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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.


所, 伸一 1979 (has links)
Hokkaido University (北海道大学) 博士 教育学


岩田, 美香 30 September 1999 (has links)
Hokkaido University (北海道大学) 博士 教育学

The Development of Spontaneous Crying in Early Infancy : The Ontogeny of An Action System

Chen, Shing-jen 1990 (has links)
Hokkaido University (北海道大学) 博士 教育学


佐藤, 公治 25 March 1997 (has links)
Hokkaido University (北海道大学) 博士 教育学

適応機能としてみた視知覚活動の特性について : 視覚誘発電位を示標とした課題解決事態における視知覚成立過程の分析

室橋, 春光 24 March 1984 (has links)
Hokkaido University (北海道大学) 博士 教育学

The nature of children's oral language interactions during collaborative writing experience at the computer

Kumpulainen, K. 1994 (has links)
No description available.

Tertiary colleges : a study of perspectives on organizational innovation

Preedy, Margaret 1998 (has links)
The purpose of this research study was to explore organisational innovation in education with reference to one particular type of organisation - the tertiary college. The research sought to examine the extent to which the intended objectives for new educational organisations are realised in practice, and how far the goals and ethos which organisational leaders seek to promote are shared by organisational members. The study focused on eleven tertiary colleges, comparing the 'official' view of the colleges, as put forward by senior managers, with the perspectives of staff and students. Tertiary colleges are responsible for all or most full and part time non-advanced education for the post-16 age group in the areas which they serve (some also have some advanced work). The colleges thus combine all provision which elsewhere is separately administered in school sixth forms, sixth form colleges and further education colleges. The literature review draws on concepts from organisation theory, and discusses various models for analysing organisations and their goals: rational system and formal models, and three alternative approaches - political, ambiguity and subjective models. Rational system and formal models are dominant in the organisational literature. They focus on the official aspects of organisations rather than the perspectives of members. The review then explores the role of structure and culture in the pursuit of organisational goals, the extent to which organisations have a shared culture or ethos, and the factors contributing to successful change in educational institutions. The study examined four main issues : (1) To what extent are the goals set out by institutional leaders shared by other members of the organisation? (2) How far do new structures influence perspectives and attitudes? (3) To what extent are new types of organisation able to develop a distinctive culture and ethos? (4) Are there major differences between individual organisations of the same type? Evidence to explore these issues was gathered by means of interviews with principals and vice-principals; analysis of college documents: and questionnaire surveys of staff and full and part-time students. It was found that organisational members - staff and students - shared the official view of the colleges' goals and ethos to some extent. However, there were a number of mismatches and disparities between the official perspective and the views of members, and an 'implementation gap' (Becher, 1989), between goals as ideals and goals as enacted. There was also evidence of cultural differentiation, rather than the integrationist culture portrayed by the principals. There were considerable subgroup differences in members' perspectives and in the extent to which they shared the goals and ethos of their colleges. There were also wide inter-college disparities in staff and student views. The study indicates that organisational goals impact differentially on various member subgroups, and that organisations sharing similar purposes may achieve these purposes to widely differing degrees. The analysis suggests that formal and rational system models of organisations are inadequate for understanding organisational change. It is necessary to draw on alternative perspectives to interpret the 'competing realities' (Greenfield, 1973) and 'less-than-rational' (Hoyle, 1986) aspects of organisational life. The study focused on internal aspects of the tertiary colleges, but there was evidence that external factors may have influenced their goals and development. The conclusion therefore considers the broader policy context for the development of the tertiary colleges, as compared with other new types of organisation - City Technology Colleges and grant-maintained schools. It is suggested that 'new institutionalist' ideas, which portray the environment as having a central influence on organisational development, may provide a useful framework for reinterpreting the findings of the study. New institutionalist concepts provide an important corrective to the assumptions of rational system and formal models that organisations have a relatively high degree of autonomy in establishing and pursuing internally-generated goals

Maybe it's because I'm a Londoner? : a policy journey through the abolition of the Inner London Education Authority and the introduction of local management of schools in inner London

Reynolds, Kate 1999 (has links)
The measures contained in the 1988 Education Reform Act have transformed the educational landscape of state schooling. This thesis examines two policies contained in the Reform Act, that of the abolition of the Inner London Education Authority and the introduction of local management of schools in inner London from a perspective founded in anti-racist, feminist and social justice approaches. Using case study as a research tool, the thesis builds on an analysis of data collected from a variety of sources. In particular, the thesis uses data collected from interviews with a sample of local government officers, governors, and headteachers in the inner London boroughs, statistical evidence and content analysis of policy documents. The analysis places these two policies within the wider context of the restructuring of the welfare state and the changes in the relationships between national and local government. In particular, it argues that the abolition of the Inner London Education Authority represented the clearest example of the Conservative Government's philosophy to local government, education and schools. Drawing on the analysis from the interviews and documentary evidence, it examines the rationale behind the abolition of ILEA and the introduction of local management in inner London schools. It argues that both the abolition and the introduction of local management of schools were critical to the introduction and implementation of a market in education. Furthermore, it examines the impact of local management on the management of schools with a particular emphasis on issues of gender and 'race' and discusses some of the implications local management has had for developing strategies to address inequalities in education. As a postscript, the thesis identities some of the key elements of local management that are likely to continue under the new Labour Government.

The responses of local education authorities to changes in their functions : a study of in-service education and training

Simpson, Donald 1998 (has links)
This research is about the politics and policy processes of education. The focus is on central Government policy relating to INSET and the political activity and responses of LEAs to new policy developments. LEAs have a statutory duty to provide efficient and sufficient schooling. This entails a concern for the professional quality of teaching. To meet this responsibility LEAs traditionally employed advisers, maintained teachers' centres and secured provision by sending teachers on INSET workshops/courses. During recent years, however, changes in the funding of LEAs and the introduction of specific grants significantly impacted on the organisation and delivery of INSET. This research ascertains the INSET provision in a sample of five LEAs; identifies the similarities and differences between these authorities in their responses to the changing funding mechanisms; and examines the underlying rationale for the variation in INSET provision. The research methodology is underpinned by an eclectic ethos. Concepts are derived from theories of organisations and policy implementation.A range of data collection techniques are employed. The research concludes that the responses to change adopted by the five LEAs in the sample are different in several important respects. Each LEAs INSET policy greatly depends on the authority's size, resources, history, culture, commitment and avenues of communication. Even where similar structures have developed, disparities in the mode of operation are evident. By way of representing the full range of responses to change which characterises each LEA, the researcher uses a spectrum. All of the LEAs in the sample sought to establish a 'partnership' with schools in regard to INSET. However, in each case, associations are framed according to a distinct set of values. At one end of the spectrum is an hierarchical association; at the centre a association which is complementary; and at the other end an enterprise association with schools.

Primary teachers' understandings of the nature of science and the purposes of science education

Lunn, Stephen Andrew 2000 (has links)
With the introduction of the National Curriculum in English primary schools in the late 1980s, the status of science changed from discretionary option, taught to the teacher’s strengths, to mandated core subject with tightly defined curriculum. During the first few years, teachers’ initial uncertainty gave way to growing feelings of competence and confidence, which local, national and international evidence from the mid- 1990s onwards shows were not entirely misplaced. Meanwhile, however, a series of studies consistently showed apparently severe gaps in primary teachers’ science knowledge – so what was it that was changing? Teachers themselves hold the key to understanding how science has been accommodated into primary practice: this research looks at some teachers’ views of the nature of science and the purposes of teaching it, the manifestation of such views in planning and teaching; changes in views over time: and the accommodation of science teaching into their professional identities. Drawing on a 1996 pilot study, the research involves case studies of five teachers - biographical and semi-structured interviews, protocol analysis, and lesson observations, over eighteen months from early 1998, a questionnaire survey of a broader sample; and triangulation between case studies and survey. Various factors that may underlie a teacher’s view of the nature of science are proposed - scientism, naive empiricism, new-age-ism, constructivism, pragmatism, and scepticism. It is suggested that teachers’ accommodation of science into their practice can involve its structural and organisational interweaving into the fabric of their professional identities. A tentative hypothetical model is outlined, of the emergence of professional identity from an autopoietic network involving auto-biography; values; dispositions; beliefs; personal theories; self-image; knowledge of and relationships and discourse with children and colleagues; curriculum, subject and pedagogic knowledge: images of teaching and learning; the exercise of agency in practice; and reflexive connections between, and reflection upon, these.

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