile as an independent and natural man, who was as equal as other people, and then cultivated him to become an ideal citizen who would do his duties, have social affections mentioned above, treat other people equally and make contribution to his society by his own labor. At last, according to the analysis of Rousseau’s viewpoints of citizenship education, this research also makes some suggestions for Taiwan’s citizenship education. For example, first, teachers should teach by presenting practical examples, and we should consider whether it is proper for us to teach young students complex social concepts. Second, we should cultivate children's cognitive abilities and social affections. Third, patriotic spirit should be cultivated. Furthermore, citizens should have the conception of equality and contribute to the society.
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Howell, Alexandra Louise. "Fynbos: research & education centre." Thesis, 2015. http://hdl.handle.net/10539/17577.
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This document is submitted in partial fulfilment for the degree: Master of Architecture [Professional] at the University of the Witwatersrand, Johannesburg, South Africa, in the year 2014.‘Unless someone like you cares an awful lot, nothing is going to get better, it’s not.’ (The Lorax, Dr Seuss) How can architecture play a role to make us understand and realise the vulnerability of Fynbos? The Western Cape is the habitat for one of the six species of the floral kingdom, Fynbos. This botanical treasure is in danger of becoming extinct. There are thousands of types of Fynbos, each endemic to a specific region within the Western Cape and it is important to raise awareness of this unique species as creating a familiarity and deeper personal connection with the plant can help to protect this endangered flora. I propose a Fynbos Research and Education Centre set in Clanwilliam, a historical area within the Cederberg Mountain Range. The centre will be created to allow a deeper understanding of Fynbos and to this effect, aims to educate people about Fynbos so as to give them a better knowledge about sustainable living and the value of this plant species. It will be a place of calm and learning and the landscape will have a fundamental effect on the form. A vital part of the work to be carried out by this centre will be research into methods of conservation as well as into possible medical and cosmetic uses inherent in this species. Looking to plant structure, organic architecture and the analogy of nature, and its influence on architecture from both the geology of the region and the natural landscape setting, to discover what this then means for the architecture of the centre. The idea of Nature’s constant generation and degeneration, life coming from death and the influence of ruins on architectural imaginations will be fundamental in this building. Fynbos is endangered but this centre will aim to prevent it from becoming a memory and perhaps once it has been saved the structure will be left for nature to take over once again. The relationship between Fynbos and the landscape will shape and determine the architecture and materiality. Organic rammed earth walls will rise out of the sandstone formations which are the foundation of the Cederberg, to create this centre. The walls, made up of the very sand that sustains the Fynbos will exemplify it as at one with nature. As fire reignites life within the Fynbos seeds which lie dormant beneath the soil, so too can the building and the garden ignite passion to save this species, incorporating various design mechanisms into the architecture representing fire and its giving of life, in the case of the Fynbos, or preventing destruction in terms of the building. The creation of an education centre, restaurant and research facility will encourage a steady stream of visitors to Clanwilliam throughout the year. This will help to build tourism and eco-tourism to the town and surrounding areas, giving a much needed economic injection by creating job opportunities. Importantly, it will also increase awareness and exposure to the Fynbos species, with the building encouraging the visitor to linger and get involved with the plants and site and to develop a deeper affinity with this dwindling flora. This thesis aims to take its visitors on a journey, by means of architecture, creating a human experience and therefore a connection with their surroundings, exploring and uncovering the landscape of the Cederberg and its local identity and heritage, creating a bond forged by a new understanding.
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LEE, SHINE-LIN, and 李欣霖. "XunZi Life Education Thought Research." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/83762101290457370676.
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博士逢甲大學
中國文學系
104
Xunzi Confucian heritage, based on the culmination of Qin thought, to absorb and respond to the doctrine of one hundred, Exhibition which opened to the ceremony at the core of life education. Its doctrine comprehensive previous theory, get rid of the "destiny" of the myth, emphasizing the human-centered, return to rational thinking, learning life illustrates significant Confucian thought. In the late Warring States period is an important period of social change, philosophers how to govern the peoples livelihood, social care, national unity, etc., have put forward their point of view, but also the times Xunzi respond, it is to observe the phenomenon from development, he humanity has seen the trend may be evil, so you need to etiquette to be transformed, creatively put forward the "resistance from pseudo," "rites and emphasizing law", habits, etc. life Education Thought. Xunzi large Qingming heart of life excluded wake proposed gift - Heart - management areas discussed rationally explain freedom on the people-oriented, full of ritual over a full HUMANITIES reasonable world. In this paper, mining "fusion of horizons" interpretation method, cited ancient and modern, East and West, both inside and outside, Heaven and other viewpoints, history and theory with the times "intersubjectivity", the primitive method to explore the world and the patriarch, the king of the division, etc. Wang has targeted visits, Internal and External construct their ideas, but also on Confucianism provides a reasonable direction of education, and "two thousand years, are also Xunzi" Xunzi also noted the impact theory, a vast and far-reaching.On this illustrates significant dialogue with modern academic, re-opened Xunzi Life Education and diversified care. Architecture is included Xun Studies in philosophy, society, nature, education, health, counseling and religion ... and so oriented to life science culvert financial one, in the probe on each oriented in order to carry out Xunzi life education essential meaning and theory value and establish new Xunzi sight.