Spelling suggestions: "subject:"educational equalization"" "subject:"ducational equalization""
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Barriers to the retention of Black African students in post graduate psychology /Baig, Quraisha. January 2009 (has links)
Thesis (M.Soc.Sc.) - University of KwaZulu-Natal, Pietermaritzburg, 2009. / Full text also available online. Scroll down for electronic link.
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Social science, public policy, and political theory the problem of equality of educational opportunity /Joseph, Lawrence B. January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 284-302).
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Campus hate speech regulation can survive strict judicial scrutiny because campus hate speech impairs equal educational opportunity /Dickinson, Sandra J. January 1996 (has links)
Thesis (Ph. D.)--Ohio State University, 1996. / Vita. Includes bibliographical references (leaves 270-279). Available online via OhioLINK's ETD Center.
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Poverty in the classroom advocacy and equity /Connelly, Kelsey. January 2010 (has links) (PDF)
Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/6/2010). Includes bibliographical references (leaves 172-177).
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A case study of desegregation in the Rockford school system, Rockford, Illinois, from 1989-1997Dawson, Carlian Williams. Pancrazio, Sally B. January 1998 (has links)
Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 3, 2006. Dissertation Committee: Sally B. Pancrazio (chair), Elizabeth Lugg, Larry McNeal, James D. Dixon. Includes bibliographical references (leaves 171-176) and abstract. Also available in print.
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Exploring teachers' understanding and practice of gender equity case study of a kindergarten in Hong Kong /Luk, Miu. January 2005 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.
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Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole /Hermanis, Piet. January 2005 (has links)
Thesis (MEd)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.
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Developing statistical inquiry prospective secondary mathematics and science teachers' investigations of equity and fairness through analysis of accountability data /Makar, Katie M., Confrey, Jere, Marshall, Jill Ann, January 2004 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Jere Confrey and Jill A. Marshall. Vita. Includes bibliographical references.
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Adult learning centres as repositories of school-excluded learners.Phakoe, Benedict Mokapi 27 October 2008 (has links)
M.Ed. / Prof. W.A. Janse Van Rensburg
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The Myth of Égalité: On the Perils of Inclusion for the Special School as Transformative SpaceNoland, Maria Ann January 2024 (has links)
In the present era of inclusion, special schools increasingly serve as spaces for the delivery of supplementary education and rehabilitation services for mainstreamed disabled children. A history of segregation and institutionalization weigh heavily on the sector, prompting many special educators to advocate for students' continued mainstreaming (often against students' wishes) through mastery of the necessary compensatory techniques and technologies that promise to help them attain equality with their non-disabled peers in mainstream schools.
Drawing on 14 months of ethnographic research, including bi-weekly in-person participant observation and semi-structured interviews with educators and parents, in a public special school for the blind and visually impaired in southern France, this dissertation explores the narratives and practices that maintain educators in a deficit mindset vis-à-vis disabled lives, a mindset from which it becomes difficult to see the potential of visual impairment to contribute to an enacted, non-representational epistemology in an education system based on ocular-centric objectivism.
Nevertheless, students harness being together disabled at the school to make sense of the world through their unique phenomenologies in which sight often plays a surprisingly important part. Engaging anthropology, embodied cognitive science, and critical disability studies, I argue that sight shows up for the children as a tool of playful curiosity for learning in an always emergent present, a disposition I call "sight as question" that stands in contrast to the objectivist "sight as power" standard in mainstream schools.
In re-conceptualizing the special school as understated space of embodied knowledge creation, my dissertation makes three primary contributions. First, I show how the French state's race to mainstream all students has exacerbated reactionary approaches to educating disabled children, a reality now hidden behind an innovative facade of assistive technology. Second, I document how such situation continues with the full compliance of otherwise progressive-minded educators because of a historical cultural context wherein national public education is instilled with the status of meritocratic authority responsible for vetting all children for epistemic conformity as a matter of égalité. Finally, I offer an alternative perspective for repurposing special schools to spaces of phenomenological potential led by members of the disabled community and explore what, as such, they might contribute to teaching and learning in an age of artificial intelligence.
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