<p>This thesis proposes a typology of responsiveness in order to reduce interpretive ambiguity and to provide a framework which makes possible an assessment of the extent to which responsiveness is likely to be institutionalised in higher education. The typology is tested at two universities. The findings indicate that the typology developed can be deployed to reveal insight into how responsiveness is manifesting at universities. The findings around institutionalisation of responsiveness are less conclusive but indicate that while there is evidence of the institutionalisation of a particular type of university responsiveness, the process is at best partial as the academic heartland of higher education systems remain slow to accept the demands made by the state, university leadership and other stakeholders for more responsive universities.</p>

The aim of this study was to investigate the impact of a staff development program designed through the cascade-training model by the MoNE on primary school English teachers and their actual classroom practices. In line with this, it aimed to establish a connection between aspects of planning, implementation, and evaluation of staff development and their impact on teachers and students. A qualitative case study was employed and data were collected from 10 teachers, eight teacher trainers, and three faculty members through semi-structured interviews. Moreover, 23-hour seminar and 50-hour classroom observations were conducted, and the documents related to the seminar and actual classroom practices of the teachers were analyzed to complement the interview findings. The results indicated that the effective practices (e.g., use of participant-centered approaches, English as the medium of instruction, practical ideas and suggestions and course book based activities) and ineffective practices (e.g., lack of needs assessment, traditional way of session delivery, and lack of follow-up) employed in the planning, implementation and evaluation phases of staff development had an impact on teachers&#039 / (1) pedagogical beliefs, (2) pedagogical content knowledge, (3) actual classroom practices, (4) personal and professional growth, and (5) students. The findings further revealed that these five levels of impact interacted with each other based on the characteristics of the teachers (teaching experience and gender), their motivation, self-concepts, and the teacher education programs they attended.

Rubriken till detta arbete kommer från Matematikdelegationens betänkande, ”Att lyfta matematiken”. Utbildningsdepartementet fick i uppdrag att ta fram en handlingsplan som skulle syfta till att förändra synen på matematik och öka intresset för matematikämnet hos Sveriges elever. I betänkandet presenteras fyra huvudmål för matematiksatsningen: 1. Stöd och utveckla aktiviteter som ökar intresset för och insikterna om matematikens värde, roll och betydelse i vardag, yrkesliv, vetenskap och samhälle. 2. Utbilda kvalificerade lärare i matematik för alla barn, ungdomar och vuxna. 3. Stöd och samordna alla goda krafter som verkar för bättre lärande och undervisning i matematik. 4. Tydliggör och utveckla syfte, mål, innehåll och bedömning i matematik för hela utbildningssystemet. (SOU 2004:97, s.99) Mitt syfte med detta arbete har varit att undersöka om matematiken verkligen lyfter, har matematiksatsningen gett de önskade resultaten? I detta arbete behandlas skolutveckling först ur ett mer generellt perspektiv för att därefter behandla matematikutvecklingen som en specifik del av skolans utvecklingsarbete. Matematik, som en del av skolutvecklingen, kan stöta på svårigheter som ibland kan vara generella för hela skolkulturen, men ibland även vara speciella för matematikämnet. Med utgångspunkt från Matematikdelegationens fyra huvudmål synliggörs i arbetets resultat vissa av de möjligheter och svårigheter som utvecklingen av matematikundervisningen kan innebära. Av attitydundersökningens resultat kan även utläsas att flertalet lärare innehar ett stort intresse för matematik. Detta står i motsats till Matematikdelegationen, som istället skriver att många lärare har en negativ inställning till matematik. Undersökningens resultat visar att många lärare efterfrågar fortbildning, före¬läsningar, studiecirklar och pedagogiska diskussioner inom skolämnet matematik. Brist på fortbildning visar sig även vara det näst största hindret till matematikutveckling när respondenterna själva får rangordna olika utvecklings¬hindrande faktorer. Enligt undersökningens resultat ses bristen på tid p.g.a. övriga arbetsuppgifter som inte innefattar undervisningstimmar som det största hindret för att utveckla matematik¬undervisningen. / The title of this study originates from the report of the Mathematics Delegation under the heading of " Enhancing the status of mathematics". The Ministry of Education was commissioned to produce a plan of action with the purpose to change the opinion about mathematics and to raise the interest in mathematics among Swedish pupils. In the report four main goals for the mathematic venture are presented: 1. Support and develop activities to increase interest in and provide greater insight into the value, role and significance of mathematics in everyday and working life, science and society. 2. Train qualified teachers in mathematics on all levels for all children, young people and adults. 3. Support and coordinate all the positive forces promoting better mathematics learning and teaching. 4. Clarify and develop aims, goals, content and assessment in mathematics for the entire education system (SOU 2004:97, p.30-33) My intention with this report has been to investigate if the status of mathematics really has been enhanced, has the mathematics venture resulted in its desired goal?This report opens with a discussion around development of education seen from a general perspective. Development of mathematics will thereafter be handled as a specific part of the educational development. Mathematics development encounters difficulties that sometimes are common within educational culture as such, but sometimes unique for the subject. With the Mathematics Delegation's four main goals as a starting-point, some opportunities and difficulties in development of Mathematics education are visualized. Replies to the questionnaire show that a majority of the teachers have a big interest in mathematics. This is quite the contrary of what is said by the Mathematics Delegation, where many teachers are said to have a negative view upon mathematics. In this report it is shown that many teachers request further education, lectures, study circles and pedagogic discussions around the school subject mathematics. The shortage of further education is also identified as the second largest obstacle when the respondents rank obstacles for development. The results from the questionnaire pinpoints lack of time due to tasks outside actual teaching as the largest obstacle for development of mathematics education.

Thesis (D. Ed. Min.)--Midwestern Baptist Theological Seminary, 2008. / Abstract. Includes bibliographical references (leaves 215-219).

The opportunity of development of education at Music Schools is analyzed in the Master’s Paper. The main purpose is to achieve the improved education programs. The key questions and answers are presented in this paper: why do the students attend the music school, does the education organized by the music school reflect the requirements, interests of the students and a question of expressiveness. To solve this pedagogical problem, the hypothesis has been presented- the musical education of music school students is more effective if the offered programs and the achievements of the students are combined. Also the requests of the students are important and as a result, different types of learning and teaching methods have been chosen to improve the education process. The research subject- the means to organize the education process at music schools. The aim of the research work- to investigate and evaluate the possibility to develop the education process at music schools. To achieve the goal, the following research tasks have been presented: 1) to investigate the problems while organizing the education of music schools; 2) to clear out the efficiency of the proposed programs while meeting the needs and interests of the students; 3) to examine the position of the parents, teachers and students’ about the possibilities to organize the education of the music schools. The questionnaires and pedagogical observation, used during the research work, enabled to affect the analysis of... [to full text]

<p>This thesis proposes a typology of responsiveness in order to reduce interpretive ambiguity and to provide a framework which makes possible an assessment of the extent to which responsiveness is likely to be institutionalised in higher education. The typology is tested at two universities. The findings indicate that the typology developed can be deployed to reveal insight into how responsiveness is manifesting at universities. The findings around institutionalisation of responsiveness are less conclusive but indicate that while there is evidence of the institutionalisation of a particular type of university responsiveness, the process is at best partial as the academic heartland of higher education systems remain slow to accept the demands made by the state, university leadership and other stakeholders for more responsive universities.</p>

Thesis (D. Min.)--Concordia Seminary, St. Louis, 1992. / Abstract. Includes bibliographical references (leaves 227-232).

Thesis (M.T.S.)--Catholic Theological Union at Chicago, 1988. / Vita. Includes bibliographical references (leaves 77-79).

Thesis (Ph.D.)--Kent State University, 2007. / Title from PDF t.p. (viewed Jan. 7, 2009). Advisors: James G. Henderson and Richard Ambrose. Keywords: disobedience; kindergarten; rhizoanalysis; rhizomatic analysis; early childhood; spirituality; democracy; moral swaddling; young children. Includes bibliographical references (p. [380]-411).

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Victoria Marsick. Dissertation Committee: Stephen Brookfield. Bibliography: leaves 181-187.