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Dissertations / Theses on the topic 'Global Issues in Education and Research'

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Published: 4 June 2025
Last updated: 14 July 2025

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1

Brown, Natalie. "Issues in academic educational research: The impact of current issues on research activity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2166.

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Previous investigations into educational research in Australia have highlighted important issues affecting research, with the majority of issues remaining to date. The Australian government and several research academics have examined issues relevant to educational research, including areas such as research design, dissemination of research results, and effectiveness of research. However, few studies have given voice to the academic researchers working in this field. Therefore, in light of the complexities and broadness of issues faced by educational researchers, this study aimed to investigate what current issues were pertinent to academic educational researchers through an examination of their experiences. This study also sought to determine the reasons for these issues and ascertain possible solutions. This study used a qualitative approach within a critical theory framework. In addition, this study also utilised a radical interactionist philosophical perspective. The technique used to gather data was through a questionnaire using open-ended questions. There were 18 participants currently engaged in academic educational research in this study. The questionnaire transcripts were analysed through open coding and axial coding to establish categories. These categories were developed into a model and included the themes of: research purpose, ethics processes, collaboration, value of educational research and academic freedom. The overarching theme to which all other themes were connected was research culture. The results of this study revealed that issues faced by academic educational researchers are of a perpetual nature and highlights the significant difficulty in overcoming these issues. This study also demonstrated that the issues in academic educational research are sustained through a lack of research culture. This lack of research culture was found to provide a significant barrier to research activity and recommendations are provided toward developing a research culture within the field of academic educational research. For future research, the categories within the developed model may be investigated in more depth, and knowledge structures and strategies within research-intensive universities may be further investigated in relation to research activity and research cultures.
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2

Gabriel, Rachel, J. Lester, and Renee Rice Moran. "Performing Research to Examine Critical Issues in Education." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3600.

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3

Landis, Carol E. "Teachers' thinking about the use of global environmental issues in secondary science classes." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487868114110813.

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4

Clemente, Olmos Maria De Los Angeles. "SLA research on self-direction : theoretical and practical issues." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10006605/.

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5

Hyanes, A. D. "Classroom based research on some current issues in science education." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376355.

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6

Anker-Kofoed, Ellen. "A quantitative analysis of trade-related issues in the global kiwifruit industry." Diss., Lincoln University, 2008. http://hdl.handle.net/10182/627.

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New Zealand is currently the third largest global producer of kiwifruit and thus plays an important role in the international market. Exports of kiwifruit are also of significant horticultural value for New Zealand and in 2007 the kiwifruit industry accounted for export values of NZ$790 million. The global kiwifruit market has experienced substantial changes in recent years and is likely to change significantly in the near future due to developments in production sources, adjustments to trade policy settings and shifts in consumer preferences. The New Zealand kiwifruit industry needs to consider what the impacts of these changes might be so that future strategies can be constructed effectively. Little quantitative modelling has been done in New Zealand to consider the impacts of changes to the global kiwifruit industry. The major contribution of this research was the development and calibration of a kiwifruit industry-specific partial equilibrium trade model. The model was then used to examine the impacts on New Zealand producers of these trade-related changes in the global kiwifruit market. Three relevant scenarios were developed for this purpose. They include a drop in EU demand through the introduction of a stricter Sanitary and Phytosanitary policy, an expansion of the Chinese kiwifruit industry where production is doubled by year 2013 and finally a trade liberalisation scenario where current import tariffs on kiwifruit were removed worldwide. It is clearly observed, through both the Chinese expansion scenario and the trade liberalisation scenario, what a potential impact and future role China has as a world market player. Increased availability of Chinese kiwifruit appears to affect New Zealand producer returns and exported quantities negatively, albeit not as significantly as the EU introduction of an SPS policy. A trade liberalisation scenario, on the other hand, proves to increase New Zealand grower returns significantly for all varieties.
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7

Fitzpatrick, Kelley Denise. "The Use of Global Issues in A University ESL Classroom: The Students' Perspective." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4736.

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There is increasing interest on the part of ESL educators in the inclusion of contemporary, global issues in their classrooms. Theory about content-based ESL, as well as trends in education, generally, lend support to such enthusiasm. However, ESL educators may be erroneously assuming that their interest in this material is shared by their students. Global issues can also be controversial. Their inclusion in the classroom has the potential to create an uncomfortable, and therefore ineffective, learning atmosphere in a multicultural ESL setting. This qualitative case study examined the use of global issues as the content material in a university-based ESL advanced listening/ speaking class, from the perspective of ten students. A variety of data-gathering methods were employed: direct observation of whole-class sessions; observation and audio-recordings of small-group discussions; tape-recorded journals created by the subjects; audio-recordings of two interviews conducted with each subject. The study focused on three areas: awareness of/interest in global issues developed by the subjects while in their home countries; background experiences and interest in critical analysis developed by the subjects prior to the study; possible changes experienced by the subjects, both in comfort and interest in using global issues in the ESL classroom, during the study. The results indicate that the majority of the subjects entered the classroom with some exposure to several specific global issues. Most had little experience in analyzing the issues using the type of critical analysis common to American academic settings. Initially, most felt hesitant about publicly expressing opinions regarding controversial issues; this reluctance was alleviated by the end of the term. Interest in the material also increased for most subjects during the term. The primary difficulties were found to be related less to global issues and more to the activities performed while working with the subject matter. The study concludes that global issues may be better- suited to classroom activities requiring less public expression of individual ideas and opinions. It also recommends training for ESL educators in intercultural conflict resolution, to enable them to facilitate effective classroom discussion of controversial issues.
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8

Convery, Andrew. "Identity issues in the conduct and reporting of teacher research." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296561.

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9

Moran, Renee Rice, Karin Keith, and Monica Billen. "Teaching Toward Social Justice Using Text Sets as Mirrors and Windows for Local, National, and Global Issues." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/979.

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The primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P‐12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education.
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10

Waliaula, Anne Jebet. "Teaching Local and Global Controversial Issues in the Social Studies Education: A Comparative Study of Kenyan and US High Schools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306952318.

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11

JULIAN, JACK DEANE. "ESTIMATING EDUCATIONAL PRODUCTION FUNCTIONS IN A MULTIPLE-OUTPUT FRAMEWORK: ISSUES AND TOPICS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022681028.

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12

Stevens, Vickie Hall. "Students' Perceptions on Issues Related to Globalization at a Four-Year Community College in Florida." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4408.

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The purpose of this dissertation was to survey community college students in order to evaluate their perceptions of the awareness and significance of global-mindedness or worldview of interconnectedness to the global community. The sample of participants included students at a 4-year community college in Florida. The results can be valuable and informative as a needs assessment in curriculum reforms to provide more globally minded courses and programs; consequently, better prepare graduates to compete in the global job market.
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13

Kutame, Azwidohwi Philip. "Researching sensitive issues in education in the Limpopo Province of South Africa." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50080.

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Thesis (DPhil)--Stellenbosch University, 2004<br>ENGLISH ABSTRACT: Researchers in Social Sciences have generally encountered problems in ensuring data quality when dealing with topics that are regarded as sensitive. This thesis reports on an investigation into the methodology used for research projects around sensitive issues in education in the Limpopo Province of South Africa. Data consists of twelve interviews with individual principals (each interview schedule containing semi-structured question items from ten categories) and a thirty-three item self-report questionnaire survey administered to one hundred and fifty principals drawn from two hundred and seventy two secondary schools over the course of an academic year (2002) and conducted in the Limpopo Province of South Africa .. Results reveal nine major categories of sensitive issues in school management on which principals have difficulty in providing information to researchers: school policy, school financial issues, moral or social relations issues, learner and educator disciplinary issues, working conditions, absenteeism, developmental appraisal, educator unions, and religious matters policy issues. Principals have also reported on the various reasons why they regard each of the aspects as sensitive, thereby making it difficult for them to provide information around. Of these, moral issues were considered the most sensitive. The major reasons given were: confidentiality, intrusion of privacy, fear oflegal sanction, threat to work and violation of the rights of the individual. Analysis of the different sensitive issues also show that certain biographical characteristics - age of the principal and years of experience as principal - are significant mediators in principals' perceptions of sensitive issues in school management. That is to say, these contribute to principals' assessment of their emotional, physical and psychological well-being. Sensitivity is a problem when collecting data for research purposes. It warrants the attention of all those involved in social science research. The findings in this study point to the issues in school management that are highly sensitive to provide information suggesting that data collected would therefore not be of a high quality.<br>AFRIKAANSE OPSOMMING: Menige navorsers in sosiale wetenskappe het oor die algemeen probleme teëgekom met die versekering van data kwaliteit in sensitiewe onderwerpe. Hierdie tesis raporteer oor 'n ondersoeke in die metodologie gebruik vir navorsing projekte rondom sensitiewe onderwerpe in onderwys in die Limpopo Provinsie in Suid-Afrika. Data bestaan uit twaalf onderhoude met individuele prinsipale (elke onderhoud se skedule bevat se gestruktureerde items van tien katagorieë) en 'n drie-en-dertig item (self-report) vraelys wat onder 150 prinsipale uitgedeel is, waarvan 272 sekondêre skole oor 'n tydperk van 'n akademiese jaar (2002) gebruik was in die Limpopo Provinsie van Suid Afrika. Die resultate toon nege hoof onderwerpe in skoolbestuur waar prinsipale dit moeilik vind om informasie aan navorsers te verskaf: skoolbeleid, finansiële onderwerpe, moraliteite of sosiale verhoudinge, leerder en onderwyser dissiplinêre onderwerpe, werkverhoudinge, afwesigheid, personeelontwikkeling, onderwysunies, en godsdienstige sake. Prinsipale raporteer om verskeie redes waarom hulle elk van die aspekte as sensitief beskou. Onder hierdie is morele sake as die sensitiefste geklasifiseer. Die hoofredes hiervoor is gegee as vertroulikheid, inbreuk van privaatheid, vrees vir wettige sanksies, dreigemente in die werk en skending van die regte van die indiwidueel. Analiese van die verskillende sensitiewe sake toon aan dat verskeie biografiese eienskappe - ouderdom van die prinsipaal - is oorsake in die prinsipaal se persepties in die prinsipaal se sake onder die skool se bestuur. Dit se met ander woorde bogenoemde dra by tot die prinsipaal se emosionele en fisiese geestelike toestand. Sensitifiteit is 'n probleem wanneer data vir navorsing doeleindes verkry word. Dit regverdig die aandag van die mense betrokke in sosiale wetenskap navorsing. Die bevinding in hierdie studie verwys na sake in skoolbestuur wat hoogssensitief is om informasie te voorsien, en stel voor dat die data verkry is nie van hoë standard is nie.
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14

Van, Winkle Kristina A. "Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1626442252415126.

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15

Humphrey, Bryan, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Insider Research, the Process and Practice: Issues arising from professionals conducting research within their own working environments." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.122119.

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This thesis explores the chaotic, dynamic, ambiguous, complex and confusing world of the insider researcher. The proliferating species of insider researcher is common in public sector organisations and is particularly prevalent among post-graduate students who have combined study with work. Insider researchers range from the in-house researcher employed to conduct research to those who are conducting research in addition to their normal duties. This thesis, through five illustrative case-studies, discusses, reflects upon, explains, and clarifies the possibilities, limitations and the issues arising from a consideration of the practice of professionals conducting research in the large government education system in Victoria. The central focus of this thesis, that of exploring issues arising from professionals conducting research in their own working environments, has an importance that hitherto has had little direct recognition in the qualitative education research literature. And yet the practice of insider research is common and has a potentially large impact on the nature of the decision making process in public sector organisations. This relative invisibility in the social research literature of a discussion of issues relating to insider research demands to be made more visible. It is both useful and necessary to explore the particular possibilities, conditions and challenges of insiders conducting research in public organisations as the practice of insider research contines to grow. This thesis adds to the literature by locating insider research in a discussion of the wider soial context of ideology, culture, relationships, politics, language and meaning, and the decision-making process.
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16

Fox, James J., and M. A. Conroy. "Historical, Contemporary and Future Issues in Research in Behavior Disorders: The Role of Single Subject Research in Building a Science and Practice." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/142.

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Behavior disorders has varied conceptual and methodological roots. Effective answers to working with students with EBD require pragmatic solutions. One of the most productive approaches has been the behavioral model and single subject methodology. Using research on EBD preschoolers as a focus, we review methodological history, exemplary research findings, and critical issues.
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17

Taylor, Howard Eugene. "Teacher Research and Reflective Narrative Analysis: Methods of Learning About and From Implementing Global Education: Volume I." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487862972134005.

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18

Masipa, Mochaki Deborah. "A framework for the evaluation of research in South African Higher Education Institutions : conceptual and methodological issues." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6812.

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Thesis (PhD (Social Science Research Methodology))--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: This study aimed at establishing whether or not an integrated and appropriate system exists for the evaluation of research in the South African higher education system. As background to the assessment of research in South African higher education, models of research evaluation from other countries were reviewed and served as reference to the discussions on the local efforts. In each case the higher education research systems were reviewed, including existing efforts of research evaluation that exits alongside the systems. The review followed a pattern that focuses on areas including the history and rationale, purpose (s) for research evaluation, political/transformation contributions and methodological issues for a clearer understanding of the contributions made by the efforts. The study followed a multiple-case study approach to review the models and the South African situation, with the local research evaluation efforts embedded within the study of South Africa as a case. Five themes guided the reviews that were apparent for the final discussions of the study: the rationale and purpose of research evaluation, units of analysis used in the evaluation, dimensions/criteria used in research evaluation, governance and management of research evaluation processes and methodological issues related to research evaluation. The study revealed that none of the fragmented South African research evaluation efforts is suitable to deal with the transformation requirements expected of higher education institutions. This is mainly because of the voluntary nature of the current initiatives and their focus on the lowest level of units of analysis – the individual researcher. The one effort that would be better suited to meet the transformation imperatives – the HEQC institutional audits - does not concentrate on research exclusively but collectively addresses all core activities in institutions, reducing the attention necessary for research evaluation to make a meaningful contribution to higher education research. The study suggested a comprehensive design for the framework of South African research evaluation. The purpose identified for the envisaged exercise is the development and improvement of quality research of international standards across the system of higher education in order for research to make meaningful contributions to national demands. Programmes/departments in the higher education institutions are suggested as the units of analysis in which quality, productivity, relevance and viability serve as criteria for evaluation.<br>AFRIKAANSE OPSOMMING: Hierdie studie poog om vas te stel of 'n geïntegreerde en toepaslike stelsel bestaan vir die evaluering van navorsing in die Suid-Afrikaanse hoër onderwys stelsel. As agtergrond tot die beoordeling van navorsing in Suid-Afrikaanse hoër onderwys, word ‘n oorsig verskaf van die modelle van navorsing evaluering van ander lande. Dit het gedien as verwysing vir die besprekings oor die plaaslike pogings. In elke geval is ‘n oorsig gebied van die hoër onderwys navorsingstelsels , insluitend die bestaande pogings tot navorsing evaluering. Die oorsigte fokus op gebiede soos die geskiedenis en die rasionaal, doel van navorsing evaluering, politiese / transformasie bydraes en metodologiese vraagstukke vir' n beter begrip van die bydraes wat gemaak word deur die pogings. Die studie volg 'n meervoudige gevallestudie benadering tot die modelle en die Suid-Afrikaanse situasie, met die plaaslike navorsing evaluering pogings onderliggend in die Suid-Afrikaanse gevallestudie. Die oorsigte word gelei deur vyf temas: die rasionaal en doel van die navorsing evaluering, eenhede van analise wat gebruik word in die evaluering, dimensies / kriteria wat gebruik word in navorsing evaluering, beheer en bestuur van navorsing, en metodologiese evalueringsprosesse kwessies met betrekking tot navorsing evaluering. Hierdie temas is duidelik in die finale bespreking van die studie. Die studie het aangetoon dat nie een van die gefragmenteerde Suid-Afrikaanse navorsing evaluering pogings geskik is om die transformasie verwagtinge van hoër onderwys instellings te hanteer nie. Dit is hoofsaaklik as gevolg van die vrywillige aard van die huidige inisiatiewe en hul fokus op die laagste vlak van die eenhede van analise - die individuele navorser. Die een poging wat beter geskik sou wees die transformasiedoelwitte te ontmoet - die HEQC institusionele oudits - konsentreer nie uitsluitlik op navorsing nie, maar spreek gesamentlik alle kern aktiwiteite in instellings aan. Dit verminder die aandag wat nodig is vir navorsing evaluering om 'n betekenisvolle bydrae te lewer tot hoër onderwys navorsing . Die studie stel 'n omvattende ontwerp voor vir die raamwerk van Suid-Afrikaanse navorsing evaluering. Die doel wat vir die beoogde oefening geïdentifiseer word, is die ontwikkeling en verbetering van die kwaliteit navorsing van internasionale standaarde oor die stelsel van hoër onderwys sodat die navorsing betekenisvolle bydraes kan lewer tot die nasionale vereistes. Programme / departemente in die hoër onderwys instellings word voorgestel as die eenhede van analise waarin gehalte, produktiwiteit, relevansie en lewensvatbaarheid dien as kriteria vir evaluering.
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19

Retnaningsih, Umi Oktyari. "Pre-service Teachers’ Approaches to Planning and Integrating Global Education and Social Studies Knowledge into Social Studies Curriculum." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555605580100922.

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20

Nyhof, Joyce M. "Action research in gender issues in science education, towards an understanding of group work with science teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq28029.pdf.

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21

El, Badawy Tarek Aly. "Perception of Consumer Problems and Concerns Related to Consumer Protection and Education: a Comparative Study Between American and Egyptian Academic Communities." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/37682.

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The purpose of this study was to explore differences in the perceived consumer problems and concerns between American and Egyptian consumers, as measured by a composite score for perception of problems. The relationships between fourteen independent variables and perceived consumer problems of American and Egyptian consumers also were examined. The independent variables that were studied include: perceived adequacy of income, perceived improvement in living situations, expectations and experiences with products, attitudes toward government, attitudes toward business as consumer protection agencies, attitudes toward consumer education efforts, and demographic variables of gender, age, marital status, presence of children, family annual income, education level, employment status, and university position. Specific objectives of this study were: (1) To determine if there are differences between American and Egyptian consumers in the following areas: perception of consumer problems; concerns related to price, quality, safety, labeling and information, and concerns about the environmental effects of products and their packaging; needs fulfillment related to perceived adequacy of income, needs fulfillment related to perceived improvement in living situations; expectations and experiences with products; attitudes toward consumer protection efforts by government; attitudes toward consumer protection efforts by business; and attitudes toward consumer education efforts. (2) To analyze relationships between perception of consumer problems and concerns and the following: needs fulfillment related to perceived income adequacy; needs fulfillment related to perceived improvement in living situations; expectations and experiences with products; attitudes toward consumer protection efforts by government; attitudes toward consumer protection efforts by business; and attitudes toward consumer education efforts. (3) To investigate the influence of demographic variables of gender, age, marital status, presence of children, family annual income, education level, university position, and employment status on the perception of consumer problems and concerns. Data were obtained through a questionnaire developed by the researcher. The questionnaire was first developed in English, and then translated into Arabic with a back translation check. The reliability of the instrument was tested with a test-retest procedure. A questionnaire, an explanatory cover letter, and a stamped self-addressed envelope, were mailed to 180 randomly selected respondents at Virginia Tech and Radford University. Graduate students assigned at Ain Shams University and Sadat Academy delivered the questionnaires personally to the 180 randomly selected respondents in both universities in Cairo. The completed questionnaires were collected within three weeks after delivery. There were 112 questionnaires returned from Virginia Tech and Radford University, of which 108 were acceptable for analysis (60%). There were 154 questionnaires returned from Egypt, of which 142 were acceptable for analysis (78.8%). Hence, a total of 250 responses were used in the data analysis for an overall return rate of 69.4%. Procedures for statistical analysis involved eight phases including: the reliability analysis, frequency distribution, chi-square, factor analysis, the two-sample independent t-test, stepwise multiple regression, Analysis of Variance (ANOVA), and discriminant analysis. Results revealed a statistically significant difference in the total score on consumer problems between the two samples. Also, results showed a significant difference in the total score on consumer concerns related to quality, safety, and labeling and information. However, the variables that were found to discriminate the two samples in order of importance were: perception of consumer problems, concerns for quality, concerns for labeling and information, concerns for safety, and concerns for price. The most important concern for all respondents was quality. The majority of the American respondents perceived that they had more adequacy of income and improvement in living situations than the Egyptian respondents. Also, they conveyed a positive attitude toward government regulations and business efforts to protect consumersâ interests as opposed to the Egyptian respondents who conveyed a negative attitude toward the same aspects.<br>Ph. D.
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22

Bergman, Christine. "Becoming Undisciplined: Interdisciplinary Issues and Methods in Dance Studies Dissertations from 2007-2009." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/178527.

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Dance<br>Ph.D.<br>The purpose of this study is to begin to articulate the theoretical identity of the field of dance studies as an academic discipline and to produce a feminist intervention into the phenomena of disembodied scholarship, while asking questions about disciplinarity and interdisciplinarity within dance studies historically and today. My primary research questions are: What are dance studies research methods? And, which research methods, if any, are inherent to dance as an academic discipline? In order to answer these seemingly direct and simple questions, I also question the assumption that we know what dance studies research methods are. In Chapter 1 I first introduce and qualify myself as a dance artist and scholar, connecting my own experiences to my research; I narrate my research questions in detail and describe the significance, limitations, and scope of this project. In Chapters 2 and 3 I provide a history of the disciplinary and interdisciplinary origins of dance studies in higher education and situate that history within contemporary conversations in dance studies on disciplinarity and interdisciplinarity. In Chapter 4 I offer an analysis of the National Dance Education Organization's (NDEO) Research Priorities for Dance Education: A Report to the Nation and The Dance Education Literature and Research descriptive index (DELRdi), an online searchable database that aims to document all literature and research in dance education (not dance studies) from 1926 to the present, as it relates to issues and methods in my own research. In Chapter 5 I identify and describe current research methods found in all dance studies dissertations granted from the 4 doctoral programs in Dance in the United States over a three-year period. This chapter begins to articulate the current theoretical identity of the field. I examine and report on current trends in dance studies research methods and draw comparisons across dance studies doctoral programs, setting the foundation for future discussion of dance studies research methods. In Chapter 6 I summarize the project and make suggestions for the future. A feminist lens is used throughout as a way of providing a feminist intervention into the phenomena of disembodied scholarship by asking questions about research methods (particularly the use of critical theory as a method for research and writing about dance) and if or how particular research methods lead to the production of embodied or disembodied scholarship.<br>Temple University--Theses
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Gallant, Mark W. "An Overview of Issues in Music Student Teaching, Related Research, and a Sample Study of the Effects of Classroom Characteristics on Evaluation of Student Teaching." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391588684.

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24

Huang, Ruen-Ting. "A program for teaching environmental issues in Taiwanese junior high schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.

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This project is designed for junior high school teachers who wish to initiate environmental issues-based education in Taiwan. It addresses the current education at junior high schools and important environmental issues in Taiwan, presenting instructional strategies for teaching controversial environmental issues. The appendix of the project is an original design for a systematic environmental issues curriculum, including student-centered and teacher-centered activities that could be integrated into curricula on related subjects. Lessons include the environmental awareness, ethics, skills for analyzing issues, research skills, debate practice, negotiation practice, and projects.
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Miskon, Suraya. "ICT shared services in the higher education sector : foundations, benefits, success factors and issues." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61034/1/Suraya_Miskon_Thesis.pdf.

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Universities are more and more challenged by the emerging global higher education market, facilitated by advances in Information and Communication Technologies (ICT). This requires them to reconsider their mission and direction in order to function effectively and efficiently, and to be responsive to changes in their environment. In the face of increasing demands and competitive pressures, Universities like other companies, seek to continuously innovate and improve their performance. Universities are considering co-operating or sharing, both internally and externally, in a wide range of areas to achieve cost effectiveness and improvements in performance. Shared services are an effective model for re-organizing to reduce costs, increase quality and create new capabilities. Shared services are not limited to the Higher Education (HE) sector. Organizations across different sectors are adopting shared services, in particular for support functions such as Finance, Accounting, Human Resources and Information Technology. While shared services has been around for more than three decades, commencing in the 1970’s in the banking sector and then been adopted by other sectors, it is an under researched domain, with little consensus on the most fundamental issues even as basic as defining what shared services is. Moreover, the interest in shared services within Higher Education is a global phenomenon. This study on shared services is situated within the Higher Education Sector of Malaysia, and originated as an outcome resulting from a national project (2005 – 2007) conducted by the Ministry of Higher Education (MOHE) entitled "Knowledge, Information Communication Technology Strategic Plan (KICTSP) for Malaysian Public Higher Education"- where progress towards more collaborations via shared services was a key recommendation. The study’s primary objective was to understand the nature and potential for ICT shared services, in particular in the Malaysian HE sector; by laying a foundation in terms of definition, typologies and research agenda and deriving theoretically based conceptualisations of the potential benefits of shared services, success factors and issues of pursuing shared services. The study embarked on this objective with a literature review and pilot case study as a means to further define the context of the study, given the current under-researched status of ICT shared services and of shared services in Higher Education. This context definition phase illustrated a range of unaddressed issues; including a lack of common understanding of what shared services are, how they are formed, what objectives they full fill, who is involved etc. The study thus embarked on a further investigation of a more foundational nature with an exploratory phase that aimed to address these gaps, where a detailed archival analysis of shared services literature within the IS context was conducted to better understand shared services from an IS perspective. The IS literature on shared services was analysed in depth to report on the current status of shared services research in the IS domain; in particular definitions, objectives, stakeholders, the notion of sharing, theories used, and research methods applied were analysed, which provided a firmer base to this study’s design. The study also conducted a detailed content analysis of 36 cases (globally) of shared services implementations in the HE sector to better understand how shared services are structured within the HE sector and what is been shared. The results of the context definition phase and exploratory phase formed a firm basis in the multiple case studies phase which was designed to address the primary goals of this study (as presented above). Three case sites within the Malaysian HE sector was included in this analysis, resulting in empirically supported theoretical conceptualizations of shared services success factors, issues and benefits. A range of contributions are made through this study. First, the detailed archival analysis of shared services in Information Systems (IS) demonstrated the dearth of research on shared services within Information Systems. While the existing literature was synthesised to contribute towards an improved understanding of shared services in the IS domain, the areas that are yet under-developed and requires further exploration is identified and presented as a proposed research agenda for the field. This study also provides theoretical considerations and methodological guidelines to support the research agenda; to conduct better empirical research in this domain. A number of literatures based a priori frameworks (i.e. on the forms of sharing and shared services stakeholders etc) are derived in this phase, contributing to practice and research with early conceptualisations of critical aspects of shared services. Furthermore, the comprehensive archival analysis design presented and executed here is an exemplary approach of a systematic, pre-defined and tool-supported method to extract, analyse and report literature, and is documented as guidelines that can be applied for other similar literature analysis, with particular attention to supporting novice researchers. Second, the content analysis of 36 shared services initiatives in the Higher Education sector presented eight different types of structural arrangements for shared services, as observed in practice, and the salient dimensions along which those types can be usefully differentiated. Each of the eight structural arrangement types are defined and demonstrated through case examples, with further descriptive details and insights to what is shared and how the sharing occurs. This typology, grounded on secondary empirical evidence, can serve as a useful analytical tool for researchers investigating the shared services phenomenon further, and for practitioners considering the introduction or further development of shared services. Finally, the multiple case studies conducted in the Malaysian Higher Education sector, provided further empirical basis to instantiate the conceptual frameworks and typology derived from the prior phases and develops an empirically supported: (i) framework of issues and challenges, (ii) a preliminary theory of shared services success, and (iii) a benefits framework, for shared services in the Higher Education sector.
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Reynolds, Ruth, and Monika Vinterek. "Globalization and classroom practice: insights on learning about the world in Swedish and Australian schools." University of Newcastle, Australia, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27728.

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Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.
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Winfield, Lisa M. "High stakes testing policy issues in education: An analysis of litigation involving high stakes testing and the denial of diplomas." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1550154192.

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Adams, Alicia Nicole. "Researcher experiences of a long-term higher education partnership with rural schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62889.

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The purpose of the study was to explore researcher experiences of community engagement as part of a long-term higher education community engagement (HECE) partnership with rural schools. The theoretical framework that guided the study was grounded in the construct global citizenship. The instrumental case design followed the qualitative approach from a constructivist epistemology. Semi-structured questionnaires were used for data collection with purposively sampled researchers (n=16), comprising male (n=3) and female (n=13) researchers, including local (n=14) and international (n=2) researchers, who completed their research in the conveniently sampled HECE project. Following thematic analysis, two main themes emerged, namely: researcher perspectives on capacity development in higher education community engagement, and researcher perspectives on higher education community engagement as a core function of higher education institutions. Findings indicated, from researchers’ perspectives, that HECE benefits from collaborative partnerships, and that researchers have opportunities for personal and professional development. Researchers felt that such capacity development was necessary to ensure project sustainability. According to researchers, HECE project challenges or barriers need to be addressed to ensure project sustainability. Higher education requires a community engagement policy that guides the establishment of platforms for knowledge generation, human capacity development and collaborative partnerships in order that the core functions of higher education institutions could be performed.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Educational Psychology<br>MEd<br>Unrestricted
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Modayil, Maria I. "Global Health Experiences in the Development of Healthcare Professionals." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1597416179932742.

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30

Ellman, Lara. "What are the issues which emerge from the siting of Global Education (GE) within a cross-curriculum dimension? : implications for secondary schools in England." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610539.

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31

Marais, Kobus. "The language practitioner as agent : the implications of recent global trends in research for language practice in Africa." Journal for New Generation Sciences : Socio-constructive language practice : training in the South African context : Special Edition, Vol 6, Issue 3: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/512.

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Published Article<br>This article argues that, whether she recognises it or not, the translator is an agent, i.e. someone with an active hand in the intercultural communication process. This position endows the translator with the responsibility to make decisions in intercultural communication that can have far-reaching ideological effects. For this reason, translators should be educated to be able to take up this responsibility. In this regard, the author proposes the notion of wisdom as the aim of translator education. The article also argues in favour of indigenising and even subverting translations in theAfrican context.
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Andersson, Jonas. "Pop-culture icons as agents of change? : The roles and fucntions of celebrity activists in peace- and development related global issues." Thesis, Växjö University, School of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1710.

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<p>The purpose of this study is to examine the possible theoretic and (f)actual role(s) of pop-culture icons in peace and evelopment-related global issues, using the qualitative research methods of text- and discourse analysis. Do pop-culture icons have a role to play at all in this field? If so, what is that role? What are these celebrity activists currently saying and doing on the international development scene and what are their analyses like? What are their current and historical functions? There is support in the academic literature suggesting that celebrity activists can possess vast power resources (scope of influence), (soft) power and (charismatic) authority, which in turn enables them to influence the attitudes and values of (especially young, receptive) people. The findings also show that the most successful celebrity activists have a global reach, as well as access to the international arenas of political power (e. g. the G8 and the World Economic Forum). Celebrity activists seem to be able to "sell" messages in a way that the politicians and officials of today cannot. When they speak, people listen. They further employ a two-level outreach, as they connect with political and economical elite groups as well as with the masses of world citizens in a way that politicians and officials, whose influence is more often limited by traditional nation state boundaries, cannot. I argue that the celebrity activists should be seen as a complement to the civil society and the work of NGO's and INGO's, since it is by further enhancing their work and strengthening their agendas that most of them act.Celebrity activists offer an alternative to the political establishment, which is viewed by suspicion by large groups of citizens, and can play a role in empowerment, inspiration, education, information, awareness raising, fundraising, opinion building and lobbying and function as diplomats, spokespersons, ambassadors, entrepreneurs, convenors and heroic voices.</p>
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Unal, Nilufer. "Pre-service Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609963/index.pdf.

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The purpose of this study is to examine Tukish pre-service teachers perceptions about global versus local environmental issues and determine gender and major effect on their perceptions of global and local environmental issues. The information will be collected from Elementary Education pre-service teachers from Middle East Technical University. Their concerns and attitudes toward 9 global and 5 local environmental issues will be measured by using a survey questionnaire. The questionnaire has been adopted from the one originally used by Duan and Fortner (2005). The local issues were selected according to report about the major environmental problems declared by the Ministry of Environment and Foresty of Turkey and the global issues were kept same as the original questionnaire. The results of the study were analysed by means of descriptive and inferential statistics. The results revealed that elementary education pre-service teachers mostly gave more importance to global environmental issues<br>females had higher attitudes and concerns about environmental issues than males and Early Childhood Education students have higher attitudes and concerns for environmental issues than students from departments of Elementary Science Education and Elementary Mathematics Education. In the stage of preparing environmental education courses as a must course for the faculty of education students in Turkey, the outcome of the study is expected to propose an insight for environmental education for the future teachers.
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Jones, Glenys Elizabeth. "Research into policy and practice in the education of children with autistic spectrum disorders : issues and challenges : a collection of publications." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411406.

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Escandon, Rafael Duncan. "Globalization of Clinical Research and Assessment of Global Access to Treatments Approved between 2006-2015." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7379.

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Globalization in clinical research and development has increased since the 1990s. Products approved in the United States (U.S.) and European Union (EU) include increasing numbers of research participants from low- and middle-income countries. The purposes of this quantitative correlational study were to investigate the lag time, or drug lag, between U.S. approval and the approval of selected drugs in all countries that hosted their pivotal clinical trials. The study population was limited to products approved first in the U.S. between 2006 and 2015. The health capability model and research for health justice framework were the theoretical frameworks for the study. Data were collected from public reports and websites of the U.S. Food and Drug Administration (FDA), European Medicines Agency, National Institutes of Health, local ministries of health, National Association of Securities Dealers Automated Quotations, New York Stock Exchange, the World Bank, and a subscription-based report from Springer Publications. Data were analyzed descriptively, with inferential statistics performed via Wilcoxon and chi-square tests. Independent variables were FDA approval year, drug indication, FDA review type, orphan indication, host country World Bank income category, sponsor market capitalization, and sponsor headquarters country. The dependent variable was drug lag, in months. The U.S. to EU drug lag was significantly shorter than U.S. to last host country drug lag. Lower host country income was also associated with longer drug lag. Reducing drug lag may create justice for research participants, improve health outcomes, and yield positive social changes.
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Eklund, Sheri. "Climate change education with a bright horizon? : Pedagogical reflections on teacher training for climate education that aims to empower students." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-166036.

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Climate change is already affecting communities around the world and the impacts will only get worse, according to scientists, unless we significantly reduce greenhouse gas emissions.  These realities can lead to climate anxiety, not least among youth.  How can teachers educate students about climate change in a constructive way?  This study examines pedagogical reflections from grade school and gymnasium teachers who participated in a professional development workshop entitled “Climate workshop with a bright horizon” organized by The House of Science, the Bolin Center for Climate Research, and Stockholm City.  To address students’ climate anxiety, research says that teaching methods characterized by pluralism, democratic participation, and authenticity can be empowering to students in helping them to engage, act, and cope with unpredictability.  This study identifies opportunities to strengthen these aspects in climate education by, for example, using socio-scientific issue dialogues.
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Szyszlo, Peter. "Mapping the Borderland of the Knowledge Society: Strategic Global Partnerships and Organizaitonal Responses of Universities in Transition." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37983.

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Globalization has motivated universities to calibrate institutional responses for strategic purposes. Yet, specific challenges remain for Ukrainian National Research Universities insofar as the interplay between global and (post-)Soviet knowledge discourses reveal a dual framework, whereby adaptive responses to globalization and entrenched state-centered logics run parallel, and often in conflict, with one another. This study took a critical approach to identify and interpret how the phenomenon of internationalization manifested in the development of strategic partnerships, was translated and re-contextualized into structural innovations, and resulted in systemic institutional change. The thesis delves into the institutional behaviour of three flagship universities in Kyiv, Ukraine and their respective doctoral schools. The selected universities – Kyiv-Mohyla Academy, Kyiv Polytechnic Institute and Taras Shevchenko National University of Kyiv – represent a mixture of organizational types which fall into one or more of the three education archetypes, including the Humboldtian, Soviet and Anglo-American models. These governance models allow for differentiation of institutional interpretations of internationalization and a means of capturing the various ways in which university actors negotiate their spaces of action and translate higher education discourses into practice. The analysis addresses issues of ‘hybridity’ which is not evident in this categorization. The study attempts to problematize internationalization anew by shifting focus on non-linear accounts of the phenomenon in order to comprehend the complex, multi-faceted and often contradictory ways the process plays out across different university landscapes. The inquiry employs conceptualizations combining the Delta Cycle for Internationalization (Rumbley 2010) and a new institutional approach (North 1990). The study is structured as a single-case embedded case study design as described by Yin (2015). Data were collected via 45 semi-structured interviews with university actors and higher education stakeholder agencies, including: senior administrators, mid-level leaders, faculty members and doctoral candidates. The data were supported by scholarly literature, official documents, reports, strategy papers, grey materials, policy statements, field notes. as well as university and ministerial websites. These data were analyzed for content and triangulated according to a modified content analysis approach. This study expands and contributes knowledge on the internationalization of higher education by distinguishing variations of how the phenomenon manifested within different university settings. It examines the place of the university as an organization that not only produces and disseminates knowledge, but assimilates and adapts global knowledge to national needs. Finally, the inquiry explores internationalization as an academic innovation and a process of institutional change which shapes academic identities and legitimizes the university as a global actor.
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Sulaimani, Mona F. "A Phenomenological Study of Mothers' Experiences Navigating Issues of Stigma Related to Autism in the Context of Saudi Arabia." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152215055928667.

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39

Williams, Felecia D. "Study Abroad and Carnegie Doctoral/Research Extensive Universities: Preparing Students from Underrepresented Racial Groups to Live in a Global Environment." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1801.

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Thesis (Ph. D.)--Virginia Commonwealth University, 2007.<br>Prepared for: L. Douglas Wilder School of Government and Public Affairs. Bibliography: leaves 156 - 164. Also available online via the Internet.
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40

Uematsu-Ervasti, K. (Kiyoko). "Global perspectives in teacher education:a comparative study of the perceptions of Finnish and Japanese student teachers." Doctoral thesis, Oulun yliopisto, 2019. http://urn.fi/urn:isbn:9789526221991.

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Abstract This comparative study examines the views of Finnish and Japanese student teachers on global perspectives (GP) in relation to their future profession. As global citizens, teachers should know, one, the cultural and historical backgrounds of pupils and their families, and two, how to teach interrelated themes and global issues. The research questions of this study are, "How do student teachers conceptualise global perspectives in relation to their future teaching, in Oulu and Hiroshima?"; "How do those students view the role and significance of GP in their future teaching?"; and, "How does teacher education support the development of GP?" My theoretical framework rests on Gaudelli’s heuristic model of global citizenship education (2009) and on Hanvey’s five aims of GP (1982), enriched by principles of critical pedagogy (Giroux 2004, Freire 1985). The main body of empirical data was acquired through interviews with and questionnaires completed by students in the two contexts. This study found differences and similarities in the Finnish and Japanese student teachers’ views of global perspectives. Those views, in many respects, reflect Hanvey’s model of five aims, "perspective consciousness" and "cross-cultural awareness" in particular. Views derived from critical pedagogy were less visible. Remarkable differences were evident in terms of Gaudelli’s "four orientations" model. The Japanese student teachers expressed nationalistic tendencies more often than their Finnish counterparts, who stressed humanistic principles. Neo-liberalist and transformational orientations were more difficult to detect in the Japanese data. In both cases, the student teachers saw GP as valuable for their future profession, referring to "cross-cultural awareness" within a humanistic orientation. However, the Japanese student teachers stressed "perspective consciousness" as part of a nationalistic orientation, while the Finns justified the teaching of GP in terms of "global dynamics" in a transformational orientation. Both groups saw teacher education programmes as significant to the development of GP, expressing similar views on the importance of curricula and of professors’ knowledge. Yet, while the Finnish student teachers saw peer support and varied assignments as helpful in developing GP, the Japanese considered those factors to be less relevant<br>Tiivistelmä Tämä vertaileva tutkimus tarkastelee suomalaisten ja japanilaisten opettajaksi opiskelevien näkemyksiä globaaleista näkökulmista (global perspectives) suhteessa heidän tulevaan ammattiinsa. Maailmankansalaisina opettajien tulisi tuntea oppilaidensa ja heidän perheidensä kulttuurihistorialliset taustat sekä kuinka heidän tulisi huomioida globaalit kysymykset opetuksessa. Tutkimuskysymykset ovat: 1) Kuinka Oulussa ja Hiroshimassa opettajaksi opiskelevat käsitteellistävät globaalit näkökulmat suhteessa heidän tulevaan ammattiinsa? 2) Millaisena nämä opiskelijat näkevät globaalien näkökulmien merkityksen ja tehtävän tulevassa ammatissaan? 3) Kuinka opettajankoulutus opiskelijoiden mielestä tukee globaalien näkökulmien kehittymistä? Tutkimuksen teoreettinen viitekehys rakentuu seuraavista osa-alueista: 1) Gaudellin heuristinen maailmankansalaisuuden malli, 2) Hanveyn malli globaalin näkökulman viidestä tavoitteesta sekä 3) kriittisen pedagogiikan pääperiaatteet. Empiirinen aineisto koostuu pääasiallisesti kyselyistä ja opiskelijoiden haastatteluista näissä kahdessa kontekstissa. Tulokset osoittavat, että suomalaisten ja japanilaisten opettajaksi opiskelevien käsityksissä globaaleista näkökulmista on sekä yhtäläisyyksiä että eroavuuksia. Heidän käsityksensä heijastavat suurelta osin Hanveyn mallin viittä tavoitetta, joista vallitsevimpia olivat "näkökulmatietoisuus" ("perspective consciousness") ja kulttuurien välinen ymmärrys ("cross-cultural awareness"). Kriittiseen pedagogiikkaan pohjaavia näkemyksiä esiintyi aineistossa vähemmän. Gaudellin neljän orientaation malliin osalta tuloksissa oli havaittavissa huomattavia eroja. Japanilaiset opiskelijat ilmaisivat nationalistisia tendenssejä useammin kuin suomalaiset, jotka taas painottivat humanistisia periaatteita. Uusliberalistisia ja transformatiivisia orientaatioita oli vaikeampi havaita japanilaisten aineistossa. Sekä japanilaiset että suomalaiset opettajaksi opiskelevat pitivät globaaleja näkökulmia merkittävänä osana tulevaa ammattiaan ja viittasivat perusteluissaan kulttuurien väliseen ymmärrykseen. Japanilaiset opiskelijat kuitenkin painottivat näkökulmatietoisuutta osana nationalistista orientaatiota, kun taas suomalaiset perustelivat globaalien näkemysten opettamista "globaalilla dynamiikalla" osana transformatiivista orientaatiota. Mitä tulee opettajankoulutuksen rooliin, kumpikin ryhmä piti koulutusohjelmiaan merkittävinä globaalien näkökulmien kehittymiselle painottaen opetussuunnitelmien ja opettajankouluttajien tiedon tärkeyttä. Kuitenkin suomalaiset opiskelijat pitivät vertaistukea ja erilaisia tehtäviä oppimisprosessia edistävinä, mikä taas ei korostunut japanilaisten aineistossa
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41

Nehoran, Dana. "How much do you care about education? Exploring fluctuations of public interest in education issues among top national priorities in the U.S." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3713.

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It is well known that a strong education system produces citizens who are more engaged in civil and social duties, with obvious benefits to society and the individuals. Policymakers who have the power to help improve the education system frequently rely on the news or the polls to better understand the issues involved, but these tools are often unable to answer customized questions on the public view with a large enough coverage. Monitoring the American public interest in education over the years is not new. In fact, a number of national polling agencies have tracked education as part of their larger polls asking people to name the most burning issues facing the US. While these polls provide a fair indication of the changes in importance of education in the eyes of the public, they do not identify the factors which have historically been associated with the major fluctuations of such importance. Most importantly, these traditional national polls do not track public concern about specific subtopics within education. This mixed methods study includes the creation of a software instrument with the objective of exploring the salience of education as a national priority over time and analyzing the possible factors associated with these fluctuations of interest. In addition to discovering the most prominent latent subtopics affecting education (such as academic achievement, sexual assault and freedom of speech), this study also seeks national-level issues that may have recently been associated with the largest declines. The only source of data utilized is the text of tens of thousands of published news articles. Terms extracted from the text using natural language processing serve as the basis for automated qualitative analysis. As topics emerge from the data, the frequencies of the terms are utilized to associate the articles with the most relevant ones. The analysis shows that public interest in education has declined the most during election times. It is also found that the areas that contributed the most during the largest surges of public interest in education from 2015 to 2020 were school budget, academic achievement gaps and mental health.
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42

Mahoney, Chris Elaine. "Fifth grade students' perceptions of STS issues: An action research project to explore a process for identifying students' knowledge and understandings of science, technology, and society (STS) issues." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2018.

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43

Rata, Elizabeth 1952. "Global Capitalism and the Revival of Ethnic Traditionalism in New Zealand: The Emergence of Tribal-Capitalism." Thesis, University of Auckland, 1996. http://hdl.handle.net/2292/2015.

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The social and economic restructuring accompanying increasing globalisation has provided new opportunities and new limits for social and ethnic movements in New Zealand as elsewhere. The purpose of this thesis is to establish the theory of tribal-capitalism through an examination of the responses to these changing global economic circumstances that have characterised the Maori ethnification, indigenisation and retribalisation movements since the 1970s. Although both the initial 'prefigurative' and the later 'strategic'(Breines, 1980:421) routes to tino rangatiratanga ('Maori sovereignty') were attempts to restore traditional social relations and secure political and economic autonomy from the dominant Pakeha society, the projects are distinguished by different approaches. On the one hand the 'prefigurative' traditionalist project indicted both capitalism and Pakeha society as its exponents sought a return to the precapitalist social relations of the pre-Contact era. On the other hand exponents of the 'strategic' project sought to establish a concordat with capitalist Pakeha society based upon the assumption that a capitalist economy could be made compatible with Maori political and cultural autonomy. It is argued that neither project, 'prefigurative' traditionalism nor the 'strategic march through the institutions of capitalism', achieved the objective of tino rangatiratanga. Irrespective of approach, Maori ethnification, indigenisation and retribalisation became reshaped and reconstituted by the conditions that made the movements possible and that shaped them in decisive ways. These tino rangatiratanga movements emerged from the institutional channels enabled by Pakeha bicultural idealists and given substance by the Waitangi Tribunal as a tribal-capitalist regime of accumulation characterised by exploitative class relations and reified communal relations. An extensive range of case studies is employed to provide evidence that tests the hypothesis of the emergence of tribal-capitalism from out of the projects that attempted to retain the traditional in a world dominated by capitalist relations. Despite the structural opportunities provided by Pakeha bicultural idealists, and despite the different approaches of the Maori tino rangatiratanga projects, it was not possible to restore communal relations of production. Objective forces, rather than internal miscalculation, ineptitude or corruption, brought about the failure as firstly 'prefigurative' and then 'strategic' projects became doomed attempts to sidestep class location within capitalist structures. The various studies examine the ways in which the 'prefigurative' and 'strategic' projects not only led to the transformation of the ethnification and indigenisation movements into the new class formations of tribal-capitalism, but actually became constitutive of the class fractions that define the regime. The dialectical interactive of agency and structure which transformed the projects became a reconstituting and shaping mechanism of change. First the study of the Pakeha new class's bicultural project grounds the later studies by locating the institutional inclusion of Maori indigenous particularity in the universalism of the new class humanists. Biculturalism established relatively benign conditions for the tino rangatiratanga projects by providing both opportunities and resources for Maori development. It is in the retribalising form of that development that an indigenous version of the capitalist regime of accumulation is located. The next three sections of the thesis examine the 'prefigurative' and 'strategic' routes of this indigenous particularity into the new inclusive structures in studies of: a reviving Maori family, an ascendant tribe, a separate Maori education system and the creation of the national Maori fishing industry. The outcomes of each study are examined to trace the failure of both approaches as particular groups within the retribalisation movement developed new and exclusive relationships to the traditional lands, waters and knowledge. The concluding section contrasts culturalist theories of the Maori tino rangatiratanga projects with the hypothesis of the emergence of tribal-capitalism advanced in this thesis. The claim that cultural strength can resist the imposition of capitalist class relations is found not to be sustained.
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Sullivan, Janice. "Global Leadership in Higher Education Administration: Perspectives on Internationalization by University Presidents, Vice-Presidents and Deans." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3370.

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The purpose of the study was to identify international university administrators' perspectives on organizational strategies to support higher education internationalization. Internationalization is the conscious effort to integrate international, intercultural, and global dimensions into the ethos and outcomes of higher education (NAFSA, 2008). A descriptive survey design method was used and the instrument entitled "Strategic Internationalization Priority Scale" was developed for this research. This study is quantitative and cross-sectional. The online survey was sent to 1,043 top university administrators at 149 universities in 50 countries. These universities had active international agreements with the University of South Florida at the time of the study. Approximately 350 university presidents, vice-presidents, and deans, from 33 countries, and 65 universities, participated in the study. ANOVA, MANOVA, and Multiple Regression analyses were used to examine data in the three dimensions of internationalization: 1) Planning and operations, 2) Student Education, and 3) Teaching and Faculty Development. The statistical programs used for data analysis were SAS 9.2, SPSS 18.0 and Mplus 5. In general, the study participants perceived the three dimensions as having a medium priority level. Planning and operation strategies, and student education strategies, were rated higher than those for teaching and faculty development. Four of the 34 strategies were perceived as having a high priority level: 1) Motivating students to participate in study abroad programs, 2) Establishing institutional collaboration with foreign universities, 3) Communicating an institutional global vision, and 4) Increasing visibility of international focus on institution's web site. In contrast, the following strategies were perceived as having a low priority level: 1) Creating a branch campus abroad, and 2) Considering foreign language fluency in salary and promotion decisions. The research findings revealed that there were differences in perceptions based on the following demographic characteristics: 1) Institutional description, 2) Institution's world region, 3) Institutional status, 4) Number of international undergraduate students, 5) Administrators' position, 6) Administrators' English proficiency, and 7) Administrators' International experience. Furthermore, the participants identified the following top difficulties in achieving internationalization at their institutions: 1) Lack of economic resources, 2) Lack of faculty involvement, 3) Lack of planning and coordination, and 4) Lack of governmental support. The implications of these results are presented as they relate to the research and practice of higher education administration, educational leadership and policy development.
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Jacoby, Jill Beth. "Art, Water, and Circles: In What Ways Do Study Circles Empower Artists to Become Community Leaders around Water Issues." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1260285346.

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Thesis (Ph.D.)--Antioch University, 2009.<br>Title from PDF t.p. (viewed March 25, 2010). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 238-245).
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46

Purvis, Lisa Anne. "From Dar Es Salaam To Dartmouth: A Case Study Of The Experiences Of Fogarty Aids International Training And Research Program Fellows At Dartmouth College." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/478.

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From Dar es Salaam to Dartmouth: A Case Study of the Experiences of Fogarty AIDS International Training and Research Program Fellows at Dartmouth Lisa Purvis, EdD Candidate, MPH, MBA Background The United States (US) is a major host nation to international college students and scholars who study a variety of disciplines (Farrugia & Bhandari, 2014). Beginning in the last decade, the demand for global health training has risen (Kanter, 2008; Kerry, Ndung'u, Walensky, Lees, Kayanjas, & Bangsberg, 2011). Since 2000, Geisel School of Medicine at Dartmouth has been one of 26 US universities participating in a global health training program, funded by the National Institutes of Health, Fogarty International Center's AIDS International Training and Research Program (AITRP). The Fogarty AITRP annually trains scholars (Fogarty Fellows) and focuses on building HIV/AIDS research and medical capacity in low- and middle-income countries through advanced training. Along with the economic, social, and cultural assets that international students bring, are key challenges in students' transition, assimilation, and acculturation. It has been observed that many of the Dartmouth Fogarty Fellows have experienced issues in matriculating at Dartmouth. Purpose of Research Little data exists on the experiences of international students studying global health in the US. Using a case study of the Fogarty Fellows at Dartmouth, this qualitative research project sought to examine their unique transition and assimilation experiences as international graduate students. A secondary purpose of the case study was to identify ways to improve students' experiences. Berry's theory of acculturation provided the theoretical framework for the project (Berry, 1997). Research Approach A qualitative approach was used, guided by Action Research methodology. Action Research focuses on problem-solving and it is typically defined as a reflective process of progressive problem-solving led by an individual(s), who is part of the community of practice, to address issues and solve problems (Bargal, 2008). Research Methods To gain a fuller understanding of the issues and to identify solutions to problems of acculturation that may already exist, in-depth interviews took place with 22 participants: 1) 10 alumni of the Fogarty Program at Dartmouth College; 2) 5 MPH faculty at Dartmouth; 3) 2 MPH administrators; 4) 4 Dartmouth Fogarty Program administrators; and 5) the Fogarty International Fellows Program Officer at NIH. Field research also took place in Tanzania, the home country of the Fogarty Fellows at Dartmouth, to understand the Tanzanian context. Findings Recommendations for program improvement included formalizing the program at several milestones; providing comprehensive pre-matriculation information; using technology to orient Fellows to their new environment; formal mentoring and networking; cross-cultural training with students; and orienting the faculty to the program and the needs of international students. Colleges and universities need to understand the unique experiences and the student support needs of the international student. Future research at the 25 Fogarty AITRP US-based sites is recommended before implementing any of the Dartmouth-based recommendations.
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47

Yinger, Nicholas S. "A Formative Evaluation of a Collaborative Problem Solving Instructional Method for a Client-Based Globally-Focused Undergraduate Program." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1415650091.

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48

Yun, Chiu Ching, and 邱卿雲. "The development of a civic action approach global education instructional project on global warming issue: An action research study." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/38638427890515611961.

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碩士<br>國立臺北教育大學<br>國民教育學系碩士班<br>97<br>This research aimed to adopt the civic action approach curriculum design model to develop a global education instructional project on global warming issue. The process was documented, the effects and appraisal was investigated. Using the action research method, the researcher conducted twelve classes in a 4th grade class in an elementary school in Tao-Yuan county in the second semester of 2008 academic year. Through the pre- and post-tests, classroom observations, worksheets, instructor’s notes, self-reflection diaries and interviews, the researcher collected data for analysis. The research finding were as follows. 1.The design of instructional project ａ. The civic action approach curriculum design model was a practical guide to follow when developing a global education instructional project on global warming issue for fourth grade students. b. When choosing the content for the instructional project, those match students’ interests had the top priorities. c. Carbon dioxide reduction web sites could be important and useful tools for teaching global warming issue. 2.The instructional process and reflection a. The combination of action and research promoted the researcher’s teaching profession and reflection ability. b. Through watching documentary films on global warming issue, students could realize the seriousness of this issue and intend to protect the earth. c. The length of instruction project should be adjusted according to students’ learning needs in order to fulfill both formative and summative evaluation. 3.The learning effect a. Students’ knowledge on global warming significantly improved after the implementation of this instructional project. b. Small group investigation helped to improve students’ cooperation/communication skills as well as their data collection/analysis abilities. c. Students’ civic action ability and civic responsibility was strengthened through the practice of cutting down their own carbon dioxide as well as persuading their family members to reduce carbon dioxide. 4.The appraisal of this instructional project a. Collaborative researcher could sense students’ persistence and intention of protecting earth from global warming. b. Students’ appraisal of each activities depended greatly on tasks’ difficulty level and degree of self control. c. Many parents showed positive attitude toward this instructional project and supported its activities. Based on the above conclusions, the researcher made recommendations to educators interested in global education, education administrators and future researchers.
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CHEN, YING TAN, and 陳盈丹. "The development of a global education instructional project:On green and charity consumption issue: An action research study." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/01048080161327677469.

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碩士<br>國立臺北教育大學<br>教育事業創新經營碩士學位在職進修專班<br>97<br>Abstract This study aimed to discuss the development process and the instructional effects of a global education instructional project on green and charity consumption issue. Using the action research method, the researcher conducted ten classes in a 5th grade class in an elementary school in Taipei county in the second semester of 2008 academic year. Through the pre- and post-tests, interviews, classroom observations, students’ worksheets, instructor’s notes and self-reflection diaries, the researcher collected data for analysis. The research finding were as follows. I. There are five pillars when designing the of “green and charity consumption” global education instructional project. 1. The instructional objectives were decided based upon the educational goals proposed by U.S. Global Education Forum and Oxfam Hong Kong. The three taxonomies of educational objectives were also considered. 2. Environmental values, consumption education and global problem solving strategies were integrated into the learning field of health and physical education. 3. Dick & Carey’s systematic instructional design model was followed. 4. Four main instructional contents, i.e., “life”, “environment”, “care” and “action” were formed according to the objectives of “green and charity consumption” instructional project. Students’ life experience, local culture, and news were waved delicately into instructional activities. 5. Knowledge examination and affection questionnaire scale were designed according to the contents of instructional project. Data from interviews, activity worksheet, and teaching journal were collected to carry out quantitative and qualitative analysis. II. Instructional difficulties the researcher faced and solutions. 1. The researcher found herself lack of knowledge and ability in global education. She promoted her global education profession through literature review and peer feedback. 2. The researcher found there was a gap between theory and practice. She arranged frequent discussions with students’ home room teacher, and also analyzed students’ starting behaviors to solve that problem. 3. The researcher found it was difficult to locate appropriate teaching materials. She surfed on the internet and reviewed literatures to search for appropriate teaching materials. 4. It is difficult to carry out the hand-made paper card charity bazaar, teacher can loosen the identity restrictions of charity bazaar target and asked a few “assigned teachers” to buy. III. Students’ learning of “green and charity consumption” instructional project Students’ knowledge and affection toward green and charity consumption were significantly improved. They also actively participated in consumption actions to care for the global environment and people from the Third World. IV. Researcher’s professional growth and reflection 1. The researcher induced the sympathy from teaching partners. Her professional ability of teaching was promoted. And she regained her teaching zeal and original intention. 2. The researcher learned that if she could understand her students’ learning interests and motives, and induced their autonomy learning, students’ learning results would be better. 3. The researcher had experienced the hidden curriculum functions of classroom arrangements. This would inspire new instructional viewpoints in the future. 4. The researcher had experienced learning through teaching, practicing what she preaching, and starting from her own action to care for the Earth. Based on the above conclusions, the researcher made recommendations to educators interested in global education, education administrators and future researchers. Keywords: Global education, consumption education, action research
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Kuang-Feng, Lee, and 李光豐. "Action Research on the Development of the Theme-based Teaching Scheme of Global Education: Taking the Issue of Global Food Crisis as an Example." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/31597778695663491748.

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碩士<br>國立臺北教育大學<br>國民教育學系碩士班<br>97<br>Aiming at meeting the spirit of the Grade 1-9 Curriculum as well as the concept of global education, the issue of global food crisis was taken as the central topic in this study by means of the design model of curriculum integration to develop a theme-based teaching scheme of global education on global food crisis, which was suitable for higher-grade students in the elementary school. The channel of multiple intelligence was employed to proceed to teach; the progress of teaching goals was also studied. For research methodology, action research was applied to implement the total 19 classes of teaching activities targeting at 34 six-grade students, all belonging to a class taught by the researcher, since March to May in 2009. Through unceasing introspection, the researcher revised the teaching scheme as well as examined perception, sentiment, and the progress of participating and teaching goals by means of the methods, including perception tests, teaching journal and reflection notes, interview records, lunch behavior records, and learning sheets. The discoveries of this study are indicated as follows: 1. Applying the approach of teaching integration and the theory of multiple intelligence to the development of the theme-based teaching scheme of global food crisis can integrate complicated, multiple concepts, improve the learning desire of students, and help the implementation of global education. 2. The teaching scheme developed by this study will significantly increase students’ perception of global food crisis. 3. The teaching scheme developed by this study will make students profoundly introspect their own eating habits and think over the influence of their personal behavior on the environment. 4. The teaching scheme developed by this study will make students responsible for the influence of their personal behavior on the world and willing to promote the concept of cherishing food at school and home. 5. While developing teaching schemes, teachers will advance the growth in global education and increase the professional knowledge and skills in teaching with the help of the process of action, introspection, amendment, and reaction. Based on the aforesaid research discoveries, suggestions were brought up for teachers’ teaching practice, school teaching strategies, and following research.
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