Thesis (M.A.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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Thesis (M.A.)--Wheaton College Graduate School, 2007. / Abstract. Includes bibliographical references (leaves 119-124).

Thesis (M.A.)--Wheaton College Graduate School, 2007. / Abstract. Includes bibliographical references (leaves 119-124).

No description available.

Partnership, the pre-eminent buzzword of the last two decades, is still very much the mantra in development cooperation discourse, at least in the North, as we begin the new millennium. This posthoc retrospective study is an insider's account of personal experience in participating and observing the development of Tanzania's Education Sector Development Program over a one-year period in 1998--1999. The study interrogates the workings of Donor-Government partnerships within this setting in an attempt to unravel the realities on the ground in their relationships and how the power asymmetry between these principal actors and their concomitant behaviour served to subvert the effectiveness and sustainability of the partnership. / This study in development anthropology is scaffolded by the epistemic orientation of postmodern theories. The approaches adopted for constructing and telling the stories that are narrated are borrowed from the interpretive anthropology of Clifford Geertz and the postmodern anthropology of James Clifford. Looking back and recollecting and reconstructing events required the generation of enabling memories, for which the memory-work method was adapted and used. / The study reveals that the hegemonic rituals that characterized development interventions in Tanzania bordered more on patronage than on partnership. Partnership was very much valued in principle by all parties but when the chips were down, it seemed ownership and trust, two key concepts undergirding partnership, were casualties in the complex dance of cooperation that the contending parties engaged in. They dealt with each other politely but suspicion and mistrust were mutual at the level of Donor-Government and in situ Centre-Periphery relationships. / A modest proposal is advanced for understanding the broader context of a Donor-Government relationship; it attempts to relate operational and policy horizontality to include a more vertical consultative process involving civil society at large, particularly affected communities, NGOs and the private sector as a means of engendering a more effective and sustainable partnership between donors and recipient1 countries. / 1The normative perspective in particular on North-South relations rejects recipient as an appropriate descriptive term for a developing country receiving aid. For them, it connotes a superiority complex embedded in a language of welfarism. Throughout this thesis, I use recipient simply to convey a brutal reality: development assistance involves an element of charity and in the North-South relationship, generally, one party gives and the other receives , with the giver in a much stronger position to lay down conditions for the aid being offered.

The purpose of the study was to investigate the construct validity of the Total Individual Progress Level I Pre-kindergarten Screen (TIP) for males and females. Exploratory factor analysis of the items was used to determine the underlying dimensions of TIP.The subjects were 799 students from a rural and suburban school district adjacent to a larger city in east-central Indiana who were screened prior to kindergarten entrance during the years 1977 to 1984. The sample was split to allow for cross-validation of the exploratory factor analysis results.The covariance structures of males and females were judged to be similar. Therefore, a principal components analysis using SPSS-X (Nie, 1983) was used to determine the optional number of factors to retain for males and females together in two separate samples. Judgements regarding the number of factors to retain was based on the scree plot and eigenvalue greater than one criteria (Reynolds & Paget, 1981). Both orthogonal and oblique rotations were exploredfor 3-, 4-, 5-, and 6-factor solutions using principal axis factoring with iterations.The four-factor varimax solutions for Sample 1 and Sample 2 were found to provide the best solution of TIP. The same four constructs were found in both samples and were extracted in the same order, indicating reliability of this factor solution of TIP. The factors were named, in order, Language, Visual, Gross Motor, and Speech Mechanics.The results obtained in the two samples were compared in regard to Rummel's (1970) considerations. Similarities were found in number of retained factors, configuration of the variables, complexity of the solution, variance accounted for by the factors, and communalities. In addition, results of Tucker's congruence coefficient and Cattell's salient variable similarity index indicated factorial similarity for all four factors across both samples.The four derived factors did not completely resemble the four pre-established subscales of TIP.The Concepts subscale did not emerge as a separate construct and the Hearing and communication subscale was broken into two different factors. Fewer items comprised the four-factor varimax solution. Only two of the extracted factors, Gross Motor and Visual, resembled the pre-established subscales of Motor and Vision and Visual, respectively.

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Since the introduction of e-learning in Tanzania‘s higher education institutions, student learning outcomes expected on the basis of previous studies on the capability of e-learning from around the world have not been achieved. This study investigates e-learning designs currently implemented at a Tanzanian university, and then designed and tested three e-learning designs. Study 1 randomly selected four e-learning courses, examined the course designs in Moodle, observed instructors, surveyed students about their experiences, and interviewed instructors and technical staff involved in running the courses. Research questions were: What is the nature of e-learning designs created by Tanzanian university instructors‘ in their existing practices? To what extent do the existing e-learning designs produce student interactions and engagement? Study 2 used the most typical design observed in Study 1 as a control, and included two designs intended to promote student interactions and engagement with content. One design added discussion forums, and the second discussion forums and podcasts. Research questions were: To what extent do the three designed e-learning environments and pedagogical approaches enhance student interaction and learning engagement? Do the designs of e-learning environments and pedagogical approaches improve learning and higher-order thinking? 102 B.Sc. with Education students were randomly assigned to three tutorial groups taught by the same instructor. To establish a baseline, all students first studied using the control design for one instructional unit, and then one group continued for three units. The process of designing, implementation, and evaluation was used to improve each design and associated practices. All qualitative data were analysed in Atlas-ti and quantitative results using SPSS version 16. Moreover, social network analysis was used to characterize interaction patterns. The study had three main findings. First, before the introduction of the novel designs, students had few opportunities to interact and learned content posted by the instructor in isolation. Second, guided by social constructivist and activity theories, students participated in discussion forums improved social interaction over the three iterations. They advanced from isolative learning to collaborative learning. Social interactions and engagement were amplified when podcasts were used. These advances were gradual and differed between groups, depending on changes in instructor pedagogical strategies. Third, students improved their academic achievement and cognitive thinking progressively over the three iterations. They changed from memorizing facts before intervention to meaningful learning where learners explored and integrated ideas into coherent meaning. Advances were modest when discussion forum alone was used, but were extensive when podcasts were added. The acts of student to bring what they have learned from podcasts to the learning community contributed to such improvement. The study concludes that the use of discussion forums grounded on social constructivist pedagogies may provide significant student interactions, engagement and enhanced academic achievement. Coupling podcasts with discussion forums may be a powerful way to enhance social interactivity, higher-order thinking and academic achievements. In addition, the process of implementing constructivist pedagogy resulted in instructor learning. The more the instructor engaged in design team meetings, the more he becomes able to design complex pedagogies based on social constructivist theory. / published_or_final_version / Education / Doctoral / Doctor of Philosophy