Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 71-80). Also available in print.

This study documents three cases of protracted conflict in an institution of higher education. Work groups in conflict were studied for one year in order to create cases and to describe factors influencing conflict escalation. From these cases, autistic conflict as a descriptive construct was developed to illustrate one phase of protracted conflict escalation. The following research questions guided this study. 1. How and why does protracted conflict develop and escalate in higher education work groups? 2. What is the nature of chronic autistic conflict? 3. How do higher education cultures and system affect the development of protracted autistic conflict? The population studied included the administration and three distinct work groups from one university where conflicts had continued for an extended period of time. The stories of group conflict are fully reported in this study, and process maps illustrate incidents and influences related to conflict escalation. To study conflict and human behavior in this context and to describe the effect of the institutional culture on conflict escalation, ethnographic methodology was used. Cases were developed from interviews, participant observation, and document review. The researcher worked with the university in a number of settings for over a year, which provided opportunities to observe daily life in these disputant groups and to develop a broader understanding of the organizational culture. From findings in this study, it was possible to form a number of hypotheses regarding protracted conflict escalation. These hypotheses include the following: 1. Protracted conflict in institutions of higher education develops in five phases. 2. When conflicts escalate among groups in higher education without successful resolution, disputants develop dysfunctional behaviors which contribute to conflict escalation. 3. A number of contextual factors evident within institutions of higher education contribute to autistic conflict development. Additional research questions with broader implications for conflict in organizations and recommendations regarding the improvement of practice regarding conflict within institutions of higher education were also generated by this study. / Graduation date: 1999

Thesis (Ph.D.)--University of Western Sydney, 2009. / A thesis presented to the University of Western Sydney, College of Arts, Centre for Educational Research, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

Thesis (Ph. D. (Curriculum Studies))--University of Pretoria, 2002. / Includes bibliographical references (leaf 246-256).

This dissertation breaks new ground in qualitative educational research by looking closely at the community and curricula of a well-resourced seven-year-old public high school in a New York City borough, which I call the Legal Studies Academy (LSA). This school created its own nonprofit organization in order to accrue private donations. Its most important “funder and founder” is an elite Manhattan law firm. The relationship between the firm and the school is emblematic of the direction that many urban public schools in the United States are moving: toward increased dependence on private funds to secure the resources deemed necessary for quality twenty-first century education (Anyon 1997; Lipman 2004; 2005). My project explores how the privatization of public institutions affects definitions of social justice and good education in the United States. I document the ways that students and teachers in the LSA community both reproduce and contest school norms. My methods in this two-year study included: teacher-research, participant observation of teachers and students, extensive interviews with teachers, students and parents, conduct of a summer book club / cultural circle, and analysis of data from a schoolwide student questionnaire. I also examine materials the school uses to solicit donations from its funders in relation to cultural constructions of urban students and their teachers in literature and the media. I explore what students’ and teachers’ daily practices of resistance or conformity to these cultural constructions might reveal about the place of democracy, humanization, character education, and critical pedagogy in U.S. public schools that depend on private or corporate philanthropists for resources. This ethnography nuances the often polarized debate around issues of achievement in education in the context of the demands of a global economy by documenting how the daily practices of students, families and teachers reflect on a social structure of education and achievement that, in the United States, ever more unequivocally aligns one’s identity and success with marketability. On a larger scale, it inspires critical questions about the place of democracy and citizenship as juxtaposed with inequities furthered by global racial capitalism. / text

<p> Approximately 65,000 undocumented immigrants graduate from American high schools annually, among them valedictorians and salutatorians. Only about 6,500 of these prospective future leaders go on to college. There are 50 different state-level immigrant-tuition policies, most of which severely limit undocumented students&rsquo; college/university and financial aid options. This study is situated in the state of California, whose Master Plan for Higher Education aims to grant college access to all Californians and whose favorable immigrant-tuition policies work toward that end; it could serve as a model for U.S. states with restrictive or neutral immigrant-tuition policies. To date, there is limited discussion of undocumented student college choice in the higher education literature. To explore how undocumented students navigate college decision-making in the U.S., this study uses the conceptual constructs of Perna&rsquo;s (2006) contextual college choice model, Hossler and Gallagher&rsquo;s (1987) foundational choice model, and single-element models (chain enrollment and proximity). These frameworks and Dervin&rsquo;s Sense-making Theory (1999-2014) helped me retrospectively explore the college choice of seven undocumented men and women attending a Bay Area Cal State University campus in 2013. </p><p> The study&rsquo;s purpose warranted a qualitative research design and case study approach. I connected with interested students, shared my background, answered questions, and sent them my IRB-approved Study Information Sheet and demographic survey. We developed rapport over several months, engaging in a series of in-person interviews and other interactions. I kept field notes and journaled reflexively. I transcribed all 14 interview recordings via Dragon speech software, coded the transcripts and analyzed the data via MaxQDA data analysis software. </p><p> The findings revealed overarching themes related to: parental expectations and encouragement, habitus (e.g., gender &amp; cultural traditions, birth order &amp; responsibilities, home life), financial situation, K-14 context, higher education context, social context, and policy context. What distinguishes this study is the exploration of undocumented students&rsquo; college choice, inclusion of student voices, and implications for public policy and college enrollment professionals&rsquo; practice. It provides insight into how undocumented youth choose a college located in a state whose country values the common good and economic success yet is torn on its people&rsquo;s higher education rights.</p>

This qualitative case study explores how moments perceived as ‘ defining’ or being a climatic turning point may influence students’ preconceived ideas and viewpoints. Institutions worldwide are becoming cognisant of the importance of preparing students for global leadership roles. In meeting this objective the Student Leadership Development Office introduced students on its leadership course to the topics of leadership and citizenship. The Leadership Course’s structure used an ethical lens to elaborate on elements of citizenship related to knowledge, skills, efficacy, and commitment. The course aimed to imbue students with a sense of stewardship, and commitment to civic involvement. The provision of real-world learning experiences included the use of a culturally responsive form of teaching, by the introduction of the African spiritual concepts of ubuntu and umhlangano. Lessons were further amplified by prior research, feedback, and the use of reflective journals by course participants. Using Mezirow’s (1991) theoretical framework of transformative learning, this study considers how the course facilitates the possibility of catalytic experiences for course participants. This study is particularly interested in determining whether real change is possible via defining moments which may potentially trigger transformative learning. Data gathered from reflective journals and email questionnaires has been coded and analysed for possible themes. Triangulation between sources allowed for greater validity for the findings of the data collected. The study shows how, via transforming experiences, students became aware of preconceived biases and judgements in their internal landscapes. These defining moments contribute to catalysts for development. Case study results suggest that students could develop a broader understanding of the responsibilities of leadership and citizenship by obtaining an overall understanding and appreciation for diversity and being motivated to implement activities that could potentially have a positive bearing on community life. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

<p> The purpose of this thesis project was to partner with a host agency, identify a potential funding source, and write a grant proposal for an educational support program for youth in foster care. A literature review was conducted in order to identify the educational needs and barriers to success faced by youth in care and identify methods to address this issue. A program was designed that utilizes individualized strategic tutoring and mentoring services to address the educational, social, and emotional needs of youth and facilitates collaborations between the education and child welfare systems to improve the educational outcomes of this population. A grant proposal narrative was completed for the Stuart Foundation in order to fund this program for secondary school students in foster care in the Garden Grove Unified School District. The actual submission or funding of this grant was not a requirement for the successful completion of the project.</p>

The core of the thesis investigates the role of education in the engendering of cultural change and leadership among a select group of a powerful 'first generation' of Arab women; specifically, the role of dual educational/cultural experiences, both Arab and Western. The broader aim of the study is to analyze the merging of cultural traditionalism and modernity and how dual education has enhanced the ability of women, especially Arab women, to become leaders in their professional careers, and within their respective communities, whilst still maintaining strong ties to their culture, religion and traditions, albeit to varying degrees. The writer has chosen to investigate the association between cultural identity and educational experience of elite educated Arab women, through a small sample, who have had exposure to both Western and Arab educational systems at different points in their lives. The researcher's heritage has led to a fundamental ideological interest in the coexistence of traditionalism and modernisation and whether the two can complement one another. There are now a significant number of Arab women who have had the privilege of education and exposure to the two types of systems. Yet, gender constraints and predefined gender roles still very much dictate the socio-cultural contexts in which such women have to operate. The patriarchal 'system' is omnipresent in the West as well as in the Arab world. The challenges the writer has faced even as a 'Western' Arab to reconcile tradition and intellectual and educational exposure has served as a greater impetus for this investigation. The investigation and the intent of this thesis as described above, is to test the preliminary hypothesis that, in the context of elite Arab women, their exposure to both West and Arab educational cultures is germane to their potential for influencing female professional development. How their educational experiences have influenced their own identities and their ability to adhere to the gender roles prescribed is of significant interest. What influence has such education had on these women's prospects for instituting and pioneering change in their respective societies and professions? Is the synergy of certain aspects of modernity and tradition possible? The general conclusion is that it is.

Over the 1980s secondary schools and Technical and Further Education (TAFE) colleges in South Australia had increasing numbers of adults returning to formal secondary education mainly in search of better jobs or to qualify for tertiary studies. The teaching of such students required an appreciation of the difficulties they faced with the competing demands of family and work, and the anxieties they had in meeting the requirements of formalised study. In 1989 the South Australian Government made a policy decision, to transfer all the year 11 and 12 classes which TAFE colleges had specially established for adult students to the public secondary school system. Funds were allocated for the establishment of a secondary school system wide structure of nine Adult Re-entry sites, eight of which are still successfully operating within the Department of Education and Children’s Services. Whilst adult educational sites existed elsewhere, no other Australian state had a comparable systemic secondary school structure designed for adults returning to study. As a teacher of adult re-entry students, I sought to investigate the historical factors behind the policy decision to establish of adult re-entry sites within the secondary school system, to research the development of adult programs at a particular site and to study the experiences of adult students, analysing in particular why they returned to formal studies. Overseas studies indicated that to understand the personal worlds of adult students two sets of factors needed to be taken into account. External social and cultural factors influenced their current situation and their life experiences. Internal psychological factors helped to determine how they responded to the new demands of study. Four different educational responses to adult students could be identified. Direct and structured teaching could be seen in many vocational training models. Programs based on andrological principles put the emphasis on the individual’s self – directed learning. A third approach was focussed on critical pedagogy which sought to change society. There was also evidence of a holistic approach, which was centred on the adult learners but provided sympathetic educators to support their learning. The researcher’s underlying perspective in carrying out this study was that associated with Weber’s social action theory, because of the way it enabled emphasis to be placed on the actions of individuals and their interpretations of their actions in their social and cultural contexts. In this research portfolio the individuals concerned were politicians and educational administrators making policy decisions (Part 1); teachers developing appropriate programs (Part 2); and adult students deciding to return to studies and participating in adult programs (Part 3). Part 1 of Portfolio Two main sources of data were used to investigate the reasons for the 1989 policy decision to establish a system of adult re-entry colleges and schools within the Education Department of South Australia. The first was the official Hansard record of debates in the South Australian Parliament during the late 1980s and early 1990s. The second was a series of interviews with the Minister of Education involved and key officials in the Departments of Education and TAFE. The debates were focussed on the ideal educational location for adult re-entry students. Arguments based on the perspective of social justice and the special needs of adult students led to the establishment of a formal network of sites and programs to cater for the needs of adults within the secondary school sector. Despite the closure of one site in 1996 and funding readjustments in 1998, by 2005 adult re-entry colleges and schools had a well established role in South Australian public education system. Part 2 of Portfolio The investigation into the development of adult re-entry programs on one site was based on documents available in the Research School chosen – annual statistics, reports, curriculum, administration and journals. In addition, key members of staff involved in the adult program were interviewed. There was evidence of the way the adult program had changed over the period 1990 - 2005 in response to changing demography in the surrounding area and to changing needs and interests of those returning to study, as well as satisfying Departmental requirements. In recent years there has been a trend for more students to study part – time and to seek vocational rather than pre – university education. The provision of appropriate courses, resources and support was regarded by staff as important in the ongoing success of the adult re-entry program. Part 3 of Portfolio The investigation of adult students’ motivations and experiences in returning to study was based on the memoirs and personal statements of 40 adult re-entry students from the Research School. Their comments provided a unique understanding of the diverse personal worlds of adult re-entry students, their expectations, goals and aspirations, their difficulties and problems and their learning experiences. The formation of adult campuses in the secondary sector in South Australia was influenced by both pragmatic factors and by principles of social justice which sought to promote educational opportunities and offer those who had left school without recognised qualifications a second chance. Adult re-entry sites have continued to provide for the needs of adult learners in the communities they serve. They have made an important contribution both to the individual’s right to life – long learning and to society’s need for skilled workers and well educated professionals. During the twenty first century adult sites in South Australia within the Department of Education and Children’s Services have faced two challenges. The learning interests of adult students have changed, with more looking to the acquisition of technical and vocational skills. Furthermore, in order to remain viable, adult sites have had to maintain a high profile in relation to innovative policy development, student numbers, funding and resource allocation. Their successes have been due in large measure to their recognition that adult re-entry students were not big kids, but required specific educational structure and programs catering for their diverse learning needs. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1415385 / Thesis (D.Ed.) -- University of Adelaide, School of Education, 2009