Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 224-230). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 224-230). Also available on the Internet.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed February 9, 2006. Dissertation Committee: Edward Hines (chair), Patricia H. Klass, Phyllis McCluskey-Titus, John Rugutt. Includes bibliographical references (leaves 139-146) and abstract. Also available in print.

Thesis (M.A.)--Denver Seminary, 1997. / This is an electronic reproduction of TREN, #090-0052. Includes bibliographical references (leaves 120-124).

Thesis (Ph. D.)--University of Wisconsin, 1971. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 316-322).

The implementation of an inclusive education system in South Africa after 1994 has challenged public schools to revisit their management structures; and, in the process, it has offered learners with barriers to learning the opportunity to become independent and employable members of society – especially in disadvantaged school communities, where learners are often limited in their development because of financial constraints. However, many education policies – based on humanity, equality, social justice and accessibility – are often neglected at some schools; and this causes many learners with barriers to learning to lose heart or drop out of mainstream schools. The main aim of this study was to investigate and describe school leadership‟s management strategies to implement intervention programmes to the benefit of learners in need, since schools are required to accommodate and support all learners in partnership with the wider school community. To understand how these amendments influence disadvantaged schools, an in-depth qualitative inquiry was conducted with 10-13 different leaders, selected through purposive sampling, at each of three disadvantaged primary schools in Port Elizabeth that are directly responsible for teaching learners with barriers to learning. During the data-collection, individual interviews, group interviews and an observation were used. The process of content analysis was implemented to analyse the data. This entails coding, categorising, comparison and conclusion of the information. Four main themes emerged, namely: barriers to learning experienced in these disadvantaged schools; insufficient infrastructure in these schools; dealing with the problem at present; and possible interventions and guidelines, which were closely associated with the four sub-questions of the study – and eventually answered the research questions.

Retention is a concern for colleges and universities nationwide. The focus of this study is what a small private liberal arts college does well in terms of retaining students by examining the students who left the college for a minimum of one semester and then returned to finish their degree. A survey instrument was used to examine the positive impact the faculty, academic advising, academic program, student services, technology, and the living environment had on the return of reactivated students to Jamestown College (JC). The survey instrument was also used to find out the reasons students attended JC initially, why they left, why they came back, what they like the most, and what they like the least about JC. The faculty and staff of JC had the most positive impact on reactivated students returning to JC. Other factors that positively impacted the students included academic advising and programs of study.

No description available.

鄧耀南. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻. / Deng Yaonan. / Chapter 第一章： --- 引言 / Chapter 1.1 --- 硏究背景 / Chapter 1.2 --- 硏究目的 / Chapter 1.3 --- 硏究問題 / Chapter 1.4 --- 研究的重要性 / Chapter 1.5 --- 名詞詮釋 / Chapter 第二章： --- 文獻探討 / Chapter 2.1 --- 引言 / Chapter 2.2 --- 課程革新理論在觀點上的轉移 / Chapter 2.3 --- 影響實施過程的因素和論題 / Chapter 2.4 --- 課程實施的五個層面和八個層次 / Chapter 2.5 --- 從高補通識敎育科作爲課程革新的實施裡，對中央課程機構及變革驅 動者的初論 / Chapter 第三章： --- 高補通識敎育科成爲課程革新的背景及其性質 / Chapter 3.1 --- 引言 / Chapter 3.2 --- 通識敎育科誕生背景 / Chapter 3.3 --- 中六敎育的發展和檢討 / Chapter 3.4 --- 中六敎育：擴闊課程的需要 / Chapter 3.5 --- 通識敎育科的性質及其被醞釀的情景脈絡 / Chapter 第四章： --- 硏究設計 / Chapter 4.1 --- 引言 / Chapter 4.2 --- 硏究程序 / Chapter 4.3 --- 研究方法上的特徵 / Chapter 4.4 --- 一些硏究方法上的問題 / Chapter 第五章： --- 通識敎育科的實施槪況 / Chapter 5.1 --- 被硏究學校簡介 / Chapter 5.2 --- 通識敎育科是如何被採納的呢？ / Chapter 5.3 --- 被硏究學校如何決定所開設的單元 / Chapter 5.4 --- 開設通識敎育科的成本:敎師工作量 / Chapter 5.5 --- 對問題探究敎學法的實施槪況 / Chapter 5.6 --- 敎師和校長對通識敎育科的認同情況和投入程度 / Chapter 5.7 --- 硏習通識敎育科時所選用的語言 / Chapter 5.8 --- 考試和評核 / Chapter 5.9 --- 學生的興趣和意願 / Chapter 5.10 --- 通識敎育科的課程實施層次 / Chapter 5.11 --- 通識敎育科課程實施的五個層面 / Chapter 5.12 --- 總結 / Chapter 第六章： --- 影響課程實施的因素 / Chapter 6.1 --- 通識敎育科作爲課程革新的特質和設計上的弱點 / Chapter 6.2 --- 通識敎育科在推行變革策略上的問題 / Chapter 6.3 --- 學校在脈絡上特徵 / Chapter 6.4 --- 外在因素的影響 / Chapter 6.5 --- 總結 / Chapter 第七章： --- 總結和建議 / Chapter 7.1 --- 引言 / Chapter 7.2 --- 課程革新在實施策略上的改善 / Chapter 7.3 --- 課程改革措施包括研究、發展、傳播和評鑑 / Chapter 7.4 --- 對學校的支援 / Chapter 7.5 --- 敎職員培訓的初議 / Chapter 7.6 --- 校長的角色：從守門員到敎學式領導，再到協作式領導 / Chapter 7.7 --- 通識敎育科的推行不應由中六階段開始 / Chapter 7.8 --- 公開考試的配合：回洗效應的積極意義 / Chapter 7.9 --- 大學在收取新生職上的配合和確認 / Chapter 7.10 --- 成立通識敎育科學會 / Chapter 7.11 --- 總結

In the steady-state 1970's institutional reactions to downturns in enrollment and financial growth were theoretically expected to have damaged the humanities in public two-year colleges. But, at the same time, the humanities were expected to respond, counteracting detrimental consequences. A nationwide sample of public two-year colleges, comprising about fourteen percent of the total was selected for study. Three sets of variables were used. Institutional conditions were measured by four financial and enrollment change variables. Humanities conditions were measured by six financial, enrollment, and staffing variables. Humanities responsiveness was measured by constructing an indicator from seventeen variables representing adaptive responses. Descriptive statistics and canonical correlation analysis results were produced to test the research questions. Insititutional conditions changed substantially, revealing markedly reduced instructional and per student expenditures while overall enrollments and expenditures increased dramatically. Three circumstances appeared to explain these discrepant changes. Institutions probably realized economies of scale through enrollment growth. While expenditures did increase dramatically over inflation, inflation contributed to widening the gap between proportional enrollment and income growth. Increased costs may have resulted from the support service demands of the greatly expanded number of students, and from cost increases due to increased organizational complexity. Probably, as a result of these three influences, per student expenditures declined so markedly. Possibly the impact of inflation, increased support service costs, and complexity costs, reduced severely the potential for cost savings through economies of scale and as a result the growth of the 1970's brought financial strain, which would be expected to heighten pressures on the humanities. Humanities conditions, however, appeared suprisingly strong. Enrollments and FTE faculty increases were observed. The enrollment share declined while the FTE faculty proportion remained stable. On institutional comparative measure the humanities full-time to part-time faculty ratio increased while the humanities student to faculty ratio decreased. Thus, compared to changes in conditions outside the humanities, the humanities had enrollment growth coupled with increased full-time faculty that resulted in favorable, from the standpoint of quality, instructional conditions. However, from the standpoint of relative costs, humanities conditions may be unfavorable. The humanities FTE faculty share was stable while they served proportionally fewer students. Also, the relatively increasing proportion of full-time faculty is relatively more costly to support than the relatively decreasing proportion outside the humanities. Finally, the relatively decreasing class size is relatively more costly than the relatively increasing class size outside the humanities. Paradoxically the humanities appeared strong at the same time unfavorable cost comparisons and possibly strained institutional conditions were emerging. This paradox may be explained by the principle that incrementally earned support shares are maintained by strong inertial forces and that humanities courses are an integral, and historically central, part of the two-year college curriculum. Possibly the degree of humanities responsiveness, which appeared low, was partially responsible for the strong showing of the humanities. The hypothesis that institutional reactions to changing financial and enrollment conditions would be clearly damaging to the humanities was not supported. However, given the eroding enrollment share base in the humanities and the relatively increasing costs in the humanities, detrimental consequences may not be too far over the horizon. With the apparently strong inertial forces promoting the maintenance of the humanities and rededicated efforts to respond to the threatening forces, the humanities in public two-year colleges can probably be maintained and enhanced.