Dissertations / Theses: 'Educational association'

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Cromie, Pamela, and Deborah K. Harley-McClaskey. "Association for Constructivist Teaching." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4069.

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Lee, Chih-Hao. "The Workers' Educational Association and the pursuit of Oxford idealism, 1909-1949." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/285111.

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This study examines the practical application of Oxford Idealism to education reform and the adult education movement. According to Idealist philosophy, enlightened and active citizenship was the cornerstone of a participatory democracy. This thesis thus explores how Oxford Idealists used the Workers' Educational Association (WEA) to pursue the aim of cultivating good citizenship and forming a common purpose for the future society they wished to see emerging. The WEA, founded in 1903, embodied the Idealist vision by promoting its two-fold practices: first, it organised university tutorial classes to foster mutual learning and fellowship between intellectuals and workers; second, it campaigned for a state-funded 'educational highway', from nursery to university, so that every citizen would have the opportunity to receive the kind of liberal education which had hitherto been limited to upper and middle classes. By exploring the development of the dual initiative, this thesis examines the achievement and limitations of the Idealist project. In particular, it investigates whether and how this pursuit, in the long run, contributed to the rise of professionalism, a trend which has been ascribed to the efforts of Idealists but which in many ways contradicted the ideal of participatory democracy. In so doing, this thesis explains why the influence of Oxford Idealism-this highly moralistic philosophy which inspired a generation of intellectuals and politicians and lent a distinctive flavour to British public policy at the beginning of the twentieth century-gradually ebbed in the public domain.

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Gurney, Penelope J. "On the association between modes of mental representation and mathematics experience in pre-service education students." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7678.

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The purpose of this study is to examine one aspect of the cognitive development of pre-service education students; i.e. the ability to utilize different modes of mental representation. This study attempts to provide a basis for understanding the relationship between the degree of experience in mathematics and the ability to utilize different modes of mental representation. The selected instrumentation illustrates different aspects of mental representation. The "Modes of Thought Questionnaire" (MOTQ) of Aylwin (1985) is allied to thinking itself, the "Knowledge Accessing Modes Inventory" (KAMI) of Rancourt (1989) is allied to knowledge accessing, and the Diehl and England (1958) version of the "Griffitts Test of Mental Imaging" is allied to mental imaging. In the MOTQ, associations were found between the level of experience in mathematics and both the ability to utilize each mode of mental representation and the overall use of the preferred modes. Specifically, a lack of experience in mathematics appears to be related to an ability to utilize correctly all three modes of mental representation when directed to do so. A lack of mathematics experience also appears to be related to a lower utilization of the verbal mode of mental representation, and a higher use of the visual mode, than expected. In the KAMI test, likewise, an association was found between levels of experience in mathematics and the dominant mode of knowledge accessing. A significantly higher percentage of subjects with no experience in mathematics have the noetic mode as dominant mode, whereas a significantly higher percentage of subjects with a high level of experience in mathematics have the rational mode as dominant mode. In the Griffitts test, however, no association was found between the level of experience in mathematics and the use of the three modes of mental imaging. This study has implications both for future research and for education. First, it gives a clear indication that differences do exist between the mental representation modes preferred by individuals with no mathematics experience as compared to those who have even a small level of experience in mathematics. Second, it provides implications regarding teacher education in Ontario, which arise from these differences in the utilization of all of the modes of mental representation and knowledge acquisition.

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Jacobs, Richard Michael. "Agenda semper recogitanda the Americanist catechetical agenda and the National Catholic Educational Association /." Access abstract and link to full text, 1990. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9022598.

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Burnight, Brian. "Leading for Literacy| Lexia Reading Core5 and the Association with Oral Reading Fluency in Title I Schools." Thesis, University of South Dakota, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10981590.

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This study examined students utilizing a computer-aided reading intervention Lexia Reading Core5 and the correlation with oral reading fluency for grades second through fourth at nine Title I schools in a medium-sized urban characteristic Midwestern school district. The researcher design utilizes a quantitative methodology to gauge the changes in reading scores measured for students utilizing Lexia Reading Core5 when utilized as a Tier I or Tier II intervention. The change in the dependent variable of student oral reading fluency rates from fall to spring as measured by the Formative Assessment System for Teachers (FAST) specifically the Curriculum-Based Measure for Reading (CBMR) determined student growth. The 2,514 students involved in the study came from nine Title I elementary schools in the Heartland School District for students in grades second through fourth. The student population in the study has characteristics of a typical urban school district that is a minority-majority school district in addition to approximately 34% of students being English language learners, with 95.1% free and reduced lunch rates. Students are distributed equally between grade levels with each grade having approximately one-third of the sample students. Gender was 51.45% male and 48.55% female.

The study supports a correlation between time and proficiency growth using Lexia Reading Core5 and student growth in oral reading fluency as measured by the CMBR assessment growth. This study supports the use of computer aided adaptive reading instruction for students in need of a Tier I or Tier II reading intervention.

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Buchanan, Phil. "The association between learning preferences and preferred methods of assessment of dental students." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/38.

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This study is designed to gather information concerning a possible relationship between how dental students prefer to take in and communicate new information and how they prefer to be assessed. Though there are numerous references in the literature regarding the learning styles of students there are also references to the inaccuracy of such studies. Part of the problem is in the definition of what construes a particular learning style and how to match the outcomes of one study based on one set of criteria with another study based on a dissimilar set of guide lines. This study focuses on learning preferences that make up just a part of a learning style. To gather information two quantitative surveys were utilized that involved three class years of dental students attending the University of the Pacific Arthur A. Dugoni School of Dentistry. Both surveys were designed to be voluntary and anonymous assuming that the results would be fewer but more accurate. The first survey (VARK Survey), based on the principles of the modes represented by VARK (Visual, Aural, Read-write, and Kinesthetic), gathered information regarding how dental students prefer to take in and give out information when learning is the goal. The second survey (Survey II) gathered information validating the results of the first survey along with information regarding how dental students prefer to be assessed. One hundred forty five students responded to the VARK Survey and one hundred students responded to the Survey II. Results of the VARK Survey indicated that dental students rely heavily on using a combination of modes, a category termed “multimodal.” Responses to singular VARK modes resulted in Kinesthetic followed by Read/write, Aural, and Visual. The preferred methods of assessment in descending order were: Multiple-Choice, Combination of Methods, Essay, Oral Exam, Fill-in-the-Blanks, and True/False. The majority of dental education is presenting information and assessing the results of the teaching. Teaching and assessing strategies should be formulated to achieve optimal results when educating students is the goal. Understanding the interconnection between learning preferences and assessment methods is critical when striving to achieve optimal results educating dental students.

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Rettenmeier, Lisa M. "The association of mentorships and leadership practices with nursing faculty retention." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/971.

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The lack of mentored relationships among nursing educators has the potential to negatively influence perceptions of leadership practices and could decrease the numbers of nursing faculty staying in academia. The purpose of this study was to investigate the perceptions of mentorships and leadership practices of nursing faculty teaching in academia. Watson's caring theory was the theoretical foundation to explain the congruence between mentored relationships, leadership practices, and the association with faculty retention. The first research question focused on differences between mentoring experience, assistance, and characteristics by mentor training type. Question two assessed the relationship between leadership practices by mentor training type. In this cross sectional, research design, a nonrandomized convenience sampling method was used to select 65 masters or doctoral level nursing faculty from one Midwestern state in the United States. The z test statistic measured the perceptions of mentoring experience, assistance, and characteristics by mentor training type; results indicated no significant differences in the perceptions of mentoring experience, assistance, and characteristics by training type. The ANOVA measured the perceptions of leadership practices by mentor training type. Results showed that nursing faculty who reported no mentor scored significantly lower on the perception of leadership practices when compared with nursing faculty who had formal mentor training. Recommendations for action include an exploration of barriers to mentorships and the perceptions of leadership practices within the workplace setting. This study contributes to positive social change by encouraging administrative personal and nursing leaders to focus on developing and maintaining healthy working relationships to potentially offset the nursing faculty shortage.

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Sharfe, Jean Ellen. "The Canterbury Workers' Educational Association : the origins and development, 1915 to 1947." Thesis, University of Canterbury. Department of History, 1990. http://hdl.handle.net/10092/2774.

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This thesis covers the origins and development of the Canterbury Workers I Educational Association between the years 1915 and 1947. Its particular concern is to determine the comparative influences of working class and middle class groups upon the development of the WEA and the extent, to which the organisation might be regarded as a working class movement. The work is divided into three sections. section One covers the period 1915-1920 and deals with the origins and the formative years of the Canterbury WEA. section Two focuses upon the years 1920-1938 and examines the relationship between the WEA and the trade unions, the role of the WEA in the provision of adult education to rural areas, the Summer Schools and the position of the WEA in the community. The final section covers the years 19381947. During this period changes in legislation relating to the provision of adult education were introduced through the Education Amendment Act (1938) and the Adult Education Act (1947). For the greater part of this period, social life in New Zealand was disrupted by the Second World War. The legislation together with circumstances of wartime were to have an important affect the activities of the WEA. Research was primarily based on the extensive WEA Archives held by the University of Canterbury Library. The minute books of the WEA are complete from 1915 and provide an excellent source of material. In order to try and reach through the official material to the ordinary people involved in the movement extensive use was made of the very complete archival holding of correspondence covering the period together with the techniques of oral history.

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Ragipi, Rushid Ajsuna. "A cross-country analysis of the association between educational mobility and income inequality." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65309.

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The main objective of this paper is to investigate the relationship between intergenerational educational mobility and income inequality. Previous research suggests that this relationship is expected to be positive, i.e. high income inequality is associated with low intergenerational educational mobility. To estimate the association between the two specified variables data on educational mobility is taken from a previous study and data on the income inequality measure, the Gini coefficient is taken from the World Bank. A weighted least square regression shows that 0.10 increase in the Gini coefficient leads to a 0.135 increase in the measure of educational mobility. Moreover, one underlying mechanism for this certain linkage is inspected. Pearson correlation between public spending on education as a percent of GDP and educational mobility show a rather strong negative association suggesting that higher spending on education is related to higher educational mobility.

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Davis, Samantha Jayne. "Workers' Educational Association : a crisis of identity? : personal perspectives on changing professional identities." Thesis, Leeds Beckett University, 2013. http://eprints.leedsbeckett.ac.uk/581/.

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This thesis uses the personal narratives of six long-serving former Tutor Organisers to explore the impact of the state's educational policy on the WEA and its special educational mission. Although this historic mission has changed many times since its creation in 1903, its core values still maintain a commitment to provide educational opportunities to those who need them most and through socially purposeful adult education, achieve, 'a better world, just, equal and democratic' (WEA, 2013a). These rich biographical accounts - which span over 20 years - offer fascinating insights into the identities and practices of some of the WEA’s key agents, and in doing so, they reveal much about the organisational identity itself, and how over time and under certain conditions, these identities have been subject to change. Using Archer’s theory of human agency to analyse the narratives, a meta-narrative emerges to illustrate the importance of the structure/agency relationship between the WEA and its agents: a relationship which appears to have altered since the WEA's reorganisation in 2004. Based on a critical realist approach which appreciates the formation of identity over a lengthy timeframe, the findings of this study reveal that the WEA's identity has always been a contested site of struggle, and subject to powerful internal and external influences that result in an organisation that is not so much in crisis, as in contradiction. The evidence also suggests that the recalibration of the Association’s structure/agency relationship following the radical restructure of 2004 may be compromising its agents' practices and the WEA’s distinctive identity.

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O'Donnell, Paul S. "Gender, class, and adult learning the Workers' Educational Association of Toronto, 1918-1942." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5550.

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Demaree, Roger D. "A Quantitative Analysis of the Association between Advanced Placement Access and Equity at High Schools in a Mid-Atlantic State." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10090331.

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Advanced Placement curricula have become significant components of instruction for high school students in the United States, consuming resources and shaping education in ways that affect high school students both within and outside the AP classroom. Educational research has documented significant gaps in educational equity for some demographic groups and substantial advantages for others. Peer reviewed literature exploring the relationship between the level of educational challenge offered within a school and educational equity within the same school is quite limited. In the absence of the appropriate research, planners and policy makers cannot properly evaluate whether educational strategies emphasizing rigorous instruction, such as is found in AP curricula, would help to address the racial gap in equity, contribute to that gap, or have no effect on educational equity.

The purpose of this quantitative study was to investigate the relationship between the size of a school’s program to provide college-level instruction and the racial equity of that program. Quantitative methods were used to answer this question in a single Mid-Atlantic state, using the relative size of each high school’s Advanced Placement program, per graduating senior, as an indicator of the size of the school’s program to provide college-level instruction to its students. Racial equity was measured by comparing the relative numbers of AP exams per Black or Hispanic graduating senior with the corresponding numbers for all other seniors in the school. Additional qualitative data analysis investigated trends in student choice of AP exams.

Quantitative statistical tests found no statistically significant relationship between the size of a high school’s AP program and the rate of Black or Hispanic participation in that program, or between changes in the size of a high school’s AP program and changes in the rate of Black or Hispanic participation in that program. This neutral result implies that educational leaders can deal with AP planning and with educational gaps among subgroups of students as separate issues rather than as interrelated topics. Qualitative explorations identified several trends, including an apparent general decrease in the proportion of AP exams taken in English and Mathematics as the size of a school’s AP program increases and an apparent changes in the proportions of certain exams, including an increase in the proportion of Science exams taken in Environmental Science, an increase in the proportion of Mathematics exams taken in Statistics, and a decrease in the proportion of Science exams taken in Biology for schools with larger AP programs.

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Tatton, Derek. "The tension between political commitment and academic neutrality in the W.E.A." n.p, 1987. http://ethos.bl.uk/.

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Faingold, Alan Mark. "Association Between Recruiters' Perceptions of Education Delivery Mode and Applicants' Workplace Readiness." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7640.

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The academy, its faculty, and recruiters have discordant views about credentialed graduates’ workplace viability. As the powerful gatekeepers between education and the employment market, recruiters’ perceptions of college credentials may dictate applicants’ interview progression. Although nearly 100% of today’s college administrators believe higher education programs prepare students for the workplace, less than 12% of recruiters deem graduates ready to succeed in organizational settings after graduation. The purpose of this study was to investigate differences in recruiters’ perceptions of online and face-to-face higher education credentials as indicators of applicants’ workplace readiness. The theoretical foundation of this study was Spence’s signaling theory grounded on the traditional premise that academic credentials profoundly benefit college graduates. Topics of inquiry were recruiters’ perceptions of college degree importance, the applicability of online and face-to-face higher education credentials, academic rigor, educational quality, credential trustworthiness, and applicants’ workplace and leadership readiness. A non-experimental cross-sectional Higher Education and Workplace Readiness Survey comparative design provided quantitative data from 159 recruiters and was analyzed with U, H, and t tests. Recruiters viewed academic credentials as important to applicants’ workplace readiness, yet perceived that online college degree programs lack academic rigor and educational quality. Online bachelors, masters, and doctorate credentials were viewed as inferior to and less trustworthy than face-to-face credentials. Positive social change can occur when academic and organizational leaders collaborate to build principled degree programs around essential job skills, so graduates and recruiters view all academic credentials as trusted predictors of career readiness that benefit society.

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Rivera, Jose G. "Assessment of actual and perceived efficacy of the Texas Association of Future Educators (TAFE) program on the academic progress, success and career aspirations of Latino students." Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722551.

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This study assessed the actual and perceived efficacy of TAFE as implemented across public schools in Texas with Latino populations. The graduation rates of students were analyzed to assess whether there were significant differences in graduation rates between schools implementing the program and those not implementing the program across gender and ethnicity. Surveys were administered to past and present personnel associated with TAFE to ascertain their perceptions on the program. A significant main effect for Latinos was found at TAFE schools during the five year period of the study. Survey responses were isolated to differentiate between Latino responses and those of the general population. Responses varied in consistency between Latino respondents and the overall population of respondents. In general, respondents credited the program for the higher graduation rates of Latinos and their motivation to attend college which are future indicators of success. However, the respondents were undecided as to TAFE's influence to foster teaching vocations but believe it impacts teacher retention. Respondents were also undecided, and a considerable percentage of them had a negative opinion that TAFE motivated them to become or want to become educational administrators. Finally, respondents endorsed the idea of recommending TAFE to high school students and to schools/districts for implementation.

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Jobst, Thomas Baker Paul J. "The school improvement planning process in a high school a case study of the North Central Association outcomes endorsement model /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924348.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 13, 2006. Dissertation Committee: Paul Baker (chair), Dianne Ashby, George Padavil, William Rau. Includes bibliographical references (leaves 147-150) and abstract. Also available in print.

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Reinoehl, Jason Kent. "Association Between Tuition Discounting and Institutional Goals at the Largest Midwestern Private Universities." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1416029181.

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Wurster, Kristin G. "Examining the association between therapeutic factors and outcomes of academic enhancement seminars." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6666.

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Many colleges have devoted institutional resources to retention initiatives, particularly those targeting students who have been placed on academic probation, but assessment of academic enhancement courses for students on academic probation has generally been limited to correlational studies in which the entire intervention serves as the independent variable. This study, guided by that of Kivlighan et al. (2018), applied knowledge of therapeutic factors related to positive outcomes in group psychotherapy to academic enhancement seminars in order to determine whether the same factors might also be associated with positive outcomes, as measured by semester grade point average (GPA) and participants’ reported college self-efficacy and perception of the college environment. Ratings of therapeutic factors from 145 first-year college students enrolled in 11 sections of an academic enhancement seminar were modeled as predictors of change in participants’ grade-point average (GPA), college self-efficacy, and perception of the college environment. We did not find an association between any of the therapeutic factors and the outcome variables. The intraclass correlation (ICC) coefficient (ρ) for post-intervention semester GPA was 0.09 (p = .021), meaning 9% of the variance in adjusted post-intervention GPA was accounted for by a student’s course section. Further research is needed to understand differences in sections that contributed to this.

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Reeves, Lori Ann. "A study of teachers' perceptions of the association between school violence and selected independent variables in a sample of elementary, middle, and high schools in a large urban school district." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/2311.

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The specific problem this research studied is teachers’ perceptions of factors that are associated with school violence in selected elementary, middle, and high schools in a large urban school district. Seven independent factors were selected for this study. They are: presence of security guards, presence of metal detectors, presence of gangs, mass media, family composition, student socioeconomic status, and antiviolence programs. The purpose of this study was to examine teachers' perceptions of the association between school violence and selected independent variables in a large urban school district. Using a random sampling technique, a sample of 624 teachers were selected from eight elementary, two middle, and two high schools in the Atlanta Public Schools system. A single questionnaire was developed to gather data for this study. Data collected were analyzed using descriptive statistics. The descriptive demographic variables of gender, age, race, school type, and years of experience were used to describe the data gathered. The dependent and independent variables were subjected to inferential statistics using the analysis of variance (ANOVA). Seven hypotheses were tested to determine the statistically significant association between the seven independent variables and the dependent variable. The level of significance used was .05. The primary findings indicated that there was a statistically significant association between four of the independent variables: student socioeconomic status, family composition, antiviolence programs, and presence of security guards. Therefore, it could be concluded that teachers perceive external factors over which the student has no control are associated with violence in schools. Five main recommendations were made to school administrators, teachers, students, and the community.

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Atkins, James. "The Association between the Use of Accelerated Math and Students' Math Achievement." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1028.

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The purpose of this study was to explore the relationship between time spent on a computer managed integrated learning system entitled Accelerated Math and traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary school students. The variables of ability level, special education, grade, socioeconomic status, gender, classroom teacher, school attended, and degree of implementation were also considered. The population consisted of 542 students who were sixth, seventh, and eighth graders during the 2003-2004 school year and took the TerraNova each year. Data were gathered that covered the three-year period beginning in 2001 and ending in 2004. A t test for independent samples, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were used to identify the relationship between variables. The researcher’s investigation of the relationship between Accelerated Math use and mathematics achievement might assist educators in planning for use of technology as a supplement to traditional instruction. The information gathered from this research might be beneficial to other school systems seeking information on the relationship between a computermanaged integrated learning system and math achievement. The findings in this study were mixed. The use of Accelerated Math was associated with no effects and negative effects depending on the degree of implementation. The findings indicated that there were measurable differences in the performance of students who received Accelerated Math compared to students who did not receive Accelerated Math. Students who did not receive Accelerated Math had higher overall scores than students participating in the intervention. The study indicated that gender, special education, and ability groups did not have a significant interaction with the intervention (participation in Accelerated Math). The research revealed that there was a socioeconomic status interaction intervention with proficiency scores. The study revealed that there was a significant intervention interaction with school, teacher, and grade. There was a significant interaction intervention for both proficiency and value-added scores for each of these three independent variables. In addition, the research revealed that the degree of implementation was a significant factor in students' achievement.

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Archer, Melody T. "Teachers’ Perception of Empowerment in Christian Schools Accredited by Tennessee Association of Christian Schools." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2457.

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The purpose of the study was to examine the perception of teacher empowerment in Christian schools in order to ascertain if teachers were encouraged to take on more leadership responsibilities. One hundred forty-four teachers from 9 Christian schools (K-12) that are accredited by the Tennessee of Association of Christian Schools (TACS) participated in the study. The statistical analysis reported in the study was based on 5 research questions. Two instruments were used to collect data. A survey using a 5-point Likert Scale was used to collect data on teacher responsibilities, training, experiences, affiliation, and professional practices. Student achievement test scores from SAT-10 for the 2010-2011, 2011-2012, and 2012-2013 school years for grades 5, 8, and 11 were used to see if there is a correlation between teachers’ perception of empowerment and student achievement. A series of single sample t-tests were used to determine if there were significant differences between 2 independent groups. A Pearson correlation coefficient was computed to measure the relationship between teachers’ empowerment scores and their averaged student achievement test scores.

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Conner, Anita Marie. "Investigation of the Association between Attendance in Preschool Programs and Achievement of Elementary School Students in Greeneville, Tennessee." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1907.

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The purpose of this study was to determine if a difference in achievement test scores exists between students who attended preschool and those who did not as measured by standardized achievement test scores of students in the 3rd and 4th grades. The variables of grade level and gender were also considered. The population consisted of students who attended 4th and 5th grades during the 2007-2008 school year in the Greeneville City Schools. Data gathered were from Tennessee Comprehensive Assessment Program achievement test scores obtained from the 2006-2007 school year. Analysis of variance was used to identify any relationship between variables. The investigation of the relationship between attendance in preschool and achievement test scores might assist educators in planning the implementation of future preschool programs within the public school setting. Although the information gleaned is specifically beneficial to Greeneville City Schools, other school systems seeking information on the relationship between attendance in preschool programs in relation to achievement test scores might find this study to be of importance. Findings in this study did not show significance of preschool attendance within the Greeneville City Schools in relation to achievement test scores. Scale scores were tested in this model for both 3rd- and 4th-grade achievement scores. These scores consisted of language arts, math, science, and social studies. All areas tested were found to have no significance for (a) gender, (b) attendance in a preschool program, and (c) interaction between gender and attendance in a preschool program within the Greeneville City Schools.

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Benjamin, Amanda. "The Workers' Educational Association : a study in social change and resistance in Canadian working class culture." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ43596.pdf.

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Coward, Philip J. "A comparison of tutor profiles and observation grades within the Workers' Educational Association (WEA), 2005-2008." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13531/.

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The introduction of the 2007 Further Education Teachers’ Qualifications Regulations has meant that a wider group of providers, including those providing adult and community learning (ACL), have had to check that teaching staff are appropriately qualified. However, will this requirement help to ensure that there is ‘better’ quality provision or will it just be an additional cost that takes resources away from delivery of learning? This thesis is to see if any evidence can be found that teachers with higher qualifications, in particular teaching qualifications, provide ‘better’ teaching and learning and obtain higher grades in class observation, and also therefore during inspection. It also looks to see if any other characteristics of teachers employed can be identified as having an impact on classroom performance so that providers working in a similar area to the WEA, and using a workforce that is predominantly part-time sessional tutors, can consider employment and staff development policy to help meet the needs they face regarding quality and inspection. This is done by comparing tutor profiles of the Workers’ Educational Association (WEA), employed over a four year period (academic years 2005 – 2008), and grades in 4,267 internal observations of teaching and learning (OTL) undertaken during this period. The thesis explores the background and context of the current reforms of qualifications for teaching staff in the sector and then places the WEA provision and its teaching staff in a wider context. It also considers the use of OTL, and its effect on tutors, as part of a the self-assessment process and how the current quality agenda for the Further Education sector fits within the move of Government to more accountability, measurement and ‘performativity’.

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Gass, Jeremy. "A critical investigation of the notion of active citizenship within the workers' educational association South Wales." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/16433/.

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This thesis examines the ways in which active citizenship is conceptualised by a variety of actors within the Workers’ Educational Association South Wales and is the work of an ‘insider’ with experience of the organisation as both employee and Trustee. The Association is a democratically structured, voluntary organisation with a history of providing adult education in communities throughout south Wales for more than a hundred years. Its reliance on funding from the Welsh Government for the majority of its income is a significant aspect of the background to this study, particularly as one of the Association’s aims is the provision of courses that ‘will assist in the promotion of active citizenship’. The research is set within the contexts of changes in adult education policy during the Association’s lifetime and a contemporary emphasis on the economic purpose of education, the contested nature of the concepts of citizenship and active citizenship and the organisation’s historic role in relation to the Labour movement and past tensions in respect of the receipt of state funding. The study explores through semi-structured interviews with those responsible for the Association’s strategic direction, both senior staff and Trustees, as well those whose role is to implement policy as Development Workers and Part-time Tutors, how active citizenship is understood and whether or not there is a shared understanding within the Association. A picture emerges in which there appears to be uncertainty among a significant proportion of participants about the Association’s purpose as well as a lack of a shared understanding of what active citizenship means and of the kinds of active citizenship the Association could promote. The study also reveals shortcomings in organisational capacity to achieve the aim of promoting active citizenship. The thesis concludes with a series of policy recommendations for the Association to consider.

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Marsiglio, William. "Male teenage fertility : an analysis of fatherhood commitment and its association with educational outcomes and aspirations /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487325740718516.

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Fox, James, Pamela Mims, Karin Bartoszuk, and O. Olakunle. "Current Practices and Effectiveness of Professional Development and the Association to Self-efficacy and Burnout." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4171.

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Porter, Autumn Rene. "In Line for the Presidency| The American Association of Community Colleges (AACC) Leadership Competencies and the Career Development of Women Leaders in Community College Administration." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634706.

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Though women make up the majority of community college students, faculty and staff, only 36% of community college presidents nationwide are female. With a significant number of presidential retirements on the horizon, there could be many opportunities for women in line for a community college presidency to take the next step along their career paths. This study was designed to explore how women in senior-level community college administration have acquired the American Association of Community Colleges leadership competencies throughout their careers and what other influences had impacted their career development. A qualitative, phenomenological design was chosen, and results were examined through the systems theory framework of career development. Interviews with 12 women serving in senior-level administration at community colleges throughout one Midwestern state were conducted. Through the process of reduction, five common themes emerged from the experiences of participants: (a) of the five AACC leadership competencies, communication was most significant; (b) relationships matter; (c) women lead differently; (d) perceived realities of the presidency are not appealing to women leaders, and; (e) the existence of a superwoman complex. These findings were consistent with previous research relating to women in leadership, particularly those women in higher education leadership.

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Rumsey, Anne R. "The Association Between Co-authorship Network Structures and Successful Academic Publishing Among Higher Education Scholars." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/790.

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This research explores and describes co-authorship network structures in the academic publication process. The production of academic publications, through co-authorship choices or strategies, creates a network structure among co-authoring scholars which can influence research visibility and enhance stature among peers (Bayer & Smart, 1991). A specific scholar's co-authorship network may reflect a structure of more cohesion (Coleman, 1988) or one which fills more structural holes (Burt, 1992), both of which are theorized, from contrasting perspectives, to be associated with publication success. Therefore, this study examined the association of these two academic co-authorship network structures with publication success, specifically within the field of research and scholarship on higher education. The network population consisted of 810 academic scholars who published articles in at least one of four top-ranked higher education research journals. Based upon structural holes and cohesion, seven different co-authorship network structures were identified. In terms of total publications, findings suggest that filling structural holes—a network structure that spans across the larger network and provides authors with a greater variety of co-authors—may even be further enhanced when there were also multiple publications with the same co-authors. Thus, an ideal hybrid network structure of both structural holes and strong ties may be possible. The data suggested that co-authoring multiple times with the same scholars (mean tie strength) may be critical to realizing the potential value buried within the structural holes (Burt, 2001).

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Niehaus, Harold. "Association Between Identified Perkins IV Performance Data and Selected Characteristics of Ohio Joint Vocational School Districts." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366731958.

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31

Gloster, Aronica Spencer Leon. "Counselor implementation of the ASCA national model at Title I elementary schools." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/aronica_m_gloster/gloster_aronica_m_200908_EDD.pdf.

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on May 6, 2010). Leon Spencer, major professor; Sharon Brooks, Barbara Mallory, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.199-215).

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O'Donnell, Daniel E. "The North Central Association outcomes accreditation endorsement : external panel member perceptions of likely and desirable change /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901303.

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McClellan, Robin Wade. "The Association between Type of Preschool Experience and Student Achievement of Economically Disadvantaged Students in Four Northeast Tennessee Schools." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1082.

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The purpose of this study was to determine if an association exists between preschool experience and student achievement in third grade as reported by criterion referenced Tennessee Comprehensive Assessment Program (TCAP) scores in four schools in northeast Tennessee with at least 80% of its students receiving free or reduced lunch. The variable under study was the presence and type of preschool experience. Descriptive statistics were employed to present school demographic data. A causal comparative approach utilizing convenience sampling was the foundation for this study. Analyses of variance (ANOVAs) were used to investigate differences in achievement as categorized by varying preschool experiences. An analysis of the results indicated mixed results. A significant difference was found only in the content area of math. Post hoc tests revealed a difference that favored students with private preschool experience as opposed to state- or federally-funded preschool experience. No significant differences were found in any other content area. A two-way analysis of variance was conducted to evaluate the interaction between preschool experience and gender on reading/language arts, math, science, and social studies scale scores. No significance was found to indicate an interaction between preschool experience and gender. Cross-tabulated tables were also used to determine the percentage of students in each preschool category that achieved advanced, proficient, or below proficient status as determined by Tennessee state guidelines. The highest percentages of students achieving advanced status in each content area were those with private preschool experience.

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Djeukeng, Benjamin Ninjo. "An exploration of compliance predictors of the institutional effectiveness requirements of the Southern Association of Colleges and Schools Commission on Colleges' baccalaureate instittutions between 2008 and 2012." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154050.

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35

Flynt, Peggy. "Content Analysis of the Theory Base Used in the Conference Proceedings of the Association of Educational Communications and Technologies." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/129.

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The Association for Educational and Communications and Technology (AECT) is the leading organization for educational-technology professionals and a leader in the definition of the field. Since the first AECT definition in 1963, definitional changes have represented a shift from using specific learning components and messages to control learning processes, to using these elements to facilitate and support teaching and learning. The changing definition has reflected the trends in the field and an ever-deepening theory base. Previous researchers have identified a gap between what theories project should happen and the actual design and practice—or what does happen—in technology-enhanced learning environments. In other words, there is often a disconnect between theory, design, and practice. This study addressed changes in theories selected in the field of educational technology. Examining the theories used in the past and how these have changed as AECT’s definition of the field has changed may prove useful in strengthening future connections between theory, design, and practice. Content analysis was used to examine the AECT conference proceedings from 1979 to 2013 to track theoretical shifts over the period studied. Observed changes in theory were further examined using the hype cycle. Systems theory informed the study.

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Lewis, Susan Carol Salyer. "Evaluating Alternative Methodologies to Teaching Reading to Sixth-Grade Students and the Association with Student Achievement." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1074.

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The purpose of this study was to determine if an association exists between reading methodologies and reading achievement as measured by the Tennessee Comprehensive Assessment Program (TCAP) for sixth-grade students. The four reading methodology groups were: developmental reading, literature-based reading, Accelerated Reader program, and Accelerated Reader program with vocabulary study. The sample included 236 students in one middle school located in Northeast Tennessee during the 2004-2005 school year. Comparisons were made using TCAP criterion-referenced test reading/language arts scores, TCAP proficiency levels for content, meaning, and vocabulary categories for 2005, and pretest and posttest scores on the student assessment of reading. Data were analyzed using the Statistical Package for the Social Sciences (SPSS). The findings indicated significant differences in the reading methodology groups. The developmental group performed much lower than the other three groups. The literature-based group performed much higher than the other groups. Even when the analysis of the gain scores showed no statistical difference among groups, the literature-based group had the largest gain. The students in this study exceeded the state's annual goal of scoring 80% proficient or higher. The literature-based group and both Accelerated Reader groups exceeded the goal by achieving 90% on proficiency levels, whereas the developmental group failed to meet the state's goal in content and meaning but met the goal for vocabulary. Overall, the Accelerated Reader and Accelerated Reader with vocabulary groups were similar across all dependent variables.

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Bartoszuk, Karin, and Alison L. Barton. "Exploration of the Association Between the EOM-EIS-2 and the IDEA in Predicting Emotional Outcomes." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3431.

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38

Schocker, Jessica Beth. "Teacher education and its association with decision-making: An investigation of the classroom management decisions of incoming education majors, graduating education majors, and expert teachers." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/57571.

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Educational Psychology
Ph.D.
This study investigates the value of a teacher education program by comparing freshman education majors and senior education majors in their ability to make decisions about classroom management issues. Participants (N = 137) responded to a vignette style interview schedule and responses were coded and analyzed. Senior education majors were found to make significantly better decisions than freshman education majors and two groups of non-education students. Implications for improving and evaluating teacher education are discussed.
Temple University--Theses

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Flora, Holly Irvin. "A Study of the Association between Multi-Age Classrooms and Single-Age Classrooms Regarding TCAP Reading/Language Gains." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1100.

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The purpose of this study was to explore the differences between Reading/Language achievement gains of students in multi-age classrooms to the Reading/Language achievement gains of their peers in traditional, single-age classrooms. The causal-comparative quantitative approach to exploring cause-and-effect relationships was employed in this study. In this study, the effect of multi-age grouping and single age grouping was analyzed and compared using TCAP Reading/Language raw gain scores. Raw gain scores were used to determine the amount of progress children make from one year to the next regardless of their level of achievement. Findings in this study were mixed. Some significant differences were found in favor of single-age classrooms. However, the calculation of effect size showed no practical significance. Significance was also revealed in favor of males over females in both single-age and multi-age classrooms; although, effect size indicated only a small to moderate practical significance exists. This study provides an overview of the history of American educational structures. It might be helpful for the educational community in evaluating one dimension of the effectiveness of multi-age groupings. Teachers and administrators could benefit from the comparisons made in this study and as a result make better decisions regarding the delivery of instruction and the structuring of school classrooms.

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Roberts, Darby Michelle. "Skill development among student affairs professionals in the National Association of Student Personnel Administrators Region III." [College Station, Tex. : Texas A&M University, 2004. http://hdl.handle.net/1969.1/481.

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Thesis (Ph.D.)--Texas A&M University, 2003.
"Major Subject: Educational Administration" Title from author supplied metadata (record created on Jul. 18, 2005.) Vita. Abstract. Includes bibliographical references.

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41

Alexander, Kathleen Rae. "Guidance curriculum of the American School Counselor Association school counseling standards implementing the forty developmental assets under the nine standards." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002alexanderk.pdf.

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42

Baedorf, Karla. "A comparative study of Association of Christian Schools International and Mennonite educational philosophy using the Frankena model as an analyzing framework." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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43

Pacetti-Donelson, Vandy. "A Bibliometric Analysis of the Proceedings of the Association for Educational Communications and Technology (AECT) for the 1979-2009 Period." Thesis, Nova Southeastern University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975267.

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Traditional journal analysis for the identification of diciplines is limited in developing areas of study due to the lack of journals specific to that area of study. Identifying knowledge domains worthy of study for the identification of developing disciplines has been difficult.

Conferences are at the forefront of building knowledge in scientific communities, particularly in technology related sectors, but less than 10% of conference proceedings are available in conventional knowledge databases. As a result, conference proceedings as a previously unconsidered knowledge domain, may provide the knowledge domain worthy of analysis to identify developmental and incremental change within developing areas of study.

This study proposed a bibliometric analysis of the Conference Proceedings of the Association of Educational and Communications Technology (AECT) from 1979 through 2009 as a knowledge domain that represented Instructional/Educational Technology. Bibliometric indicators were extracted and collected into custom databases for citation and cocitation analyses. Gephi 0.9.2 software was used to create multidimensional graphs to identify developmental and incremental change within the knowledge domain with the purpose of understanding the developmental pattern of Educational/Instructional Technology as a discipline.

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Fennern, Nicole. "The Relationship Between Academic Profile and Athletic Department Competitive Success at National Collegiate Athletic Association Division III Private Colleges And Universities." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284490.

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Little to no research has been conducted examining the factors contributing to athletic department competitive success in NCAA Division III intercollegiate athletics. Several studies have linked student-athlete institutional choice factors to academic factors, while Division III student-athletes have indicated that both athletic and academic programs are important in their college choice (Goss, Jubenville, & Oregan, 2006; Konnert & Giese, 1987; National Collegiate Athletic Association, 2008; National Collegiate Athletic Association Research, 2011; National Collegiate Athletic Association Research, 2016). The NCAA Division III philosophy states that student-athletes should be integrated into the whole of the institution, not treated differently than non-student-athletes, and that admissions standards should be the same for student-athletes as they are for non-student-athletes (Stubbeman & Cooper, 2015). This research examined the relationship between institutional academic profile and athletic department competitive success. Academic profile was measured through institutional selectivity (acceptance rates), caliber of incoming students (ACT/SAT scores), four-year graduation rates, and retention rates (first to second year of enrollment). Athletic department competitive success was measured by the institution’s placement in the Learfield Sports Directors Cup (LSDC). Spearman rank correlation was used to examine each independent variable against the institution’s points earned in the LSDC. Positive relationships were found between each independent variable and points earned in the LSDC – ranging from -.306 to .563. These positive relationships present various implications and considerations for institutional administration and coaches to consider in recruiting student-athletes and setting expectations for competitive success.

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45

Fuller, Frank D. (Frank Davidson). "The association between reading ability and test performance among adults of limited reading ability." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332849/.

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This study examined adult students of limited reading ability, determining the extent to which their performance on a standardized examination was a function of their reading ability, rather than function of their knowledge of the material tested by the examination.

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46

Nave, Jayson. "An Assessment of READ 180 Regarding Its Association with the Academic Achievement of At-Risk Students in Sevier County Schools." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2107.

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READ 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. The program addresses individual learning styles through adaptive software, interesting literature, and direct instruction with reading skills. The purpose of this study was to compare the achievement of academically at-risk students in Sevier County Public Schools in East Tennessee who participated in the READ 180 pilot program with the achievement of their academically at-risk peers not enrolled in the intervention program before and after its implementation in order to assess the reading intervention program. The Sevier County school system, after extensive study and involved research, decided to allocate over $750,000 into the READ 180 reading intervention program at the beginning of the 2004-2005 school year. The study included students in grades 5 and 7 who participated in the READ 180 pilot program and their at-risk peers in grades 5 and 7 who did not participate in the READ 180 program. The select group of at-risk students participated in READ 180 as a pilot program to determine the impact of the program upon each student's academic achievement. The students were selected for the study based upon their composite reading TCAP score being in the lowest quartile, thus deeming the student at-risk. Test scores reported for 2004 and 2005 on the Tennessee Comprehensive Assessment Program were obtained from the Sevier County school system's records. Comparisons were made on the TCAP total reading-language scores, total math scores, gender, and socioeconomic assessments. Differences between the program's groups (READ 180 at-risk participants and nonparticipants) on "pre-READ 180" scores were measured using two 3-way ANOVA models, one for 5th grade and one for 7th grade. Results from the study showed that READ 180 was significantly associated with the success for many of the at-risk students whether by gender, socioeconomic status, or overall student numbers as compared to their at-risk counterparts who were not enrolled in the READ 180 program.

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Davis, Scott. "Response rate or number of repetitions which aspect of drill and practice testing most contributes to paired-associate learning /." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5759.

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Thesis (Ed. D.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains viii, 201 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 34-39).

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Paula, Ricardo Pires de [UNESP]. "Entre o sacerdócio e a contestação: uma história da Apeoesp (1945-1989)." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/103187.

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Made available in DSpace on 2014-06-11T19:32:25Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-04-05Bitstream added on 2014-06-13T19:06:54Z : No. of bitstreams: 1 paula_rp_dr_assis.pdf: 1485476 bytes, checksum: 45f73d0517edcd64d572665e4ff276fe (MD5)
Universidade Estadual Paulista (UNESP)
Abordamos na presente pesquisa, a trajetória da organização coletiva dos professores da rede oficial de ensino do Estado de São Paulo, particularmente daquela referente à Apeoesp. Associação criada por professores secundaristas e normalistas com o objetivo de defender os interesses da categoria. Analisamos as diferentes formas de organização experimentadas ao longo dos anos, a partir de um duplo movimento. Externamente, provocado pelas transformações sociais, políticas, econômicas e culturais vivenciadas no Brasil e no mundo que interagiram na formação do campo educacional paulista. Internamente, decorrente de uma dinâmica própria, provocada pelas disputas travadas pelo comando das atividades e atitudes em relação aos seus representados, ao governo e ao conjunto da sociedade brasileira. Tais condicionantes teriam contribuído para mudanças na atuação dos professores em seu cotidiano, dando origem a movimentos de construção e reconstrução de sociabilidades, modificando padrões, identidades e ações desenvolvidas coletivamente. Esse processo, acompanhado de permanências e rupturas, apresentou três fases: 1945-1963, surgimento e estruturação, até a primeira experiência grevista dos docentes; 1963- 1978, anos de acomodações e resistências em meio à ascensão e crise do regime militar instalado a partir de 1964; e, por fim, 1978-1989, fase de reorganização da entidade com base em novas experiências no enfrentamento de problemas originados ou aprofundados pelas transformações vividas no país ao longo do período de redemocratização. Fase esta que assinalou a ascensão de grupos, projetos e ideologias acerca da organização de professores, criando ou reforçando estratégias de mobilização, consolidando ações e representações acerca do magistério e de sua entidade coletiva, culminando na obtenção do registro sindical em 1989.
It was approached in the research the trajectory of the collective organization of the teachers from the official chain of education in the State of São Paulo, particularly from the one referring to Apeoesp, association created by secondary teachers with the aim of defending the category's interests. It was analyzed the different forms of organization experimented through the years, starting with a dual process. Externally caused by social, political, economical and cultural transformation experienced in Brazil and around the world, that interacted with the making of the educational field of São Paulo. Internally, as a result of its own dynamics, caused by disputes for the activities and attitudes related to their representatives, the government and the whole Brazilian society. Theses facts contributed to the changes in the teachers's role in their daily routine, originating construction and reconstruction processes of socialization, modifying standards, identities and actions collectively developed. This process, followed by ruptures and permanences, presented three phases: 1945-1963, the emergence and organization, until the first strike experience; 1963-1978, the years of adaptation and resistances during the ascent and crisis of the Military regime adopted since 1964; and at last, 1978-1989, the reorganization of the institution phase, which was based on new experiences in the confrontation with problems originated or expanded by the transformation in the Country through the democratization period. Such phase marked the ascent of groups, projects and ideologies through the teacher's organization, creating or reinforcing mobilization strategies, establishing actions and representations in the teaching process and its collective institution, culminating in acquisition of the syndical register in 1989.

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Grove, DeeAnn. "An issue of "special opportunity": the politicalization of education in presidential election campaigns, 1968-2012." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/6585.

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This interdisciplinary study examines the issue of education in presidential election campaigns from 1968 through 2012. Historians of education have argued that the public's embrace of The National Commission on Excellence in Education report A Nation at Risk: The Imperative for Educational Reform (ANAR), in 1983 forced education onto the national agenda because political elites had to respond to voters' concerns about educational quality. Yet, historians of education have largely overlooked presidential election campaigns in their analysis of how education became a prominent political issue. In contrast, political scientists have focused a great deal on presidential election campaigns in seeking to understand the interaction between political elites and voters but have given little attention to the issue of education. This study integrates these two lines of inquiry to provide a better understanding of how education became a top-tier political issue and to better reveal the interactions between political elites and voters in that process. This study makes use of source materials that have received little scholarly examination. Internal campaign strategy documents reveal how political elites understood public opinion about education and how they sought to make use of that understanding to win elections. These underutilized sources reveal that historians have overemphasized the role of ANAR in the rise of education on the national political agenda. Long before education appeared in public opinion data as a top voter concern, strategists from both major political parties already wanted to push education onto the national political agenda. Yet, candidates were largely constrained from using education during the 1970s because they wanted to avoid engaging the controversial issue of de facto school desegregation. White voters were inconsistent on the issue: they claimed to support desegregation but took actions indicating they actually opposed desegregation. This made it difficult to craft an effective education message. When forced to discuss school desegregation, candidates of both parties employed a "quality education for all students" frame that deracialized the school desegregation debate and made education a safe issue to prime by the end of the decade. Beginning in the 1980s, Republicans used education for two electoral ends. First, they sought to use the recent transformation of the National Education Association (NEA) into a labor union and its endorsement of Democratic candidates to convince voters that the Democratic Party was beholden to radical special interest groups. Republican candidates also increased their priming of education in an attempt to close the gender gap arguing that women voters had a particular concern for the issue of education. Between 1990 and 2012, both parties wanted to use education to appeal to white voters. Republican candidates had long been committed to using education to soften their image. Now they began framing education as a civil rights issue in order to reassure white voters of their racial sensitivity. Meanwhile, Democratic candidates began framing education as an economic issue to reassure middle class white voters anxious about their children's future in the emerging global economy. A primary element in these electoral strategies was the idea that education was a "special" political issue. The "special" status rested on political elites' perceptions of voters' strong personal commitment to education and their nonpartisan attitudes toward specific policy positions. The lack of partisan correlation presented challenges for both parties but also unique opportunities to address campaign concerns related to a candidate's image, targeted voting blocs, and possible attacks on their opponents. The rise of the issue of education on the national agenda was often less about voters' concerns with educational quality and more about campaign strategy.

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Clark, Chadwick W. "Estimates of association between cognitive complexity levels and creativity levels of field grade military officers : an exploratory study of the relationship." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/858.

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Dissertations / Theses on the topic 'Educational association'

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