Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1974. / Typescript; issued also on microfilm. Sponsor: Phil C. Lange. Dissertation Committee: Charles C. Daly. Includes bibliographical references.

The purposes of the study were to identify persons who had primarily influenced selected educational decisions made in Indiana between January 1, 1982 an December 31, 1985 and to develop a composite profile of the personal characteristics of the primary influentials. Further purposes were to identify sources of power and methods utilized by the primary influentials to affect the educational decisions.A survey of selected educational leaders was utilized to identify the selected educational decisions. A Delphi technique consisting of a series of four sequential surveys of selected educational leaders, and elected and appointed state officials was utilized to identify the primary influencers, sources of power, methods of influencing, and to develop a composite profile of the primary influentials.The following are selected findings:1. Seven persons were identified as constituting an inner core of the power structure, however, none were identified for all five of the selected decisions and nonprimary influentials were identified in the peripheral of the power structure for each decision.2. In three of the five selected decisions two persons were invested with the primary power of decision-making, with three and four persons invested for each of the other selected decisions.3. Politics, money, power, selling self and improving education were the primary factors impacting educational decisions.Data collected supported the following conclusions:1. A pyramidal power structure exists in Indiana and functions to influence educational decisions.2. The inner core of the power structure consist of positional leaders; the Governor, Governor's Aide, and Chairmen of powerful legislative committees; Senate Finance, House Ways and Means, and House Education committees.3. The power structure does not include females, non-whites, minority party members, lower income persons, nor residents of Southern Indiana.4. Education of students is a secondary consideration by many influentials regarding decisions impacting K-12 public education in Indiana with Party politics and money considered more often than educating students. 5.Educators are devisive and do not play a primary role in the decisions impacting K-12 public education and are not a part of the power structure.

There is widespread concern in many Western countries over the declining levels of uptake of science at the upper levels of high school. In contrast, Taiwanese senior high school students have a greater tendency to choose science rather than social studies and achieve highly in international comparative tests. The well-developed technology industries in Taiwan also suggest that science education in Taiwan has been a success. However, the attitude toward school science, unlike the promotion of scientific attitudes, has received little attention in Taiwanese schools. This paper firstly investigates 729 students’ attitudes toward both school and real-world science. The results show that the high level of uptake of science is not strongly associated with positive attitudes towards science as a subject. Few differences were found in the affective responses to school science between the Natural Sciences programme (NSP) and Social Studies Programme (SSP) students, with only a minority expressing a positive attitude to science in both cases. The research findings challenge the simplistic linking of attitudes and uptake in this context. This research then seeks to understand this unusual phenomenon by exploring the nature of and influences on students’ subject choice decision-making. Through focus group discussions with students and interviews, this research explores the sources of students’ perceptions of science and social studies, identifying influences derived from the teaching of school science itself but also those arising from ‘external’ contexts of wider society, including cultural and economic influences. The results show highly complex relationships between students and the surrounding actors, i.e. parents, teachers and the media. The findings also demonstrate possible explanations why students are doing well in school science and in industry but have not produced prominent discoveries or achievements in the world’s academic research. Drawing on Taiwan’s distinctive socio-cultural context, this research provides a different perspective from that in western science education research literature on the factors that shape science uptake.

This three-article dissertation aims to apply Bayesian data analysis to improve the methodologies that process effectiveness findings, cost information and subjective judgments with the purpose of providing clear, localized guidance for decision makers in educational resource allocation. The first article shows how to use a Bayesian hierarchical model to capture the uncertainty of the effectiveness-cost ratio. The uncertainty information produced by the model may inform the decision makers of the best- and worst-case scenarios of the program efficiency if it is replicated. The second article introduces Bayesian decision theory to address a subset of methodological barriers that hamper the influence of research on educational decision-making, including how to generalize or extrapolate effectiveness and cost information from the evaluation site(s) to a specific context, how to incorporate information from multiple sources, and how to aggregate multiple consequences of an intervention into one framework. The purpose of this article is to generate evidence of program comparison that applies to a specific school facing a decision problem by incorporating the decision-makers' subjective judgements and modeling their specific preference on multiple consequences. The third article proposes a randomized control trial to detect whether principals and practitioners update their beliefs on the effectiveness and cost of educational programs in the light of uncertainty information and localized evidence. Supplemented by a pilot qualitative study that guides decision makers to work on self-defined decision problems, the pilot testing of the experiment provides some evidence on the plausibility of using an experiment to identify the causal impact of research evidence on decision-making.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 146-155).

This dissertation study focuses on the stories that five Italian American teachers tell about their pathways to the teaching profession. The overarching question of this study is: What happens when the researcher attempts to construct interpretations of how Italian American teachers in New York City describe their pathways to becoming teachers? This question is supplemented by the following related questions and subquestions: How, if at all, do the study participants describe their choices to become teachers within the framing concept of “pathways”? What other ways, if any, do the participants speak of their chosen careers? What framing concepts do they employ, if any, other than “pathways” toward their careers as teachers? How, if at all, do participants describe their “identities” as Italian American teachers within both the confines and the possibilities offered by the concept of pathways? What assumptions and biases does the researcher bring into this study that focuses on Italian American teachers’ descriptions and understandings of their career choices? To interrogate, interrupt, and ultimately respond to these research questions in this multicase study, the researcher conducted open-ended interviews with five Italian American teachers who have taught or currently teach in New York City schools, aiming to explore both personal and culturally relevant histories of these specific Italian American teachers. Using Laurel Richardson’s (2005) creative analytic practices, the researcher aimed to present representations of her own interpretations of the “stories” that these teachers would tell about their specific “pathways” to teaching as Italian American teachers in New York City. The researcher attempted to convey a sense of the multitude of factors that could influence one’s interpretation of “story” by (re)presenting data in the format of pastiche, with textual layers of various voices intertwined. The researcher’s “non-conclusions” included a furthered wondering of her own motivation in choosing to be a creator of a collage-like work, as well as a questioning of her reliance on the metaphor of “pathway” and the original research focus, especially in light of the conversations that ultimately took place. The researcher continues to seek to re-inscribe the focus of this work as a wondering about how to disturb, disrupt, and/or unsettle the category of “Italian American teacher.”

In this dissertation, I explore various fundamental challenges of inequality that developing countries continue to grapple with. The first chapter seeks to understand the role of social and cultural norms in explaining the persistent gender gaps in the labor markets. The second chapter studies how schooling decisions are made in the presence of liquidity constraints. Both the above questions are answered in the context of India. The third chapter adds to our understanding of the relationship between decision-making power within households and intimate partner violence in the context of Sub-Saharan Africa. Despite recent gains in women's educational attainment and reproductive agency, substantial gender gaps in the labor market still remain, particularly in developing countries. In my first chapter, I study the impact of culture and social norms in explaining this puzzle in the Indian setting. In particular, I examine the role of the male-breadwinner norm, which dictates that husbands should earn more than their wives. I first establish a sharp discontinuity in the distribution of the share of the wife's income at the point where the wife’s income exceeds the husband's income. I theoretically show that this pattern can be best explained by gender identity norms which make couples averse to a situation where the wife earns more than her husband. I also provide empirical evidence that this aversion has real implications for the labor market outcomes of the wife. First, the wife is less likely to participate in market activities if her potential income is likely to exceed her husband’s. Second, she earns less than her potential if she does work and can potentially out-earn her husband. Evidence from observing couples over time and bunching methods supplement these results. Moreover, these results are more pronounced in couples where the husband is making the labor market decisions of the wife and where other regressive gender norms are prevalent. My second chapter, co-authored with Dhruv Jain, studies the importance of liquidity constraints in determining the schooling decisions of households in developing countries. Evidence across developing countries suggests that parents are often credit-constrained when making schooling decisions for their children. But little is known about the severity of this constraint. In this chapter, we ask if temporary shocks to liquidity affect parents’ decisions regarding the schooling of their children. We use a shock to available cash in the economy induced by India’s 2016 demonetization to identify this effect. The policy made 86% of currency-in-circulation illegal overnight, and individuals could deposit old notes at the bank in exchange for new ones but with significant withdrawal limits. We identify the impacts of demonetization’s severity by leveraging discontinuities in banking access across Indian districts. Difference-in-discontinuity estimates show that districts that experienced more severe liquidity shock saw an increase in dropouts from private schools but no effect in free public schools, consistent with the presence of real credit constraints. Moreover, enrollments in future periods remained unchanged, suggesting a more permanent effect. The third chapter of my dissertation, co-authored with Aletheia Donald, Cheryl Doss and Markus Goldstein, studies the relationship between decision-making within households and its impact on intimate partner violence (IPV) in 12 Sub-Saharan African countries where 36% of women are affected by IPV. Using the wife’s responses to survey questions, we find that compared to joint decision-making, sole decision-making by the husband is associated with a 3.3 percentage point higher incidence of physical IPV in the last year, while sole decision-making by the wife is associated with a 10 percentage point higher incidence. Similar patterns hold for emotional and sexual violence. When we include the combined responses of the husband and wife about decision-making in the analysis, we identify joint decision-making as protective only when spouses agree that decisions are made jointly. Notably, agreement on joint decision-making is associated with lower IPV than agreement on decision-making by the husband. Constructs undergirding common IPV theories, namely attitudes towards violence, similarity of preferences, marital capital, and bargaining, do not explain the relationship. Our results are instead consistent with joint decision-making as a mechanism that allows spouses to share responsibility and mitigate conflict if the decision is later regretted.

Recent Policy documents, such as the ANC Draft Framework on Education and Training of 1994, the White Paper on Education and Training of 1995 and the Curriculum Framework for General and Further Education and Training of 1996 have proposed broad participation by major stakeholders, in particular teachers, in the process of curriculum planning and decision-making. This represents a major shift from past practices which limited teacher decision-making to the classroom. These proposals are made against the background that South African education is undergoing a period of transition from a system which was driven by apartheid policies to a more progressive and democratic system. This study sought to investigate the responses of teachers in Clermont, a semi-urban black settlement in Durban, to the policy proposals which state that their participation in curriculum planning and development should be extended. It also aimed to explore their thinking concerning the implications such proposals may have for them. A non-proportional random stratified sample of teachers in promotion and non-promotion posts was drawn to survey teacher responses to these proposals. A mailed "self administered" questionnaire was used as the research instrument for this study. The major findings which emerged from the survey are: Teachers in Clermont believe that they have a major role to play and that role should not be limited to the classroom. They regard decisions made about curriculum as directly affecting them. Despite their support for extended participation in curriculum planning and development they feel they are not adequately prepared for that role. They regard themselves as having inadequate knowledge of the theory and practice of curriculum. In particular, they think they lack skills in designing and planning curricula because they were not adequately prepared during their teacher training, as well as the fact that they were not given such opportunities in the past. Teachers expressed the view that participation in curriculum development could facilitate their professional development. Teachers also acknowledge the importance of the contribution of other stakeholders such as parents and pupils in making curriculum decisions. In the light of the major findings the study recommends the following: A holistic approach to teacher development should be adopted which provides teachers with basic skills and concepts in curriculum and curriculum development through seminars and workshops. In the context of the implementation of a new curriculum which is outcomes-based, workshops and seminars could facilitate the process of introducing the new curriculum and also enabling teachers to be critical of their practice. In order to create a favourable climate for teacher development, teacher development must be integrated with whole school development through, for example, in-service training which is school-focused. To facilitate whole school development the creation of forums, such as teacher forums where teachers could discuss current debates, and learning forums involving teachers, pupils and parents where problems facing schools would be explored are recommended. In the longer term pre-service teacher education should be restructured to include training in curriculum development in order to adequately prepare student teachers in curriculum planning and development. To bridge the gap between schools and colleges of education, universities and the communities, partnerships between schools, universities, colleges of education, and non-governmental organisations, as well as partnerships between schools, communities and the Department of Education at provincial level should be created. / Thesis (M.Ed.) - University of Natal, 1997

The decade of the nineties has ushered in a period of socio-political transformation in South Africa. Demands for the democratisation of education imply that teachers will be expected to assume a more significant professional role, particularly with regard to curriculum decision-making. As a result of authoritarian curriculum policies and practices of the past, teachers have not had the same opportunities to participate in curriculum decision-making as their colleagues in many other countries (HSRC: 1981). This means that teachers in this country have, in the main, been forced to operate as 'restricted' professionals and will need to move towards a greater 'extended' professionality (Hoyle: 1980). However, the extent to which teachers are able to become more "extended" professionals will depend on the identification and removal of constraints on their further professional development in this regard. The primary aim of this study, therefore, was to investigate constraints on the further professional development of teachers as curriculum decision-makers within Indian secondary schools in the Greater Durban area. A stratified random sample, proportionally representing the three sub-populations of teachers (viz. Classroom Practitioners, Heads of Departments and Principals / Senior Deputy Principals / Deputy Principals), was drawn and a mailed questionnaire was used to survey attitudes and opinions pertinent to this study. The main findings that emerged from the survey were: 1. Whilst teachers themselves are desirous of becoming involved in curriculum decision-making at all levels, in most instances they are deprived of opportunities to participate in decision-making even at the micro-level of the school. 2. Whilst some principals tend to profess a very liberal and progressive view with regard to teacher participation in curriculum decision-making, in reality they adopt a very prescriptive and authoritarian style of management. 3. Pre-service and in-service education programmes for teachers do not adequately focus on teacher participation in curriculum decision-making. 4. Within-school constraints are exacerbated by a lack of clarity about the education department's stance on the matter of teacher participation in curriculum decision-making. The recommendations emanating from these findings were made principally with the House of Delegates' Department of Education and Culture in mind, but are likely to be applicable to all other existing departments of education in the country. / Thesis (M.Ed.) - University of Natal, Durban, 1991.