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"The enrollment in the Business Education Department of the Orange County Vocational School for the five-year period, beginning July 1, 1950, and ending June 30, 1955, will be surveyed according to the following classifications: (a) sex, (b) source components, (c) average number of monthly enrollments per student, (d) educational preparation of the students, (e) course enrollments, (f) student enrollment by years, (g) student enrollment by months. It is obvious that these classifications are indicative of the scope of the study rather than of the strict order of its development. Four chapters will be devoted to a consideration of enrollment, job calls, job interviews, and job placements. A summary chapter will conclude the study"--Introduction. / Typescript. / "May, 1956." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science in Education." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references.

基於體認警察教育計劃的重要性，進而探討警察教育計劃組織運作民主化、專業化、開放策略，計劃人員計劃能力、計劃意願等變項對計劃作業滿意度之關係，以期發現警察教育計劃之問題，探索並建構警察教育計劃之理想模式等機，本研究以內政部警政署教育組、人事室（一、二股）、法規室警佐一階高職序以上人員；中央警官學校講師（警正教師）以上之專任教職人員，及教務處、訓導處、大隊部警佐一階高職序以上人員；台灣警察專科學校講師（警佐教官）以上之專任教職人員，以教務處、訓導處、總隊部警佐一階高職序以上人員等合計三二四人為研究對象，進行實證調查研究。 本研究工具為研究者自編我國警察教育計劃組織運作民主化量表、組織運作專業化量表、組織開放策略量表、計劃成員計劃意願量表、計劃成員計劃能力量表、計劃作業程序評估滿意度量表、計劃作業實質評估滿意度量表等七種，為便於施測並避免無謂的心理效應，綜合上述七種量為「我國警察教育計劃現況調查問卷」，全份問卷計六十六題，約在三十分鐘內可完成填答。 本研究主要發現為： 一、個人特徵中，除年齡、職務、參與教育計劃次數等三項外，其餘各特徵在警察教育計劃各變上，大部份有顯著差異。 二、警察計劃組織運作及個人因素各變項間皆具有正相關存在。 三、不同的民主化程度、專業化程度、開放策略程度、計劃能力、計劃意願在計劃作業程序評估及實質評估滿意度量表上的得分差異皆顯著。 四、整體而言，警察教育計劃組織運作民主化程度、專業化程度、開放程度，計劃人員計劃能力、計劃意願都偏低；對警察教育計劃作業程序評估滿意度、實質評估滿意度也同樣偏低。 五、專業化、計劃意願、開放策略、民主化等四項對計劃作業程序評估滿意度的預測力合計達.69。開放策略、專業化等二項對計劃作業實質評估滿意度的預測力合計達.48。專業化、開放策略、民主化等三項對計劃作業滿意度的預測力合計達.64。 依據研究發現，本研究特別提出下列七項建設性的建議： 一、落實民主領導，鼓勵多元參與，促進意見溝通，以強化教育計劃組織運作民主化。 二、健全教育計劃組織，尊重專業人員的專業判斷與自主性，避免部屬對長官意見的絕對服從，或是長官的看法掩蓋了專業知識的權力，以強化教育計劃組織運作專業化。 三、徹底檢討未能有效因應社會變遷調整警察教育政策之現象，以建立組織開放系統觀念，進而主動察覺社會變遷，適時調整警察教育計劃作業頻率，以強化教育計劃組織開放策略。 四、有計畫的培育警察教育計劃人才，使之接受教育計劃訓練課程，培養卓越的計劃作業能力；實際從事教學，了解教學的需求或可能面臨的困境；歷練警察實務工作，以了解警察同仁實際的需求。 五、實施教育計劃組織運作民主化、專業化為基礎，並加強遴選優秀人才擔任教育計劃工作並拓展計劃人員升遷管道，以激勵教育計劃人員計劃意願。 六、建構以培育計劃人員計劃能力為前提，其次在教育計劃組織內部運作上加強民主化、專業人，以激勵計劃人員計劃意願，力求健全教育計劃歷程為重點，為外加強蒐集週邊環境變遷事象與趨勢，做前瞻性的警察教育計劃作業，以提升教育計劃品質為目前之警察教育計劃理想模式。 七、建議未來研究可採用他項警察教育計劃作業評估指標、採用實驗研究、教育計劃範圍予以分類研究等項。

Language issues, often linked with ideas of history, sentiment, identity, ideology, maintenance, revitalization, minority, and indigenous peoples, are raised constantly in Taiwan. This study focused on examining issues related to language planning and bilingual education at the elementary school level in Taiwan. The research purposes were: 1) to examine the current language education practices in the elementary school by employing perspectives of language planning and bilingual education in Taiwan; and 2) to make recommendations about the current language planning and policy of Taiwan with respect to elementary school language education. There were 123 participants involved in this study. They were elementary school language teachers, language professionals, and parents. Data collection began in the winter of 2004 and continued through the summer of 2005. The research context was elementary school language education. Transcripts and questionnaires were the primary sources for data analysis. Five major phenomena with respect to elementary school language education in Taiwan were found. First, there was no systematic language planning for the present elementary school language education in Taiwan. Second, the three language subjects, Mandarin, English, and Dialects, within the Language Arts area were seen as independent courses without any interdisciplinary integration. Third, parental decisions about the prior order of language learning were structured upon a profound process related to language ideology and instrumentalism. Fourth, the elementary school language curriculum was guided by the concept of Han-centrism. Fifth, because of the phenomenon of language shift, Mandarin has become most children's mother tongue rather than the local languages. Based on the five findings, I suggest that first, team teaching is helpful for elementary school language teachers to integrate children's learning of different languages. Second, parents, language professionals, and language teachers should have more opportunities to communicate with each other about children's language learning. Third, language planners should bear the Han-centric phenomenon in mind, especially when considering issues of educational resources and opportunities and social justice. Fourth, the definition of mother tongues needs to be redefined. Fifth, it is important for every elementary school to develop its own school-based language policy.

Understanding the political nature of adult education program planning is important for practitioners and researchers. This multivariate study clarified the relationships between contextual factors (nature of the power relationship and degree of situational conflict), individual planner's characteristics (perceived problem solving effectiveness, years of experience program planning), and the use of different power and influencing tactics in adult education program planning. Based on theoretical models specified by Cervero and Wilson (1994) and later Yang (1996), the Problem Solving Inventory (Heppner, 1988) and the Power and Influencing Tactics Scale (Yang, 1996) provided instrumentation.A sample of 245 graduate students and faculty in Adult and/or Continuing Education programs completed the informed consent and all the self-report study instruments. Participants were middle-aged (M = 40.84), female (65.1%), and white (82.0%). Most held master's degrees (50.8%) or bachelor's degrees (41.1%) and worked in a public organization (57.1%) of moderate size. Most participants reported low conflict situations and strong perceived problem solving ability.Two significant canonical correlations were initially identified, though only the first held practical importance. In the first canonical correlation (Rc = 0.524; Rc ² = 0.275; p>0.01), high conflict was the singular meaningful predictor variable and there were several moderately strong criterion variables: high counteracting, low reasoning, and low consulting. This canonical correlation was named "When reasoning and consulting fail: counteracting in the face of conflict." Furthermore, in consensual planning situations, reasoning and consulting were favored, while counteracting was not. Three of the hypotheses that were generated to specifically test different uses of influencing tactics under different individual and contextual conditions were partially accepted. Being an early attempt to characterize complex constructs quantitatively, this study suggests that further work is needed to identify and measure the factors that are most critical. Future qualitative research should clarify the nature of power and conflict, and focus on describing the actual use of different influencing tactics in the field. Quantitative research should focus on reliability of instruments and theoretical model clarification with a broader range of adult education program planners. / Department of Educational Leadership

The purpose of this study was to develop a standard instrument for determining the basic elements to be contained in a state of national long-range plan for higher education and to utilize that instrument in evaluating the current planning efforts in Nigeria. In order to fulfill the purpose of the study, answers were sought to seven research questions and procedures were worked out for ten experts in higher-education planning to validate criteria statements about the major elements of a model long-range plan for higher education in a political unit. The findings of this study appear to warrant the conclusions that (1) state or national plans for higher education contain similar major elements and have certain underlying assumptions, (2) long-range planning documents can be evaluated using established criteria, (3) Nigerian planning for higher education has been somewhat systematic but lacks thoroughness, and (4) Nigerian planning for higher education can be strengthened and improved if future planning activities more closely meet established criteria of the model used in this study. Recommendations are offered which could strengthen the existing plan and aid future planning exercises in Nigeria.

The inspection as a tool of control has always existed in social activities and its various ventures. As achievement, the School Inspection born as a need also to the teaching Tuesday its control, initially exercised by the Church and, with the loss of the influence of religion on education, then power should be exercised by the state public. In the current context, as LDBEN No 9394/96, the function of regulatory and inspection is being the State Councils of Education within each system, a regulatory, responding from whom is positioned to Inspection is the problem of this research, that aims to understand their functions, size and through these practices and their contribution to training in Sydney with the quest to answer the aspirations of society. The theoretical contributions range from a conceptual approach, permeated by year assessment and planning, tools inherent in the inspection process in the regulatory practices of educational institutions in the development of public policies in education. These have direct involvement in educational practices and sedimentary triggered inside the institutions and inexorably in educational indicators reflect the state of Alagoas. The qualitative research was designed as a case study, with the participants, at random, inspectors of the State System of Higher Education and Alabama, using as instruments for collecting data on a semi-structured interviews, observation and documentary research and literature. Experience confirms and intensifies from LDBEN nº 9394/96, the work of inspection as an evaluative, but also the character of precípuo tool against the state, which takes as reference the standards expressed by senior regulator, the State Board of Education and pointing needs to better framework conditions for meeting the demands of the legal framework, management and teaching. / A Inspeção enquanto instrumento de controle sempre existiu nas atividades sociais e nos diferentes empreendimentos da sociedade. Como consecução, a Inspeção Escolar nasce como uma necessidade também de o ensino ter o seu controle, inicialmente exercido por parte da Igreja e, com a perda da influência religiosa desta sobre o ensino, posteriormente vem ser exercido pelo poder público estatal. No atual contexto, conforme a LDBEN nº 9394/96, a função da Inspeção é avaliativa e sendo os Conselhos Estaduais de Educação no âmbito de cada sistema, uma instância normatizadora, responder a partir de quem se posiciona a Inspeção é o problema desta pesquisa, que objetiva compreender suas funções, dimensão e práticas e através destas, sua contribuição para a formação em Alagoas com a busca ao atendimento aos anseios da sociedade. As contribuições teóricas vão desde uma abordagem conceitual, perpassando pelo exercício da avaliação e do planejamento, ferramentas inerentes à Inspeção no processo avaliativo de práticas educativas institucionais, no desenvolvimento das políticas públicas da educação. Estas têm implicação direta nas práticas educativas desencadeadas e sedimentadas no interior das instituições e refletem inexoravelmente nos indicadores educacionais do Estado de Alagoas. A pesquisa qualitativa foi concebida na forma de estudo de caso, tendo como participantes, por amostragem, inspetores do Sistema Estadual de Ensino de Alagoas e, utilizando como instrumentos de coleta de dados a entrevista semi-estruturada, a observação e a pesquisa documental e bibliográfica. A experiência ratifica e intensifica a partir da LDBEN nº 9394/96, a atuação da Inspeção como instância avaliativa, mas também no caráter precípuo de instrumento de controle do Estado, que toma como referência as normas expressas pelo órgão superior, o Conselho Estadual de Educação, bem como aponta necessidades de melhores condições estruturais para atendimento às demandas do âmbito legal, de gestão e pedagógico.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-18T12:16:59Z No. of bitstreams: 1 mariadefatimamendes.pdf: 1022871 bytes, checksum: 6ed37ae01efd4f53b71a420342880c19 (MD5) / Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: Corrigir palavra chave: Planejamento Educacional on 2016-07-01T18:36:03Z (GMT) / Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-01T19:10:30Z No. of bitstreams: 1 mariadefatimamendes.pdf: 1022871 bytes, checksum: 6ed37ae01efd4f53b71a420342880c19 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:07:32Z (GMT) No. of bitstreams: 1 mariadefatimamendes.pdf: 1022871 bytes, checksum: 6ed37ae01efd4f53b71a420342880c19 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:07:40Z (GMT) No. of bitstreams: 1 mariadefatimamendes.pdf: 1022871 bytes, checksum: 6ed37ae01efd4f53b71a420342880c19 (MD5) / Made available in DSpace on 2016-07-13T16:07:40Z (GMT). No. of bitstreams: 1 mariadefatimamendes.pdf: 1022871 bytes, checksum: 6ed37ae01efd4f53b71a420342880c19 (MD5) Previous issue date: 2012-09-21 / Esta pesquisa teve como proposta apresentar uma reflexão teórica sobre a implementação de planos municipais de educação, com foco de análise nas políticas educacionais constituídas no âmbito dos municípios. Entendemos os Planos Municipais de Educação como um documento que ao ser instituído por lei, poderá exercer o papel de um novo parâmetro de construção de políticas públicas, trazendo a idéia de que a tarefa não está concluída, pois é, sobretudo, um documento de estratégias e de políticas de educação que inclui a intenção de uma constante avaliação e acompanhamento, à luz da Constituição Federal e da Lei Orgânica do Município. Nesta pesquisa, levamos em consideração a participação dos profissionais da educação e de outros segmentos da sociedade envolvidos neste processo, como foco de investigação e de estudo em relação à democratização do poder, através da gestão democrática, como exercício da cidadania. Procuramos destacar também um breve histórico da trajetória do planejamento educacional no Brasil, os caminhos trilhados e, em se tratando de uma política educacional, buscamos contextualizar e analisar do ponto de vista legal os principais marcos político-institucionais, os quais situam o planejamento como um importante documento necessário às atividades no contexto educacional. Nosso estudo foi desenvolvido por meio da análise de implementação do Plano Decenal Municipal de Educação – PDME - OF, no município de Oliveira Fortes – Minas Gerais. Optamos pela metodologia qualitativa como método de trabalho para alcançarmos os objetivos propostos. Recorremos a pesquisa documental na qual analisamos o PDME – OF, como objeto de estudo, atas de reuniões relacionadas a implementação do PDME do município em questão e à pesquisa bibliográfica. Realizamos, também, entrevistas de caráter semi-estruturado com o dirigente municipal, professores, diretor, supervisor pedagógico, representante do segmento de pais de aluno e com membro do CACS – Conselho de Acompanhamento e Controle Social do FUNDEB – Fundo Nacional de Desenvolvimento e Valorização dos Profissionais de Educação Básica. As entrevistas nos trouxeram informações para o conhecimento e reflexão sobre o processo de implementação do PDME, de forma especial na observação do comportamento e da participação dos sujeitos. Acreditamos que esse estudo possa trazer contribuições referentes ao processo de implementação dos Planos Municipais de Educação como também para compreendermos a participação dos sujeitos envolvidos, e de que forma podem contribuir para uma educação de qualidade no âmbito da educação municipal. / This research aims to reflect upon the theory behind the implementation of the Municipal Education Plan. The Municipal Education Plan is a document which, after being established by law, will serve to analyse the education policy of a municipality in order to construct a new public policy and provide feedback as to whether goals have been achieved. It is also a strategic document which intends to provide periodic evaluation of public education policy in partnership with the Federal Constitution and the Organic Law of the City. In this research we consider the participation of the professionals as well as all other parts of society involved in the education process, and in particular focus on investigating the role of the democratization of power. An example of this is the democratic management of citizenship. We also present a brief history of education in Brazil and predict its future prospects. In particular our analysis of the main political-institutional factors in education show the plan as an important and necessary document for the educational process. This study was developed by reviewing the ten year Municipal Education Plan of the city of Oliveira Fortes, Minas Gerais. We chose a qualitative design as a work method to achieve the suggested objectives. In order to analyze the Municipal Education Plan we used documented and bibliographic research along with records and minutes of meetings concerning the plan’s implementation. We also conducted semi-structured interviews with municipal managers, professors, directors, pedagogy supervisors, parents and students representatives of the Council for Social Monitoring and Control (CACS) of the National Fund for the Development and Enhancement of Basic Education Professionals (FUNDEB). These interviews allowed us to reflect upon implemenation of the ten-year Municipal Education Plan of Oliveira Fortes and in particular upon the behaviour and participation of our subjects. We believe that this research will bring be a valid contribution to the implementation process of Municipal Education Plan and that it will also help us to understand the people involved and how they can contribute to quality municipal education.

This thesis was written as part of a process to secure funds for developing a "Preparatory Vocational Education" training academy for entry-level "Irrigation Technicians." Research revealed that funding for vocational program development was being awarded to "All-inclusive" or academy-style programs. These programs provide instruction necessary for students with zero experience to compete as entry-level journeymen. This project is based on a partial proposal draft for a U.S. Department of Labor Grant.

Historically, vocational education has been sex-typed by program area, following patterns in the work force. Increasing enrollments and employment of females and males in fields traditionally dominated by the opposite sex is one of the goals of vocational educators. In order to do this, vocational educators need to understand the individuals who now choose nontraditional programs and why they make the choices they do. Two questions guided this study: l. How do high school students come to make the decision to enroll in vocational programs nontraditional for their sex? 2. How do these students think about their current training in relation to their future plans? / Master of Arts