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1
Glasser, Ellen. "Voices of the First Women Leaders in the Federal Bureau of Investigation." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/635.
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This qualitative study utilized elite, semi-structured interviews of a purposive sample of the first women who became Special Agents and supervisors in the highly gendered Federal Bureau of Investigation (FBI). The historical context for their experiences is significant in light of social and legal mandates for equal opportunity and the increased interest in gender-specific research that took place during the 1970s. Literature relating to feminist perspectives, the integration of women into nontraditional occupations, and the gendered nature of bureaucracy supported the conceptual framework. Guided by educational criticism, four strategies were used recursively: typological analysis was used to define categories of data; interpretive analysis was used to identify patterns and connections in the data; evaluation was used to attach value to the data beyond the participants, and thematics were used to analyze pervasive messages within the data as a whole. Typologies included the choice of nontraditional careers, decision-making, efficacy as leaders, and efforts to negotiate the FBI’s bureaucracy. Three metaphors were used to interpret connections and patterns according to feminist standpoint theory, career self-efficacy theory, and various organizational principles. A Supergirl metaphor highlighted women’s unique knowledge and complex roles; a Target metaphor highlighted complex patterns for high achievement and response to obstacles, and a Clubhouse metaphor highlighted masculine culture, the role of rules, and changes to an organization’s equilibrium. Evaluation analysis addressed the moral obligation for women in leadership and the need for organizational diversity. Themes in the data included occupational pride, the challenge to manage multiple roles, an absence of relationship support, and inconsistency in feminist views.
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Chapman, Heather J. "Factors Affecting Reading Outcomes Across Time in Bureau of Indian Education Reading First Schools." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/712.
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Regardless of age, background, or socioeconomic status, children must learn to read in order to be successful in school and in their future careers. Reading is an essential skill necessary to be successful in all other academic content areas. Despite the importance of this skill, American Indian children consistently score below the national average on tests of reading ability and reading comprehension. During recent years, many schools in the Bureau of Indian Education (BIE) system requested funding through the Reading First initiative. Schools used the funding and support provided by the BIE Reading First grant to attempt system-wide change at the school level in order to refocus efforts on increasing reading achievement. The current study investigated the impact of the Reading First Initiative on American Indian students in kindergarten through third grade.
Results suggest that the models and methods employed using funding from the Reading First grant had a positive impact on certain aspects of reading achievement in students. Instructional Leadership Changes had a negative impact on student achievement while certain reading programs were found to have a more positive impact on some students than others. Furthermore, regardless of beginning of year reading level, all students showed increased gain in end-of-year outcome scores over time. Same grade cohort groups of students in kindergarten, second, and third grades demonstrated increased average scores over time as schools continued to implement Reading First models. Finally, while the gap between students with intensive needs and their peers was not erased, it also did not widen. Based on research indicating gain for these students is often below that of their peers, this is an important finding. Thus, it appears that the impact of Reading First in relation to teaching younger students the basic building blocks needed to read with fluency in the later grades was positive in the current sample.
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Butler, Aaron Jason. "A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865--1871." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618383.
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In 2003, the Virginia Department of Education authorized a committee of 11 teachers to write a report detailing Virginia's public education history. The committee drafted a document that provided a chronological account of the major developments in public education in Virginia from 1607 to 2003. The document provided minimal coverage of the history of Virginia's African American population, specifically during the Antebellum (1830s-1860s) and Reconstruction (1865-1871) eras. The history of public education for Virginia's African American population, 1865-1870, was completely omitted from the document. The post-Civil-War era was a critical time period in both United States and Virginia educational history because it witnessed the development of the first public grammar, secondary, and higher education institutions for southern African Americans through the efforts of the federal government and Northern religious and secular organizations.;This dissertation researches the actions of the federal government, specifically the Bureau of Freedmen, Refugees, and Abandoned Lands, the work of benevolent and freedmen aid societies of the North, the actions of African Americans, and the legislative work of the Virginia General Assembly to establish a public education system for African Americans in Virginia following the American Civil War. This manuscript uses governmental reports from the commissioners and officials of the Bureau of Freedmen, Refugees, and Abandoned Lands, the minutes and records from benevolent aid societies, minutes from the Virginia Constitution Convention of 1867-1868, and a variety of primary and secondary sources to provide an account of how Virginia's African American population gained access to publicly funded education.
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Mitchell, Lucia Rose. "Student Perspectives of an Off-Reservation Residential Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3807.
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Navajo students who attend residential schools that are located off the reservation and hours away from their homes, communities, and tribes may experience issues with development of a meaningful cultural identity. The purpose of this study was to better understand and identify key themes related to how Navajo students' cultural identity may be affected while living in an off-reservation residential hall. Phinney's ethnic identity development theory was used to explain the psychosocial process of developing industry and identity in adolescents. The primary research question addressed how former students' experiences of living in an off-reservation residence hall affected their development of cultural identity. A qualitative case study design was used. A purposeful sample of 12 Navajo former students who lived in a Bureau of Indian Education off-reservation residential hall between 2010-2014 was interviewed. The interviews were coded, and 7 themes related to loss of native language ability, yearning for native language and culture, tutoring, supportive teachers, responsibility and independence, generational legacy, and culture were identified. Based on the findings, a professional development plan was developed to train board members, administrators, and staff at the study site about how to promote students' development of positive cultural identity while living in a residential hall. With this knowledge, residential hall leaders and staff may be better able to ensure that Navajo students in their charge achieve successful educational outcomes and retain their tribal culture, practices, and language, to ensure that Navajo students can achieve successful educational outcomes and a positive cultural identity.
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Leon, Katrina Johnson. "Yuli's story| Using educational policy to achieve cultural genocide." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181177.
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All children residing in the United States have the right to a quality education. At least that is our collective expectation. Through the lived experience of Yuli, a Native American woman from the Southwest, you will discover, due to her birth on a remote reservation, she was not given the same access to education you or I would expect. On Yuli’s reservation, the school system is managed by the Bureau of Indian Education (BIE). Rather than provide K-12 schooling, the BIE operates K-8 on her reservation and then Native youth who want to go to high school must move off-reservation.
This qualitative study focuses on Yuli’s experience as she traversed the educational system offered to her in order to complete eighth grade, earn her high school diploma and be accepted to college. Her narrative gives insight into what she lost, personally and culturally, as a result of the operational delinquency of a United States of America government agency tasked with one duty, providing an adequate, quality education to Indigenous youth across America. This study explores Yuli’s story, educational inopportunity, and the cultural impact of leaving the reservation to attain an education.
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Smith, William S. II. "Send in the...Scholars?: The History of the Fulbright Program from 1961-1970." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1305116307.
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Hansen, Scott Britton. "Education for All: The Freedmen's Bureau Schools in Richmond and Petersburg, 1865 - 1870." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1400.
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This study examines the development of Freedmen's Bureau schools in Central Virginia at the end of the Civil War. Under the watchful eye of Ralza Manly, Superintendent of the Virginia Freedmen's Bureau education division, establishing schools for freed slaves faced innumerable challenges ranging from inadequate financial resources to hostile southern whites who opposed northern intervention into local affairs. Nevertheless, northern benevolent societies and hundreds of altruistic, yet paternalistic, educational missionaries converged on Richmond and Petersburg determined that education was essential if blacks were to achieve true freedom and become self-reliant and independent. While the Bureau devoted much of its energy towards establishing schools for the freedpeople, Manly and northern educators worked to expand educational opportunities for whites. This, together with the black schools, laid the foundation for creating free, albeit segregated, public schools for both races in Richmond and Petersburg, the first such enterprises in post-Civil War Virginia.
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Nāz, Ḥinā. "Lāʼibrerī Promoshan Biyuro kā taḥqiqī jāʼizah." Karācī : Lāʼibrerī Promoshan Biyuro, 2003. http://catalog.hathitrust.org/api/volumes/oclc/52948750.html.
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Okafor, Hyacinth C. "Perceptions of Loss and Grief Experiences within Religious Burial and Funeral." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1657.
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The purpose of this phenomenological study was to explore perceptions of loss and grief experiences within religious rites and rituals vis-à-vis the context of counseling. Literature indicated the need for a better understanding of grief and loss experiences from bereaved individuals’ perspectives and the context within which loss and grief experiences occur (Dillenburger & Keenan, 2005; Stroebe, Hansson, Schut, & Stroebe, 2008). Participants for this study included 10 purposefully selected Catholic members from two Catholic Church parishes in Nigeria, Africa. All participants had experienced loss and grief, had participated in Catholic burial and funeral rites and rituals, and were 21 years or older.
The main research question was: How do bereaved individuals perceive their grief experiences within the context of Catholic burial and funeral rites and rituals? Data collected to answer the research questions consisted of observations, semi-structured interviews, and documents. A cross-analysis approach was used that identified 63 themes, which were collapsed into 11 major themes. depicted in three areas; bereaved participants’ grief experiences, bereaved participants’ experiences of rites and rituals, and implications for counseling. The findings of this study indicated that loss of a relationship was a dominant preoccupation in grief and grieving process. Additional themes reflected by bereaved individuals’ grief and grieving experiences were; time and nature of death, religious rites and rituals, family and community support, family frictions, financial stressors, positive memories, belief system, finding meaning, ongoing traumatization, and counseling. Overall, the conclusion from this study was that three areas conceptualize loss and grief experiences: bereaved participants’ grief experiences, bereaved participants’ experiences of rites and rituals, and implications for counseling.
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Schreffler, Virginia Louise. "Burial status differentiation as evidenced by fabrics from Etowah Mound C, Georgia." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260645213.
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Westera, Doreen. "Internship at the Family Life Bureau including a research project : a survey of the inclusion of spirituality in school counsellors' practice /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55544.pdf.
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Huchette, Michaël. "Evaluation expérimentale de l'apport, pour une formation d'ingénieurs, d'un simulateur informatique en travaux pratiques de bureau d'études mécaniques." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2002. http://tel.archives-ouvertes.fr/tel-00136872.
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Le métier de concepteur de produits industriels change : nouvelles organisations du travail, nouveaux outils informatiques, nouvelles méthodes. L'enjeu de cette thèse est de prendre en compte ces évolutions dans le contenu des formations technologiques du supérieur. L'objectif est de mesurer les difficultés rencontrées par des étudiants de Licence de Technologie mécanique au cours d'une formation nouvelle à la conception de machines industrielles. Cette formation consiste à simuler la conception distribuée et à distance d'une machine. Trois activités d'étudiants ont été analysées, en référence à trois tâches professionnelles : la recherche de produits existants dans une base de données hypertexte, pour un réinvestissement en conception ; la conception collective d'une sous-structure de la machine par un groupe de 3 étudiants ; la coordination de deux groupes travaillant à distance, communiquant par Mél et par visioconférences pour rendre compatibles les sous-structures conçues par chacun d'eux. Les raisonnements et les connaissances en jeu dans ces trois activités sont précisées grâce à des concepts issus de la psychologie cognitive et de l'ergonomie. Puis des résultats de recherches en pédagogie et en didactique permettent de faire des hypothèses sur les difficultés des étudiants.
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Piotrowski, Leonard Richard. "Fluorine and nitrogen skeletal dating : an example from two Ohio Adena burial mounds /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495121.
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Silva, Ana Cristina Venancio da. "Uma videoteca para a educação: o projeto Ceduc-vídeo, a videoteca pedagógica e as publicações sobre cinema e educação produzidas na Fundação para o Desenvolvimento da Educação - FDE entre 1988 e 1997." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-19022010-111630/.
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Em 1988, dois professores do sistema público de ensino de São Paulo Cristina Bruzzo e Antônio Rebouças Falcão foram convidados a montar um acervo audiovisual na Fundação para o Desenvolvimento da Educação (FDE), que seria disponibilizado aos educadores da rede. O advento do videocassete trouxe consigo novas possibilidades de utilização de recursos audiovisuais na sala de aula, e, frente a isso, constatou-se que alguns professores estavam, espontaneamente, alugando fitas em videolocadoras comerciais para utilizar na escola. Esse fenômeno fez surgir a ideia de se montar uma videoteca no Centro de Documentação e Informação para a Educação (Ceduc) da FDE, que disponibilizasse, gratuitamente, um conjunto de fitas VHS para fins pedagógicos. Esse foi o início do projeto Ceduc-vídeo e da Videoteca Pedagógica da FDE. A partir dessa data até o ano de 1997, a FDE foi palco de várias ações que visaram a promover a entrada do cinema e do vídeo na escola: montou uma videoteca circulante, produziu e distribuiu vídeos e filmes educativos, editou diferentes tipos publicações sobre o tema dentre os quais destacamos a série Apontamentos, as coletâneas Lições com Cinema e a revista Quadro a Quadro e realizou seminários entre cineastas, pesquisadores e educadores, dentre outras ações. Nesta pesquisa, fizemos o levantamento, a organização e a descrição das ações, relativas ao cinema e a educação, realizadas na entidade, com especial destaque para as iniciativas implantadas pelo projeto Ceduc-vídeo, principal responsável pelo crescimento da Videoteca Pedagógica e pela proposição dos desdobramentos que ela teve. Com o intuito de compreendermos o contexto em que essas ações ocorreram, optamos pela realização de uma reflexão histórica acerca da conjuntura educacional paulista no momento de criação da FDE, em 1987, e também uma reflexão sobre as três entidades que a formaram CENAFOR, FLE e CONESP , sua estrutura interna e seu modo de funcionamento. Em suma, esta pesquisa tratou de um projeto educacional inovador, dos subsídios criados por ele para que os educadores fizessem uso de recursos audiovisuais no processo de ensino e aprendizagem, do acervo de fitas VHS efetivamente montado e também da instituição que propiciou que, durante um tempo, essas e outras ações relativas ao audiovisual ocorressem junto aos educadores e às escolas públicas de São Paulo.In 1988, two São Paulo public system teachers Cristina Bruzzo and Antonio Rebouças Falcão were invited to set an audio-visual archive ah the Development of Education Institution that would be avaliable to this systems educators. The VCR brought with it new possibilities for the use of the audio-visual resources inside the classroom and, after that, they started noticing that some of the teachers were renting films in a video rent shop to use at school. This phenomenom triggered the idea of putting together a video archive at the Information and Documentation Center of the Development of Education Institution where a set of videotapes would be available for free for educational purposes. This was the star of the Ceduc-video project and the Development of Education Institutions Pedagogic Audiovisual Archive. From this day to 1997, the DEI (FDE) was the stage of several actions who aimed to promote the entry of cinema and video in the schools : a moving archive was set, educational vídeos were made and distributed, several types of publishings about the theme among them we must highlight the series Pointings, the Lessons With Cinema collections and the Frame to Frame magazine and seminars with moviemakers, researchers and educators were performed, among other actions. In this research we raise up the facts, the organization and the description of actions related to cinema and education that were made at the Institution, with a special highlight for the initiatives started by the Ceduc-video project, the main responsible for the Pedagogical Archive growth and for the proposition of the splits it had. In order to understand the context within these actions took place, we chose to carry out a historical reflection around the circumstances of São Paulos education system the moment the DEI was created, in 1987, and also a reflection about three others institutions that were parts of it CENAFOR, FLE and CONESP their internal structure and the way it worked. To sum up, this research is about an innovative educational project, the tools created so that the educators made use of the audiovisual resources during the learning and teaching process, the VHS effectively set archive and also the institution that provided, for a while, that these and other actions occurred altogether with educators and Sao Paulos public schools.
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Eidewing, Annette, and Anna Jönsson. "Bland Crème fraiche-burkar och guldmärkta lådor : en observationsstudie om makt och innemiljö i förskolan." Thesis, University of Gävle, Faculty of Education and Business Studies, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7102.
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Det här examensarbetet handlar om att synliggöra makten som finns genom förskolans organisering. Makt är ett värdeladdat ord som sällan förknippas med förskolan och skolan. Sättet som pedagoger organiserar innemiljön avslöjar en del om deras barnsyn. Enligt Läroplanen för förskolan, Lpfö98, skall barnens intressen och behov ligga till grund för utformningen av så väl inne som utemiljön. Pedagoger är hela tiden med i en maktutövning oavsett om det gäller i barnens fria lek eller i en styrd aktivitet i förskolan. De har en maktposition gentemot ett barn, inte bara som fysiskt större utan även med förhållningssättet att möta ett barn på, som rikt och kompetent eller med oförmåga, okunskaper och omognad. I den svenska förskolan är det ett utvecklingspsykologiskt tänkande som ligger till grund för hur ett barn utvecklas och bör vara. Förskolan och skolan är byggd på rutiner och handlingsmönster. Dessa reglerar och begränsar handlingsutrymmet och därmed förändringspotentialen inom institutionen.
Undersökningens syfte har varit att studera olika förskolors innemiljöer utifrån ett maktperspektiv. Barnens tillgång till olika material och hur det i sin tur presenteras är en aspekt av den här studien. En annan aspekt är att synliggöra hur tiden styr över barnens lärande. Metoden som användes i studien var observationer med digitalkamera och anteckningsblock. Bilderna har använts i analyseringen och memoreringen och anteckningarna har fungerat som ett stöd för känslor och intryck från miljöns signaler.
Resultatet visar stora skillnader i miljöerna på förskolorna i studien. Något som genomsyrade resultaten visar att barnen har mest tillgång till material som inte kladdar ner och material som är lättstädat på förskolorna. Tidsregelringar syntes genom observationerna i form av bl. a veckoscheman. Bestämda platser för barnen förekom också flitigt i studien. Det fanns viktiga skillnader ur ett maktperspektiv i förskolornas sätt att organisera, t ex på den ena förskolan förekom inga höga hyllor, höga bord och höga stolar. På den andra förskolan var det mesta av materialet otillgängligt för barnen och enbart höga bord och höga stolar.
En slutsats av studien visar att makten över barnens förutsättningar för lärande syns genom sättet hur innemiljön organiserats. Innemiljöns organisering visar tydligt hur pedagoger ser på sitt uppdrag och hur deras kunskapssyn och barnsyn ser ut.
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Fraslin, Marie. "Comment organiser la pérennisation et le partage des connaissances dans un environnement international entre le centre de technologie et les bureaux d'études ?" Phd thesis, Université de Grenoble, 2013. http://tel.archives-ouvertes.fr/tel-00957898.
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In this dissertation, we explore the potential of a forum to support collaboration and knowledge sharing among Virtual Communities of practice. We thus propose a coding scheme based on the Rainbow model and test it in order to analyze the content of two forums of R&D VcoP. We demonstrate that a forum supports asynchronous argumentative activities and thus enhances global collaboration and knowledge sharing among R&D VcoP members. We then propose an enriched model based on the work of Line Dube and tested it to characterize the R&D VcoP studied. We prove that the community configuration has a direct impact on the online dynamic of the community. We point out the main factors that play a key role in fostering online collaboration and knowledge sharing between R&D Virtual community members.
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Copp, Kristine E. "Teaching water conservation to teachers of fourth-sixth grade students." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2250.
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This project inserviced teachers for grades fourth through sixth on water conservation activities that they could implement with their students. Project Wet (Water Education for Teachers) was used as the basis for the workshops. All selected activities correlated with the California State Content Standards.
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Viirand, Mart. "Ethnography of schooling, religion and ethnonationalism in the Kachin State, Myanmar : dreams and dilemmas of change." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22937.
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For much of its recent history, the Kachin State of northern Myanmar has been wrought with civil warfare that has come to define its image from the outside, as well as being a key signifier in the conceptual life worlds of many of its ethnic nationalities. While Myanmar is currently witnessing significant – if still uncertain – political and economic transitions, the Kachin State remains largely marginalized from these processes. Rather than an absence of state power, however, this marginalization had led to competing projects of statecraft vying over resources, military control and popular legitimacy in the highly fragmented territorialities. In this thesis I engage this complex landscape through the nexus of formal schooling, organized religion, and ethno nationalist politics. My primary ethnographic focus is on the emergence ‐ of several private schools led by a younger generation of Kachin educators. I am asking why these schools arose at this point in time and what has motivated their leaders to strive for institutional autonomy in settings long characterised by a scarcity of human and material resources. I argue that, in addition to their explicitly stated pedagogical aims, these initiatives are serving particular visions of social and political development, defined by Christian moralities and ethno‐nationalist ideologies. As such, their practice can be read as a form of critique towards the established systems of schooling and governance led by the central state of Myanmar, as well as that of the Kachin Independence Organization, the main contender for political self‐determination in the area. Decades of perceived marginalization of the Kachin populace of northern Myanmar are the principal motivator for the leaders of these educational projects. However, important points of tension also exist within the Kachin society itself, both in the fields of schooling and religion. A focus on the institutions of private education thus enables me to ask questions about the nature of local political authority, ethnic identification, and the influence of organized religion more generally. By employing a historical perspective to complement my ethnographic material, I am tracing the emergence of ideas, practices, and institutions of schooling that were born from the missionary encounter and decades of military conflicts. These, together with the more recent cosmopolitan ideas of modernity, lie at the heart of contemporary efforts to provide alternative paths to schooling, and to attain the dreams of social development for the Kachin society that the educators seek.
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Iyer, Padmini. "Risk, rakhi and romance : learning about gender and sexuality in Delhi schools : young people's experiences in three co-educational, English-medium secondary schools in New Delhi, India." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/59533/.
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Based on multi-method research with Class 11 students (aged 15-17) and their teachers at three English-medium, co-educational secondary schools in Delhi over nine months in 2013-14, this thesis explores how young people's understandings and experiences relate to national and international understandings of gender, sexuality and education. The thesis examines the interplay between institutional practices and students' agency within schools (drawing on Connell's 2000 framework), while I use the concept of ‘sexual learning' in order to consider young people's experiences both within and beyond the classroom (Thomson & Scott 1991). Study findings indicate the influence of concerns about adolescent sexuality on school curricula and on disciplinary practices, which sought to maintain gender segregation in co-educational spaces. The thesis also reveals the ways in which narratives of girlhood and masculinities shaped young people's lives; particularly in the wake of the December 2012 gang rape case in Delhi, these gender narratives were both contradicted and reinforced by seemingly ubiquitous stories of sexual violence. Stories of sexual violence also formed a source of gendered, risk-based sexual learning, which reinforced risk-based narratives of sexuality within formal and informal sources of sexual learning accessed by young people. The thesis also reveals heterosocial dynamics within school peer cultures as an important source of sexual learning. Students proved adept at negotiating assumptions about ‘appropriate' interactions such as idealized rakhi (brother-sister) relationships, and formed less restrictive heterosocial friendships and romantic relationships. In particular, stories about peer romances emerged as an alternative source of sexual learning, which undermined dominant risk-based narratives of young people's sexuality and offered more positive understandings of pleasure and intimacy. A key methodological contribution is the use of a narrative analytical framework in which Plummer's (1995) sexual stories are considered in terms of Andrews' (2014) political narratives. Using this framework, the thesis examines the text and context of ‘small stories' told within research encounters, and the interrelations between these micro-narratives and macro-narratives of gender, sexuality and education in post-liberalization India. This framework facilitates the examination of interrelations between local experiences and national and international understandings in the thesis. A key substantive contribution of the study is to address a lack of research on how young people learn about gender and sexuality in Indian schools. As the study largely captures the experiences of urban, middle-class young people, the thesis also contributes to the existing body of literature on middle-class experiences in post-liberalization India (e.g. Gilbertson 2014; Sancho 2012; Donner & De Neve 2011; Lukose 2009), and specifically underlines the importance of education as a site for middle-class young people's negotiation of gendered and sexual politics.
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Booher, Laura Elizabeth. "From Burma to Dallas: The Experience of Resettled Emerging Adult Karen Refugees." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363190792.
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Pachauri, Anupam. "Multi-stakeholder partnerships under the Rajasthan education initiative : if not for profit, then for what?" Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/43256/.
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This thesis explores the development of a multi-stakeholder partnership model using a multiple case study research design. Specifically this study examines the rationale for the launch of the Rajasthan Education initiative, its development and its impact on educational development and reaches conclusions about the scalability and sustainability of multistakeholder partnerships (MSPs) in the context of Rajasthan. The literature review shows that there is insufficient independent research evidence to support the widespread claims that public private partnerships (PPPs), of which MSP is a new ‘avatar', are able to deliver results in terms of developmental gains and added value. This paucity of evidence and profusion of claims is partly explained by the fact, that the research that has been commissioned is not independent and its conclusions have been shaped by vested interests of those promoting the organisations they claim to evaluate. In particular organisations associated with the World Economic Forum (WEF) have been projecting PPPs and programmes of corporate responsibility as a way to engage for-profit organisations and enhance the effectiveness of external support for the delivery of services to basic education. Alongside this not-for-profit PPPs are seldom scrutinised in terms of public accountability, value for money, scalability, or sustainability partly due to the voluntary nature of such inputs to the public system. I believe my research makes a new and unique contribution to the independent evaluation of state enabled, not-for-profit MSPs in action. The research selected eight formal partnerships for case study which were selected using a matrix of organisational characteristics, scale and scope of interventions. The case studies are organised into four thematic groups i.e, School adoption, ICT based interventions, teachers' training and universalisation of elementary education in underserved urban localities. Each case study is examined using a framework which highlights three dimensions. These are i) the design of the partnership, ii) stakeholder involvement and intra agent dynamics and iii) the Governance of the partnership. A cross case analysis of the eight partnerships is used to arrive at conclusions about MSPs in Rajasthan. This uses the concept of double contingency of power (Sayer 2004), and specifically the concept of causal power and causal susceptibilities and Stake's (2006) multiple case analysis, to discuss the commonalities and differences across partnerships and emerging themes while cross analysing the partnerships. I have engaged in interpretivist inquiry and sought to understand the workings of an MSP which involves businesses and CSR groups alongside NGOs and government agencies with an aim to place Rajasthan on a fast development track. Rather than looking for an ideal type MSP, I problematise the MSPs in Rajasthan as I explain the workings of an MSP model in action. Given this methodological perspective, I have used semi structured interviews, observations of the partnership programmes in action, and document analysis as methods to collect and corroborate data for this study. The study concludes that the exiting MSP arrangements in REI are not scalable, unsustainable and have very limited impact. Moreover, the MSPs are unstable and reflect fluid inter-organisational evolution, as well as ambiguous public accountability. There was no purposeful financial management at the REI management level. In addition the exit routes for partners supporting interventions were not planned, resulting in the fading away of even those interventions that showed promise in accruing learning gains for children, and by schools and teachers. Non-scalability and lack of sustainability can be inferred from the fact that the partners do not have a long term view of interventions, lack sustained commitment for resource input and the interventions are implemented with temporary work force. The instability of the partnerships can be explained through the absence of involvement of government teachers and communities. Also economic and political power dominated the fate of the programmes. In this MSP it was clear that corporate social responsibility (CSR) was a driving force for establishing the MSP but was not backed by continued and meaningful engagement. The ‘win-win' situation of greater resources, efficiency and effectiveness, which formed the basic premise for launching the REI was not evident in reality. MSPs are gaining currency globally. This research points to the fact that much more intentional action needs to be taken to ensure that partnerships such as these have a sustained impact on development. The problems and issues of education are historically, politically and socially embedded. Any action that does not take this into account and which is blind to the interests of different stakeholders in MSPs, will surely fall short of achieving what it set out to do. Further independent research examining the ambitions and realities of other MSPs is needed to inform policy development and implementation. This is essential for achieving the goals of education for all before investing further in what appears to be a flawed modality to improve access, equity and outcomes in education.
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Al-khaledi, Khaled. "The educational theory of Burhan Ad-Din Az-Zarnooji as reflected in his book 'Ta'lim al-Muta'allim Tariq at-Ta'allum' (Instructing the learner, methods of learning), 539-620 AH (1158-1223 AD)." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250598.
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Enoch, Clara Louise. "The writing center as a Burkean parlor: The influence of gender and the dual engines of power: collaboration and conflict." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2996.
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This thesis examines writing centers and offers suggestions for tutor training that might help realize the ideal of the writing center as a Burkean parlor, a place where collaboration via continuous meetings and conversations between tutors and participants take place. Conflict can surface because of different cultural backgrounds and world views, particularly in terms of gender issues.
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McParker, Matthew Carl. "Intercultural Interactions Among Burmese Refugees in Multicultural Middle School Classrooms." Thesis, Portland State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10132008.
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The largest refugee group entering the United States in recent years is from Burma. Refugee students face a daunting set of challenges, from language and cultural differences to living in poverty, in becoming successful in their new homes. To be successful in schools and gain cultural and social capital, refugee students must learn and internalize the specific norms of their classrooms. In middle school, students are particularly reliant upon their peers for support, making peer interactions especially important. In multicultural settings, students have ample opportunities for intercultural interactions, which can help refugee students navigate their new settings and become more successful. Unfortunately, there has been little research on the experiences of Burmese refugee students in classrooms in the United States.
I used a qualitative, transcendental phenomenological approach to study how three female Burmese refugee students experienced multicultural middle school classrooms in the United States, especially their intercultural interactions, through interviews, observations, and stimulated recall.
The participants reported wanting to understand what they were learning, stay on task, and be kind to other students. Those traits developed from their experiences in their countries of origin and combined to create a picture of what a good student should be. In observations, students acted out their ideas of what it meant to be a good student. Their intercultural interactions in class reaffirmed their identities as good students.
Implications based on the findings include setting up intentional intercultural interactions with a diverse group of students in classrooms with multicultural approaches and that researchers examine the experiences of various groups of marginalized students while accounting for the context in which they learn and acknowledging a multifaceted view of adolescent identity development.
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Jerrard, Jane. "What does 'quality' look like for post-2015 education provision in low-income countries? : an exploration of stakeholders' perceptions of school benefits in village LEAP schools, rural Sindh, Pakistan." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51459/.
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The continuing disadvantage that poor and marginalized communities face in low-income countries is well recognized but international initiatives and government policies still fall short of providing sustainable quality education. The recently published Global Monitoring Report 2013 – 2014 “Teaching and Learning: Achieving Quality for All” recommends strategies for solving the quality crisis through attracting the best teachers, getting them where they are most needed and providing incentives to retain them. Few would dispute these strategies but their achievement is problematic, given the vastness of the challenge in a financially constrained global environment. This study is predicated on the acknowledgement that the strategies proposed provide too narrow a focus and that poor quality education is also due to contextual factors that have been relatively ignored. These contextual factors are investigated through this research. This research study explores community perceptions of school benefits as a lens through which to engage with marginalized rural communities' conceptualization of “quality” education. It utilizes Tikly and Barrett's (2011) framework for analysing quality education with its three key dimensions of inclusion, relevance and democracy. It investigates the factors and processes that are shaping perceptions of benefits within the three environments of policy-making, school and community. The research study uses a qualitative methodology, employing a critical stance, but engaging also with the insights of Bourdieu and Foucault viewing power as both repressive and productive. This research engages with the “regimes of truth” that have constrained social action as well as the process of discourse deconstruction and reconstruction that has shaped agency and facilitated social change. This is a multiple case study of four rural primary schools in marginalized communities in Sindh, Pakistan (two opened in 2002, two in 2007), using purposive sampling to maximize data heterogeneity. Data, mostly qualitative, was generated from semi-structured interviews with community leaders, school management committee members, parents and teachers. Focus groups were conducted with school graduates and teachers. Photographs were used as a participatory tool to facilitate interview and focus group discussions. The findings indicate that context-led policy, contextualized teacher training, pedagogy and curriculum and community leadership that facilitates agency are the key factors shaping perceptions of benefits. Emerging from these factors is both the employment of local teachers who can experience a transformational process that enables them to bring social change and a dynamic interaction between pedagogy and benefits. Positional benefits are highly valued with social skills being key to the development of social capital, which the findings indicate should be included in the discourse of “quality” education. The study provides empirical data demonstrating how the recent theoretical frameworks for quality education are being “fleshed out” in specific contexts and addresses issues raised in quality debates. It makes recommendations for the complementary role of non-government schools in the post-2015 EFA strategy and the provision of quality education in hard to reach areas characterized by poverty and marginalization in the global South.
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Zia-Us-Sabur, Mohammed. "State-non-state relationship within the context of decentralization : understandings of school-level actors in Gopalpur sub-district, Bangladesh." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60172/.
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The focus of this study is to understand how policies to decentralize governance have affected the primary education sector in Bangladesh with specific reference to non-state schools. Decentralizing education has emerged as an important strategic tool to reform and enhance education quality globally. The study analyzes the relationship between the state and non-state primary education providers in the context of education reforms delivered via decentralization. The investigation used a qualitative case study approach with respondents residing and working in Gopalpur, a small township 125 km away from the capital of Bangladesh, Dhaka. Three categories of school-level actors were interviewed - School Management Committee (SMC) members, head teachers and teachers within two types of schools: Registered Non-Government Primary Schools (RNGPS) and Quomi madrassas. A primary focus of the study is to explore what the basic comprehension of the respondents regarding concepts and the implications of decentralization. The findings indicate that most of the school-level actors interviewed in the Gopalpur area were in fact familiar with the concepts of decentralization and related to it as an act of transfer of power and participatory education processes. The study further revealed that most of the RNGPS respondents supported policy guidelines and directives from the state, which is based on deconcentration, while the Quomi madrassas preferred delegated space. The research also explored the operational relationship between state and non-state providers in terms of two specific aspects. The first aspect was the relationship between state and non-state providers in three specific areas: the SMCs, monitoring activities and the training of education personnel with a focus on teachers. The other aspect involves the extent of trust and respect displayed from the center towards the school-level actors. The SMCs apparently do not feel motivated to be proactive in schools‘ affairs due to limited scope as dictated by the state and lack of authority to hold the school administrations accountable for their actions. However, Quomi Madrassa Management Committees (MMC) is very involved and act as effective mediators on behalf of the community as well as madrassas. In regards to monitoring and training inputs, the state‘s centralized system does not produce far-reaching enough results according to the RNGPS respondents. This study also investigated the mindset of officials belonging to the DPE (Directorate of Primary Education) and MOPME (Ministry of Primary & Mass Education) towards the school-level actors, which are characterized by lack of mutual trust and respect. This study reveals that given the diverse nature of non-state providers, each category of non-state providers has its own historical origins and its own understanding and approaches towards the state. The study also shows that SMCs, monitoring and training sub-systems within the governance play an important role in defining operational relationship between the state and non-state providers. The findings and analyses included herein contribute to the current policy discourse on decentralizing education in Bangladesh within the context of non-state providers and their relationship in operational terms with the state. It adds to more informed and participatory policy formulation and planning processes. Along this process, it serves to inform policy makers, school-level actors and researchers about the value of collective ownership of the policy discourse through meaningful dialogue.
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Ahmed, Irfan. "Investigating students' experiences of learning English as a second language at the University of Sindh, Jamshoro, Pakistan." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/43289/.
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The recent emphasis on the importance of English language teaching and learning in public universities in Pakistan has resulted in the introduction of a new English as Second Language (ESL) programme including revised teaching approaches, content and assessment. However, to date, no rigorous and independent evaluation of this new programme has been undertaken particularly with respect to students' learning and experiences. This thesis seeks to address this gap by examining the effects of the new ESL programme on students' learning experiences, as well as teachers' perspectives and the broader institutional context. The study uses a qualitative case study approach basing its findings on the responses of purposively sampled students (n=17) and teachers (n=7) from the Institution of English Literature and Linguistics (IELL), University of Sindh, Jamshoro, Pakistan (UoSJP). Semistructured interviews, observations and document review were used as the main tools to collect a wide variety of data. The analysis of the data was informed by different theories including Symbolic Interactionism, Community of Practice, and Bourdieusian notions of habitus, field and capital. These theories offered an approach which bridges the structure and agency divide in understanding students' learning experiences. The study employed the concepts of institutional influences to examine the impact of UoSJP's policies and practices on the teaching and learning of the ESL programme. The concept of community, which is understood as the community of the ESL classroom, is used to examine the interactions of students-students and students-teachers. The notion of identity was used to examine the interaction of students' gender, rurality, ethnicity and previous learning experiences with different aspects of the ESL programme. In relation to institutional influences, the study found that UoSJP's institutional policies and practices are shaped by its position in the field of higher education, and in turn, these influences shape teaching and learning in the ESL programme. Specifically, UoSJP defines its capital as higher education for all, which in practice translates as admitting students who have been rejected by other universities and/or cannot afford private universities' high fees. In order to meet the language needs of disadvantaged students from non-elite English and vernacular medium schools, UoSJP offers the ESL programme. This initiative aims to improve students' English language skills in their first two years, and to fulfil requirements set by the Higher Education Commission (HEC). However, the university's treatment of the ESL programme significantly impacts on teaching and learning in terms of its policies and practices, in relation to faculty hiring, teacher training, relationship between the administration and ESL teachers, number of students in ESL classrooms, assessment criteria, ESL quality assurance, and learning support resources like up-to-date libraries. In relation to the community of ESL classroom, the study found that participation plays an important part in defining students' roles and their relationship with teachers and peers in the classroom. Teachers' pedagogic strategies and large classes were found to be influential factors affecting students' participation in the classroom. It was found that teachers use different pedagogic strategies, which define them as facilitators or knowledge transmitters accordingly. The facilitators allow students' full participation in the classroom by listening to their opinions, respecting their arguments, appreciating their feedback, acknowledging their contributions to the class, and demonstrating empathy to their problems. When in class with these teachers, students feel encouraged, confident and motivated to participate in the classroom. By contrast, the knowledge transmitters prefer monologue lectures when teaching ESL, and strongly discourage students' participation. Students are usually not allowed to ask questions or express their concerns to these teachers. In their presence, students revealed that they lacked confidence, and felt discouraged and demotivated from participating in the classroom. Moreover, in the context of large classes only students sitting on the front-benches are given opportunities of participation, while those at the back of the classroom are considered to be educationally weak, inactive, therefore ignored in interactive activities. The treatment of these students by teachers and students at the front of the class alike limits their participation in the classroom. In relation to identities, the study found that students frequently foreground their gender identities, rural-ethnic identities and identities as medical or engineering students in interaction with different aspects of the ESL programme. Some aspects of ESL textbooks including units which depict stereotypical gender roles conflict with female students' gender identities; units which are based on exclusively Western, urban contexts conflict with students' rural-ethnic identities, and units that are based on graph-comprehension conflict with students' identities as medical students. While others aspects of ESL textbooks particularly those units that are constructed on experiences and activities which are exclusively associated with men in Pakistan such as driving complement female students' gender identities; and those units which are set in a village, and focus on the culture and life of villages complement students rural-ethnic identities. Moreover, it was found that female students struggled in maintaining their role as ESL learners in comparison with their gender roles as sister and daughter. This thesis provides new insights into students' learning experiences and ESL in higher education. It also contributes to and enhances the literature on higher education in Pakistan. Furthermore, it enables policy-makers to reflect upon their policies, as well as provides suggestions to the UoSJP and its teachers.
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Bughio, Faraz Ali. "Improving English language teaching in large classes at university level in Pakistan." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45170/.
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This thesis describes a collaborative Action Research project that works to improve the quality of English language teaching (ELT) and learning in a public sector university in Pakistan. It demonstrates how teachers and students can take responsibility for engaging in active learning and teaching by developing their roles beyond traditional models of teaching and learning. The findings of the study are validated through critical thinking, the active critique of colleagues and students who participated in the study, reflection on critical aspects of data collection and by contextualising findings within existing literature. The thesis comprises eight chapters. Chapter one provides an introduction. It presents the overall organization of the thesis. This includes the aims of the study, rationale of the research, brief overview of methodology and the structure of the thesis. In chapter two, the literature review focuses on the defining factors of large class teaching and learning. Much of the research on large classes is written in the context of the West and has limited application to the problems of developing countries. Existing literature suggests a need for further work on large class teaching and learning in the developing world. In chapter three I present the Context of the Study. I provide an historical overview of language policies in Pakistan which have influenced the educational structure and the development of the country. The status and importance of the English language in Pakistan is highlighted. I outline the classification of various English language teaching institutes in Pakistan. The chapter concludes with an account of teaching and learning and the sociopolitical conditions that affect the educational process at University of Sindh, Jamshoro Pakistan (UoSJP), the site of the project. Chapter four discusses the methodology of the study. It is divided into two sections. In section one I outline the rationale behind the choice of Action Research as a methodological framework for an intervention strategy. In the second section, I discuss the research design, and various data collection tools used for the study. In chapter five, I discuss the first reconnaissance phase of data collection. This has several foci: the teaching methods currently used in large classes at UoSJP; the students and teachers perceptions of ELT and the socio-political conditions that affect teaching and learning. Overall this chapter exposes the complexities involved in teaching at UoSJP and provides the basis for developing an intervention strategy. Chapter six presents the intervention phase of the action research strategy aimed at introducing cooperative practices. It contains the narrative of how a new teaching strategy was planned and collaboratively conducted in two different classes. Chapter seven focuses on the findings of the research and the analysis of data. I also reflect on the key emerging themes of both phases of the project. Evaluation criteria in action research are also discussed along with the monitoring strategy. The final chapter looks at the future implications of the study and offers practical guidelines on the management of large classes. There is a concluding reflection on critical issues that might affect future research. The thesis promotes ‘learner-focused' teaching through critical reflection on professional practice. The study also suggests how students can be empowered to take control of their own learning, by giving them autonomy and, by creating a socially just and democratic atmosphere in class. It also shows how large classes, exceeding a hundred students, can be managed by changing teaching methods and by increasing students' participation through group learning and the deployment of group leaders.
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Santos, Sílvia Cristina Pantano dos. "A COORDENAÇÃO PEDAGÓGICA NO ENSINO MÉDIO: ACOMPANHAR O TRABALHO PEDAGÓGICO OU APAGAR INCÊNDIOS?" Universidade Metodista de São Paulo, 2008. http://tede.metodista.br/jspui/handle/tede/1113.
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Previous issue date: 2008-08-21The present study it makes an inquiry on the attribution to form professors during the Time of Collective Pedagogical Work (HTPC), that the coordinating professors of the São Paulo state net had received with the implantation from the program Ensino Médio em Rede, in the period of 2004 the 2006. The study it provides an analysis of the condition of formation of these educators, from its professional trajectories, focusing the construction of its identity and looking for to find the common elements gifts in the passage of each one, as well as the difficulties lived deeply in the development of this work and the strategies and alternatives adopted for them to surpass them. Beyond the consultations the diverse theoretical and legal references, the research happened through work of systemize field to break of questionnaires and interviews with coordinating professors. In what it is mentioned to the analysis of the professional trajectories of the coordinating professors, the theoretical recital counted on the contributions of Antonio Nóvoa, Christine Josso and Zeila de Brito Fabri Demartini. Michel de Certeau subsidized the reflections on the used mechanisms stops to cheat the politics of formation in mass imposed to all the schools of Average Education of the State of São Paulo.(AU)
O presente estudo faz uma investigação sobre a atribuição de formar professores durante o Horário de Trabalho Pedagógico Coletivo (HTPC), que os professores coordenadores da rede estadual paulista receberam com a implantação do programa Ensino Médio em Rede, no período de 2004 a 2006. O estudo proporciona uma análise da condição de formador desses educadores, a partir das suas trajetórias profissionais, enfocando a construção da sua identidade e procurando encontrar os elementos comuns presentes no percurso de cada um, bem como as dificuldades vivenciadas no desenvolvimento deste trabalho e as estratégias e alternativas adotadas por eles para superá-las. Além das consultas a diversos referenciais teóricos e legais, a pesquisa aconteceu através de trabalho de campo sistematizado a partir de questionários e entrevistas com professores coordenadores. No que se refere à análise das trajetórias profissionais dos professores coordenadores, a undamentação teórica contou com as contribuições de Antônio Nóvoa, Christine Josso e Zeila de Brito Fabri Demartini. Michel de Certeau subsidiou as reflexões sobre os mecanismos usados para burlar a política de formação em massa imposta a todas as escolas de Ensino Médio do Estado de São Paulo.(AU)
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Chen, Wan-Li, and 陳婉莉. "A Study At Present of the Educational Administration’s Knowledge Management in Every Educational Bureau of Taiwan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/00516957463622530877.
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碩士國立中正大學
成人及繼續教育研究所
92
Abstract This study aims to understand the status in quo of knowledge management practiced in every Educational Bureau of Taiwan here, its differences among the knowledge-styled Educational Administrations and to probe every Educational Bureau’s impellent of the knowledge-styled Educational Administrations. In order to reach the before-mentioned purpose, this study was written with my compilatory questionnaires on the basis of investigating record, and mailto 552 members with 2003’s calculation in advance of Educational Bureaus in Taiwan. Accepting questionnaires are 392,and valid samples are 376.It means that validity is 95.92% top. Through the process of statistics and analysis, my major findings are: (1) Organizations have to do their best to support members’ training and development of professional knowledge; (2) County/City Educational Bureau and educational administrators are changing their idea of leaving knowledge; (3) Concerning the sculpture of confidence and share in the organizational culture, the rewards and executer are not ideal; (4) Learning is the foundation of creating worth, Educational Bureau must to educate the atmosphere and process of spuring and motive learning; (5) Information technology makes the environment of knowledge management mature and needs to be advanced with popularity; (6) The support and participation of top administrators one and all are the key to the successful knowledge management; (7) The member of knowledge management is the spirit of knowledgeable organization. that is necessary for every unit to set up; (8) The provision of high efficient business handle style is helpful for the promotion of efficient administration; (9) Encouragement has a function of inspiriting for knowledge sharing, and that is necessary to develop a suited encouragement and a system of examination. Based on the above findings, suggestions for Educational Bureaus as well as further researchers are proposed.
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劉奕杉. "A study on the needs analysis of the educational training in the local Bureau of education." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/46954175840608962118.
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碩士國立暨南國際大學
教育政策與行政研究所
90
The purpose of the study was to investigate the viewpoints hoeld by the administrators of education Bureau toward the needs of the educational training in the local Bureau of education, and the findings would be served as a consultation for planning the educational training in the local Bureau of education in the future. The sample includes more than 529 administrators of twenty-three local Bureau of education in Taiwan（except for Jin-man and Ma-zu）. 416 questionnaires were returned, （the response rates were 78.64%）; and 379 questionnaires were valid,（the usable rates were 71.64%）. The quantitative data were presented with frequency distribution chart and analyzed by using Chi-square test. The findings of the study are: as follows: 1. Aspect of organizational analysis: (1) There is a high percent for the staffs to leave their positions so that the staffs are generally in shortage. (2) Organizational climate is advantageous for advance educational training. (3) The administrational resources and the organizational goals match approximately; the invested resource and the quality of product match approximately. (4) Administrational policy and law promoted but sometimes restrained educational training.(5)To promote working efficiency of the local Bureau of education, it is necessary to implement the new employee training and the task training. (6) Organization analysis is important and necessary. 2. Aspect of job/task analysis: (1) The generally ability of current staffs are enough to meet the needs and challenges of job. (2) Job analysis was helpful for the local Bureau of education. (3)Job description should be multifaceted and was helpful and important to promote work efficiency. 3. Aspect of personnel analysis: (1) The chief has the authority to assign staffs for educational training on the base of the staff’s position, and the assignment was considered as reasonable. (2) The staffs need training are found to be widespread. (3) Every a half years, staffs are required to receive training 2-3days. (4) Training should be considered as official business and the expense should be support by government. (5) Most subjects believed that training would be helpful to promote work efficiency and increase professional knowledge, and the knowledge about administrational policy and law are needed most. 4. Aspect of present of the educational training in the local Bureau of education: (1) Budget of the educational training partially comes from the central Bureau and artially from the local Bureau of education. (2) At present, there are not enough for educational training and the content of training needs improvement. (3) Organizational education training should be multifaceted and the decision authority should be hold by the chief of bureau. (4) To establish educational training system, multilateral conditions in the society are required to match up. (5) The local bureau can take place either the public or private training to meet the job demands. (6) Staffs in the local bureau desire to have more opportunity .to receive educational training. (7) A The agential training system of the public officials needs more improvement. (8) Organization training has a difficult position, and need related complete measures. According to findings of this study, some suggestion are recommended to the Department of Education and the government, the local Bureau of education, the administrators of education Bureau as well as for further study. 1.Suggestion for the Department of Education and the government:(1) Adjust supply and demand of employment of temporary staff.. (2) Establish developing center of educational manpower. (3) Strengthen the support of laws and policy on educational training. (4) Review the problems of the agential training system of the public officials, and establish related supplemental arrangement. 2. Suggestion for the local Bureau of education: (1) Reduce staffs of employ and temporarily transfer. (2) Implement agential training system.(3) Establish fine organizational atmosphere.(4) Establish detailed job description/job duty.(5)Place importance on new employee training and in-service training.(6) Establish the system of educational training, and understand the needs analysis of educational training.(7) The procedure for training selection should bring into be the open and transparent. (8) Negotiate the educational training of appoint outside transact cautiously. 3.Suggestion for the administrators of education Bureau:(1) Establish the proper thinking of receiving educational training. (2) Strengthen personal knowledge and encourage staff to accomplishments, and participate in all kinds of training. 4.Suggestion for further study:(1) The samples of the study can be enlarged. (2)The ranges of the study can be augmented. (3)The contents of the study can be set pen to paper in depth. Key word: local Bureau of education, human resource management, human resource development, personnel administration, need analysis, administrant organization analysis, job/task analysis, personnel analysis, education training.
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amy and 吳碧華. "Study on the Kinds and Feasibility of Outsourcing Educational Administrative Work-Example of Education Bureau of Various County and City Governments." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/38229858590608676296.
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碩士國立屏東師範學院
教育行政研究所
93
Abstract In the ever-changing world, earnest expectation has been put on the educational administrative organizations under the backdrop of educational reform. How to increase service efficiency becomes the pressing issue that everyone focuses. This study analyzes the current status of educational administrative work and the current social and educational development. This is further combined with the background analysis of outsourced projects, in order to explore the current situation of outsourced educational administrative work, and to probe into the kinds of work and the feasibility of outsourcing educational administrative work. Hence, recommendations and strategies would be offered to educational administrative organizations for their outsourcing activities. Objectives of the study are three-fold: 1. To understand the differences in the opinions of educational workers with different background variables on the kinds of educational administrative work that can be outsourced. 2. To probe into the opinions of educational workers with different background variables on the feasibility of outsourcing educational administrative work. 3. For cases of outsourced educational administrative work, to analyze the undertakers’ opinions on the effectiveness of outsourcing educational administrative work. To achieve the above-mentioned research objectives, Education Bureau administrators at various county and city governments and the principals of national elementary and junior high schools in different counties and cities are taken as the population in this study. Data obtained from questionnaire survey and interviews are analyzed and discussed. For questionnaire survey, a general survey is conducted on all first- and second-grade supervisors of Education Bureau, executive officers and inspectors, while principals of elementary and junior high schools are surveyed by random sampling. A total of 800 questionnaires are sent out, and 605 responses are received, representing 76% response rate. 594 valid samples are obtained, after deducting 11 invalid samples. Data from the questionnaire survey are input using SPSS 10.0 for Windows statistics package, and analyzed with descriptive analysis, t-test, and one-way ANOVA, etc. For in-depth interview, 15 outsourced cases are interviewed, and the interviewees’ opinions are analyzed and concluded. Twenty-one conclusions are made based on the result of data analysis. Furthermore, a series of recommendations are made for the educational administrative authorities, educational administrators and for future research: 1. Recommendation for educational administrative authorities: (1) Keep track of the policy development trend. (2) Strengthen their strategic management ability. (3) Make careful and flexible model of outsourcing on a case-to-case basis. (4) Set down related laws and regulations. (5) Take marketing initiative to increase local people’s willingness to participate. 2. Recommendation for education administrators: (1) Improve one’s own professional knowledge and information on outsourcing, in order to develop a professional and autonomous capability, as the practical basis of outsourcing work. (2) Learn from others’ experience as a reference of outsourcing. From others’ experience, one may find the way to achieve efficiency and the solutions to difficulties. (3) Shift from a passive role to an active one. Face the outsourcing work with an active attitude, instead of passive reception. With the self-initiated motivation, work will be achieved much easier. 3. Recommendation for future research: (1) Recommendation on the topic of study. (2) Recommendation on the subject of study. (3) Recommendation on the methodology of study.
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Sheng, Yen Fu, and 嚴復生. "Influences of Educational Training on Job Performance-Taking the Central Region Engineering Office,National Freeway Bureau as Example." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/36780409138104591414.
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YEH, HUI-HUA, and 葉蕙華. "The study for the attractive factors of disaster prevention education -An example of the disaster prevention educational museum formed by Fire Bureau, Tainan City Government." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/kr22yg.
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碩士東方設計大學
文化創意設計研究所
106
September 21st, 1999, there was a 7.3 magnitude earthquake in Nantou County where many people hurt and died terribly. It’s the timing to waken the disaster prevention and rescuing. Taiwan is located in the area with many earthquakes, typhoons and floods but the related disaster prevention education and prevention and rescuing system were almost nothing before 921 earthquake. Whereas, Japan which located on the same pacific island chain with high risk of disasters as Taiwan has embedded the disaster prevention education from very beginning and paid high attentions with no doubt. Fire Bureau, Tainan City Government formed the disaster prevention educational museum in 2002. It’s the best media with systematic displays and provides one of important approaches for the disaster prevention education. The disaster prevention educational museum not only provides all kinds of educational prevention and rescuing contents but also plays as an indicator of social responsibility for the disaster prevention education. The disaster prevention educational museum has formed for 15 years and walked through the 88 typhoon disaster occurred in 2009 in addition to the Meinon earthquake of Kaohsiung occurred in 2016. The students experienced the educational program conducted by the disaster prevention educational museum can practice how to protect themselves from the disaster by what they learned in the program. So they can have the real world experiences of disaster prevention instead of just learning from the books or paper reports which allows them to face the disasters calmly with optimal solutions. Therefore, the disaster prevention educational museum has become the remarkable real experience venue for the disaster prevention education in Southern Taiwan. It’s now become an important outdoor venue of disaster prevention education practice for all aged students. The first stage of the study will base on the literature review to collate the related references and implement in-depth interviews of 15 visitors to the disaster prevention educational museum by way of evaluation grid method(EGM). And the interview results were built in the attractiveness evaluation grid and classified into six groups of primary attractive factors, including “disaster prevention education ”, “disaster prevention concept”, “disaster prevention”, “disaster prevention response”, “observation and demonstration”, “deep rooted disaster prevention” etc. Also, 15 solid attractive factors and 14 abstract attractive factors were applied to design the items of the questionnaire. At the second stage, the questionnaire survey would be implemented for further validation. As the results of the study indicated, the attractiveness with impacts included “experience equipment should be educational, experienced and interesting”, “design should include disaster prevention and emergency response“, “disaster prevention concept should be established after the experiences”, ”if disaster prevention education concept introduction would influence the people who have experienced to generate the recognition of disaster prevention”. People have recognized the equipment, experience of real practices and educational introductions of disaster prevention knowledge provided in the disaster prevention educational museum. After visiting and experience the related equipment in the disaster prevention educational museum, the knowledge level of people for disaster and emergency response will be elevated in addition to the quality improvement of disaster prevention concept. The only one thing needs to be enhanced is the design of disaster prevention education and virtual reality experience. This will need the related responsible institutes to propose required strategies and improve.
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Muhammad, Safdar. "Interorganizational Partnerships, Leadership, Structures, and Processes: A Case Study of the Arab Bureau of Education for the Gulf States (ABEGS)." Thesis, 2011. http://hdl.handle.net/1807/31873.
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The purpose of this study was to identify factors that influence leadership and its distribution in the Arab Bureau of Education for the Gulf States (ABEGS) Saudi Arabia. The research was undertaken in the ABEGS as a case study and its two initiatives, the Gulf Arab States Educational Research Centre (GASERC) Kuwait, and the Arab Educational Training Centre for Gulf States (AETCGS) Qatar respectively. The findings of this study reveal that the leadership in this interorganizational environment is distributed within the four levels of organizational structures. The visionary leadership comes from the inner most core political level that has its influence and direction at the strategic, managerial, and operational levels of the organization. . Based on extensive research of Leithwood and his colleagues, this study will integrate four leadership functions of setting directions, structuring the organization, developing capacity, and managing the (partnership) program into the analysis of interorganizational partnerships. The study also examined ‘securing accountability’ as another important leadership function in the partnership environment. I learnt that multiple factors influence leadership and enable different individuals and groups to perform these functions at the strategic, managerial and operational levels of the interorganizational structures. However, the major influence on leadership that weaves through the strategic level to the grassroots levels is the consultative process embedded in the organizational structures of the Arab Bureau. Some other prominent factors that influence leadership found in the study are positional power in the hierarchy, experience and knowledge, and dedication and commitment. Researchers like Benson, Mawhiney, Kickert, Proven, and Rodríguez, explored interorganizational partnerships and view the structures of leadership either vertically centralized or horizontally distributive. I argue that interorganizational leadership works horizontally at each level of the partnership i.e. strategic, managerial, and operational and vertically between these levels in the ABEGS partnership as shown in the ‘Circular Model of Interorganizational Leadership’ of this study. The leaders at various levels in the Arab Bureau from the member states function as equals. However, firm vertical hierarchy exists between various levels in the structures of the ABEGS. It is therefore established that horizontal and vertical leadership work simultaneously in interorganizational partnership environments as found in the case study of the Arab Bureau.
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Kuo, Shih-Wen, and 郭仕文. "A Case Study of New Taipei City Bureau of Education Research and Development’s“New Taipei City elementary and jounior hing curriculum and teaching plans rooted” of Knowledge Mangement Applied in Local Educational authorities." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/31269074743623628945.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士班
101
The objective of this study is to investigate the knowledge management applied in local educational authorities.The case study of New Taipei City Bureau of Education Research and Development’s“New Taipei City elementary and jounior hing curriculum and teaching plans rooted”. The qualitative research method was adopted to thoroughly understand the theme of this study. Literature review and qualitative interviewing were applied in this sudy. The related data, the interview records were analyzed and integrated. The findinga of this study are shown as follows. 1. In the actuation elements of knowledge management, and its visionary leadership strategy is leadership, personalization KM strategy and organize study groups to break standard, and enhanced interaction between members. Performance management is done through problem analysis and induction, and the establishment of Curriculum Advisory group to enhance the overall curriculum planning profession. Objective accumulated valuable knowledge of information technology, building classification principles should first understand the needs and habits, it is important to be able to share and stored messages, but this exchange platform lack of professional and technical personnel management, organizational systems excessive phenomenon. Emphasis on building organizational culture is at ease speaking environment, training members to understand their role, thinking and ability to integrate education policy. 2. In the process of knowledge management, and its creation of knowledge is to master the implicit knowledge, personal experience to play. Confirm Knowledge is constructed “New Taipei lesson plan”. Gathering knowledge and mastery of curriculum theory is to enhance knowledge. Organizational knowledge is the detailed planning "New Taipei lesson plan" framework. Adaptation knowledge through informative meetings, the instrument of tacit knowledge. Use of knowledge within the organization is able to induce integration, research and development of the spirit of play. 3.The plight of the three knowledge management, knowledge sharing time consuming, difficult to unite professional consensus , interdepartmental inconsistent pace. According to the above conclusion, this study provides other counties related educational research institutions, or organizations related to curriculum and instruction to promote specific proposals as a knowledge management application reference.
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Wang, Shu-yi, and 王淑怡. "A Study on the Knowledge Sharing Behavior Intention of an Organization by Appling TPB Model: A Case of Educational Bureau of Kaohsiung City after City-County Consolidation." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/h2as32.
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碩士國立中山大學
公共事務管理研究所
104
With the flow of worldwide administrative reform and to go along with national development policy, our country focuses on government reengineering and dedicates to the administrative modernization. Governance spindle is to pursuit core values in efficiency, quality, and integrity. Government’s performance is judged by whether administration can reach people’s satisfactions. In 2010, five major metropolises were restructured. Government hoped to reach overall balanced development for all regions through merging and restructuring to further enhance administrative efficiency and city''s international competitiveness. The administrative area integration is closely related to governance efficiency. Therefore, the goal of using knowledge management to promote knowledge-sharing among joint members to enhance the public service quality with higher performance and provide quality services to reach the people satisfaction, has become a mainstream trend for a modern government to pursue. Through Theory of Planned Behavior, this study is to research what the impacts knowledge sharing attitude, subjective norm, and perceived behavioral control are on knowledge sharing intentions, and then further explore how level of job satisfaction influences intentions on knowledge sharing. In this study, the research objectives are members, supervisors, and relationship among members in civil service department. It is conducted under convenience sampling by issuing 200 questionnaires with 160 effective recoveries reaching 80% effective recovery rate. To verify the impact of the relationship among study variables, descriptive statistical analysis, reliability analysis, and structural equation modeling are used for data analysis. The empirical results of the analysis are as follows: 1. The “organization members’ knowledge sharing attitude”, “subjective norm”, and “perceived behavioral control” have significant positive impact for the “organization members’ knowledge sharing intentions” 2. The “organization members’ level of job satisfaction” has significant positive effect for the “organization members’ knowledge sharing intentions” 3. The” organization members’ subjective norms on attitudes”, and “perceived behavioral control affecting knowledge sharing behavior with the intention” have no interfering effect
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陳姿蓉. "Reengineering of bureau of education in central Taiwan." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/73349676512262688872.
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Fry, Jayla. "Furthering Educational Program Delivery through Master Gardener Speakers Bureaus." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11117.
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Although the demand for public presentations exists, barriers prevent many Master Gardener Volunteers from participating in speaking events. This study identifies the perspectives of both County Extension Agents and Master Gardener Volunteers on effective Master Gardener Speakers Bureaus. Characteristics and best practices of successful Speakers Bureaus are identified as well as barriers to their development and growth. A parallel mixed method study was designed to simultaneously gather qualitative and quantitative data. The results conclude for Master Gardener Speakers Bureaus to be successful, both agents and volunteers need to have a positive attitude and be support of the Speakers Bureau’s efforts. Utilizing volunteer leadership and offering training are the two best practices that emerged from the data and are recommended to overcome the barriers for Master Gardener Speakers Bureaus.
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Ke, Hui Chu, and 柯惠珠. "The study of the Ministry of Education’s evaluation program on the local Education Bureaus’ administration efficiency for the special education in 2002." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/32736683396570137002.
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碩士國立高雄師範大學
特殊教育學系
92
The purpose of this research is to analyze the actual effect of the evaluation program which was implemented by the Ministry of Education to inspect the administration efficiency in the local Education Bureau in Taiwan in 2002. The procedure of this research followed the method of qualitative research and the data was collected by different methods, which are: (1) analyzing the evaluation reports and meeting records of 2002 for understanding the program outcome , (2) interviewing 11 local Education Bureaus’ workers for understanding their points of view on the evaluation program，(3)organizing the questionnaire from the evaluation items for investigating the 25 local education governor’ points of view on the evaluation program, (4) participating the 2004’s evaluation prepare meeting and collecting the information for comparing with the 2002’ condition. The finding can be classified into five categories：(1) it is necessary to carry out the evaluation program to inspect the administration efficiency, (2) in the positive way, the evaluation program will promote the communication among the different professionals,(3) the evaluation program will facilitate the local education governor pay attention to the moving forward of the special education,(4) the evaluation program will reveal the importance of the service efficiency,(5)the evaluation program will benefit in diversified resources sharing. In summary, the inconsistent process and technique of evaluation cause the different opinions from the local education governors. Therefore, the researcher will develop a new evaluation program to fit in the different situations for the best evaluation program outcome.
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sufeng, Tzeng, and 曾素鳳. "The Recruitment and Roles of Superintendents in the County Bureau of Education." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/87019668625914069591.
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碩士國立臺灣師範大學
教育學系在職進修碩士班
93
This study aims to explore the recruitment and roles of superintendents in Taiwan before and after the passage of Local Management Law. Interviews, literature review, and document analysis were used to address the research questions. A county in northern Taiwan was chosen as the focus of study. It was found that superintendents play lots of different roles, including education-leader, civil servant, manager, politician, community-leader, etc. The role conflicts faced by superintendents include the gap between self-expectation and real performance, being a boss and a subordinate, an officer and a politician at the same time, and responsibilities to be fulfilled at work and in the family. Superintendents may avoid role conflicts by winning support through professional leadership, abiding by the administrative operation procedure when resolving problems, efficient time-management, purposive neglect when necessary, etc. Superintendents are often overloaded. They face too much work pressure and have to solve different problems. “Conflict is the superintendent’s DNA ”. Communicating with others and dissolving conflicts have become the superintendents’ important work. The following suggestions are made to improve the recruitment and successful performance of superintendents. 1. Suggestion for the County Government: Superintendents’ license system need to be established in order to ensure the quality and professional status of superintendents. The responsibilities and work of superintendents need to be laid out clearly, 2. Suggestion for the superintendents: Superintendents should face the problems directly. It is important for them to play different roles on the job. Building public images, maintaining community support, and continuous professional development are also important task of superintendents. Superintendents also need to be effective communicators and policy makers.
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Liou, Pau-Lo, and 劉保祿. "A study on the immigrant brides' literacy classes propelled by chiayi city education bureau." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/37946076791006340819.
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碩士國立中正大學
教育研究所
95
The purposes of this research were to explore the process of immigrant brides’ literacy classes, propelled by Chiayi City Education Bureau, and the problems during the process. The result and suggestions of this research can be the reference materials for the government or related organizations as future policy and activity plans. The researcher, who is the division head of Social Education Section of Chiayi City Education Bureau, adopted the method of action research. The students of the immigrant brides’ literacy classes in six elementary schools（including Xin-yi (pseudonym),…etc.）are the partners of this research. This research reorganized and analyzed the related information which colleted by documents analysis, field observation, interview…etc. The conclusions of this research are listed as follows: 1. Difficulties during process: a. It was hard to recruit new students. b. It was necessary to promote the professional knowledge and abilities of the teachers. c. Extensive reading materials need compiling. d. Students had to take care of their young children. e. Resources of each unit can’t be reorganized. 2. Drawing up action strategies including advertisements for recruiting new students, seminars for teachers, editions of extensive reading materials, child-care centers established, and integration various resources. 3. The action research collaborative partners (two principals and one director) offered suggestions in the ways of two-way interaction, an equal standpoint, mutual respect, and problem-solving direction. 4. The action programs which were carried out included diverse advertisements for recruiting new students, handling seminars (both theories and practices) for teachers, gathering extensive reading materials, providing volunteers for taking care of young children, integrating the resources of each unit. 5. Assessment and feedback: Program 1 had a great effect because of more recruits enrolled; Program 2 enhanced the understanding of diverse culture and adult teaching skills for the teachers; Program 3 made the students realize the environment we live in more deeply; Program 4 helped the teachers and the students concentrate on their teaching and learning; Program 5 increased the opportunities of the communication and the talent demonstration for the immigrant brides and helped the sponsor integrate the available resources. 6. This research designed questionnaire for the principals, the directors of studies, the chiefs of teaching, and teachers of the six schools (24persons in all) to realize the effects of the classes. The result was : satisfy very much 29.6%, satisfy 59.5%, dissatisfy 5.9%, dissatisfy very much 0.9%, non-answer 4.1%.
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Yang, Chin-Hsing, and 楊進興. "A Study of Japanese Education in Tourism Bureau of Vocational High School in Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/85015934926528731308.
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碩士國立高雄第一科技大學
應用日語所
97
Faced with the demand for future employment, as well as the development of Taiwan''s tourism industry trends, Taiwan tourism have also begun a series of its education reforms. The basis tourism education for the Tourism Bureau of vocational high school and, in the course also has considerable changes. Among them, the courses in the Tourism Bureau have been considerable attention to the Japanese courses, but under a series of curriculum reform, with considerable changes. Changes in the Japanese language courses, and let the Japanese study in Tourism Bureau of vocational high school have a different development. In this paper, aimed at the Japanese study in Tourism Bureau of vocational high school to investigate the current situation in order to understand the current situation of Japanese study in Tourism Bureau of vocational high school as well as its problems. This paper as an approach to the study questionnaire, and based on the results of the survey to give a suggestions to the problems of Japanese study in Tourism Bureau of vocational high school. Explored in the literature part, first of all, for the Taiwan Tourism Bureau in vocational technical and vocational education system under the tourism development process to understand the situation, and to explore in recent years carried out the reform of vocational education courses, tourism generated by curriculum changes. Next, to further explore the Japanese language courses at all stages of curriculum reform in the changes. Finally, aim new courses of Japanese language study for the planned analysis of year 2009, to explore the problems and the cause of the problem lies. From the point of these problems can be learned that is indeed necessary for the Tourism Division in vocational high school of Japanese language study to investigate the current situation. The use of questionnaires for the whole nation in 42 Japanese Study in Tourism Division of vocational high schools to investigate their current status. Targeted at the school personal whom in charge of Tourism Studies, Japanese teachers, and students. From the survey results to analyze current Tourism Division of Vocational Schools current operating conditions, the employment situation of Japanese teachers, Japanese courses in the implementation of the current state of academic analysis of tourism, students academic performance and learning condition, as well as the Tourism Division for the future of Japanese education planning expectations and so on. Finally, for the actual situation of Japanese language education, I also made the following recommendations to the course provider who is responsible for planning or researchers in related fields of reference, and look forward to the future course of Japanese Tourism Bureau plans can be helpful. Tourism Division I in Japanese Education as follows: 1. Japanese language courses should be in the main academic curriculum and planning in the Department require subjects 2. Set Japanese as a second language test subjects 3. Add extra points of the Japanese Language Proficiency Test on professional license 4. Provide learning opportunities to increase the capacity of Japanese teachers’ teaching. 5. Provide students the right to professional language learning
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Chen, Hsiu-Chuan, and 陳绣絹. "A Study on the Effects of Restructuring in Education Bureau of Taichung City Government." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/50303307172092617986.
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碩士中臺科技大學
文教事業經營研究所
101
The study focused on these four dimensions -- the organizational structure, organization leadership, organizational operations and organizational culture--to investigate the members' opinions of restructuring effects in the Education Bureau of Taichung City Government. The main research method was questionnaire survey. The administrators in Taichung municipal schools and in Education Bureau of Taichung City Government chosen by stratified random sampling were research objects. The research tool was the self-made questionnaire and used focus group interviews to realize the problems they had during the process of organization restructuring and how to solve them. All the data analyzed by the descriptive statistics, t-test, one-way ANOVA, and Pearson product moment correlation analysis. Aaccording to the literature to make the interview outline was the qualitative research tool. To code and collate the interview data after collected the data. The results were as following：(1) The organizational restructuring effects in the Education Bureau of Taichung City Government were fairly good.（2）The research object in different agencies had different opinions of reorganization effectiveness in the Education Bureau of Taichung City Government.（3）The Administrative positions had partial different opinions of reorganization effectiveness in the Education Bureau of Taichung City Government.（4）The different opinions of belong administrative positions of reorganization effectiveness in the Education Bureau of Taichung City Government not because of the different belong districts.（5）The different opinions of belong administrative positions of reorganization effectiveness in the Education Bureau of Taichung City Government not because of the service years.（6）Taichung City Government has to promote in these dimensions -- the organizational structure, organizational leadership, organizational operations, organizational culture –after Counties combined upgraded to a municipality. Based on the conclusions, there are some ideas and suggestions for Education Bureau of Taichung City Government as a reference.
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Chou, Chung-Lien, and 周衷蓮. "A Study on the Implementation of Instructional Supervision of Local Education Bureau in Taiwan." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/70705269401126551619.
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碩士國立暨南國際大學
教育政策與行政研究所
90
A Study on the Implementation of Instructional Supervision of Local Education Bureau in Taiwan Chung-lien Chou Abstract Recently, due to many a shocks caused by educational reform, curriculum reconstruction, and multination of teacher education, the implementation of instructional supervision has become one of the key factors influencing instruction quality. Whereas, the supervisor should strengthen his or her professional knowledge and skill, s/he can’t take traditional method to supervise and control teacher’s instruction, and s/he should acknowledge that only when teacher sincerely accepts his or her advertise, can instructional supervision be run effectively. This study applies mainly to literature analysis, questionnaire survey, and deep interview, along with telephone survey. As for counties implementing instructional supervision, the author takes hierarchical random sampling, selecting each two to four of educational administrators, school administrators, and teachers as the subjects of study, to identify the actual practice and difficulties and to exam whether the opinions of stakeholders vary from position to position. And at last, the study inducts ideal and feasible strategy to instructional supervision. The study finds that although the county government implementing instructional supervision encounters the universal limits and dilemma on system, human power, budget, and concept, the attention of county’s head and supervisor is the key whether the instructional supervision works or not. The opinions of stakeholders toward instructional supervision can be summarized as follows: the implementation is necessary, but it also needs a sound system ; the instructional supervisor should be professional; the administrative operation and feedback of instructional supervision should regard teachers as subjectivity; observing teacher’s instruction in class is not opposed; they still reserve suspicion about the implementation and its effectiveness. In their opinion, the ideal and feasible strategy to instructional supervision is: first, establish communication system in education; second, strengthening the profession of instructional supervisors should be valued; third, cultivate good interactive relationships between supervisors and teachers; fourth, strengthen the function of supervision meeting; fifth, strengthen the communication of concept about supervision; sixth, establish instructional supervision system; seventh, make use of multiple way of supervision; eighth, legislate the instructional supervision. Apparently, the concept of instructional supervision in county governments is forming gradually, and the implementation is still in its infancy, but the relative law and system is not definite. So our instructional supervision is in trial period, and still needs to be observed and traced in the future.
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Yang, Jui-Fen, and 楊瑞芬. "Performance Evaluationof the Dongyanshan Nature Education Center, Forestry Bureau in Taiwan: A Balanced Scorecard Perspective." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/86018306349067744700.
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碩士國立臺北大學
公共行政暨政策學系碩士在職專班
100
Environmentally sustainable development has become an important issue worldwide due to global warming, the greenhouse effect, the urban heat island effect, sea level rises, drought, rainstorms, and the ecological crisis caused by climate change. How to help mankind achieve the goal of living sustainably through effective multi-learning is an important issue in the field of world sustainable development and environmental education. To achieve environmentally sustainable development via natural education is the world trend. It is necessary for the Forestry Bureau in Taiwan, as the largest central competent authority of natural resources and conservation, to promote environmental policy. This research attempts to understand the overall performance of the Dongyanshan Nature Education Center as a typical natural education area of nature education centers under the Forestry Bureau. Using modified Balanced Scorecard (BSC) theory, this study evaluates the overall performance of the Dongyanshan Nature Education Center via four aspects of BSC including business management, internal process re-engineering, staff learning and growth, and customer satisfaction. The evaluation indicators include both quantitative and qualitative data discovered by this research as the reference of performance evaluation mechanism for other Nature Education Centers under the Forestry Bureau. The results have showed the followings: 1. overall performance of the Dongyanshan Nature Education Center was considered satisfactory and met expectations; 2. the central goal of Dongyanshan Nature Education Center has been reached and has matched the organization vision and goal of the Forestry Bureau; 3. Among the natural education center system of Forestry Bureau, the Dongyanshan Nature Education Center still holds a benchmark at this stage; 4.the natural education policy being promoted by the Forestry Bureau has been a positive influence on the inner and outer portions of organization. However, there still have some problems that need to be solved by executing strategies thru policies during executive processes at the Dongyanshan Nature Education Center. Finally, this research puts forward suggestions to the Dongyanshan Nature Education Center in policy and enforcement levels. Keywords：Nature Education Center, Balanced Scorecard, Performance Evaluation
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郭詩宇. "The content analysis of action research reports published by Bureau of Education in Taipei City." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/58288597715875256254.
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碩士臺北市立教育大學
課程與教學研究所碩士班
97
The purpose of this study is to analyze the content of action research published by bureau of education in Taipei city. By the method of content analysis, the researcher attempts to investigate the situation that the elementary school teachers participate in the action research, and compare the sameness and differences among these materials between various analysis categories. The subjects of this study included 208 articles which are from the second session to the ninth session of the action research reports published by bureau of education in Taipei city, including the category of the action research thesis and the innovation teaching activity research. Basing upon evaluation standard, the researcher develops the research instrument “Content Analysis Table of the action research thesis.” and “Content Analysis Table of the innovation teaching activity research.” Qualitative as well as quantitative analysis are both adopted to accomplish research purpose. Conclusions of this study are as follows: 1.The number of the innovation teaching activity research are more than the action research thesis; The number of the works are growing from the beginning, but decreasing after. 2.Surpassed more than half Taipei public or private elementary school action research works once to be elected superior especially or the optimal work, demonstrating that the ability of action research has promoted generally. 3.48 redundant prize's teachers are come from 16 schools, demonstrating that these 16 schools promote the action research well. 4.Many thesis of the action research, conform well the evaluation standard, but some work’s APA form are incomplete. The collection of the English literature is insufficiency. The reliance and the validity of the researcher develops the research instrument is insufficiency .The correction of research is not complete and lacks the discussion. 5.Many research of the innovation teaching activity, conform well the evaluation standard ,but some works lack the integration chart .Lacking the complete teaching activity process and the incomplete self-criticism discussion. 6.The especially superior and superior works are remarkable different in the material collection way of the discussion and the activation record, the other category are not remarkable different. 7.The especially superior and superior works of the innovation teaching activity research are not remarkable different in every categories.
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Chen, Chien-Hsien, and 陳劍賢. "A Study on Constructing Performance Evaluation Indicators for the Education Bureau of Local Government in Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/73573131743896724777.
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博士國立高雄師範大學
成人教育研究所
99
This study aims to construct performance evaluation indicators for Education Bureau of local City and County Government, and discuss the relative weight relationship between each indicator. To achieve the purpose of the study, literature and document analysis, focus group interviews, Delphi technique and process analysis were used in this study to explore issues. Based on relevant theoretical literatures of performance evaluation and educational evaluation, document analysis was used to understand the policy planning of Education Bureau in 17 counties and 5 domestic municipalities, and then the researcher combine theory and practice in IPP system to construct the initial performance evaluation indicators. In order to understand the feasibility of initial indicators, two times of focus group interviews and two rounds of Delphi Technique survey were involved to amend the initial indicators. Finally, the relative weight analysis was used to understand the relative weight relationship between three dimensions and 14 fields. The conclusions and recommendations of this study were as follows: I. Conclusions: 1.Use the IPP System “input-process-output” as the target framework, and education policy, administrative efficiency, performance accountability, quality management as theoretical basis of performance evaluation indicators for Education Bureau of local government. 2.The performance evaluation indicators constructed by the IPP Systems include three major dimensions, 14 fields and 80 indicators. 3.“General affairs leadership and administrative service” is the most important in the first level of weight system of education performance evaluation indicators, followed by “performance quality and image”, and finally “operational orientation and content.” 4.“Development and leadership” is the most important field in the dimension of “general affairs leadership and administrative service.” 5.“Curriculum and teaching” is the most important field in the dimension of “operational orientation and content” followed by “student affairs and counseling services.” 6.“The results of implementation” is the most important field in the dimension of “performance quality and image.” 7.“Development and leadership” is the most important in the relative weigh of 14 fields of performance evaluation, followed by the results of implementation, and then “quality of education” as the third. 8.In order to enrich the local educationfunding, budget planning areashall reserve the indicator of “developing the local education funds” II. Suggestions: Based on the results of this study, some suggestions for further studies are given as follows: 1.Suggestions for the Education Bureau of local government: (1)Establish the definite and workable visions and local educaional development policy. (2)The commissioner should keep absorbing new knowledge to enhance the quality of educational management. (3)Place importance on the implementation of performance accountability, and make an examination on a regular basis. (4)Improve effectively the quality of local education and strengthen the performance for the Education Bureau. (5)Be able to proceed with the self –assessment in accordance with the development indictors of this study. (6)Choose the crucial indicator to assess the performance as the main point for performance development. (7)The Education Bureau should endow with not only responsibility according to the laws, but also accountability according to the performance. 2.Suggestions for the Ministry of Education: (1)The Ministry of Education should take the lead to develop the performance evaluation indicators of local government by referring to this study. (2)Establish a set of flexible evaluation system in terms of the distinctive features of local education. (3)With the changes of time and background, the terms usage of performance evaluation indicators should be adjusted in place. (4)To develop performance evaluation points, make IPP system replace the current integrated inspection. (5)To enhance the administrative performance at Education Bureau, it is supposed to be taken into consideration to amend the criteria in hope of making the Education Bureau separate from the local government. 3.Suggestions for the further researchers: (1)Proceed with the third level- the comparison of relative weight relationship between each indicator so as to have a better understanding. (2)Expand the scope of the research, objects and various methods.
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Wu, Pin-Chieh, and 吳品捷. "The influence of extramural education’s service effectiveness on teaching efficacy- Take Forestry Bureau Nature Center as example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2nsdc2.
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碩士國立臺灣師範大學
運動休閒與餐旅管理研究所
106
Extramural education has become a critical concept for school activities since the implementation principle of extramural education in elementary and junior high schools was promulgated in 2009.However, the resourses of extramural education include various choices. The purpose of this study is to discuss the enhancement of teaching efficacy form the extramural education. This study complies with the Forest Bureau Nature Education Center's Comprehensive analysis of the service resources diagnostic program in 2017. Nature Center’s service efficacy is divided into three aspects: environmental characteristics, educational concepts, and management processes. Teaching efficacy is split into five components: teaching preparation, teaching materials, teaching skills, learning atmosphere, and teaching evaluation. Research subjects were the Forestry Bureau target customers (school teacher). The questionnaires were distrubuted from July to October 2017 and received 415. The results show that: 1. Nature Center’s service efficacy was recognized as well performance.in educational concepts. 2. Nature Center was known as an impactful improvement in teaching efficacy, especially in teaching materials and teaching skills. 3. The Nature Center’s service performance and teaching efficacy were medium-height correlated. (1)The environment characteristics were high correlated with teaching materials.(2)The education concepts were the most extensive impact on teaching efficacy. (3)The management processes were high correlated on teacher's teaching skills.4. Senior teachers believe Nature center can enhance their teaching because of familiar with Nature Center. According to the results of this study, we suggest that Nature Center maintain environmental characteristics, refine education concepts, promote professionals, and focus on promoting service to young teachers.
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yu-lien, Chang, and 張玉蓮. "The survey research of the status of promoting schools environment education by local Education Bureaus in Taiwan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/55660829017327921141.
Full textAbstract:
碩士臺中師範學院
環境教育研究所
93
School is an advantageous location for executing environment education. Whether school’s environment education is actively conducted with effective outcome depends on the active promotion of schools at various levels. In addition, the impact of the local Education Bureaus which supervise the execution of environment education is the most direct as they are closely related to the result of project promotion. This research was targeted to understand the status of local Education Bureaus’ and therefore to understand how the project worked before further discussing problems local Education Bureaus were facing. The appropriate model for local Education Bureaus to conduct school’s environment education was then provided. Ten sponsors who were then in charge of promoting school’s environment education from different Education Bureaus and relevant experts were interviewed in the depth interview. The present sponsors who were in charge of business of school’s environmental education worked in local Education Bureaus were questionnaired in the census. At the same time, 200 undertakers in elementary schools and junior high schools were also randomly sampled out to fill out questionnaires. Totally 225 copies of questionnaire were mailed out. Among them, 25 copies were distributed to local Education Bureaus. The effective return rate was 84%, and the Cronbach α was 0.872. The other 200 copies were distributed to schools with return rate at 90.5% and the Cronbach α at 0.824. The important results are shown as follows: in year 2004 local Education Bureaus’ businesses of school’s environment education was mainly conducted by the Physical and Health Education Section. The budget for environment education was commonly not sufficient for the need of carrying out all necessary works. Local Education Bureaus promoted environment education by making schools the business surrogates. The frequency of conducting the mentioned works was not regular. The reason of conduction was based on requirement or instruction from the superior offices. Promoting result of the environmental education was considered good. Among all working areas, ‘trash classification and recovery ’, ‘trash reduction ’, ‘afforest and beautify campus’ were in average the ones with best results. The interviewed sponsor of school’s environmental education of the Bureaus of Education thought that： ‘when promoting the project included insufficient time as other projects needed carrying out at the same time’, ‘insufficient budget’, ‘shortage of manpower’, ‘shortage of professionals’ were the main problems for impelling school’s environment education. According to opinions provided by interviewees and the result of questionnaires, the promotion model of schools environment education adopted by local Education Bureaus should be in accordance with the school’s environment uniqueness and needs of each school. In addition, the Physical and Health Education Section of local Education Bureaus should play a leading role to call a committee consisting members across departments. Members of the committee should meet regularly to study and propose feasible plans for promoting environment education. Thus, the committee should clearly set standards and terms for budget and subsidy application, and not be strict on approving budget application for promoting the business. The relevant competence and communication of business undertakers from Education Bureaus should be improved and reinforced to assist schools to solve environment education related problems. In this way, the outcome of promoting school’s environment education could be more successful