The period of educational history between 1833 and 1940 has been one of rapid change, to be compared with the mid-seventeenth century, with its Commonwealth thinkers and experimenters, and its aftermath of dissenting academies, promoting disparate philosophical outlooks. Acting and reacting upon one another in 1833-1940 were conflicting groups, that a newly achieved democracy allowed to flourish. An increasingly articulate electorate able to encompass many different points of view made it certain that bodies like the short-lived school boards would be microcosms of the communities that they served. Many existing accounts discuss the effects of occurrences at the national level; the Education Acts of 1833, 1870, 1902 and 1918 significantly altered the direction of educational growth, as also did changed economic circumstances, people's ideas and demands, and the disposition of power. However, repercussions at the local level varied, for each community was different, and those who made decisions had their own ideas and plans. This thesis examines the development of education in Leicester, with particular reference to the interaction of political and social factors. During 1833-1940 Leicester changed from a Liberal-Dissenting town with a single industry to a relatively conservative city with a complex industrial structure. Educationally it was not a smooth transition, for the provision of schools for the working-classes in Victorian times was one focus of the struggle between Liberal-Dissent and Tory-Establishment, while in the early twentieth century the development of secondary and higher education was bedevilled by the struggle between those who still viewed them as a middle-class preserve and those who cried 'Secondary Education for all'. Moreover, there were unique elements and personalities that precluded Leicester from being a national stereotype.

The theme of this study is the enormous gap between the theory and the practice of primary education in the years between the two World Wars when the primary schools were slowly emerging from the elementary, all-age school tradition. The theory is in this case represented principally by the 1931 report of the Consultative Committee of the Board of Education entitled The Primary School, and the practice is related mainly to the situation at that time within the schools of the South East Midlands. The local and national records which have been consulted have not been used merely to provide a description of what was going on in the schools but also to answer two questions fundamentally related to the theme of the study. The first question is "Why was the 1931 Hadow Report apparently so 'child-centred' and progressive'?" The second question is "What was the truth regarding contemporary school practice, and, if schools failed to seize opportunities for educational change, what were the underlying reasons for that fai1ure?" The study includes a comparatively brief consideration of the effects, if any, of the Second World War upon primary school practice, and of post-war developments. The concluding chapter is followed by appendices containing evidence which it was felt desirable to record in accessible and permanent form, but which in most cases was too extensive to be incorporated in the main text.

This thesis examines the attitudes to Europe of student teachers during their initial training course, in order to investigate their development in relation to the European dimension in both the teacher education and school curricula. After setting the current political context, the historical and educational background to the study is outlined, together with a personal rationale for the research. A close scrutiny of the literature pertaining to Europe and the European dimension enabled a conceptual framework of key terms to be established. Consideration of a range of theoretical perspectives in the field of cognitive psychology led to the choice of Bronfenbrenner's Ecology of Human Development as an appropriate framework within which to examine the specific research questions. His belief in human development focuses on the complex interactions between an individual and the environments in which s/he is situated. The individual is interpreted in this study as the student teacher, who develops in a series of ever-widening environments (local, national and European). The research is based on a mixed-model paradigm, drawing on both quantitative and qualitative methods in order to best address the research questions. Data collection took place in two phases: a major four year UK-based study; and a European survey in six EU countries. The research tools used were pre- and post-course questionnaires and semi-structured interviews, which generated large amounts of rich quantitative and qualitative data. An in-depth and detailed analysis of the data resulted in the emergence of a number of key findings. These are discussed and interpreted in the light of the theoretical framework, leading to theoretical and conceptual refinement. Finally, recommendations are made concerning implications for future policy and practice, in terms of European education policy, research, teacher education and schools.

The importance of and preference for assessing learning outcomes using a variety of assessment techniques and containing data from many sources, rather than the sole dependence on the one-shot examination, has long been recognised worldwide. This has led to major assessment policy changes in both developed and developing countries. In Ghana, this change has led to the introduction of continuous assessment at all levels of secondary schooling and post-secondary teacher training, to operate in parallel with external examinations. Although in Ghana evaluation studies of continuous assessment have been conducted for the secondary school level, none has so far been done for the post-secondary teacher training level. The purpose of this research was therefore, to examine the nature and scope of activities and problems that have to do with the practice of continuous assessment at the postsecondary teacher training level in Ghana. The research also examined the training and guidance provided for those undertaking continuous assessment, and the impact of the new assessments upon teaching and learning. A qualitative case study was conducted in three selected training colleges from the months, February to March of 1996 and January of 1997. The selected colleges were considered to be a fair representation of the teacher training college system in Ghana. The field research also included interviews with key officials associated with the postsecondary teacher training system. Findings from the multi-site case study evidence were presented and analysed for their significance. The findings of the research suggest that, many problems continue to threaten the benefits derivable from using continuous assessment in assessing students in the training colleges. The key findings that emerged as significant includes: operational and structural conditions in the colleges, professional support systems for tutors to carry out continuous assessment, tutor competency in assessment and considerations rooted in the values and beliefs of tutors about assessment which define their assessment culture and agenda. Evidence from those findings was then used as a basis for conclusions about improving continuous assessment in post-secondary teacher training, in Ghana. Recommendations for policy implementation and potential areas for further research were also made.

No description available.

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, Charlotte, NC, 2000. / Abstract and vita. Includes bibliographical references (leaves 302-307).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, Charlotte, NC, 2000. / Abstract and vita. Includes bibliographical references (leaves 302-307).

Revolutionary movements emerged from the “Arab spring” have determined undergoing socio-political changes in the region with significant implications and impacts on democratic transition and future sustainability. In this framework, the study explores Tunisian public universities’ social dimension and democratic implications of institutional partnerships in cooperation with local communities. In particular, it examines institutional, academic and students’ social responsibility as central elements of universities’ missions and students’ education. Existing complex dynamics linking social responsibility, social capital and democracy are considered within university contexts, taking also into consideration the role of Islam and Islamic values. In fact, university and students’ social responsibility have the potential to contribute to the redefinition of a post-revolution public sphere inspired by democratic participation and society-wide shared norms. Change in government policies affecting freedom of expression, restricted associational rights and political participation might result in institutional autonomy, allowing universities to fulfil their role in society while responding to economic and socio-cultural challenges. The study involved a sample of academic professors and students from Humanities and Engineering faculties from one public university. Research fieldwork was conducted combining qualitative and quantitative data collection. Questionnaires were employed to gather information from undergraduate students to explore university social responsibility, social capital creation, students’ identity formation, Islam and democracy. Interviews were used both to obtain insights from students and professors to consider their perceptions and self-awareness of social responsibility, while deepening contextual knowledge. Furthermore, official government documents and government policies in relation to higher education reforms were also consulted. In particular, the research points out the development of a structured under-utilisation of social capital for social responsibility. Government political control and socio-cultural censorship, as well as HE policies and legal frameworks have limited universities’ autonomy and their social dimension, restricting opportunities for students’ political and civic engagement in society. These aspects have also affected the provision of education for democracy and civic engagement courses; extra-curricular volunteering programs; as well as, support for community partnerships. Furthermore, Islamic associations’ social, political and cultural role has been under governmental control resulting in fragmented, marginal and often antagonist contributions to democracy and social responsibility. As such, in Tunisia, since the independence, the regime have hindered the development of a shared culture based on civically and politically active citizenship for the stabilisation and reproduction of democratic attitudes, behaviours and habits. Research findings present reflections and implications in relation to universities’ third mission in Tunisia to advance institutional and students’ autonomy to fulfil their wider civic role in society. Furthermore, suggestions for future research in the field have been made as a way to advance knowledge and provide information to support future policies and reforms.

This is a study about strategy. It uses the relatively underdeveloped but promising concept of narrative infrastructure to address a gap in understanding (Fenton and Langley, 2011) in how strategy as an intertextual narrative acquires stability and routine. Studies that have considered strategy as an intertextual narrative have largely been in settings in which strategy is made toward an unequivocal direction, within a relatively short time horizon (Llewellyn, 2001; Vaara et al., 2006; Riad et al., 2012). Framing to support availability and resonance of narrative building blocks, as part of the centralisation of meaning in strategy as an intertextual narrative, whilst evident (Vaara et al., 2004; Vaara et al., 2006; Riad, et al., 2012) is nonetheless underexplored. In response, this study considers strategy in the setting of higher education (HE) in the UK, where there is a greater plurivocality, in terms of multiple voices, at different levels, and a wider temporality. In a narrative enquiry in two research-intensive universities in the UK, including a review of policy documents (1992-2012), the study demonstrates how strategy achieves cohesion through powerful narrative framing, so that direction and thrust is maintained. It also provides one explanation of how strategy may unwind over time. Insight is gained because the three different facets– constitutive, manifest and ideological – of intertextuality have been considered (Riad et al., 2012). Notably, by examining manifest intertextuality, it shows that strategy is framed in a context of agitation and in an emotional register of fear and hope, extending the work of Riad et al., 2012. It also shows how in ideological intertextuality powerful framing, in which both wider plurivocality and greater temporality is apparently maintained, strategy endures.

What is quality assurance? What is the purpose of higher education and how does it affect the way quality assurance is carried out? What value can be placed on quality assurance and could it enhance a student’s learning outcome? This research takes a reflective and critical look at these questions amidst the disparagement of quality assurance and problems issuing from practice. Aside from definitional issues, quality assurance has not fulfilled its expected purpose, which for all intents hinges on compliance and improvement. It is hoped that understanding the prevailing interpretation of quality assurance by regulators, a better grasp of the controverted issues could emerge and a renewed understanding of the meaning of quality assurance stimulated. Using the methods of in-depth interview and analysing relevant documents, this thesis explored the extent to which quality assurance agents in Nigeria and South Africa engage with the epistemological basis of quality assurance. I highlighted deficiencies that offer compelling arguments for reforming the mechanism. I employed an emic and etic perspective and an interpretist approach underpinned by hermeneutics. Diametrically opposed to the essential nature of quality assurance are the external control of quality assurance and the mistaken view that quality assurance is the preserve of a particular group. Also dysfunctional is the endowment of quality assurance with attributes from industry such as appropriating the concepts of quality control and auditability. Where accountability dominates, emphasis on improvement is not given equal priority. Besides, focussing on compliance yields compliant sinners causing unethical behaviour and declining standards to be prevalent in universities and among students. Nonetheless, quality assurance is valued and has brought some improvement albeit extracted under duress. The internalisation of the essential nature of quality assurance, and not just quality as a seven –letter word or it misrepresentation as minimum standard, requires a more strategic approach. My original contribution to knowledge is the proposal of a mechanism for quality assurance, which is neither prescriptive nor presuming upon a political mandate. Embodying the scope of what quality assurance should entail, this mechanism crystallises the internalisation of quality assurance. It provides some clarification for quality assurance and offers a proposition for future research.