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This dissertation is intended to provide a statistical foundation for the IV models and shed lights on a number of issues related to the IV method. The first chapter shows that the theoretical Instrumental Variable model can be derived by reparameterization of a well-specified statistical model defined on the joint distribution of the involved random variables as the actual (local) data generation process. This reveals the covariance structure of the error terms of the usual theory-driven instrumental variable model. The revealed covariance structure of the IV model have important implications, particularly, for designing simulation studies. Monte Carlo simulations are used to reexamine the Nelson and Startz (1990a) findings regarding the performance of IV estimators when the instruments are weak. The results from the simulation exercises indicate that the sampling distribution of ^Î _IV is concentrated around ^Î _OLS. The second chapter considers the underlying joint distribution function of the instrumental variable (IV) model and presents an alternative definition for the exogenous and relevant instruments. The paper extracts a system of independent and orthogonal equations that covers up a non-orthogonal structural model and argues that the estimated IV regression is well-specified if the underlying system of equations is well-specified. It proposes a new instrument relevancy measure that does not suffer from the first-stage <i>R²</i> deficiencies. Third chapter argues the application of the IV method in estimation of models with omitted variable. The paper considers the implicit parametrization of statistical models and presents five conditions for an appropriate instruments. Two of them are empirically measurable and can be tested. This improves the literature by adding one more objective criterion for the selection of instruments. This chapter applies the IV method to estimate the rate of return to education in Iran. It argues that the education of two cohorts of Iranians was delayed or cut short by the Cultural Revolution. Therefore, the Cultural Revolution, as an exogenous shock to the supply of education, establishes the year of birth as the exogenous and relevant instrument for education. Using the standard Mincerian earnings function with control for experience, ethnicity, location of residence and sector of employment, the instrumental variable estimate of the return to schooling is equal to 5.6&#37;. The estimation results indicate that the Iranian labor market values degrees more than years of schooling. / Ph. D.

In today’s education context, not all young people are able to complete their high school education. In fact, in 2016, the number of low-income young people ages 16 to 24 years who did not complete high school or were not enrolled in high school was 3.7 times higher than those of high-income families (McFarland et al., 2018). This may be due to discipline policies, conflicts with teachers and administrators, and other factors creating a poor school climate. The COVID-19 pandemic further created a sense of isolation amongst many students, causing disengagement from traditional approaches and revealing a need for an increased focus on community building. Sense of belonging is an important factor impacting school climate, academic outcomes, and well-being for students. However, research regarding the practices which foster belonging is limited. This qualitative study investigated teacher perceptions of sense of belonging in their context, as well as the classroom and school-wide practices that influence and foster a sense of belonging with their students. Findings suggest that student belonging is observable, impacted by previous schooling experiences, and fostered through caring, relational practices. Findings reveal effective classroom and school-wide practices linked to elements of critical hope that teachers used in order to build a sense of belonging with their students. Findings culminate in a graphic displaying these practices which could serve as a framework for implementation. In order to create classroom environments that empower students, the findings suggest the need for teachers to apply practices such as setting community agreements; embracing student-centered, collaborative instruction; and having hard conversations instead of removing students from class. This research indicates the need for school site leaders to review existing school policies and practices to be more inclusive of high-need students. The findings also suggest that policy makers allocate increased funding for schools to become community centers, allowing them to better foster social interaction and recreational activities.

This study surveyed a nationwide sample of home-schooling parents and their children and investigated two questions: (1) What are the differences in instructional approaches used by home-schooling parents? (2) Is the creativity of home-schooled children related to differences in the instructional approach? Instructional approaches were assessed by the Home Schooling Instructional Survey (HSIS), a self-report questionnaire developed for this study and completed by the home-schooling parent. Creativity of home-schooled children was measured by the Torrance Tests of Creative Thinking - Figural Form A (TTCT). Significant differences in instructional approach were found in four primary areas: goal orientation, autonomy, motivational orientation, and instructional format. These instructional factors were significantly related (p<.05) to the number of children being home schooled, the prior schooling experiences of the children, the parents' motivation for home schooling, and relationship with a home study school. Creativity scores were found to be positively correlated (p<.05) with the number of years the child had spent in conventional schools, household income, and the home teacher's age and educational level, but negatively correlated (p<.05) with years of home schooling. / Ed. D.

The purpose of this research study was to investigate the need parents who are home schooling may have for knowledge and assistance to enhance the social development of their children. Findings from an initial investigation into the literature indicated that peer relations and extra-curricular activities may provide opportunities for socialization in children. Informal rating scales measuring social developmental trends and relationships with others were used to obtain data from parents and children regarding the social development of the children. Furthermore, data were obtained during focus group and individual interviews, from questionnaires and children's drawings. Results from the literature study and empirical investigation resulted in a body of knowledge that would assist home schooling parents to provide opportunities for the adequate social development of their children. It can be concluded that home schooled children would find interaction with peers and participation in extra-curricular activities beneficial for their social development. / Educational Studies / M.Ed. (Guidance and Counselling)

Educational authority in a situation where schooling is democratised is explored. The bases of authority such as social order, legal authority, knowledge, moral values and societal structures are established. The role of authority in education relationships and in the realisation of the educational aim is researched in order to attempt formulating criteria for accountable authority. The basic tenets of democracy that included aspects such as involvement, consultation, communication and reflective decision making are explored. Since fundamental human rights is a critical issue and precondition for a democracy, a focus on Chapter Two of the Constitution of the Republic of South Africa is related to the research. Attention is also given to the hierarchical school structure and the rights and responsibilities of those involved in this structure. Through an extensive literature study and a qualitative analysis of the responses to a questionnaire, conclusions are reached and recommendations made. / Educational Studies / M. Ed. (Philosophy of education)

The purpose of this research study was to investigate the need parents who are home schooling may have for knowledge and assistance to enhance the social development of their children. Findings from an initial investigation into the literature indicated that peer relations and extra-curricular activities may provide opportunities for socialization in children. Informal rating scales measuring social developmental trends and relationships with others were used to obtain data from parents and children regarding the social development of the children. Furthermore, data were obtained during focus group and individual interviews, from questionnaires and children's drawings. Results from the literature study and empirical investigation resulted in a body of knowledge that would assist home schooling parents to provide opportunities for the adequate social development of their children. It can be concluded that home schooled children would find interaction with peers and participation in extra-curricular activities beneficial for their social development. / Educational Studies / M.Ed. (Guidance and Counselling)

Educational authority in a situation where schooling is democratised is explored. The bases of authority such as social order, legal authority, knowledge, moral values and societal structures are established. The role of authority in education relationships and in the realisation of the educational aim is researched in order to attempt formulating criteria for accountable authority. The basic tenets of democracy that included aspects such as involvement, consultation, communication and reflective decision making are explored. Since fundamental human rights is a critical issue and precondition for a democracy, a focus on Chapter Two of the Constitution of the Republic of South Africa is related to the research. Attention is also given to the hierarchical school structure and the rights and responsibilities of those involved in this structure. Through an extensive literature study and a qualitative analysis of the responses to a questionnaire, conclusions are reached and recommendations made. / Educational Studies / M. Ed. (Philosophy of education)

Im vorgelegten Materialband wird illustriert, wie im Rahmen der ethnografischen Erforschung der Praxis des Ganztagsangebotes von Grundschule und Hort mittels der Technik \"Ablaufgrafik\" Informationen zum zeitlichen und territorialen Ablauf des Ganztagsprogrammes dokumentiert und in der Begegnung mit Feldakteuren reflektiert werden konnten.