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Tesis sobre el tema "Educational Policy"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Zangmo, Zinpai. "Educational policy borrowing in the Bhutanese education system." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122873/1/Zinpai_Zangmo_Thesis.pdf.

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This study focussed on analysing educational policy documents to understand the history and discourse of educational policy borrowing practice in Bhutan's K-12 education system. The conceptual framework drew on theories of globalisation and the theory of discourse. An interpretivist methodology drawing on James Paul Gee's discourse analysis was employed to comprehend the education policy borrowing and policy learning practices within the K-12 education policies of Bhutan. The findings revealed that while there is a complex system of policy borrowing influenced by the phenomenon of globalisatio

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2

Alkitani, Said S. "Exploring the role of educational theory in educational policy." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246355.

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3

Peera, Rishma. "Tanzanian educational policy : effects on women's participation in formal education." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23349.

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Female participation in all spheres of society is crucial in the development of a nation. One way of increasing this participation is through education in the formal system because it provides more opportunities in a modernizing society. This study presents the situation of women in education in the context of Tanzania, which has developed policies geared towards equality at all levels of society. Tanzanian educational policies have attempted to equalize opportunities for everyone regardless of race, gender and social class. A few of those policies have succeeded in reducing gender imbalances

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4

Van, Wyhe Glenn Arthur. "The accounting curriculum in higher education : a study in educational policy /." Thesis, Connect to this title online; UW restricted, 1991. http://hdl.handle.net/1773/7644.

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5

Isaksen, Lasse Skogvold [Verfasser]. "Educational Accountability Reform in Norway : Education Policy as Imitation / Lasse Skogvold Isaksen." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1161047468/34.

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6

Watkins, Larae Anne. "Contributions of vocational education to educational reform as perceived by vocational education policy influencers." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240407685.

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7

Patrick, Andrew P. "Educator Evaluation and Bilingual Education Policy| A Three Article Dissertation." Thesis, Manhattanville College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642032.

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<p> The time between the passage of the No Child Left Behind Act of 2001 and its replacement, the Every Student Succeeds Act of 2015, marked a period of unprecedented policy-driven education reform. Unfortunately, the major objectives of the policy were not achieved, and the very problems it sought to fix still exist. One reason for this was an overreliance on testing and test scores as a lever for change. This study’s purpose was to explore the ways in which an educational leader could bring the tools of the practitioner-scholar to bear on public policy problems worth solving. This rese

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8

Peng, Xiao. "Estimates of school productivity and implications for policy." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5097.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 8, 2008) Student awarded a Master of Arts in Economics and a Master of Arts in Statistics. Includes bibliographical references.

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9

Cho, Ming-shook, and 曹明淑. "Pressure groups and educational policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31975069.

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10

Cho, Ming-shook. "Pressure groups and educational policy in Hong Kong." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12334601.

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11

Lee, Jenny, Megan Owens, and James Lampley. "Educational leadership and Policy Analysis and Encouragement Study." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2989.

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Among doctoral programs, attrition rates and student feelings of isolation are high. In an attempt to determine the current levels and sources of support and encouragement from students enrolled in a Doctor of Education program, a survey was sent to students. There were 94 respondents to the online survey. Fifty-two (65%) of the respondents were female, and 28 (35%) were male. Fourteen respondents did not self-identify. Using an independent samples t-test, it was determined that female and male doctoral students report very similar experiences in support and encouragement. The majority of doct

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12

Valvo, Russell J. "Facilities, Policy, and Funding of Rural Schools| A Case Study of School Board Decision Making." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3730927.

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<p> School facilities issues in rural America and the resources to remedy them are made more complex by rural population trends, building deterioration and inadequacies, financial constraints, and education policy. The challenge for rural districts is to generate the revenues required to build or renovate school facilities. The resulting long-term underfunding of school facilities has left a pattern of crumbling school buildings across rural communities. Rural school districts, particularly those with older structures, need to improve energy efficiency of buildings and upgrade building infr

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13

Kirk, Gordon. "The Scottish Tertiary Education Advisory Council : a case study in educational policy-making." Thesis, Open University, 1997. http://oro.open.ac.uk/57698/.

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The study has two central purposes: firstly, to undertake the first comprehensive analysis of a particular policy-making process, the Scottish Tertiary Education Advisory Council's work in the mid '80s on the future strategy of higher education in Scotland; and, secondly, to use the STEAC process as a case study to test the validity of three models of the policy-making process. Using the minutes and papers of the STEAC itself, the Scottish Office file on STEAC, institutional archive materials, contemporary press coverage, and official documents, the study examines the STEAC process from its in

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14

Silva, Marcela. "The Impact of Educational Policy on Racial Demographics of Tertiary Education in Brazil." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1274.

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Brazil faces low levels of educational achievement at the tertiary level. Historically, higher education institutions in Brazil are predominately attended by wealthier individuals. Two educational initiatives, Prouni, a scholarship program for private tertiary institutions, and Lei de Cotas 2012, an affirmative action law for public institutions, have been implemented to assist students coming from low income backgrounds. The majority of individuals in low income brackets in Brazil tend to be people of color, so inadvertently these policies may have an effect on racial minorities. This study e

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15

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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<p> 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.</p

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16

Owens, Megan E., James Lampley, and Jenny Lee. "Educational Leadership and Policy Analysis Support and Encouragement Study." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3026.

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17

Lopez, Francesca. "Educational Policy and Scholastic Competence Among English Language Learners." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193881.

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In this study, I explore the potential impact of differing educational policies and reform efforts that influence state and federal standards-based assessments and their interpretations. Specifically, I examine the educational policies of Arizona (Structured English Immersion [SEI]) and Texas (bilingual education) for their effect on the belief systems of students, parents, and teachers. I also examine the role of identity and language in the motivation to learn and student disposition toward school among English Language Learners (ELLs). In support of a co-regulation model of emerging identit

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18

Sutherland, Margaret Julia. "Building educational bridges : the importance of interconnections in contemporary education research, policy and practice." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4188/.

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The arguments presented in this thesis extend the existing discourse in the field of educational research. With support from empirical evidence and conceptual argument I will contend that the role of the teacher, and teacher beliefs, are central to changing practice and that a fine-grained understanding of teachers’ attitudes is crucial if we are to bridge the disjunction between research, policy and practice. The papers presented in this submission make a significant contribution to our understanding of the complex nature of learning and teaching. Empirical research to date has tended to be c

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19

Duncan, Sharon. "Teacher negotiation of intercultural education policy in rural Mexico : the implications for educational equity." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10019998/.

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This thesis explores the challenges and tensions facing an intercultural education programme, Modalidad Educativa Intercultural para la Poblacion Infantil Migrante, MEIPIM (Intercultural Educational Programme for Child Migrants), designed to meet the learning requirements of agricultural migrant child workers in Mexico. Working voluntarily on the programme, ethnographic research was carried out on both the teacher training component and the classroom-based implementation of MEIPIM. The teachers at the centre of the study are mainly from rural areas in Veracruz, Mexico, and the students are the

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20

Lawless-Andric, Dana Marie. "The Problematization of Access and Educational Opportunity in Higher Education: A poststructural policy analysis." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent156340017954786.

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21

Gunyon, Richard. ""The Best Possible Education": Federal Indian Educational Policy in the Public Schools, 1969-1980." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13293.

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The scholarship regarding the education of American Indians has focused primarily on the trials and atrocities of the period between 1870 and 1930. This thesis expands this analysis and explores the shifts in Indian educational policy that occurred in the mid to late twentieth century. Whereas federally controlled institutions had served as the primary means of educating Indian students prior to the 1930s, between the 1940s and 1960s, the federal government began shifting Indian children into state-controlled public schools. Unbeknownst to federal policymakers, this shift effectively limited f

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22

Liu, Kwok-leung. "Open government, devolution of power and education policy-making in Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14023866.

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23

Tateishi, Douglas. "What Happened to Antiracist Education? The 1993 Antiracism and Ethnocultural Equity Educational Reform in Ontario School Boards." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40012.

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This research uses an antiracism theoretical framework, arising from Stanley’s (2011, 2014) anti-essentialist antiracism and Dei’s (1996) anti-racism praxis, to focus on the four documents that comprised the Ontario Ministry of Education’s 1993 Antiracism and Ethnocultural Equity initiative (the initiative). The initiative required school boards to develop and implement policies to identify and eliminate racisms within their systems and schools. I used a methodology of constructivist grounded theory to trace the origins and content of the initiative through the lens of my 44-years of lived exp

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24

Mazer, Vickie M. "Influences of Institutional Structure, Policy, and Practice on Faculty Participation in Online Teaching." Thesis, Frostburg State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10189876.

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<p> Online education is growing in response to demands of increased access, quality, and affordability. However, implementation and expansion are often challenged by faculty resistance, due in large part to perceived lack of quality and administrative support. This case study sought to determine how the presence or absence of quality elements, as defined by the <i>Online Learning Consortium Quality Scorecard</i>, in institutional structure, policy, and practice influences (motivates or inhibits) faculty decisions to teach online at Frostburg State University, a comprehensive, public university

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25

Dumas, Victor A. "Is housing a sound educational policy? evidence from Chile /." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4181.

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26

Asadullah, Mohammad Niaz. "Equality of educational opportunity and public policy in Bangladesh." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418837.

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27

Chan, Yiu-wing, and 陳耀榮. "Political and economic objectives in post-Mao educational policy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31949770.

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28

Lilley, Anthea Mercer. "Government intervention in educational policy making : contrasts and continuities." Thesis, University of Sunderland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274771.

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29

Carroll, Pam. "Race and citizenship after 2000 : educational policy and practice." Thesis, University of Chichester, 2003. http://eprints.chi.ac.uk/857/.

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The thesis develops from the introduction and analysis of an heuristic methodology, to a dedicated chapter that considers the issues raised in respect of minority ethnic citizenship, particularly in relation to identity. This chapter includes questions of semiotics, discourse, and the development of a dynamic model of change incorporating these related concepts. A critical perspective on the Crick Report follows, and examines whether the report does in fact give 'due regard' (CRE, 2001, p7) to issues of anti-racism and minority ethnic citizenship. The data chapters then present the results of

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30

Woods, Glenys J. "Spirituality, educational policy and leadership : a study of headteachers." Thesis, Open University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288996.

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31

Al-Nuaimi, Tareq. "Educational reform in Oman : policy context and teachers' attitudes." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/1281/.

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The purpose of the study was to explore the main problems that teachers encounter in their daily lives in the Omani schools. Despite teachers problems have been researched in many developing and developed nations, these problems have up until now never been researched in Omani schools. The relevant research indicated that teachers are adversely affected by the economic and social conditions of a society, which in turn affect their roles and affects pupils' academic performance as well. This was indicated in the experience of some Asian and European nations. As a result, to solve and improve pe

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32

Matrosov, Alexandr, Victoria Matrosova, and Evgeniy Kramarenko. "Educational policy as a basic intellectual levelof innovative potential." Thesis, Львівський національний університет ім. Івана Франка, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/40517.

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33

Easton, Lois Brown. "The Arizona Student Assessment Program (ASAP) as educational policy." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185711.

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The Arizona Student Assessment Program (ASAP) is a major piece of legislation for Arizona, reducing norm-referenced standardized testing, providing performance-based assessments matching curriculum, requiring district articulation with state curriculum frameworks and assessments, collecting contextual information from districts, and producing complete profiles of schools, districts and the state. In its first year of implementation, the ASAP is appropriately examined through policy analysis rather than through an evaluation study. Six criteria for educational policy analysis developed by Mitch

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34

Wang, Connie Hou-Ning. "Agent-Based Overlapping Generations Modeling for Educational Policy Analysis." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4112.

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Educational systems are complex adaptive systems (CAS). The macroeffects of an educational policy emerge from and depend on individual students' reactions to the policy. However, educational policymakers traditionally rely on equation-based models, which are deficient in reflecting the work of microbehaviors. Using inappropriate tools to make policies may be a reason why there were many unintended educational consequences in history. A proper methodology to design and analyze policies for complex educational systems is agent-based modeling (ABM). Grounded in the theories of CAS and computation

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35

Baxter, Jorge Grant. "Who governs educational change?| The paradoxes of state power and the pursuit of educational reform in post-neoliberal Ecuador (2007-2015)." Thesis, University of Maryland, College Park, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10159139.

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<p> This study identifies and compares competing policy stories of key actors involved in the Ecuadorian education reform under President Rafael Correa from 2007-2015. By revealing these competing policy stories the study generates insights into the political and technical aspects of education reform in a context where state capacity has been eroded by decades of neoliberal policies. </p><p> Since the elections in 2007, President Correa has focused much of his political effort and capital on reconstituting the state’s authority and capacity to not only formulate but also implement publ

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36

Lee, Suk-yee Teresa. "An analysis of planning in higher education policy in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1871609X.

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37

Hodges, Amelia Elizabeth. "The No Child Left Behind Act of 2001 the impact of policy requirements and recommendations for policy improvements /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.47 Mb., 97p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3200524.

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38

Felsher, Rivka Aliza. "Policy entrepreneurship| A descriptive portrait of higher education leaders." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10095899.

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<p> As the gap between the haves and have-nots widens, the call for reform in higher education in the United States intensifies. Policy actors, philanthropists, and academics from across the political spectrum work on various policy solutions, creating a policy environment that is complex and often contentious. Incrementalists claim that major policy reform is unlikely since unknown variables and inexplicable events can stall or dismantle policy initiatives. In such environments, policy entrepreneurs—those individuals who advocate for policy innovation, work for change, and help shape po

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39

Sidiropoulou, Panagiota. "Moral and other educational significance of the arts in philosophy and recent Scottish educational policy." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5836.

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The immense value of the arts has long been recognized by diverse cultures and such recognition has mostly guaranteed their inclusion in educational and school curricula the world over. The arts are considered valuable for numerous reasons, but their inclusion depends on particular interpretations of their merits that may sometimes have failed to realise their full or real potential. Although some ways of valuing the arts date back to antiquity, debates about the value of arts certainly deserve no less consideration in the modern context. Plato was sceptical about the moral value of the arts a

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40

Stredder, K. N. M. "The politics of educational racism : A case study of educational policy and politics in Wolverhampton." Thesis, Open University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382917.

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41

Eakes, Karen Joy. "A qualitative study of the dichotomy between educational policy and educational research on learning theory." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1600.

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42

Perez, Ligia. "Are Title V Grants and Educational Expenditures Associated with Educational Attainment of Latinas/os at Hispanic Serving Institutions?" Thesis, West Virginia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10277985.

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<p> The purpose of this study is to determine if Title V HSI grants and expenditures in instruction, academic support, and student services at 4-year Hispanic Serving Institutions (HSIs) account for observed differences in the graduation rates of Latinas/os and the percent of bachelor’s degree completions of Latina/o students, and whether HSIs are equitable in the proportion of bachelor’s degrees awarded to Latinas/os. HSIs are colleges and universities that enroll 25% or more full time equivalent (FTE) undergraduate Latina/o students. In general, the purpose of the federal Title V

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43

Evans, Michael Pier. "Inside Education Organizing: Learning to Work for Educational Change." Thesis, Boston College, 2009. http://hdl.handle.net/2345/641.

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Thesis advisor: Dennis L. Shirley<br>Over the past fifteen years there has been a growing scholarly interest in education issues among community based organizations (CBOs). Education organizing is the mobilization of parents and community members for the purpose of transforming schools and CBOs have already demonstrated their ability to impact both student outcomes and educational policy (Shirley, 1997). The Annenberg Institute found that "successful organizing strategies contributed to increased student attendance, improved standardized test score performance, higher graduation rates and coll

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44

Szczesny, Thomas Joseph. "Passing through the Halls| Relationships and Organizational Structures in the Work of a School Granted Autonomy." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286349.

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<p> Though much is known about the school environments that increase students’ access to opportunity, the process for developing conditions that presage such outcomes remains a pertinent area of study. The reality that widespread school performance has yet to realize the promise of true educational equity, particularly in urban settings, attests to the challenge. In the search for solutions, one response across decades has been to grant schools autonomy, a trend that continues today. The goal of this research study is to understand the process by which a school in such a context builds i

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45

Greve, Andrew W. "An Examination of Virginia Elementary School Principals' Scheduling Decisions Regarding Opportunities for Students to Participate in Physical Activity During the School Day." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620603.

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<p> The principal is ultimately responsible for decisions regarding the master schedule at the elementary level of education (Canady & Rettig, 2013; Young, 2008), and these scheduling decisions are influenced by multiple factors (Benamati, 2010; Harris, 2013; Howard & Rakoz, 2009). Although principals have become increasingly aware of the need to use data to make informed decisions (Holcomb, 2012; Marzano, Waters, & McNulty, 2005; O’Neal, 2012), data pertaining to the relationship between scheduled opportunities for students to participate in physical activity and academic ac

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46

Bagan, Catherine Anne. "Teacher Insight| The Implementation of the Common Core State Standards in California School Districts." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10683932.

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<p> This study, <i>Teacher Insight: The Implementation of the Common Core State Standards in California School Districts</i> was designed to glean teacher voice on the large-scale reform. With a need for a global workforce in a 21st century society the existing education system is undergoing a tremendous change in order to prepare students for college and career. The purpose of this sequential explanatory mixed methods study was fourfold: (a) to determine how the implementation of the Common Core State Standards is changing teacher practices related to curriculum, instruction, and assessment;

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47

Morey, Raphael. "A Path to Motivation| A Mediated Moderation Analysis of the Relationships between Task-Contingent Rewards, Psychological Ownership, and Intrinsic Motivation Using Path Analysis." Thesis, Long Island University, C. W. Post Center, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690283.

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<p> Private sector businesses employ performance pay compensation plans in order to incentivize increased employee effort. Legislation offers opportunities for school districts to experiment with performance pay plans in an attempt to encourage teacher effort, productivity, competition, and recruitment. Despite the potential benefits of performance pay, providing a task-contingent reward for an interesting activity has the tendency to undermine an individual’s intrinsic motivation for a task. This study sought to assess psychological ownership as a potential moderator for the undermining

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48

Doering, Sagui Araceli. "The Induction Mentor Voice| A Phenomenological Study of Effective Practices for High Quality K-12 Teacher Induction Mentoring." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743861.

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<p> In education, mentoring is pivotal in the early development and long-term success and self-directed efficacy of new teachers. With increasing acknowledgment of the importance of mentoring as the preferred means of induction support for new teachers, mentors can serve to positively impact the overall quality of teaching and learning. Yet, like the induction protocols in other professional occupations, the nature of induction programs in education has taken a variety of forms in more recent years. For mentors, these experiences create added obligations and time away from their own profession

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49

Benton, Robin L. "The Leadership Practices of Elementary Principals in Urban Inner-City Schools of South Los Angeles That Impact Successful Implementation of School Reform." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749205.

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<p> The purpose of this study is to investigate the existing influences faced by today’s urban inner-city elementary school principals that impact the successful implementation of reform strategies as measured by student achievement data. The study examines dynamics such as the characteristics and qualities, leadership style and behavior, instructional leadership, school community, and political influences encountered by principals assigned to low-income urban inner-city schools and the impact of these forces on student achievement in South Los Angeles elementary schools. It utilizes a m

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50

Conley, April L. "Teacher Perceptions of the North Carolina Educator Evaluation System and the Use of Value-Added Data as a Measure of Accountability." Thesis, The University of North Carolina at Greensboro, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708105.

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<p> This qualitative research study is a phenomenological exploration of teachers' understanding of and perceptions about the teacher evaluation process in North Carolina and the use of the North Carolina Educator Evaluation System (NCEES). Twenty-three teachers with varying years of experience and from six schools of varying demographics were interviewed about their knowledge and perceptions of each evaluation standard and were asked to provide examples of how they have used feedback from the evaluation process to inform their professional practices. Overall, participants had a limited unde

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