Thesis (M.B.A.)--University of Hong Kong, 1983. / Cover title.

Current educational policy theory recognizes two legitimate levels of educational decision-making, provincial ministries/departments of education and local school boards. The purpose of this thesis was to investigate whether a new, third level (i.e., a judicial level) of educational policy-making is evolving in Canada More specifically, the thesis examines the contemporary educational policy-making context in order to ascertain if the nature of educational policy-making structures, changes in the nature and activity of educational interest groups, and changes in the roles and philosophy of the Canadian judiciary may, in conjunction, be creating an unrecognized level of educational policy-making in this country. In addition, the thesis seeks to examine the possible implications of such an addition to the educational policy equation. Conceptually, the thesis is divided into three parts: (a) a review of the literature concerning interest groups, the Canadian courts, and educational policy-making, and the relationships which exist among these phenomena; (b) a questionnaire survey polling the perceptions of knowledgeable professionals concerning these phenomena and their relationships; and, (c) intensive interviews of 24 individuals representing interest groups and decision-making bodies which have been involved in educational policy litigation. Data gathered in the study supported perceptions found in the literature which suggested: (a) that the educational policy process is becoming increasingly centralized and less accessible to input from groups representing special interests; (b) that interest groups are becoming more numerous, more aggressive and more likely to use litigation as a method of influencing educational policy; and, (c) that the courts are adopting a more quasi-legislative role and a more liberal philosophy, primarily, but not exclusively, as a result of the implementation of the Canadian Charter of Rights and Freedoms. In conjunction, these factors appear to set the stage for significant judicial decisions which could fundamentally alter traditional conceptions of legitimate, accountable, educational policy-making. Of particular interest is the possible leveling, or nationalizing, effect of judicial decisions in the constitutionally sensitive area of educational policy.

For teachers and educators, developing students’ interest in the classroom has been a primary concern. Relatedly, for decades educational researchers have explored the construct of interest and the factors that influence students’ interest. However, despite the importance given to context to interest development in these theoretical descriptions, less attention has been paid to understanding teacher and classmate characteristics as contextual factors that may influence, positively and negatively, students’ interest. Therefore, with the goal of exploring the role of the teacher and classmates in students’ interest in a course throughout a semester, this study explored mediator effects of students’ perceptions of teacher enthusiasm and of peer enthusiasm on the relation between their initial interest and their situational interest at the end of the semester. Also, students’ motivation for affiliation with their teacher and with peers was added to investigate associations between these student variables and their perceptions of teacher and peer enthusiasm. Data were collected in 12 different classes with different instructors. In total, 455 students participated in the study, by filling out surveys at the beginning and end of the semester. For the main analysis, a path analysis was used in order to explore the relationships among initial interest, background knowledge, perceptions of teacher enthusiasm, perceptions of peer enthusiasm, motivation for affiliation with the teacher, motivation for affiliation with peers, and the situational interest variables of “hold interest” and “catch interest” at the end of the semester. Results indicated that the relationships between initial interest and “hold” as well as “catch” interest were mediated by perceptions of peer enthusiasm but not teacher enthusiasm. Also, perceptions of teacher enthusiasm and of peer enthusiasm had direct effects on “hold” interest as well as “catch” interest. Also, students’ affiliative motivation with the teacher and peers had direct effects on their perceptions of teacher and peer enthusiasm. Overall, this study makes a contribution to an appreciation for the importance of contextual factors as well as students’ own individual variables to understanding the mechanisms by which students’ interest in a course develops and is maintained throughout the semester. / text

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The author replicated and extended a study by Flowerday, Schraw, & Stevens (2004) that examined the effects of choice, topic interest, and situational interest on reading engagement, attitude, and learning in college-age students. The study was replicated using fourth and fifth graders as subjects. The study was extended to examine the effects of gender and reading ability cohort on the outcome measures. Participants randomly assigned to the choice condition made a blind choice of Packet A or B containing a non-fiction essay to read; participants assigned to the no choice condition were given one of the packets without being offered a choice. Outcomes were measured using scores on a multiple-choice test, a content essay, a personal reaction essay, and an attitude checklist. Results confirmed the 2004 finding that situational interest has the strongest effect on students' attitude toward a reading task. Both topic interest and choice had a smaller but significant effect on attitude after situational interest was controlled for, indicating that topic interest and choice have a stronger influence on the attitude of elementary students than they do on college students. Participants in the choice group had higher situational interest levels and a more positive attitude toward the task. There was no difference in the performance outcomes of the choice and no choice groups. Neither gender nor reading ability cohort had an effect on interest level or attitude. / School of Education / Instructional Leadership Excellence (ILEAD) / EdD / Dissertation

Thesis (Ph.D.)--Hong Kong University of Science and Technology, 2007. / Includes bibliographical references (leaves 101-104). Also available in electronic version.

Univ., Diss.--Montpellier, 2004. / Literaturverz. S. [805] - 971.

Thesis (Ph. D.)--Ohio State University, 1976. / Includes bibliographical references (leaves 123-127). Available online via OhioLINK's ETD Center.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 40-43). Also available via the Internet.