Thesis (Ph. D.)--University of Wisconsin--Madison, 1953. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 193-194).

Thesis (Ph. D.)--Bryn Mawr College, 1927. / Vita. Includes bibliographical references (p. 152-159).

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

Thesis--Columbia University. / Xerox copy. Bibliography: leaves 295-307.

Thesis (Master of Sociology)--Washington State University, August 2007. / Includes bibliographical references (p. 29-31).

Thesis (D.Ed.)-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph.D. (Education)) - Rhodes University, 2007.

Thèse--Université de Paris, 1922. / "Bibliographie": p. [321]-324.

The role of the Federal Government in education in Canada has been a matter of increasing concern since the end of the Second World War. In the following pages an attempt has been made to ascertain the extent and significance of Federal participation in education from 1867 to 1970. The identification of these two dimensions, however, is largely dependent upon the concept applied to the term education and for the purposes of this inquiry education has been defined as an activity wherein instruction is given and/or learning takes place as part of a formal process in the context of a recognized educational institution. What this study demonstrates is that the Federal "presence' in education in Canada has dramatically, increased since 1945, to the point that by 1970 in financial terms alone it exceeded an annual expenditure of one billion dollars, and additionally, that the nature of the 'presence' has become increasingly complex and diffuse. It is also demonstrated that there has been a lack of visible coordination at the Federal level with respect to its educational functions and establishes a case for more effective coordination both within the Federal structure and; between the Federal Government and the provinces. The format of the document has largely been dictated by the nature of Federal educational programs. The first chapter has been devoted to a discussion of the constitutional position of the central government with respect to education. Succeeding chapters: then present a department by department description of Federal educational involvement. The last two chapters outline the chronological and legislative patterns that have evolved over the past century and the conclusions derived from the study. Since this inquiry has been primarily concerned with the Federal as opposed to provincial perspective, three areas of source material have provided the content, the Statutes of Canada, the Public Accounts and Auditor-General's Reports, and the annual reports of the several government departments concerned. / Education, Faculty of / Graduate

In order to improve student performance and close the achievement gap, accountability policies utilize three incentive-based approaches: (1) sanctions and rewards for schools; (2) the extensive use of student data in local decision making; and (3) the provision of school choice programs. My dissertation focuses on the three policy instruments and examines the impact of each on teacher assignment and student achievement. It also explores the role of principal characteristics in shaping teacher assignment within schools. / A Dissertation submitted to the Department of Educational Leadership & Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2012. / June 29, 2012. / principal characteristics, school accountability, school incentives, teacher assignment / Includes bibliographical references. / Patrice Iatarola, Professor Directing Dissertation; Thomas Zuehlke, University Representative; Tim Sass, Committee Member; Anastasia Semykina, Committee Member; Lora Cohen-Vogel, Committee Member; Carolyn Herrington, Committee Member; David Tandberg, Committee Member.