<p>This is a comprehensive study researching the existence of school choice programs in the country, concentrating on the Indian School Voucher program. Data was collected by examining existing case law, surveys and scholarly papers. The school choice programs in all 50 states and the District of Columbia was examined. Each state program was listed and any legal challenges associated with each program was identified. Further, the K-12 & School Choice Survey conducted by the Friedman Foundation in January 2016 and the 2015 Choice Scholarship Program Annual Report: Participation and Payment Data were examined to determine who is using Indiana?s Choice Scholarship Program and how registered Indiana voters perceive the program The findings of this research suggest that most parents prefer to have some level of control over their children?s? education. This research also found that Indiana voters overwhelming support the program. However, it was also found that, although there is a favorable perception of Indiana?s voucher programs by low and middle-income families there is also a lack of participation by those same families.

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3251804."

The study posed the general question: How has the historical federal relationship with higher education affected the institutional capacity of the U.S. higher education system to sustain and expand its international dimension, to internationalize? Two federal programs were identified for their explicit interest in building higher education's institutional capacity in the international dimension between 1958 and 1988. National Defense Education Act, Title VI programs administered by successive federal education agencies were treated in depth. Agency for International Development programs administered by the foreign affairs agencies were highlighted as a counterpoint to Title VI. Two further guide questions helped analyze the evolution of the policy arena. First, how effective were the federal case programs in achieving their legislative aims per se? The theoretical framework was triangulated from three veins in the literature, i.e., public policy implementation effectiveness, diffusion of innovations and higher education organization. The basic tool was legislative case history. The period was 1958-1980. Second, what did higher education institutional participation patterns in the case programs reveal about the effectiveness of these case programs and their influence on the international capacity of the higher education system? This was answered in terms of specific definitions of internationalization. The participation and funding patterns of 506 institutions and consortia of higher education in the two case programs from 1969-1988 were analyzed in terms of regional dispersion within the U.S., ownership balance and institutional diversity. Institutional diversity was analyzed in depth for Title VI. The study revealed a series of policy choices and decisions as the policy arena developed. It confirmed an important but not dominant role of federal programs in sustaining higher education's international capacity. Internationalization depended on higher education itself. Federal resources rarely matched policy goals. Over the thirty years, the case programs most directly contributed to international capacity in research universities, less directly in other higher education groups. The study suggests that barring massive concerted advocacy or a unique policy catalyst, the higher education system can best increase federal resources for internationalization by stretching existing channels rather than creating new ones.

<p> One of the most overlooked and complex problems that universities and colleges face nation-wide is how to reduce and eliminate research misconduct. Because of the confidential nature of allegations of research misconduct and the high rate of underreporting, administrators at scholarly institutions struggle with understanding the cause of such behavior. Without a clear picture of the prevalence of misconduct or the barriers to reporting, leaders at institutions of higher learning find themselves at a disadvantage when dealing with these problems. This uncertainty coupled with a growing regulatory emphasis from federal funding agencies, results in a reactionary approach while questionable practices go unchecked. </p><p> In the early 2000s, federal funding agencies began requiring colleges and universities to provide training in the responsible conduct of research prior to receiving funding. The Responsible Conduct of Research (RCR) training covers research misconduct (falsification of data, fabricating data, and plagiarism) as well as other topics related to research misbehaviors (mentoring, peer review, data management, authorship, etc). This emphasis on training, while well intended, has not had a significant impact on faculty and student knowledge about misconduct. </p><p> Authentic Leadership Theory is based on Aristotle&rsquo;s concept of authenticity and has gained attention over the last decade. It is comprised of four main components: Balanced processing, internalized moral perspective, relational transparency, and self-awareness. These types of leaders focus on moral standards and values and that is what guides his or her leadership. </p><p> This study evaluates the impact authentic leaders have on shaping the ethical attitudes of faculty when they are placed in direct departmental supervisory positions. A survey of faculty from 15 Mississippi colleges and universities was conducted. Results indicate that the self-awareness and relational transparency constructs of authentic leadership influence faculty attitudes towards objective research integrity issues, but the direction of influence conflicts with each of the constructs. Additional variables failed to reach a level of significance suggesting that other variables, not historically associated with organizational leadership and research integrity, are influencing faculty&rsquo;s ethical perceptions. Additional attention is focused on barriers to effective leadership caused by the compliance focused culture of institutions of higher learning.</p><p>

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-02-01T11:03:20Z No. of bitstreams: 1 DissGCFR.pdf: 11327157 bytes, checksum: 315fe73988f4d6a30ac51d397fb362ab (MD5) / Approved for entry into archive by Camila Passos (camilapassos@ufscar.br) on 2017-02-08T12:03:14Z (GMT) No. of bitstreams: 1 DissGCFR.pdf: 11327157 bytes, checksum: 315fe73988f4d6a30ac51d397fb362ab (MD5) / Approved for entry into archive by Camila Passos (camilapassos@ufscar.br) on 2017-02-08T12:06:04Z (GMT) No. of bitstreams: 1 DissGCFR.pdf: 11327157 bytes, checksum: 315fe73988f4d6a30ac51d397fb362ab (MD5) / Made available in DSpace on 2017-02-08T12:06:13Z (GMT). No. of bitstreams: 1 DissGCFR.pdf: 11327157 bytes, checksum: 315fe73988f4d6a30ac51d397fb362ab (MD5) Previous issue date: 2016-10-11 / Não recebi financiamento / Throughout history, the teaching of Public Administration has gone through several crises, experienced moments of glory , others of retraction others of expansion and legitimation and now experience the maturity in the search for own contours that were provided by own curriculum guidelines of the Public Courses. One of the pedagogical tools used in conciliation process of theory with practice is the internship. Public administration programs worldwide, include mandatory or optional internship in their curriculum grid. As a result, thousands of worldwide university students participate in Internship programs in public agencies. The objective of this dissertation will be to analyze the internship from the optics of the teaching complementation in public administration, checking the difficulties, the virtues and the benefits provided by the achievement of internship. Concurrently, will seek to analyze the relationship between the internship and the pedagogical projects of a sample of public administration courses. Another objective is to research the internship influence about student’s decision to remain or not in the public career. To materialize the objective of this dissertation, will be used a methodological strategy which is explained in the following expressions: exploratory research with purpose made possible by qualitative method, according to the inductive logic and outlined such as unique case study (internships in public administration courses of UNESP - Araraquara). Operationally, it is indicated that this search will be performed based on triangulation of three methods: documentary research, fulfillment of interview and application of survey questionnaires. What became clear is that the stage in the Public Course aims to complement the education and is an opportunity for professional experience in many education institutions, whose main focus is to deepen the knowledge and the fiscal year of training. In UNESP the experience lacks systematization, is a practice not gestated and undervalued. / Ao longo da história, o ensino de Administração Pública no Brasil passou por várias crises, vivenciou momentos de glória, outros de retração, outros de expansão e legitimação; e agora vivencia a maturidade na busca por contornos próprios que foram proporcionados pelas diretrizes curriculares do Campo de Públicas. Nesse sentido, as instituições de ensino devem conciliar o ensino e a prática no curso de bacharelado. Uma das ferramentas pedagógicas utilizadas no processo de conciliação da teoria com a prática é o estágio. Programas de administração pública em todo o mundo incluem estágios obrigatórios ou opcionais em suas grades curriculares. Como resultado, milhares de estudantes universitários participam de programas de estágio em órgãos públicos. O objetivo desta dissertação será analisar o estágio sob a ótica da complementação do ensino em administração pública, verificando as dificuldades, as virtudes e os benefícios proporcionados pela realização do mesmo. Concomitantemente, buscará analisar a relação entre o estágio e o projeto pedagógico de um curso de administração pública do estado de São Paulo. Outro objetivo é a investigação da influência do estágio sobre a decisão dos discentes em permanecer ou não na carreira pública. Para materializar o objetivo desta dissertação, foi utilizada uma estratégia metodológica explicitada nas seguintes expressões: pesquisa com objetivo exploratório, viabilizado pelo método qualitativo, de acordo com a lógica indutiva e delineada como estudo de caso único (os estágios nos cursos de Administração Pública da UNESP-Araraquara). Operacionalmente, indica-se que esta pesquisa foi realizada com base na triangulação de três métodos: pesquisa documental, realização de entrevistas e aplicação de questionário por survey. O que ficou evidente é que o estágio no Campo de Públicas tem como objetivo a complementação do ensino, sendo uma oportunidade de vivência profissional em muitas Instituições de Ensino, cujo foco principal é o aprofundamento do conhecimento e o exercício social da formação. Na UNESP a experiência carece de sistematização, é uma prática não gestada e subvalorizada.

<b>Background:</b> Defined by their mechanisms, social and psychological interventions are those interventions that work through mental processes and social phenomena. They are often complex and challenging to evaluate, so understanding randomised controlled trials (RCTs) of these interventions requires detailed reports of the interventions tested and the methods used to assess them. However, reports of these RCTs often omit important information. Poor reporting hinders critical appraisal and synthesis of RCTs in systematic reviews, thereby impeding the effective transfer of research evidence to policy and practice. The Consolidated Standards for Reporting Trials (CONSORT) Statement is a reporting guideline that has contributed to improvements in the quality of RCT manuscripts in journals publishing medical research. However, studies have shown persistent deficiencies in the reporting quality of social and psychological intervention trials. A new CONSORT extension for these interventions may be needed given their distinct and complex features. This DPhil thesis reports on a project to develop and disseminate an official CONSORT Extension for Social and Psychological Interventions: CONSORT-SPI. <b>Structure:</b> Following a preface, this DPhil thesis includes eight chapters. Chapter 1 provides an overview of the conceptual rationale that prompted the CONSORT-SPI project. Chapter 2 details the project protocol, which consists of a five-phase methodology that follows current best practices for reporting guideline development and dissemination. Chapter 3 discusses systematic literature reviews to assess reporting guidelines for and the reporting quality of publications of social and psychological intervention RCTs. Chapter 4 discusses an online, international Delphi process to generate a prioritised list of possible items to include in the CONSORT-SPI extension. Chapter 5 discusses a formal consensus meeting to select reporting items to add to or modify for the CONSORT-SPI Extension checklist. Chapter 6 involves drafts of the CONSORT-SPI checklist as well as a template for the Explanation and Elaboration (E&E) document providing detailed advice and examples of good reporting for each checklist item. These drafts have not yet been circulated to co-authors or other members of the project team; their purpose in this thesis is to give an indication of how previous project phases have led into initial prototypes of the checklist and E&E, which will undergo further development and revision by the project team before publication. Chapter 7 proposes a coordinated dissemination and implementation strategy informed by theoretical frameworks and tools used to guide the implementation of clinical guidelines and empirically-supported interventions. The final chapter summarises the information gained from the CONSORT-SPI project to date, assesses strengths and limitations of the project methodology, and discusses implications for future research. <b>Conclusion:</b> A CONSORT-SPI Extension could improve the reporting quality of social and psychological intervention RCTs. This extension could also facilitate better critical appraisal of this body of research and its use in evidence-based decision-making. With successful dissemination and implementation, the guideline will hopefully contribute to the improvement of intervention evaluations—as well as the methodology underpinning these studies—within the social and behavioural sciences.

Submitted by Mariana Cruz Montenegro (marilenda@hotmail.com) on 2017-08-31T17:39:10Z No. of bitstreams: 1 dissertação 31.08 (nova pagina assinatura).pdf: 2392498 bytes, checksum: 27b463800e41312cd6af38c7b4daf694 (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2017-10-04T18:43:26Z (GMT) No. of bitstreams: 1 dissertação 31.08 (nova pagina assinatura).pdf: 2392498 bytes, checksum: 27b463800e41312cd6af38c7b4daf694 (MD5) / Made available in DSpace on 2017-10-16T12:29:24Z (GMT). No. of bitstreams: 1 dissertação 31.08 (nova pagina assinatura).pdf: 2392498 bytes, checksum: 27b463800e41312cd6af38c7b4daf694 (MD5) Previous issue date: 2017-06-23 / The present study is aimed at analyzing the perceptions of the participants of an Advanced Training Program in Public Administration regarding the application of learning in the organizational context. As a theoretical review we considered the literature on human resources development policies in Brazil, managerial learning, managerial skills in the public service and evaluation of training action. In methodological terms, the research can be characterized as a qualitative one, carried out by means of a case study, using, as data collection instruments, in-depth interviews and semi-structured questionnaires with National Treasury Attorneys and public servants, graduates from Lato sensu Postgraduate course (CIPAD), with an emphasis on corporate management. The mentioned Training Program comes from an institutional initiative, formatted in company, whose classes were taught in six Brazilian cities, between the years 2011 to 2016. As a result from the research, it was verified that the graduates, in general, had a positive perception about the contributions derived from managerial learning to the development of their managerial competencies, allowing the application and dissemination of new knowledge within the organ. On the other hand, they recognized that the effect could have been even greater if the organization had provided more transfer of learning / O presente estudo tem como principal objetivo analisar as percepções dos participantes de um Programa de Capacitação avançada em Administração Pública quanto à aplicação da aprendizagem no contexto organizacional. Como revisão teórica, considerou-se a literatura sobre políticas de desenvolvimento dos recursos humanos no Brasil, aprendizagem gerencial, competências gerenciais no serviço público e avaliação de ação de capacitação. Em termos metodológicos, a pesquisa pode ser caracterizada como de natureza qualitativa, realizada por meio de um estudo de caso, utilizando-se, como instrumentos de coleta de dados, entrevistas em profundidade e questionários semiestruturados com Procuradores da Fazenda Nacional e servidores administrativos, egressos do curso de Pós-Graduação Lato Sensu (CIPAD), com ênfase em gestão corporativa, contratado pela Procuradoria-Geral da Fazenda Nacional. O Programa de Capacitação avaliado originou-se de uma iniciativa institucional, formatada in company, cujas aulas foram ministradas em seis cidades brasileiras, entre os anos de 2011 a 2016. Como resultado da pesquisa, constatou-se que os egressos, em geral, tiveram uma percepção positiva acerca das contribuições decorrentes da aprendizagem gerencial para o desenvolvimento de suas competências gerenciais, permitindo a aplicação e a disseminação dos novos conhecimentos dentro do órgão. Por outro lado, reconheceram que o efeito poderia ter sido maior se a organização estudada tivesse fornecido mais suporte à transferência da aprendizagem.