Thesis (M. P. A.)--Texas State University-San Marcos, 2006. / "Spring 2006." Includes bibliographical references (leaves 57-60).

Thesis (D. Ed.)--Ball State University, 2008. / Title from PDF t.p. (viewed on Nov. 09, 2009). Includes bibliographical references (p. 124-133).

Over recent years there has been considerable debate about the purpose, value and expectations of higher education. The relationship between government and the higher education sector has become focussed on the efficiency and effectiveness of the sector and on the experience of students as customers. These notions are contested, and sit within a broader context that includes consumerism, marketization, globalisation, and public sectorreform more generally. In higher education, this debate has been polarised and sometimes characterised within institutions as “collegiate” versus “managerial”. These tensions are explored not simply as competing perspectives but as ciphers for competing ideologies. The study considered how academic managers have negotiated this terrain, and the contribution of management to the health of an institution. Qualitative interviews were carried out with senior academic managers in 12 post-92 UK universities, which were regarded as particularly susceptible to economic pressures affecting the public sector following the financial crash of 2008. Conceptual and practical issues relating to the use of interviews were addressed, and the limitations of the study explored. A number of broad themes were identified: management orientation, about how the organisation is run; institutional orientation, about institutionalpurpose and journey, past and future; orientation towards academic staff and students; and, student related performance measures. The inter-relations between themes, and the patterns in participant responses were examined. Management actions can affect institutional performance for good or ill, and the bounded nature of the relationship between academics and managers is acknowledged. In this context, advice is offered that may be of benefit to university academic managers balancing competing expectations in complex and challenging financial times.

Since some educators believe the underachiever and the low-ability student are frequently placed in business education classes for the purpose of finding him an easy way through school, this study attempts to determine just where the business education student actually ranks in achievement and ability as compared to students in other academic areas. The students used in this study come from the graduating classes of 1969 and 1970 of Beaverton and Sunset High Schools in Beaverton School District 48, Beaverton, Oregon. A business education student has been defined as one who has successfully completed at least two of the following courses: Shorthand II; Office Techniques or Vocational Office Block; Bookkeeping; and Business Law. A survey instrument was used to separate the business education from the non-business education students. The survey instrument records the scores of DAT (Differential Aptitude Tests) and the GPAs (grade point averages) of all students included in this study. Mean scores were computed reflecting the DAT scores and GPAs of both groups. These mean scores reflecting the difference between the business education and non-business education students were tested to determine the level of significance. StUdents included in this survey numbered 1705: 199 classified as business education students and 1506 classified as non-business education students. The study revealed a sharp decline in the number of students enrolled in business education in 1970, as compared to 1969. The mean DAT score for the business education student was 56.35 as compared to 62.60 for the non-business education student. The difference of 6.25 was tested and had a critical ratio of 3.11, which is significant at the .01 level. The mean GPA for business education students was 2.56 as compared to 2.68 for the non-business education students. This difference of .12 was tested and had a critical ratio of .86, which is not significant. The reasons for the decline in the number of students enrolled In business may be: (1) the addition of new courses to the school curriculum; (2) fewer students are taking business education classes as defined by this study; and (3) business education is not as appealling as it once was because of changing business patterns. The fact that business eciucation students are of a lower ability might be because; (1) business education classes appeal to the lower ability student; or (2) that counselors do, in fact, use business education as a dumping ground. Since this study revealed that the GPA of business education students nearly equals that of other students, the possibility exists that: (1) business education is more Interesting than some other subjects; (2) the content of business education classes is less challenging; (3) less student performance is required in business education; or (4) business education attracts the overachiever. The main purposes of this study were to: (1) provide more effective guidance and placement of students in business education; (2) provide informative data upon which to base future curriculum planning; and (3) verify or disprove the prevailing assumption that business education students are of a lower caliber. Since this study has revealed that the number of students enrolled in business education has declined and that business education students are in reality of lower ability, the results have been given to the counseling and business education departments at the schools involved. It is hoped that the results will help educators make a realistic assessment of the condition that does exists, so students can be placed and schooled in their areas of interest. Further studies are needed to: (1) determine whether or not the decline of students enrolling in business education will continue; (2) determine if the low-ability students are being channeled into new courses added to the school curriculum; and (3) reveal how business education students are performing in specific academic areas. Such studies might be of additional value to counselors through a more effective channeling of students into appropriate interest areas and careers.

<p><strong>ABSTRACT</strong></p> <p>The majority of native English-speaking students who have difficulties in reading do not have a strong foundation in phonemic awareness skills which causes their overall reading ability to be hindered. Phonemic awareness is the knowledge that words are made up of different sounds and being able to manipulate those sounds in a variety of ways. About 70 to 80% of these students have difficulty recognizing the words on the page (Moats & Tolman, 2019). A master’s degree final project was created to address this reading issue.</p> <p>The master’s project had two major parts. The first part was a survey study on the evaluation of the newly developed reading lesson and assessment materials and the second was the training handbook for teachers working with students with disabilities in reading. The specific purpose of the survey was to obtain teachers’ evaluation of newly developed phonemic awareness lesson materials. The lesson materials that were evaluated by the participants included the Phonological Awareness Screening Test (PAST), reading passages, one and two-syllable word lists, and four example lesson plans.</p> <p>The following questions that guided this survey study were (1) How do the teachers evaluate the phonemic awareness lesson materials in regard to oral reading fluency, accuracy, and decoding of third-grade special education students with disabilities? (2) What lessons and activities are elementary teachers currently implementing for phonemic awareness instruction? (3) How do phonemic awareness lesson materials align with the goal of supporting third-grade special education students’ fluency, accuracy, and decoding skills? The measurement tool used in this study was a Qualtrics survey. The survey consisted of eleven rating scale questions with open-ended questions. The rating scale was a Likert scale (one being strongly disagreed to four being strongly agreed). Each rating scale question had the option for participants to explain the reason for their rating in an open-ended question. The last five questions were open-ended questions seeking teachers’ current practices and recommendations.</p> <p>A total of 22 teachers were recruited from one elementary school in a mid-western state. The results of the survey (N=1) indicated a need for the development of systematically designed phonemic awareness teaching materials for special education teachers and their third-grade students with disabilities. Based on the extensive review of the previously published phonemic awareness materials, this author found there is no comprehensive teacher training guide that includes key information on phonemic awareness, assessments, and intervention materials. A handbook on phonemic awareness instruction was developed to provide a guide for teachers providing reading intervention to students on what phonemic awareness and related literacy components (i.e., fluency, accuracy, and decoding) are, how to assess phonemic awareness needs in students with disabilities, and how to implement direct instruction of phonemic awareness skills to improve student learning. The handbook this author created also included a section on how to prepare an IRB application for teacher candidates/teachers who are interested in conducting IRB-approved studies in their own classrooms in order to fulfill their master’s or doctoral degree requirements. </p>

陳建. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 183-194) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Chen Jian.

In 2001 the then UK Government set a national target to get 50 per cent of young people between the ages of 18 and 30 into higher education by the year 2010. To achieve this goal, higher education institutions were required to deliver Widening Participation initiatives that would target under-represented groups in a bid to raise aspirations and bring them into the sector. The study that underpins this thesis was an investigation into the issues surrounding widening participation from the perspective of students in their final year of compulsory schooling. It began as a year-long longitudinal study of the students’ views as they moved towards a key transitional point in their lives. Nine students were identified from Year 11 in one school. Three were drawn from each of the following three categories or groups of students: (i) ‘traditional students’, these were students who were deemed as belonging to groups that were already well-represented in higher education; (ii) ‘non-traditional’ students, these were deemed ‘non-traditional’ in the sense that they were seen as belonging to groups that were under-represented in higher education; (iii) ‘widening participation’ students, these were recipients of a widening participation initiative delivered by their nearest university which, by implication, also deemed them as being ‘non-traditional’ in the sense that they were seen as belonging to groups that were under-represented in higher education. Each participant was interviewed in-depth three times whilst they were in Year 11; in December 2003, in March 2004, and again in June 2004. Whilst all interviews sought to elicit information about their lives at that point in time, the first interview was intended to gather relevant information about their past lives, the second a more in-depth look at their current lives, and the third focused on their future lives. Follow-up data were collected from some of the participants in 2009, 2010 and 2011. An in-depth interview also took place in June 2004 with the university’s Widening Participation Officer and the school’s Head of Year 11 and Widening Participation Co-ordinator. They are considered to be key informants to widening participation initiatives, more broadly in the case of the former, and specific to the school in the case of the latter. The thesis reports on the process through which participants were selected (or not selected) for widening participation intervention, learning identities in school and out, imagined futures, choices, and ultimately what happened to those students who were tracked beyond Year 11. Flaws in the widening participation policy agenda at the time of the main data collection period were identified as: (i) the individualization of the problem which drew attention away from the structural nature of the problem of under-representation and also from deep-rooted flaws within the education system; (ii) the lack of awareness of the longitudinal nature of the problem whereby entrance into higher education is dependent on prior learning and prior qualifications – this resulted in little or no account being taken in the selection process of widening participation-targeted individuals’ previous patterns of achievements, such that they may not be on a trajectory that makes higher education a viable option, and (iii) the valuing of non-participation in higher education. The thesis concluded by acknowledging that a new legislative framework about to be implemented in 2012 appears to be addressing some of these concerns. Issues that remain unaddressed include deep-rooted problems within the formal education system, the valuing of non-participation and of vocational training, and an appreciation that learning takes place on a trajectory.

Este trabalho teve como objetivo identificar os significados que os alunos da escola de educação básica atribuem à atuação dos profissionais de saúde tanto dentro da escola, como nos serviços de saúde que eles frequentam. Trata-se de uma pesquisa qualitativa, fundamentada na abordagem histórico-cultural de Vigotski, que considera o desenvolvimento humano e a construção dos significados culturais a partir das relações sociais. A coleta de dados foi realizada em uma escola de educação básica da rede municipal de ensino do interior do estado de São Paulo. Foram realizados grupos focais com alunos matriculados da escola de educação básica. Participaram da pesquisa 13 alunos de duas turmas do 4º ano do ensino fundamental. Os dados foram transcritos analisados e realizada análise temática proposta por Braun e Clarke. Os resultados encontrados neste trabalho levaram aos seguintes temas: Profissionais da saúde e seu trabalho, Relação com profissionais da saúde, Saúde X Doença, Saúde na escola. A análise aponta que alguns profissionais de saúde são mais citados pelos alunos. As influências externas que os alunos sofreram, como suas vivências e lembranças com os profissionais de saúde, era o que mais determinava o seu olhar sobre o trabalho deles. A ideia curativista sobre o trabalho de profissionais de saúde aparece muito forte e a promoção da saúde dentro das escolas ainda é bem inexpressiva, pois poucas ocorrências foram narradas pelos alunos / This work aimed to identify the significances that the primary education school students attribute to the work of health professionals, both inside the school and in the health services they attend. It is a qualitative research, based on the historical-cultural approach of Vygotsky, which considers human development and the construction of cultural meanings from social relations. Data collection was carried out in a primary education school of the municipal education network, of the interior of São Paulo state. Focus groups were held with students enrolled in the primary education school. Thirteen students from two classes of the 4th year of elementary school participated in the study. The data were transcribed, analyzed and done thematic analysis proposed by Braun and Clarke. The results found in this study led to the following themes: Health professionals and their work, Relation with health professionals, Health X Disease, Health in school. The analysis points out that some health professionals are more cited by the students. The external influences that the students suffered, such as their experiences and memories with health professionals, was what most determined their look on his work. The curativist idea about the work of health professionals appears very prominent and the promotion of health within the schools is still quite inexpressive, because few occurrences were narrated by the students

This research examines the involvement of the parents of secondary school children in career education and guidance (CEG). It is based on a secondary analysis of existing data from a research project I was involved in. This initial research evaluated the impact of a parent-involved career intervention, 'Parents Turn', in which six career teachers delivered four successive sessions to parent(s) accompanied by their child in the third or fifth year of their secondary school (HAVO) in the Netherlands. The study is important both to the field and to practitioners. Examples of parentinvolved career intervention in CEG are limited, scantily researched, and most were not sustained, which may explain why knowledge on involving parents in CEG is underdeveloped. I discuss these gaps in the evidence by providing an overview on the literature on parental influences and roles in their child's career development, an international inventory of and taxonomy for parent-involved, school-based career interventions, and providing relevant knowledge on parental-involvement in education in general. I then present new analysis of data collected by an earlier evaluation of the 'Parents' Turn' intervention. My secondary analysis approaches this data with new research questions, in-depth analyses and a non-parametric methodology. I integrated the quantitative and qualitative results to understand who was involved in the intervention, why, and whether the impact differed for the learning of parents with and without higher education (HE) qualifications. I also sought to understand the role of the school in the intervention. The findings suggest that a school-initiated career intervention involving parents, in the form of family learning and community interaction, can build and enhance parents' capacity to be involved in and support the career development of their child: their knowledge and skills, parental self-efficacy and parental role-definition. However, the career intervention works differently for parents who have different levels of HE level attainment. Lower-educated parents seem less aware of the consequences of early educational decisions in their child's career and also have different needs for being involved in the career intervention compared to highereducated parents. Despite the impact of the career intervention on their parental capacity, lower-educated parents remain unsure as a parent of how to make use of gained information, guidance and support tools. Third-year (14-16-year-olds) parents' information and support needs are the greatest and they are open to changing their attitude to grant their child autonomy in managing their own career development. The study also finds that features of the present school system are major barriers to sustaining the intervention. Recommendations for policies and practice at school level are offered. A more focused public policy for parental involvement in career education and guidance in secondary schools could both improve the efficiency of the education system and combat social injustice.

Este trabalho teve como objetivo identificar os significados que os alunos da escola de educação básica atribuem à atuação dos profissionais de saúde tanto dentro da escola, como nos serviços de saúde que eles frequentam. Trata-se de uma pesquisa qualitativa, fundamentada na abordagem histórico-cultural de Vigotski, que considera o desenvolvimento humano e a construção dos significados culturais a partir das relações sociais. A coleta de dados foi realizada em uma escola de educação básica da rede municipal de ensino do interior do estado de São Paulo. Foram realizados grupos focais com alunos matriculados da escola de educação básica. Participaram da pesquisa 13 alunos de duas turmas do 4º ano do ensino fundamental. Os dados foram transcritos analisados e realizada análise temática proposta por Braun e Clarke. Os resultados encontrados neste trabalho levaram aos seguintes temas: Profissionais da saúde e seu trabalho, Relação com profissionais da saúde, Saúde X Doença, Saúde na escola. A análise aponta que alguns profissionais de saúde são mais citados pelos alunos. As influências externas que os alunos sofreram, como suas vivências e lembranças com os profissionais de saúde, era o que mais determinava o seu olhar sobre o trabalho deles. A ideia curativista sobre o trabalho de profissionais de saúde aparece muito forte e a promoção da saúde dentro das escolas ainda é bem inexpressiva, pois poucas ocorrências foram narradas pelos alunos / This work aimed to identify the significances that the primary education school students attribute to the work of health professionals, both inside the school and in the health services they attend. It is a qualitative research, based on the historical-cultural approach of Vygotsky, which considers human development and the construction of cultural meanings from social relations. Data collection was carried out in a primary education school of the municipal education network, of the interior of São Paulo state. Focus groups were held with students enrolled in the primary education school. Thirteen students from two classes of the 4th year of elementary school participated in the study. The data were transcribed, analyzed and done thematic analysis proposed by Braun and Clarke. The results found in this study led to the following themes: Health professionals and their work, Relation with health professionals, Health X Disease, Health in school. The analysis points out that some health professionals are more cited by the students. The external influences that the students suffered, such as their experiences and memories with health professionals, was what most determined their look on his work. The curativist idea about the work of health professionals appears very prominent and the promotion of health within the schools is still quite inexpressive, because few occurrences were narrated by the students