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Готові списки джерел за темами / 3902 Education policy, sociology and philosophy / Дисертації

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Дисертації з теми "3902 Education policy, sociology and philosophy"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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1

Yonehara, Aki Murakami. "Human development policy : theorizing and modeling /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215206.

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Thesis (Ph.D.)--Indiana University, Educational Policy Studies, 2006.
Title from PDF t.p. (viewed Dec. 5, 2008). Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1183. Advisers: Margaret Sutton; Barry Bull.

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2

Teeple, Jamie Eric. "A Philosophical Analysis of STEM Education." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543280674680388.

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3

Rowe, Bradley D. "Consuming Animals as an Educational Act." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045679.

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4

Ozar, Ryan H. "Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and Compromise." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531913852929844.

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5

McLeod, Ryan Patrick. "An Examination of the Relationship between Teachers’ Sense of Efficacy and School Culture." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1339105784.

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6

Gibbs, Thomas J. "Teacher Perceptions of School Violence Prevention Strategies." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1413918772.

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7

Adeyeri, Oluwadamilare S. "Intrinsic Motivation and Human Agency of Faculty Engaged In Service-Learning: A Qualitative Interpretive Study of a U.S. Mid-western Public University." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336612787.

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8

SHARMA-CHOPRA, LOVELEEN PhD. "ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794.

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9

Smith, Kevin J. "A Critical Discourse Analysis of Developing the Curriculum Cymreig:The Language of Learning Welshness." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1292251849.

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10

Keidan, Joshua. "Learning, Improvisation, and Identity Expansion in Innovative Organizations." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1586874155982614.

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11

Grant, Sean Patrick. "Development of a CONSORT extension for social and psychological interventions." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:c1bd46df-eb3f-4dc6-9cc1-38c26a5661a9.

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Background: Defined by their mechanisms, social and psychological interventions are those interventions that work through mental processes and social phenomena. They are often complex and challenging to evaluate, so understanding randomised controlled trials (RCTs) of these interventions requires detailed reports of the interventions tested and the methods used to assess them. However, reports of these RCTs often omit important information. Poor reporting hinders critical appraisal and synthesis of RCTs in systematic reviews, thereby impeding the effective transfer of research evidence to policy and practice. The Consolidated Standards for Reporting Trials (CONSORT) Statement is a reporting guideline that has contributed to improvements in the quality of RCT manuscripts in journals publishing medical research. However, studies have shown persistent deficiencies in the reporting quality of social and psychological intervention trials. A new CONSORT extension for these interventions may be needed given their distinct and complex features. This DPhil thesis reports on a project to develop and disseminate an official CONSORT Extension for Social and Psychological Interventions: CONSORT-SPI. Structure: Following a preface, this DPhil thesis includes eight chapters. Chapter 1 provides an overview of the conceptual rationale that prompted the CONSORT-SPI project. Chapter 2 details the project protocol, which consists of a five-phase methodology that follows current best practices for reporting guideline development and dissemination. Chapter 3 discusses systematic literature reviews to assess reporting guidelines for and the reporting quality of publications of social and psychological intervention RCTs. Chapter 4 discusses an online, international Delphi process to generate a prioritised list of possible items to include in the CONSORT-SPI extension. Chapter 5 discusses a formal consensus meeting to select reporting items to add to or modify for the CONSORT-SPI Extension checklist. Chapter 6 involves drafts of the CONSORT-SPI checklist as well as a template for the Explanation and Elaboration (E&E) document providing detailed advice and examples of good reporting for each checklist item. These drafts have not yet been circulated to co-authors or other members of the project team; their purpose in this thesis is to give an indication of how previous project phases have led into initial prototypes of the checklist and E&E, which will undergo further development and revision by the project team before publication. Chapter 7 proposes a coordinated dissemination and implementation strategy informed by theoretical frameworks and tools used to guide the implementation of clinical guidelines and empirically-supported interventions. The final chapter summarises the information gained from the CONSORT-SPI project to date, assesses strengths and limitations of the project methodology, and discusses implications for future research. Conclusion: A CONSORT-SPI Extension could improve the reporting quality of social and psychological intervention RCTs. This extension could also facilitate better critical appraisal of this body of research and its use in evidence-based decision-making. With successful dissemination and implementation, the guideline will hopefully contribute to the improvement of intervention evaluations—as well as the methodology underpinning these studies—within the social and behavioural sciences.

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12

Finau, Lynette Suliana Sikahema. "Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629127636689077.

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13

Duncan, Robin A. "Students' Perceived Value of the Community College Experience: A Mixed Methods Study." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1519568668769337.

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14

Locust, Jonathan E. Jr. "An Outcome Study Examining the Institutional Factors Related to African-American College Graduation Rates and Return on Investment." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498811978269526.

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15

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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16

Leary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.

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17

Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.

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18

Shay, Peter Warren. "Resurrecting the Aesthetic: Re-Imagining Pedagogy and Curricula in Contemporary English Teaching." Thesis, 2021. https://vuir.vu.edu.au/43467/.

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Анотація:

This study follows a trajectory that explores the ideological changes in policy and praxis in the English curriculum. Education policies increasingly reproduce contemporary epistemic ideology focused on the marketisation of education. This has led to the practice of a hermeneutics where students are constructed within the educational simulacrum of the market economy and emerge as ‘student warriors’ — students who stand at the forefront of an economic battlefield, serving the nation’s global standing in the complex wars, rivalries and aspirations that traverse the entire space connected with the Programme for International Student Assessment. This investigation questions the policy structures and inherent neoliberal tenets that have shaped, and are shaping, educational praxis, especially regarding the teaching of English. Previous studies have examined how neoliberalism generally affects educational policies and education, but they have not provided much gravitas when considering how this has specifically affected the subjectification of students. The production of democratic citizens is a fundamental task of education, yet this thesis argues that it is a process undermined by the contemporary praxis which subverts students’ subjectification offered by aesthetic literary critique. When core curriculum represses social, cultural, and ongoing self-reflexive critique and retreats from a critical and vigilant form of ethical self, then, democracy is imperilled. Crucial pedagogical elements in teaching remain a cornerstone of effective democracies. Critiquing the narrow order of knowledge acquisition in the arena of standardised testing and the negative market impact on students’ subjectification, this thesis calls for a reimagining of an aesthetic education. This is a site that privileges a more vigorous and healthier pedagogical arena where self-reflexive intelligibility and technologies of the student-self can re-emerge together with a deeper foundation and investment in literature at all levels of schooling. In this regard, the thesis adumbrates the socially necessary steps for an ethical democratisation of society.

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19

Anis, Ferdous. "Inclusive Education Policy in Bangladesh: Human Rights, Social Justice and Structural Exclusion." Thesis, 2022. https://vuir.vu.edu.au/44732/.

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Bangladesh is a signatory to international declarations that all children must have access to education and has introduced education policies to implement inclusive education in all schools. Despite the aim of the policies to build an inclusive society, widespread discrimination contributes to the exclusion of children with disability in Bangladeshi society. This study investigated how inclusive education is conceptualised in the Bangladeshi National Education Policy 2010 (NEP10) for children with disability by drawing together social theory, policy and educational practice. A close investigation of the NEP10 utilising Carol Bacchi’s WPR approach was undertaken. The theories of Sen, Slee and Spivak, in relation to inclusive education, led to a broader consideration of human rights, social justice and inclusion. Findings from policy analysis were supplemented by a small number of interviews undertaken in two villages. The research findings demonstrate that the conceptualisation of inclusive education must be complemented with a broader consideration of human rights, social justice and inclusion to strengthen inclusive education ideals. The imperative for the Government of Bangladesh to have access to richer evidence for the conceptualisation of inclusive education is suggested to reach the goals of Education For All by 2030. The study concludes by discussing the potential for NEP10 to uphold the ideals of inclusion and impact the rights of children with disability in Bangladesh.

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