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Makin, Dorothy. "Policy making in secondary education : evidence from two local authorities 1944-1972." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:f976f873-c5c2-493a-87ab-1fa7ef8e4e19.
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The 1944 Butler Act laid the legal foundations for a new secondary education system in England, one which would see all children entitled to free and compulsory schooling up to the age of 15. The Act therefore represented a bold step forward in the pursuit of a fairer society: expanding access to training and qualifications, while promoting a more equal distribution of educational opportunities. This thesis explores the process of constructing and delivering secondary education policy in England following the 1944 Butler Education Act. It offers a close examination of two Local Education Authorities- Oxfordshire and Buckinghamshire- exploring how they interpreted and implemented 'secondary education for all' after the Second World War. The dissertation is composed of two parts: Part One looks at how selective secondary schooling was developed and operated in the respective areas between 1945 and 1962; Part Two explores the response of both authorities to the prospect of reforming secondary education after 1962. By exploring the process of policy implementation after 1944, Part One of this thesis highlights the problems of delivering secondary education for all in an era of resource constraint. It is demonstrated in this thesis that Local Authority capacity to build new schools was firmly tethered to Ministerial control. The relatively low priority accorded to education created a decade-long delay between the announcement of policy change and its eventual delivery. The implications of this delay at the Local Authority and school level are explored in chapters three and six. Chapters four and seven question how resources were distributed between selective and non-selective school sectors, while chapters five and eight evaluate the treatment of selective education within each authority, asking how policy makers conceived of, and operated, the grammar school and secondary modern sectors. Part Two of this thesis turns to the question of secondary organisation. Debates surrounding the question of comprehensive rather than selective systems of secondary schooling dominated discussions about secondary education policy in the later twentieth century. When it came to comprehensive re-organisation, Oxfordshire and Buckinghamshire opted for different paths: Oxfordshire adopted comprehensive schooling relatively early with a remarkable degree of county-wide consensus, while Buckinghamshire fiercely resisted external and internal pressure to reform. Chapter ten of this thesis is devoted to identifying the drivers of comprehensive reform in Oxfordshire. Chapters eleven and twelve explore the Buckinghamshire story establishing how and then why this county successfully held-out against wholesale policy change.
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Green, Alix Rivka. "Using history in public policy development." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/13902.
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This thesis addresses two key problems: that historical practice in the academy is largely disengaged from politics as a domain of public purpose and that policymaking remains fixed on a very narrow (and quantitative) definition of evidence, although the “policy-relevant” disciplines have not proved able to solve long-standing policy issues. It inspects both phenomena with the aim of describing the space in which the two problems can be brought into a workable accommodation. The argument is made that public policy should be regarded as an important concern of academic history, and policymakers themselves as people with legitimate interests that historians should take seriously. Public history provides a helpful framework and set of concerns to work with in this respect. Given that the social and natural sciences have not been able to solve the pressing policy problems with which governments are faced, a certain obligation may be claimed for historians to reconsider their stance. The re-connection of history and policy – the nineteenth-century discipline clearly discerned a public-political purpose for history – requires attention to be given to articulating and demonstrating the distinctive cognitive tools of the historian and their distinctive value to the policymaking process. The thesis addresses two primary fields, whose interests and professional practices appear divergent such that both the principles and the terms of collaboration are difficult to imagine: academic history and government policymaking. The primary material on which the research draws is accordingly the products of these constituencies: works of historiography and policy documents of various kinds. Also of relevance are commentaries and analyses that address these domains, whether from other disciplines with an interest in political decision-making, from the media or from other organisations with a professional stake, such as think tanks. The originality of the research lies in conceiving of the question of the uses of history for public policy as one of integration of “supply” and “demand” perspectives. It seeks clarity on the distinctive value of historical skills and approaches, but not as an end in itself. Rather, the case is assembled for the affinities between history and policy as processes and hence that the two can be brought into a productive alignment. So, instead of history providing pre-packaged accounts for policy, it can be embedded as a way of thinking and reasoning in policy.
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Crane, CoriAndre Cerise. "A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691078.
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A teacher?s working conditions can affect his or her performance, satisfaction, how long he or she stays at a particular school site, and how long he or she stays in the profession. In order to attract and retain highly qualified teachers, working conditions need to be as optimal as possible. As demands placed upon teachers continue to increase, more needs to be studied about what constitutes optimal working conditions. The purpose of this hermeneutic, phenomenological study was to investigate the working conditions and professional beliefs of eight Southern California secondary (6th-12th grade) school teachers who had two years of teaching experience in the same content area or grade level in both a public school and a district charter school, with at least five years of consecutive full-time teaching experience, to learn more about what constituted ideal working conditions for secondary teachers. More specifically, this study, via in-depth individual interviews, invited participants to (a) describe the work conditions they experienced in a traditional setting, (b) describe the work conditions they experienced in a charter setting, (c) compare the traditional and charter school work conditions that they experienced, and (d) describe what they believe to be the ideal school work conditions for secondary teachers. This study had three conclusions related to working conditions in both traditional public and district charter secondary school settings. The first was that teaching at the secondary level is professionally challenging, in all types of environments. The second was that teachers prefer a blend of traditional public and district charter school environments. The last was that teachers like to have autonomy with opportunities to collaborate and build relationships with colleagues.
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Lam, Wai-man, and 林惠敏. "A study of resource allocation and utilization in school education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38597858.
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Gutierrez, Robert. "The usefulness and appropriateness of a federalist perspective as a theoretical construct for the study of government and civics at the secondary level The usefulness and appropriateness of a federalist perspective as a theoretical construct for the study of government and civics at the secondary level." FIU Digital Commons, 1998. https://digitalcommons.fiu.edu/etd/3982.
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This dissertation is the formulation of an argument for the incorporation of a liberated federalism perspective as the foundational theoretical construct for the teaching and study of American government and civics at the secondary level. The argument asserts that the history of the nation, in terms of its basic view of government, has developed from a traditional federalist view to a natural rights view. Instruction of government and politics has paralleled that development. The argument further asserts that the current dependence on the natural rights perspective has contributed and helped legitimize, however unintentionally, the excessive levels of individualism, self-absorption, and uncivil behavior that is being experienced in our society today.
The argumentation follows the dialectic form presented by Hegel of thesis, antithesis, and synthesis. That is, the thesis argues that the traditional federalist perspective would serve as a viable construct for the teaching of government and civics. In this portion of the argument, the republican model of political reality is presented. The antithesis promotes the natural rights perspective and relies on the political systems model for its theoretical approach. Finally, the synthesis argues that a liberated federalism perspective should be the foundational construct. Here, the argument presents its own model as a theoretical construct that is designed to assist teachers and curriculum materials writers in the development of American government and civics lessons and materials.
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Chan, Kam-lan Debby, and 陳金蘭. "A study of public-private partnerships and financing strategies in Hong Kong's education system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31966457.
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Lam, Chung-wai Simon, and 林仲偉. "A study of the religious education in Hong Kong Catholic secondary schools in facing the change of sovereignty in 1997: policy, practices and prospective changes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959477.
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Murphy, Adam C. "Perpetuating Nationalist Mythos? Portrayals of Eighteenth Century Ireland in Twentieth Century Irish Secondary School Textbooks." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371792303.
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Mugge-Cozza, Molly S. "A history of access of diverse students at the University of Colorado Boulder, 1964-2012." Thesis, University of Colorado at Denver, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562653.
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Racial disparities have been, and continue to be, a major obstacle facing post-secondary educational institutions throughout the United States. In response to the call for institutional and external accountability by stakeholders interested in higher education, the aim of this dissertation is to provide an historical analysis of race and diversity at the University of Colorado Boulder (UCB). UCB was chosen as the focus for the current study because it is the flagship public university in the state of Colorado and is recognized as such by the Colorado Commission on Higher Education (CCHE). In order to relay the history of UCB accurately, a wide variety of sources are utilized, some published and others unpublished, including information obtained from the university's archives. Data collected in this study provide evidence of the lower college admission, retention, and graduation rates of minority (African American and Hispanic) students when compared to White and Asian students at the University of Colorado Boulder. Factors that contribute to the success of minority students on college campuses in general provide a starting point from which efforts being made to rectify the racial disparities present today at UCB can be assessed and analyzed in hopes of creating a campus environment to which minority students are attracted, admitted, retained, and graduated. As the higher education community of scholars continues to embrace the crucial role of diversity on college campuses and as the use of race-conscious educational policy continues to be threatened, this study highlights the role universities play in the larger debate. As UCB has historically struggled to attract, retain, and graduate students of color, I expect that a thorough examination of the data included here will inspire educational stakeholders to find new ways to provide new opportunities for educational advancement for minorities and seek to erase all evidence of a racial achievement gap into the future.
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Rong, Meng. "Ideological shifts in the education of adults in China, 1949-1986." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60082.
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The educational policy for adults in China has fluctuated over the 40-year period since the founding of the People's Republic of China. The purpose of this study will include the effects on adult education of ideological shifts in the underlying educational philosophy related to social and political development in China during the three identifiable key periods of change associated with the re-building and development of the nation from 1949 to 1986; namely, (1) 1949-1966, the beginning of the Communist Era; (2) 1966-1976, the Cultural revolution period; (3) 1976-1986, the period after the Cultural Revolution.In many cases, the development of Chinese education for adults has been quite irregular due to political upheavals. Marxist principles of education have been felt in China to be difficult to integrate with the developmental needs of the country. Commitment to adult education as an important element of the development pattern has been high, but political struggle has seriously hampered educational expansion. The struggle within the high-level leadership seems to have been the most direct reason for ideological shifts over the 37 year period.
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Newton, Michael John. "GCSE music : year nine and ten students' perceptions and enrolment intentions in relation to music education rationale and government educational policy." University of Western Australia. School of Music, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0126.
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The international drive among western countries to shift from industrial to knowledge economies has focussed considerable attention on education. United Kingdom government educational policy, influenced by the global knowledge economy, has shifted responsibility for learning work skills from the workplace to schooling and post-compulsory education. Government policy emphasises the importance of education's role in preparing students with the skills, knowledge and understanding required to enhance the United Kingdom's competitiveness in the global market. In contrast to the work-related emphasis of the wider educational context, music education emphasises the enrichment of experience. The value of music education is related to people's needs, and the functions it performs in their lives. Music education should be transformative, creative, enriching and relevant. Participation in music education is motivated by the intrinsic satisfaction of making music, rather than the extrinsic need for work-related competencies and qualifications. Music education competes for students with other subjects in the educational marketplace when the music curriculum ceases to be compulsory at age fifteen. Therefore, it is important to understand how students relate not only to music education, but also to the wider work-related educational context in which their subject participation choices are made. Therefore, the purposes of this study are twofold: (1) to establish an overview of how students perceive music education and the factors that influence their enrolment intentions, and (2) to establish an overview of how students perceive music within the wider context of education. Statements were chosen that were considered representative of the rationales for education presented by the government and the music education community. Questionnaires and interviews were developed using the statements, and were ii administered to a random sample of Year Nine and Ten (GCSE Music and non - GCSE Music) students Music was not a relevant subject for most students. However, the perceptions of a small percentage of students (mainly Music students) did find music education relevant in the ways the literature suggested it should be. The most common influences on enrolment were perceptions of ability and enjoyment (or lack of). Despite the strong emphasis on work-related skills and qualifications in the wider educational context, students generally agreed that Music was a subject better suited to enhancing life and lifestyle than career options. However, reflecting the wider educational context, Music was perceived as being more careers/future study orientated than transformative, creative, enriching and relevant.
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Sheldon, Nicola. "School attendance 1880-1939 : a study of policy and practice in response to the problem of truancy." Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:b7dc1538-a888-43b6-99e0-c57ab1567dc0.
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The thesis covers two sides of the truancy problem in the period following compulsory school attendance - the truanting children and their parents, and the local authorities charged with enforcing the law. The introduction covers current concerns about truancy and school attendance, which have increased in prominence since the 1980s. Chapter 2 reviews the historiography, which has mainly debated working-class attitudes towards compulsory schooling in the nineteenth century. This study draws instead on the insights of development economists into household decision-making over children's schooling to investigate the effectiveness of enforcement in several contrasting localities - rural and urban, industrial and agricultural, and in a seaside resort. The thesis brings together evidence to show that local authorities could make an impact on attendance levels, even in unpropitious local circumstances. Chapter 3 considers the success of measures to improve attendance up to 1900. Chapter 4 offers a detailed case study of a sample of truants and their families from Coventry in the period 1874-99. Chapters 5 to 7 cover 1900-39 and demonstrate changes in the enforcement of attendance, within the context of growing local government services related to child welfare and the family. Attendance officers' local knowledge of working-class families supported the delivery of child welfare legislation in the period after 1906, including special education, assessment of families for free school meals, assistance with medical treatment and the policing of restrictions on children's street trading. Attendance officers also supervised children deemed at risk of offending, who were committed to institutions. These additions to the enforcement role led increasingly to a remedial, rather than punitive, approach to truancy during the 1920s and 30s. The conclusion returns to contemporary policy issues over truancy and sets in context the historical reasons why it has proved such a long-standing problem for government and schools.
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Ledman, Kristina. "Historia för yrkesprogrammen : Innehåll och betydelse i policy och praktik." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-99842.
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This thesis offers critical perspectives on a history syllabus for vocational education and training (VET) tracks in Swedish upper secondary schools and adds to our knowledge and understanding of the educative function of history education for the individual and for society. The overall aim of this thesis is to critically investigate discourses that are voiced in different fields about the construction and reproduction of the history curriculum in VET tracks. A general question addressed is how vertical (critical and theoretical) and horizontal knowledge is articulated by the discourses in terms of the meaning of history in a VET context. The following four research questions were the focus of the four different studies in this thesis: How were non-vocational subjects discussed on a policy level during the post-war period, and what meanings were ascribed to history education? What aspects of history as a field of knowledge are recontextualised into a pedagogic discourse for the VET curriculum? How do teachers perceive the history syllabus? What do the students express concerning the history syllabus and history education? The results of these studies are reported in separate papers, and the aggregated results are analysed in this thesis. The data consisted of government bills and committee reports, material from the National Agency of Education archives, and interview data gathered through interviews with 5 teachers and 46 students. The major theoretical inspiration comes from Basil Bernstein whose theories of classification and framing, pedagogic discourse, pedagogic code, and vertical and horizontal discourses are used in the analysis. With the aid of these concepts, the content and meaning of history education for VET are connected to macro levels of education, and the way in which education reproduces social order when certain forms of knowledge are distributed to different groups in society is discussed. Three major conclusions are drawn. First, history as a pedagogic discourse comes forward as versatile and contradictory when the results from the studies are aggregated. There is, however, a shared understanding that the meaning of history in VET is to educate the students to become democratic and active citizens. Secondly, the investigated discourses ascribe history education with the potential to distribute critical and powerful knowledge. The students see a value for history education in their future as citizens and for giving them access the public conversation of society. A final conclusion is that the pedagogic code, embedded in the history curriculum, can be interpreted in two different ways. The emphasis on competencies and the focus on the last two hundred years can be interpreted as (A) an expression of a wish for immediate utility and thus an instrumental view of education or (B) the recontextualisation of scientific theories, concepts, and practices into a pedagogic discourse as a means to give students access to disciplinary (powerful) knowledge.
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Despenza, Nadia. "Missing in Action| A Critical Narrative Study of the Absence of Black Female Secondary Science Teachers." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842110.
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Despite the increasing research that lists cultural incongruence in the classroom among the top factors that speaks to the disproportionate numbers of Black females obtaining STEM degrees there is limited research on the actual number of Black female science teachers at the secondary level in education and the impact this plays on Black females in science, technology, engineering, and math classrooms (STEM). The consequence of all this is that we find ourselves with Black female science teachers “missing in action,” and only 5% of Black females receiving a STEM degree. I employ critical pedagogy, critical race theory, and Black feminist thought to answer: (a) What do the stories of Black female secondary science teachers tell us about issues related to their recruitment and retention within the science teaching force? (b) How do Black female secondary science teachers explain the shortage of Black females entering the STEM field? What do they believe should be done to increase the number of Black females in the field? (c) What contributions do Black female secondary science teachers make or potentially would like to make to increase the number of Black females entering and remaining within the science teaching force? This study explores how Black women are absent in the conversation about recruitment and retention of secondary science teachers. To answer the research questions in a humanizing way, this study was conducted collectively with my participants using the qualitative methodologies of critical narratives and decolonizing methodology. Therefore, this study represents an effort to address this phenomenon by listening to the voices of Black female secondary science teachers and engaging their stories, which often have remained absent from recruitment and retention discussions, to contribute to the scholarship on the recruitment and retention of Black science teachers.
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Yu, Hin-man, and 余憲民. "A study of the Chinese educational mission in Qing dynasty, 1872-1881." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31950760.
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Wigman, Albertus. "Childhood and compulsory education in South Australia : a cultural-political analysis." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.
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Poole, Kerry Dean. "Assessing Competing Demands and Charting a Course: A Phenomenological Study of Advanced Placement U.S. History Teachers' Decision Making and Course Planning." Scholar Commons, 2013. https://scholarcommons.usf.edu/etd/5105.
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Florida has experienced some of the greatest growth of Advanced Placement (AP) programs in recent years and student scores on the AP exams have evolved into a highly significant metric in evaluating student proficiency and teacher and school effectiveness. Despite this growth, it is not well known how AP teachers make decisions about the content they teach, what learning activities they select, how much the AP exam influences their decision making, how they modify learning opportunities for diverse learners, and how they prepare their students for the College Board AP exam. This interpretive, phenomenological study examines the lived experiences of four AP U.S. History teachers whose students consistently achieve pass rates above the Florida average. The study examines how these teachers interpret competing environmental factors, construct meaning, and develop course plans and classroom environments for their students that lead to successful outcomes.
Four successful AP U.S. History teachers were selected from a large school district in central Florida and invited to participate in the study. Participants were purposefully selected to create a sample where all participants possessed the "intensity" characteristic of successful student performance but where variability in the high school settings and individual teacher demographics were maximized. Data collection consisted of a pre-interview survey, a classroom observation, and three one-hour semi-structured interviews for each participant. The four participants' data were used to construct interpretive phenomenological narratives to share the lived experiences of these successful AP teachers. Additionally, analysis of participant data yielded participant and inter-participant themes. Findings indicate that the successful teachers in this study were highly organized, developed supportive and caring classrooms, and designed their courses, in large part, based on their own personal beliefs about what a college experience should be like. While all teachers in this study reported considerable academic diversity in their individual classrooms, the greatest effects of academic diversity were seen when comparing teachers in different academically performing schools where teachers adapted their pacing, content, and methods to the academic skills of their students. The significant impact of the AP exam on all dimensions of teacher course planning and decision making was clearly evident throughout this study. Implications of these findings are that educators and administrators should select AP teachers carefully, recognize that the academic characteristics of students influence these classrooms, and be cognizant that they surrender a significant degree of control over content and skills taught in these types of classes. Furthermore, given the nature and size of the current AP program, policymakers and the College Board should examine whether they provide sufficient curricular-instructional guidance to teachers, students, and other stakeholders.
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Wright, A. J. "Contested images of the school : a post-Marxist analysis of education policy under the New Labour government and the divergent approaches to its implementation in English secondary schools." Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605577.
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This thesis provides a detailed and contextualised account of the New Labour government's education policy from a post-Marxist perspective, with the aim of understanding the complexities and paradoxes of policy implementation in secondary schools in the UK during this period. While Marxism has remained a dominant critical app roach to the study of education, J argue that its ontological commitment to economic necessity limits the scope of its critical and explanatory power. Other approaches, such as functionalism and interpretivism, also contain theoretical shortfalls that prevent a comprehensive understanding of education. Drawing on poststructuralist theory to rearticulate key concepts in Marxism, I show how a post-Marxist approach can provide a deeper critical explanation of the pol icy process and the micropolitical tensions that affect the way policy is implemented within the school. My empirical investigation identifies a particular tension in New Labour's education policy discourse, between two seemingly incompatible strands: neoliberal modernisation and social cohesion . Through a genealogical analysis of the policy discourse, I reveal how this tension emerged and became articulated in the policy texts and speeches of the New Labour government. Moreover, I reveal how this tension developed as New Labour attempted to consolidate the previous Conservative government's neoliberal agenda while also renegotiating a historical schism in the labour Party between the discourses of 'gradualism' and 'radicalism'. In order to understand how New labour's pol icy discourse, and the tensions existing within it, played out in schools, I undertake in-depth research in two secondary schools in England . This research, which included open interviews, focus groups and Q-method analysis with staff and • pupils, is collated into two case studies. These case studies identify the specific micro political logics that led the schools to develop radically different approaches to implementing policy.
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Leggett, Gemma. "A changing picture of health : health-related exercise policy and practice in physical education curricula in secondary schools in England and Wales." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/5757.
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This thesis documents and explores health-related exercise (HRE) policy and practice within selected secondary schools in England and Wales, and examines the impact of the National Curriculum for Physical Education (NCPE) revisions (DfEE/QCA and Welsh Assembly, 1999) on the status and expression of HRE in the curriculum. It also considers the factors affecting teachers' approaches to change and their consequent decisions and behaviours. Specifically, the research makes comparisons between the policy and practice in schools at the time of data collection (2000) and that reported by Harris (1997). The methodology incorporated both qualitative and quantitative approaches. Case studies were completed in 2001 in five strategically selected mixed sex state schools, three of which were located in one Local Education Authority (LEA) in England and two of which were in one LEA in Wales. One of the English schools was a specialist sports college (SSC). Case study data analysis focused on the status and expression of health within each school, with particular attention to HRE policy and practice prior to and following the National Curriculum revisions. This analysis also explored the factors influencing the delivery of HRE in each department. The case study element of the research included the lesson observation of a unit of work on health-related aspects of PE in one school from the English LEA. This allowed an examination of the translation of school level policy into practice. A survey of all the secondary schools in the two case study LEAs in 2001 elicited questionnaire responses from 67.5% of heads of PE departments (PE HoDs). Analysis employed the Statistical Package for Social Scientists (SPSS). The findings revealed that delivery of HRE in case study schools was based on a fitness for sports performance perspective, utilising fitness testing and training. This was despite many teachers reporting a philosophy for physical education that reflected a fitness for life perspective with pupils adopting active lifestyles as its goal. Case study schools reported that the NCPE had influenced HRE delivery, however, limited change had resulted from the 1999 revisions.
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Mwingira, Margaret Philip. "Teachers' understandings of girls' inclusion in a Tanzanian secondary school." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17932.
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Thesis (MEd )--Stellenbosch University, 2011.ENGLISH ABSTRACT: This study addresses the issue of girls‘ inclusion in a secondary school in Tanzania. Many girls in developing countries, particularly in Sub-Saharan Africa, do not have the opportunity to attend secondary school although education is a basic human right. Gender discrimination is one of the major barriers to girls‘ attainment of higher education in Tanzania. The purpose of this study is to explore teachers‘ understandings of girls‘ inclusion at a Tanzanian secondary school. Data for this research was collected through individual and focus group interviews and observation in order to process meaning and understanding from participants. Although teachers were the primary focus of this study, girls and parents were also interviewed as key informants. Content analysis was the dominant method used to analyze the data. Findings from the study indicate that teachers in this context are representative of the prevailing structures of the social-cultural life where they impact girls‘ development in education. In addition, the socialization of girls contributes to the way girls perceive themselves, a situation they reflect from the existing social values. The study concludes by recommending that secondary school teachers and administrators, parents, community and religious leaders, and the government revisit socio-political structures that perpetuate gender stereotypes and discrimination against girls in secondary schools in Tanzania.
AFRIKAANSE OPSOMMING: Hierdie navorsing spreek die insluiting van meisies in 'n hoërskool in Tanzanië aan. Baie meisies in ontwikkelende lande, spesifiek Sub-Sahara Afrika het nie die geleentheid om hoërskool by te woon selfs al is opvoeding beide 'n mensereg en basiese behoefte nie. Rasse diskriminasie is een van die grootste probleme vir veral meisies tot die verkryging van hoër opvoeding in Tanzanië. Die doel van hierdie studie was om onderwysers se begrip van meisies se insluiting by 'n Tanzaniese hoërskool na te vors. Data vir die navorsing is verkry deur onderhoude, fokusgroep onderhoude en observasies om betekenis en begrip van deelnemers te verwerk. Onderwysers was die hoof fokus van die studie; alhoewel, daar ook met die meisies en ouers onderhoude gevoer is as hoof deelnemers van die studie. Inhoud analise was die dominante metode wat gebruik is om die data te analiseer. Die navorsing het bevind dat onderwysers binne hierdie konteks heeltyd verteenwoordigend is met die voortdurende strukture van sosiale kulturele lewe waar hul meisies se ontwikkeling in die opvoeding beïnvloed het. Verder dra die sosialisering van meisies by tot die manier waarop meisies 'n situasie sien en wat bestaande sosiale waardes weerspieël. Hierdie navorsing sluit af deur hoërskool onderwysers, ouers, die gemeenskap, godsdiensleiers asook die politieke strukture aan te moedig om die sosio-politieke strukture te hersien ten opsigte van geslag stereotipering en diskriminasie teenoor meisies in skole.
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Murakami, Charlotte Victoria Trudy. "Language awareness & knowledge about language : a history of a curriculum reform movement under the Conservatives, 1979-1997." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14539.
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England’s long history of education has witnessed many conflicts in regard to language teaching. In this thesis, I investigate the conflicts surrounding two language education reform movements, Language Awareness and Knowledge About Language, during the Conservative administration between 1979 and 1997. The investigation examines official and non-official plans and policy texts produced by various groups and actors, notably Hawkins and Cox, that detail how the teaching of ‘Language’ should be conducted in England’s state school curriculum. The focus of the research is upon identifying what LA and KAL were as pedagogical concepts; why LA was reconstituted as KAL; what the motives underpinning these various plans and policies were; and finally, why efforts to establish LA and KAL were resisted. In the effort to make sense of this history, I draw theoretically and methodologically upon the work of Foucault, Fairclough, Bernstein and Ager. Limitations of my interpretation of this history notwithstanding, my findings revealed that LA was an educational reform movement that emerged from common schooling discourses, and one that sought to improve its educational provision. While LA was originally intended to be a subject in its own right that bridged the English and Foreign Language subject areas, Her Majesty’s Inspectorate reconstituted LA and placed its responsibility firmly within the English subject area. The motives underpinning LA and KAL planning and policy are varied. Those underpinning the policies, however, are distinctly ideological in nature, drawing a strong relationship between language education and democracy. Nearly all motives pertain to what Bernstein calls a competence model of education, the modes of which are notably attuned to addressing inequality and promoting social integration. LA and KAL were reforms that were both ill understood and resented, for varying and complex reasons, by educators and the Conservatives alike. The thesis closes with directions for future research.
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Skott, Pia. "Läroplan i rörelse : Det individuella programmet i möte mellan nationell utbildningspolitik och kommunal genomförandepraktik." Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-99326.
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This thesis examines the activities within the Swedish steering system concerning upper secondary school. Sweden has a long history of shared responsibility between the state level of government and the municipalities, dating back to federal decisions concerning the establishment of a compulsory school system. By the early 1990s two parallel changes were taking place within the Swedish educational sector, one concerning the steering system which evolved towards deregulation and decentralization, and the other an extension of the compulsory school. A consequence of the latter change was that in practice upper secondary education became mandatory. The political aim was to realize the vision of “one school for all”. In this study the political vision and the larger question of how to turn it into reality (the differentiation question) is used to show how activities at national as well as the local level of the steering system are formed.
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Erickson, Matthew J. "Examining a Decade of Reading and Mathematics Student Achievement Among Primary and Secondary Traditional Public School and Charter School Students: a Meta-Analytic Investigation." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1371131567.
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Coplin, Janet C. (Janet Cecile). "The Politicization of Public Education in Nicaragua: 1967-1994, Regime Type and Regime Strategy." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279077/.
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Understanding how change occurs in lesser developed countries, particularly in Latin America has been the subject of a prolonged theoretical academic debate. That debate has emphasized economics more that politics in general and predictability over unpredictability in the Latin American region. This paper challenges these approaches. Explaining change requires an examination of the politics of public policy as much as its economic dimensions. Second, change in the Latin American region may be less predictable than it appears. Scholars maintain that change in Latin America occurs when contending elites negotiate it. Their power comes from the various resources they possess. Change, therefore, is not expected to occur as a function of regime change per se. This paper considers the treatment of education policy in Nicaragua during the regimes of the dynastic authoritarianism of Anastasio Somoza Debayle (1967-1979), the revolutionary governments of the Sandinistas (1979-1990), and the democratic-centrist government of Violeta Barrios de Chamorro (1990-1996). The central research question is: When regimes change, do policies change? The methodology defines the independent variable as the regime and education policy as the dependent variable. It posits three hypotheses. The right-wing regime of Somoza was expected to restrict both the qualitative aspects and the financing of education; (2) the left-wing regimes of the Sandinistas were hypothesized to have expanded both; and (3) the democratic-centrist regime of Chamorro was expected to have both expanded and restricted certain aspects of education policy. Several chapters describe these regimes' expansive or restrictive education strategies. A comparative analysis of these 26 years demonstrates several variables' effect over time. An OLS regression and a times series analysis specifies the relationship between regime change and percent of GDP each regime devoted to education. Both the statistical and qualitative findings of this study confirm the hypotheses. The study reveals that, as regimes changed, education strategies and policies changed. Such findings challenge some current thought about political behavior with respect to Latin American development in particular and development theory in general.
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Mortimer, Anthony D. "Priorities for School Safety: The Alignment between Federal and State School Safety Legislation and Safety Needs as Perceived by Education Stakeholders in Florida Private Schools for Exceptional Students." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/807.
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This study investigates the apparent threat assessment priorities of potential risks to safety in the school environment in the United States and whether stakeholders in Florida private schools that serve exceptional students agree with the priority given to specific identified potential threats. Faculty and staff, high school students, and the students’ parents and guardians at four Florida private schools for exceptional students rated their perceptions of the severity and likelihood of occurrence of nine potential threats identified in a review of federal and Florida state school safety laws and national and state government surveys of incident occurrences. Results showed that although violent potential threats such as an armed intruder, students bringing weapons to school, and physical assaults received priority attention in federal and state school safety laws, stakeholders in Florida private schools for exceptional students indicated that threats of a more personal nature—such as bullying, sexual harassment, and cyberbullying—were the most significant risks to the safety of their school environment. All three respondent subgroups, however, reported high ratings of their overall feelings of safety at their schools.
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Russell, Jan Ware. "Characteristics of Contemporary U.S. Progressive Middle Schools." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363275531.
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Finau, Lynette Suliana Sikahema. "Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629127636689077.
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Ouali, Nouria. "Migration et accès au marché du: les effets émancipateurs sur la condition des femmes issues de l'immigration." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210479.
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La thèse a pour objet l'émancipation des femmes issues de l'immigration. Elle propose d'évaluer les effets de la migration et de l'accès au marché du travail sur l'émancipation des filles de migrantes d'origine marocaine en Belgique francophone.L'étude tente d'abord de mettre en lumière le rôle des femmes immigrées dans l'histoire de la Belgique en le ré-articulant à l'histoire sociale, l'histoire des femmes et l'histoire de l'immigration. Ensuite, elle montre que l'approche dominante des travaux sur les migrations ne prend pas en compte la dimension du genre, ce qui a pour conséquence de masquer la différenciation des expériences migratoires selon le sexe. Enfin, elle replace l'analyse du statut des femmes immigrées et de leurs descendantes dans la complexité des rapports sociaux de sexe, de race et de classe afin de mieux rendre compte des réalités concrètes et de sortir du simplisme des approches culturalistes.
La thèse développe une analyse des politiques d'intégration (politiques éducative, de l'emploi et de lutte contre les discriminations) visant l'émancipation des immigrées et en évalue l'impact sur les filles de migrant-es d'origine marocaine. Elle présente enfin les trajectoires individuelles des filles de migrant.es marocain.es et examine les facteurs individuels et collectifs favorisant leur émancipation.
Doctorat en sciences sociales, Orientation sociologie
info:eu-repo/semantics/nonPublished
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Elalouf, Aurélia. "Histoire de la première nomenclature grammaticale officielle en France (janvier 1905 - avril 1911)." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA134.
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L’étude retrace l’histoire de la première nomenclature grammaticale officielle en France, depuis les premiers débats publics sur la nécessité d’une simplification et d’une unification terminologiques (à partir de janvier 1905) jusqu’à la promulgation des trois textes officiels que sont l’arrêté du 25 juillet 1910 (qui fixe la liste des termes grammaticaux dont la connaissance est exigible dans les examens et concours de l’enseignement primaire et de l’enseignement secondaire) ainsi que la circulaire du 28 septembre 1910 et la note du 21 mars 1911 (qui précisent la manière dont doit être mis en œuvre l’arrêté). L’étude soulève des enjeux politiques, théoriques et épistémologiques : la simplification et l’unification des nomenclatures grammaticales répond à la volonté de l’État d’améliorer la maitrise de la langue nationale et d’unifier son enseignement sur tout le territoire ; l’élaboration de la nomenclature révèle les problèmes posés par l’analyse des constructions verbales et de la phrase complexe au début du XXe siècle ; la réforme des nomenclatures met en lumière la tension entre un idéal terminologique et la réalité des pratiques. Ces enjeux croisent à tous moments des questionnements d’ordre didactique : sur la place d’un enseignement explicite de la grammaire dans l’enseignement de la langue, sur les relations que les savoirs scolaires entretiennent avec les savoirs savants ou encore sur les limitations imposées par ce qui peut être enseignéThis study recounts the history of the first official grammatical nomenclature in France, since the first public debates on the necessity of a terminological simplification and unification (from January 1905) to the promulgation of the three official texts that are the decree of the 25th of July 1910 (that fixes the list of the grammatical terms that have to be known in the exams and examinations of both primary and secondary educations) as well as the circular of the 28th of September 1910 and the note of the 21st of March 1911 (that both explain how the decree has to be implemented). The study raises political, theoretical and epistemological issues: the simplification and unification of grammatical nomenclatures encounter the State’s will to improve the command of the national language and to unify education on the entire territory; the elaboration of the nomenclature reveals the problems caused by the analysis of verbal constructions and the complex sentence at the beginning of the 20th century; the reform of the nomenclatures highlights the tension between a terminological ideal and the reality of practices. These issues consistently intersect with didactic questions: on the place of an explicit teaching of grammar in the teaching of language, on the relations that school knowledge has with academic knowledge or furthermore on the limitations imposed by what can be taught
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Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
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"從國傢理論觀點分析戰後香港政府對私立中學的政策 =: Hong Kong government policy on private secondary school in the post-war period : a state-theory perspective." 香港中文大學, 1995. http://library.cuhk.edu.hk/record=b5895573.
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吳慕姿.論文(碩士) -- 香港中文大學硏究院敎育學部, 1995.
參考文獻: leaves 116-122.
Wu Muzi.
Chapter 第一章 --- 問題說明 --- p.1
前言 --- p.1
Chapter 第一節 --- 私校學生人數與普及教育發展 --- p.3
Chapter ´(إ) --- 就讀私校的學生人數升降的現象 --- p.3
Chapter (二） --- 港府發展公營中小學敎育的各個階段，各階段中港府的私校政策以至各 階段中的私校發展 --- p.4
Chapter 第二節 --- 國家理論與香港私校發展 --- p.7
Chapter ´(إ) --- 政府政策作爲國家行動和霸權工程 --- p.7
Chapter (二） --- 國家作爲行動者 --- p.7
Chapter (三） --- 國家工程(State Project)、霸權工程(Hegemonic Project)和國家 果效（State Effect) --- p.8
Chapter (四） --- 有關推展霸權工程的策略 --- p.10
Chapter (五） --- 應用國家理論來分析香港具況 --- p.11
Chapter 第二章 --- 文獻評述 --- p.13
Chapter 第一節 --- 國家(state )的自主性(autonomy ) --- p.13
Chapter (一) --- 自由主義學派 --- p.13
Chapter (二） --- 馬克斯及新馬克斯主義理論 --- p.16
Chapter (三） --- 國家主義者（statist)的立場 --- p.22
Chapter (四） --- Bob Jessop的策略性關係性角度 (strategic-relational approach ) --- p.23
Chapter (五） --- 有關如何推展霸權工程的策略 --- p.26
Chapter 第二節 --- 如何應用國家理論於解釋香港的具體情況 --- p.30
Chapter (一） --- 如何應用國家理論於本研究中 --- p.30
Chapter (二） --- 體系層面 --- p.32
Chapter (三） --- 制度性層面 --- p.35
Chapter (四） --- 政治運作層面 --- p.39
Chapter (五） --- 三種層面的因素透過一項工程去整合 --- p.42
Chapter 第三章 --- 硏究設計 --- p.43
Chapter 第一節 --- 分析架構 --- p.43
Chapter 第二節 --- 分析架構中採用的重要概念及名詞的界說 --- p.45
Chapter (一) --- 「國家」在本硏究裏的意義 --- p.45
Chapter (二） --- 國家政策、教育政策、私校政策 --- p.46
Chapter (三） --- 私校、私立中學和私立中學發展 --- p.47
Chapter (四） --- 受助學買位 --- p.48
Chapter 第三節 --- 劃分階段 --- p.48
Chapter ´(إ) --- 1949年至1967年的私校發展情況及背景 --- p.48
Chapter (二） --- 1968年至1988年私立中學發展情況及背景 --- p.50
Chapter 第四節 --- 研究問題 --- p.52
Chapter ´(إ) --- 1949年至1967年的私校發展情況及背景 --- p.52
Chapter (二） --- 1968年至1988年私立中學發展情況及背景 --- p.52
Chapter 第五節 --- 研究方法 --- p.53
Chapter 第六節 --- 研究限制 --- p.56
Chapter 第四章 --- 國家性質的轉變及其對私校政策的影響 --- p.57
Chapter 第一節 --- Mini mal state時期香港政府對私立中學的政策 --- p.59
Chapter ´(إ) --- 來自體系性層面的因素 --- p.59
Chapter (二） --- 來自制度性層面的因素 --- p.61
Chapter (三） --- 來自政治運作層面的因素 --- p.62
Chapter 第二節 --- Mini mal state 性質轉變與教育政策轉變 --- p.63
Chapter 第三節 --- 教育政策轉變作為國家行動 --- p.68
Chapter ´(إ) --- 來自體系性層面的因素 --- p.68
Chapter (二） --- 來自制度性層面的因素 --- p.70
Chapter (三） --- 來自政治運作層面的因素 --- p.78
Chapter 第五章 --- 蒙混過關（Muddling Through)式的學額擴展過程 --- p.80
Chapter 第六章 --- 吸納與排´拒´ؤؤ從國家理論觀點看私校轉津問題 --- p.88
Chapter 第一節 --- 公營中學教育擴展，辦學團體情況出現出現什麽轉變? --- p.88
Chapter 第二節 --- 哪些學校是吸納的對象 --- p.92
Chapter 第三節 --- 被吸納與不被吸納反映政府如何選取合作伙伴 --- p.95
Chapter 第七章 --- 私校政策作爲霸權工程的一部分 --- p.99
Chapter 第八章 --- 結論 --- p.108
Chapter 第一節 --- 研究結果 --- p.108
Chapter 第二節 --- 研究的意義和局限 --- p.110
註釋 --- p.112
參考書目 --- p.116
附錄一 --- p.124
附録二 --- p.131
附錄三 --- p.135
附錄四 --- p.138
附録五 --- p.148
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"政治與課程: 中、港兩地中史課程比較硏究 = Politics and curriculum : a comparative study of Chinese history curricula in China and Hong Kong." 1998. http://library.cuhk.edu.hk/record=b5896274.
Full textAbstract:
陳淑雯.論文(哲學碩士)--香港中文大學, 1998.
參考文獻: leaves 199-215.
中英文摘要.
Chen Shuwen.
Chapter 第一章 --- 導言 --- p.1
Chapter 1.1 --- 前言 --- p.1
Chapter 1.2 --- 研究背´景´ؤؤ政治與課程 --- p.2
Chapter 1.3 --- 研究立足´點´ؤؤ課程社會學的觀點 --- p.5
Chapter 1.4 --- 研究意義 --- p.7
Chapter 第二章 --- 研究理論 --- p.8
Chapter 2.1 --- 政治與課程 --- p.8
Chapter 2.2 --- 共產政權的認受性與課程 --- p.19
Chapter 2.3 --- 殖民政權的認受性與課程 --- p.31
Chapter 第三章 --- 研究設計 --- p.44
Chapter 3.1 --- 研究問題 --- p.44
Chapter 3.2 --- 研究對象 --- p.44
Chapter 3.3 --- 研究方´法´ؤؤ定性研究法 --- p.48
Chapter 3.4 --- 分析主題 --- p.51
Chapter 3.5 --- 研究限制 --- p.53
Chapter 第四章 --- 中、港課程的意識型´態´ؤؤ歷史觀 --- p.54
Chapter 4.1 --- 歷史的進´程´ؤؤ線性與循環史觀 --- p.54
Chapter 4.2 --- 推動歷史發展的原動力 --- p.61
Chapter 4.3 --- 歷史論述的價値基準 --- p.68
Chapter 4.4 --- 中、港課程的歷史觀與政權管治的意識型態 --- p.73
Chapter 第五章 --- 中、港課程的意識型´態´ؤؤ民族與國家感情 --- p.76
Chapter 5.1 --- 民族感情 --- p.76
Chapter 5.2 --- 國家感情 --- p.90
Chapter 5.3 --- 中、港課程的民族、國家感情與政權管治的意識型態 --- p.97
Chapter 第六章 --- 中、港課程的意識型´態´ؤؤ「優良」的品德 --- p.103
Chapter 6.1 --- 品德敎育的形式 --- p.103
Chapter 6.2 --- 品德敎育的内容 --- p.107
Chapter 6.3 --- 中、港課程的品德敎育與政權管治的意識型態 --- p.117
Chapter 第七章 --- 中、港課程意識型態控制的機制 --- p.122
Chapter 7.1 --- 制度層´面´ؤؤ由《課程綱要》編訂到敎科書審定 --- p.123
Chapter 7.2 --- 人的層面 --- p.135
Chapter 7.3 --- 小結 --- p.140
Chapter 第八章 --- 中、港課程的政治社會化特色 --- p.142
Chapter 8.1 --- 政治與課´程´ؤؤ不同政權的政治社會化的特色 --- p.142
Chapter 8.2 --- 未完的討論 --- p.148
Chapter 8.3 --- 對歷史課程改革的啓示 --- p.150
附表 --- p.153
附錄中文參考書目 --- p.199
英文參考書目 --- p.209
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Constantinou, Peter P. "Government Relations in the Post-secondary Education Sector in Ontario." Thesis, 2010. http://hdl.handle.net/1807/24727.
Full textAbstract:
There has been little research on the government relations function within the post-secondary education sector in Ontario. This study explores this topic by reviewing the literature and collecting data from key informants in the college, university and government sector, and those who can speak about the sector associations. The study describes how the leaders of colleges and universities in Ontario perceive and conduct government relations, both as individual institutions and as a sector, and analyzes trends and potential implications. The study utilizes a pluralist model of interest group behaviour and applied the hollow-core theory to the policy community and the findings provide compelling evidence that this theory is a useful theoretical framework for understanding the nature of this policy community. This study also provides valuable insight into the hollow-core theory of pluralism. The leadership of individual colleges and universities shares a similar understanding of government relations and engage a similar approach. Individual colleges and universities work independently to lobby for capital funding and work together through their respective associations to lobby for system-wide funding and reforms. Although the presidents of individual institutions continue to lead the government relations function, the trend in the post-secondary education sector in Ontario is to invest additional resources and time in these activities. This study is the first of its kind in Ontario and makes an important contribution to our understanding of the way leaders in the post-secondary education sector in Ontario perceive and conduct government relations. Implications of the findings are considered and recommendations are made for further research.
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"中国大陆义务教育择校政策的实施: 基於G市的个案研究." Thesis, 2011. http://library.cuhk.edu.hk/record=b6075475.
Full textAbstract:
董辉.Thesis (Ph.D.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 290-306)
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
Dong Hui.
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Danziger, Halperin Anna Klein. "Education or Welfare? American and British Child Care Policy, 1965-2004." Thesis, 2018. https://doi.org/10.7916/D81K0T6T.
Full textAbstract:
The care and education of pre-school children presents a perfect storm of conflicts among the needs of women, children, and states, particularly in societies that maintain a sharp barrier between the private and public spheres such as the United States and Britain. American and British policymakers attempted to address these tensions in the early 1970s by proposing universal child care programs. In the U.S., the Comprehensive Child Development Act (CDA) of 1971 passed both the House and Senate by overwhelming majorities but was vetoed by President Richard Nixon. Going further than any proposal before or since to establish a national public child care program, it would have made public child care centers universally available on a sliding-scale basis: free for children of the poor but available for a fee to middle and upper class children. The British Department of Education and Science, led by Secretary Margaret Thatcher, published a White Paper in 1972 calling for nursery expansion, but it was never fully implemented. It proposed a dramatic expansion of public nursery education, so that it might be available within a decade to all families with three and four year old children who chose to utilize it, with funds being made available first to local areas designated as most in need.
My dissertation presents an in-depth account of the political bargaining that occurred during this period in both countries, and addresses the factors that contributed to the failure of these universal child care proposals. Although neither child care program was implemented (or fully implemented, in the British case), the proposals raise important questions about the relationship between the state and the family. It also analyzes the aftermath of these policies’ failure through to the end of Thatcher and Reagan administrations.
It then turns to the mid-1990s which represent a key divergence in the two nations’ paths, as Britain returned to its earlier nursery education initiatives for all children and the United States further entrenched its reliance on the private market for the provision of care. The passage in 1997 of the British National Child Care Strategy, a central component of New Labour’s War on Child Poverty, included a free and universal preschool provision for all three and four year old children. In the U.S., by contrast, the 1996 Personal Responsibility and Work Opportunity Reconciliation Act expanded child care subsidies only for eligible low income children below the age of five, thus continuing the American reliance on the free market to provide this necessary service for most families.
I argue that conflicting visions of child care as an educational intervention versus a welfare service—and as a universal provision benefitting all children and families versus a means-tested program targeted to low-income families—explain the differences between these two countries’ policy developments in the 1990s. Specifically, my dissertation examines how British and American conceptions of motherhood and child-rearing compare, and how policymakers viewed the role of the state in intervening with parental responsibilities. In the United States, Republicans balked at the idea of public child care provision for the nonpoor, yet British politicians of both major parties supported universal public interventions in the early years at various points across the period.
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Buchel, Andrew. "Three essays on the concept, measurement, and consequences of social capital." 2011. http://hdl.handle.net/1993/4911.
Full textAbstract:
Despite concerted research effort over the last thirty years, social capital remains a variably, and at times, ill-defined concept. A lack of a clear causal theory has made social capital difficult to explore in an empirical setting. In addition, limited understanding of the concept’s operation has restricted its ability to provide valuable insight into policy development. The three papers that compose this thesis examine the concept, measurement, and consequences of social capital. The first provides a theoretical discussion of the conceptual origins of the term, its common criticisms, and suggests an alternative approach to its understanding. The second applies this alternative approach to an empirical model of child enrolment in post-secondary education. Finally, the third critically examines a recent federal policy research initiative related to social capital, identifying key policy development advantages to this thesis’s alternative approach.
This thesis argues that antecedents to the modern social capital literature along with more recent criticisms suggest a dual approach to understanding social capital. This dual approach involves two distinct frameworks for understanding the concept – one literal and one figurative. These frameworks guide alternative approaches to empirical social capital work, demonstrated through the analysis of social capital’s impact on child post-secondary enrolment. It further identifies how the two frameworks provide more relevant information on the operation of social capital, facilitating prospective policy development. Overall, the thesis concludes that the literal and figurative approaches represent a more useful way of understanding and applying the social capital concept.
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"「中學敎學語言政策」對學校內部影響的硏究." 2001. http://library.cuhk.edu.hk/record=b6073820.
Full textAbstract:
黃美美.論文(哲學博士)--香港中文大學, 2001.
附參考文獻.
中英文摘要.
Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Huang Meimei.
Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001.
Fu can kao wen xian.
Zhong Ying wen zhai yao.
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Ndlovu, Lovemore. "Religious education in Zimbabwe secondary schools : the quest for a multi-faith approach." Diss., 2004. http://hdl.handle.net/10500/1447.
Full textAbstract:
This study explores the problem of a bibliocentric Religious Education curriculum in Zimbabwe amid the quest for a multi-faith curriculum. It traces the history of Religious Education, how it was started and crafted by the so-called missionary propagandists in order to suit their dogmatic interests. Two main aspects of the christianization of the Religious Education curriculum are highlighted, namely cultural alienation and indoctrination.
Two post-independence teaching approaches, the life experience approach and the multi-faith approach are discussed in a comprehensive manner as possible solutions to the problem of Religious Education in Zimbabwe. An empirical analysis and evaluation of the views of various stakeholders about post-independence developments in Religious Education is also presented. Finally, relevant findings, conclusions and recommendations critical to successful Religious Education teaching are presented.Teacher Education
M. Ed. (Didactics)
39
Black, David Alexander. "Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012." Thesis, 2014. http://hdl.handle.net/10500/14487.
Full textAbstract:
It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be.History
D. Litt. et Phil. (History)
40
Braça, António Feliciano. "Orçamento geral do estado da educação em Angola: impacto no desenvolvimento da educação no ensino geral no município do Huambo de 2012-2015." Master's thesis, 2020. http://hdl.handle.net/10437/10221.
Full textAbstract:
Orientação: Carla Cristina Marques GalegoA presente Dissertação teve como objeto de estudo a analise do impacto do Orçamento Geral do Estado da Educação (OGEE), na sua componente económica, no desenvolvimento da educação no Ensino Geral no Município do Huambo durante o período de 2012 a 2015. No campo teórico, procurámos compreender os conceitos de Orçamento Geral de Estado e de Políticas Públicas, na sua relação com a Educação, tendo em conta os objetivos definidos nos programas do Governo angolano. No campo metodológico, face ao objetivo geral delineado, optou-se por realizar uma investigação de natureza qualitativa, tendo como procedimento fundamental a análise documental desenvolvida a partir de uma abordagem descritiva. Conclui-se, com este estudo, que a descrição das políticas económicas na educação em Angola, resultou dos Fóruns regionais e internacionais sobre educação para todos. Os maiores obstáculos à implementação das políticas económicas na Educação em Angola, foram desenhados na sequência do Exame Sectorial da Educação, em 1992, e do Plano-Quadro Nacional de Reestruturação do Sistema de Ensino, em 1995. Aponta-se como principais causas: a) o longo período de guerra civil, b) a destruição massiva de infraestruturas, e c) a dificuldade de se criar desde a independência uma rede escolar estabilizada, que leve em considerações estatísticas credíveis de uma população-alvo, fixada de forma mais ou menos permanente.
This Dissertation had as its object of study the analysis of the impact of the State General Education Budget (SGEB), in its economic component, on the development of education in General Education in the Municipality of Huambo during the period from 2012 to 2015. In the theoretical field, we sought to understand the concepts of the State General Budget and Public Policies, in their relationship with Education, taking into account the objectives defined in the Angolan Government's programs. In the methodological field, given the general objective outlined, we opted to carry out research of a qualitative nature, having as a fundamental procedure the documental analysis developed from a descriptive approach. This study concludes that the description of economic policies in education in Angola resulted from regional and international forums on education for all. The major obstacles to the implementation of economic policies in Education in Angola were designed following the Sectoral Examination of Education in 1992 and the National Plan for the Restructuring of the Education System in 1995. The main causes are a) the long period of civil war, b) the massive destruction of infrastructures, and c) the difficulty of creating a stable school network since independence, which leads to credible statistical considerations of a target population, fixed permanently.
41
Mabunda, Moises Eugenio. "Nation building in Mozambique : an assessment of the secondary school teachers’ placement scheme, 1975 – 1985." Diss., 2004. http://hdl.handle.net/2263/27897.
Full textAbstract:
This study analyses the practice implemented by the government of Mozambique immediately after independence, from 1975 to 1985, of placing secondary school teachers around the country. Such practice consisted of putting teachers born in the south of the country to teach either in the central, or in the northern region, on the one hand; on the another, those who were born in the centre of the country were being placed to work or in the south, or in the north; and those born in the north were being sent to teach in the central or southern part of the country. The government’s arguments in so doing were to mould a nation. The study explores whether this practices was a deliberate policy. The presupposition that it may have been a formal policy comes from the fact that during the struggle for the liberation of Mozambique, the then movement leading the war, Frelimo, had as its guiding principle to ‘kill the tribe for the nation to be born’; so people from different regions of the country were compelled to work closely together in every activity of the movement. The theoretical framework includes a discussion of the concepts of ‘ethnic group’, ‘nation’, ‘nationalism’ and ‘nation-state’. Throughout the literature review, the way nations have been historically constituted worldwide, the way African leaders tried to build their nations, the philosophy behind the idea of ‘nation-states’ they developed are discussed at length. Given that education has been considered as a key pillar to achieve this specific end, the contribution of this sector to the processes of building a nation is brought to the fore. The study is a qualitative analysis and exploratory in essence. Fifty persons – including high ranking officials and teachers – who designed and implemented or were involved in the practice, were interviewed as the main foundation of the research. The outcomes of the analysis as well as the analogy itself are multidisciplinary. It concludes that the practice was not a policy in the classical meaning, that is a core of written principles and practices approved by a competent social institution and followed in a certain community, it existed only in speeches. Secondly, that in fact the practice contributed to the nation building process, people involved in it gained awareness of the vastness and ethnic diversity of the country. Finally, it reveals that de facto the policy had unintended interpretations. Given that the majority of the people sent throughout the country were southerners – something which the headmasters of the practice apparently were not aware of –, the unbalance of educated cadres that began during the colonial period were simply perpetuated and not critically addressed. As a result, “Southern dominance” in the administration of the country (in this instance the education system) provided the basis for dissatisfaction in other areas of the country. The study agrees with Connor (1990) that nation-building is a process, and concludes that Mozambique is on the road to nation formation, to which the practice contributed to a considerable degree.Dissertation (M (Social Science in Sociology))--University of Pretoria, 2006.
Sociology
unrestricted
42
Blumfield, Brian Alfred. "A historical review of the assessment of English Home Language at senior secondary school level in KwaZulu-Natal." Thesis, 2008. http://hdl.handle.net/10500/2412.
Full textAbstract:
The National Curriculum Statement (NCS) heralds the beginning of a new curriculum for Grades 10 to
12 in South Africa. Underpinned by the South African Constitution, and based on the tenets of
Outcomes-based Education, the NCS seeks to provide contextually-relevant education for all South
African learners, so that they are able to embrace inevitable change. Although the NCS highlights the
importance of assessment, an analysis of the English Home Language (EHL) NCS reveals tensions
between policy and practice. This study attempts to contextualise the role of relevant assessment for the
21st century. It then proceeds to engage in a historical evaluation of assessment within the NSC in terms
of how assessment was conducted in the former Natal Education Department, a liberal education
department within former apartheid South Africa. The conclusions drawn from the evaluation are used
to provide recommendations to relieve the tensions identified within the EHL NSC.Educational Studies
M.Ed.
43
Mohlala, Jonas. "The probable implication of declaring schools as fee-paying and no-fee-paying on the secondary schools financial management in Soshanguve." Thesis, 2015. http://hdl.handle.net/10500/23283.
Full textAbstract:
The research centres on the degree to which the no-fee-paying policy is influencing the financial management of schools in Soshanguve. The no-fee-paying policy stems from the Education Laws Amendment Act 24 of 2005 according to which the levying of mandatory fees was abolished at public schools that are declared no-fee-paying institutions. The state funded these newly declared no-fee-paying schools in order to create greater access to quality education and to improve the educational resources and equipment in impoverished schools.
According to the findings of this research, there is little or no financial management in the former underprivileged schools in Soshanguve. This lack of proper financial management in these schools appears to be due to the lack of capacity within both the schools and the school governing bodies themselves. In addition, there appears to be a lack of equality and equity between the formerly underprivileged schools and the advantaged schools. In the words of Fiske and Ladd (2004b:248), equality and equity seem to be elusive. Schools in the cities are still advantaged since the parents are paying fees and schools are managing their funds, while parents in the township schools (especially in Soshanguve) have been found to be unsupportive financially. This is probably because communities around the schools are, in the main, poverty stricken.Public Administration and Management
D. Litt. et Phil. (Public Administration)
44
Seroka, Segopane Freddy. "Implementation of affirmative action in schools : a teacher's perspective." Thesis, 2014. http://hdl.handle.net/10210/8961.
Full text
45
Munasi, Khathutshelo Ronald. "Integrating Environmental Education in the Life Sciences curriculum in the Vhembe District, Limpopo." Diss., 2019. http://hdl.handle.net/10500/26846.
Full textAbstract:
The mandate from the government is for schools to integrate Environment Education (EE) in all subjects. However, some Life Sciences teachers in the Vhembe District still fail to integrate EE into their lessons. This qualitative case study, hence, investigated how Life Sciences teachers in Vhembe District of Limpopo Province are supported by the Department of Basic Education (DBE) to integrate EE into their lessons. The purpose of this study was to develop guidelines to enhance the support given by DBE, to Life Sciences teachers, in their attempts to integrate EE into their lessons.
Studies have been conducted about factors that inhibit the integration of EE in school subjects. However, little has been written about how the DBE supports teachers to integrate EE in their lessons. This study contributes knowledge to this gap. This study was based on interpretivism, followed a qualitative approach and a phenomenological case study design. Three schools in Vhembe District in Limpopo Province were conveniently selected and one Life Sciences teacher was purposively selected from each school to get rich-information about the research topic. One subject advisor was also purposely selected as a participant from the Vhembe District under, Mutshindudi circuit. Data were collected through semi-structured face-to-face interviews with the teachers and the subject advisor. Before the interviews, the Curriculum and Assessment Policy Statement (CAPS) document, pacesetter and textbooks were first analysed.
Findings from the CAPS document analysis show support for teachers towards integrating EE in Life Sciences, although, the pacesetter does not provide such support. The teachers, however, do not take advantage of the offered support from the documents because they do not read these curriculum documents. Further, the findings reveal that the subject advisor was not doing enough to support the teachers as the limited support that the teachers received was only reactive. This study also found that lack of training for teachers and the subject advisor, lack of understanding of EE and lack of resources were still challenges in the integration of EE in the research context.
This study recommends that there should be a more proactive support for to integrate EE into their lessons so as to produce environmentally informed learners. Thus, the DBE must take responsibility of providing teachers with necessary trainings and resources for EE to support them to integrate it into the lessons.Educational Studies
M. Ed. (Specialisation in Environmental Education)
46
Potter, Angela B. "From social hygiene to social health: Indiana and the United States adolescent sex education movement, 1907-1975." Thesis, 2015. http://hdl.handle.net/1805/7984.
Full textAbstract:
IndianapolisThis thesis examines the evolution of the adolescent sex education during from 1907 to 1975, from the perspective of Indiana and highlights the contingencies, continuities, and discontinuities across place and time. This period represents the establishment of the defining characteristics of sex education in Indiana as locally controlled and school-based, as well as the Social Health Association’s transformation from one of a number of local social hygiene organizations to the nation’s only school based social health agency. Indiana was not a local exception to the American sex education movement, but SHA was exceptional for SHA its organizational longevity, adaptation, innovation in school-based curriculum, and national leadership in sex education. Indiana sex education leadership seems, at first glance, incongruous due to Indiana’s conservative politics. SHA’s efforts to adapt the message, curriculum, and operation in Indiana’s conservative climate helped it endure and take leadership role on a national stage. By 1975, sex education came to be defined as school based, locally controlled and based on the medicalization of health, yet this growing national consensus belied deep internal contradictions where sex education was not part of the regular school health curriculum and outside of the schools’ control. Underlying this story is fundamental difference between social hygiene and health, that hygiene is a set of practices to prevent disease, while health is an internal state to promote wellness.
47
Tayler, Judith Anne. "With her shoulder to the wheel: the public life of Erika Theron (1907-1990)." Thesis, 2010. http://hdl.handle.net/10500/4943.
Full textAbstract:
This thesis is a biographical study of Erika Theron (1907-1990), an Afrikaner woman who played a significant role in many aspects of public life in South Africa in a critical time in the country‘s history. The study seeks to give recognition to her achievements, which have received scant attention in a historiography with a masculine bias. At the same time it examines her changing role from collaborator to critic of the apartheid system.
Certain defining features of Theron‘s life have been highlighted. First, Theron grew up in a staunchly Afrikaner nationalist, service-oriented family which encouraged loyalty to her own people and civic responsibility. Second, she was unusual among Afrikaner women of her generation, in that she was highly educated, independent and ready to assume leadership roles. She became a pioneer in a number of fields, attaining high professional rank and holding important public offices – frequently as the first woman to do so in the country.
The thesis focuses on five areas of Theron‘s public life. After returning from post-graduate studies abroad, she worked with Hendrik Verwoerd in the campaign to uplift poor whites, particularly the rehabilitation and re-integration of the Afrikaner poor. She thereafter commenced a long career as a social work academic, which included a number of milestones for her new discipline, for the profession of social work and for the advancement of women in academia. From the 1950s she served on the town council of Stellenbosch, including terms as deputy mayor and mayor. She played an important role in historic conservation but was also instrumental in the rigorous institution of apartheid structures in the town during the early days of National Party rule. In the early 1970s she served as chairman of the Commission of Enquiry into Coloured Affairs which influenced her personal views on the country‘s race policies. She became a public critic of many aspects of the apartheid system and vocal advocate for coloured rights.History
D. Litt. et Phil. (History)
48
Makoka, Juliet Oageng. "The influence of Jasa's mini enterprise programme on learners entrepreneurial intentions." Diss., 2020. http://hdl.handle.net/10500/27374.
Full textAbstract:
Entrepreneurship is a catalyst for economic growth and development; thus, the South African government continues to invest in programmes aimed at enhancing youth entrepreneurship development. However, South Africa is still characterised by low levels of total entrepreneurship activity. To stimulate entrepreneurial activity, scholars, policy makers and government have all identified entrepreneurship education as a critical component. Education equips potential and existing entrepreneurs with knowledge, skills, confidence, creativity and innovative capabilities needed to excel in entrepreneurship. One such entrepreneurship programme aimed at creating and enhancing entrepreneurship intentions among high school learners is the one offered by Junior Achievement South Africa (JASA). However, the effectiveness of the JASA entrepreneurship education programmes remains largely unknown.
Enterprise Programme creates and enhances learners’ entrepreneurship intentions. Consequently, how learners’ personal attitudes towards entrepreneurship, perceived entrepreneurial abilities, subjective norms and entrepreneurship intentions were affected after participating in the Mini Enterprise Programme. The study employed a quantitative method and used an entrepreneurial intentions questionnaire to answer the research question. Data was collected from 151 learners who participated in the 2018 Mini Enterprise programme by means of self-completion questionnaires. SPSS was used to analyse the date through descriptive and inferential analysis techniques. The major finding of the study is that JASA’s Mini Enterprise Programme does indeed create and enhance learners’ entrepreneurship intentions. It was also observed that the programme positively influences learners’ personal attitudes towards entrepreneurship and instilled a sense of confidence in their entrepreneurial abilities. The study concludes by providing some recommendations for entrepreneurship education.Bogwebi ke sethankgolodi sa kgolo le tlhabololo ya ikonomi, mme ke ka moo puso ya Aforikaborwa e tswelelang go beeletsa mo mananeong a a ikaeletseng go tokafatsa tlhabololo ya bogwebi mo bašweng. Le gale, Aforikaborwa e sa ntse e na le seelo se se kwa tlase sa ditiragatso tsa bogwebi ka botlalo. Go susumetsa tiragatso ya bogwebi, barutegi, badiradipholisi le puso ba supile thuto ya kgwebo jaaka karolo ya botlhokwa. Thuto e tlamela ba e ka nnang bagwebi le bagwebi ba ba setseng ba le gona ka kitso, bokgoni, go itshepa, boitlhamedi le boitshimololedi jo bo tlhokegang go dira sentle mo bogwebing. Lenaneo lengwe la bogwebi le le ikaeletseng go tlhama le go tokafatsa maikemisetso a kgwebo mo barutwaneng ba dikolo tse dikgolwane le tlamelwa ke Junior Achievement South Africa (JASA). Le gale, nonofo ya lenaneo la thuto ya kgwebo la JASA e sa ntse e sa itsewe. Lenaneo la Kgwebo le tlhama le go tokafatsa maikemisetso a morutwana a bogwebi. Thutopatlisiso e ne e lebeletse ka moo molebo wa sebele wa barutwana malebana le bogwebi, bokgoni jo go tsewang bo le gona jwa kgwebo, ditumelo tse di gona le maikemisetso a bogwebi di amiwang ka gona ke Lenaneo la Kgwebonnye (Mini Enterprise Programme). Thutopatlisiso e dirisitse mokgwa o o lebelelang dipalopalo mme ya dirisa lenaanepotsolotso la maikemisetso a bogwebi go araba potso ya patlisiso. Go kokoantswe data go tswa mo barutwaneng ba le 151 ba ba nnileng le seabe mo Lenaneong la Kgwebonnye ka manaanepotsolotso a a itlalediwang. Go dirisitswe SPSS go lokolola data ka dithekeniki tsa tokololo tse di tlhalosang le tse di lebang bokao. Phitlhelelo e kgolo ya thutopatlisiso ke gore Lenaneo la Kgwebonnye la JASA tota le tlhama le go tokafatsa maikemisetso a bogwebi a barutwana. Go lemogilwe gape gore lenaneo le tlhotlheletsa megopolo ya sebele ya barutwana malebana le bogwebi mme le tsenya go itshepa mo bokgoning jwa bona jwa kgwebo. Thutopatlisiso e konosetsa ka go tlamela ka dikatlenegiso dingwe malebana le thuto ya bogwebi.
Ikhono lobubhizinisi luyimvubelo yokuhlumisa kanye nokuthuthukisa umnotho, yingakho iNingizimu Afrika iqhubeka nokutshala izimali kwizinhlelo ezihlose ukuqinisa uhlelo lokuthuthukisa osomabhizinisi abasafufusayo. Ngakho-ke, iNingizimu Afrika isabonakala njengezwe elinezinga eliphansi kakhulu kwezezinhleli zokwenza ibhizinisi. Ukukhwezela izinga lokwezeka kwebhizinisi, osolwazi, abakhi bemigomo kanye nohulumeni bonke sebebone ukubaluleka kwemfundo njengesigaba esisemqoka. Imfundo ihlomisa ngamathuba kanye nosomabhizinisi abakhona ngolwazi, ngamakhono, ngethemba, ngobuciko bengqondo kanye nekhono lamaqhinga amasha adingeka ukuthi ukwazi ukuphumelela kwezibhizinisi. Uhlelo olunjalo lwezebhizinisi oluhlose ukwakha nokuqinisa izinhloso zobubhizinisi hlangana nabafundi abasemabangeni aphezulu, lwethulwa yinhlangano ye-Junior Achievement South Africa (JASA). Yize-kunjalo, ukusebenza ngempumelelo kwezinhlelo zemfundo yobubhizinisi i-JASA kaningi kuhlala kungaziwa kahle. Uhlelo lwebhizinisi i-Enterprise Programme lwakha futhi luqinisa izinhloso zabafundi zebhizinisi. Lolu cwaningo lugxile kwindlela imikhuba yomfundi ngamunye iba nomthelela ngayo kwezebhizinisi, kwezamakhono aziwayo ezebhizinisi, kwingqubo ethatha uhlangothi kanye nakwizinhloso zebhizinisi zithintwa wumthelela we-Mini Enterprise Programme. Ucwaningo lusebenzise indlela eyencike kumanani (quantitative method) kanti futhi luphinde lwasebenzisa umbhalo wemibuzo onezinhloso zobubhizinisi ukuphendula umbuzo wocwaningo. Idatha iqoqwe kubafundi abayi-151 ababebandakanyeka ohlelweni lwe-2018 Mini Enterprise Programme ngokusebenzisa imibhalo yemibuzo egcwaliswa yolowo mfundi ophendulayo qobo lwakhe. I-SPSS isetshenziselwe ukuhlaziya ilanga ngokusebenzisa izinhlelo zokuhlaziya i-descriptive and inferential analysis techniques. Ulwazi olunzulu olutholwe wucwaningo olwenziwe yi-JASA’s Mini Enterprise Programme empeleni luye lwakha futhi lwaqinisa izinhloso zabafundi kwezebhizinisi. Kuye kwatholakala ukuthi uhlelo luye lwaba nomthelela omuhle kwimikhuba yabafundi ngamunye kwikhono lobubhizinisi futhi lwatshala ummoya wokuzethemba kumakhono abo obubhizinisi. Ucwaningo luphetha ngokunikeza izincomo ezimayelana nemfundo yobubhizinisi
Business Management
M. (Business Management)
49
Tyler, John. "A Pragmatic Standard of Legal Validity." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10885.
Full textAbstract:
American jurisprudence currently applies two incompatible validity standards to determine which laws are enforceable. The natural law tradition evaluates validity by an uncertain standard of divine law, and its methodology relies on contradictory views of human reason. Legal positivism, on the other hand, relies on a methodology that commits the analytic fallacy, separates law from its application, and produces an incomplete model of law.
These incompatible standards have created a schism in American jurisprudence that impairs the delivery of justice. This dissertation therefore formulates a new standard for legal validity. This new standard rejects the uncertainties and inconsistencies inherent in natural law theory. It also rejects the narrow linguistic methodology of legal positivism.
In their stead, this dissertation adopts a pragmatic methodology that develops a standard for legal validity based on actual legal experience. This approach focuses on the operations of law and its effects upon ongoing human activities, and it evaluates legal principles by applying the experimental method to the social consequences they produce. Because legal history provides a long record of past experimentation with legal principles, legal history is an essential feature of this method.
This new validity standard contains three principles. The principle of reason requires legal systems to respect every subject as a rational creature with a free will. The principle of reason also requires procedural due process to protect against the punishment of the innocent and the tyranny of the majority. Legal systems that respect their subjects' status as rational creatures with free wills permit their subjects to orient their own behavior. The principle of reason therefore requires substantive due process to ensure that laws provide dependable guideposts to individuals in orienting their behavior.
The principle of consent recognizes that the legitimacy of law derives from the consent of those subject to its power. Common law custom, the doctrine of stare decisis, and legislation sanctioned by the subjects' legitimate representatives all evidence consent.
The principle of autonomy establishes the authority of law. Laws must wield supremacy over political rulers, and political rulers must be subject to the same laws as other citizens. Political rulers may not arbitrarily alter the law to accord to their will.
Legal history demonstrates that, in the absence of a validity standard based on these principles, legal systems will not treat their subjects as ends in themselves. They will inevitably treat their subjects as mere means to other ends. Once laws do this, men have no rest from evil.