Thesis (Ed. D.)--Temple University, 1942. / Includes bibliographical references (p. 229-235).

Thesis (Ed. D.)--Temple University, 1942. / Includes bibliographical references (p. 229-235).

Thesis (Ph. D.)--University of Chicago, 1940. / Lithoprinted. "Private edition, distributed by the University of Chicago libraries, Chicago, Illinois." Bibliography: p. 137-140.

Thesis (Ed. D.)--University of Oklahoma, 1994. / Includes bibliographical references (leaves 190-197).

Thesis (Ph. D.)--Columbia University, 1931. / Vita. Published also as Teachers college, Columbia university, Contributions to education no. 462. Bibliography: p. 153-157.

The thesis addresses the paradigm shift of education governance in China through a study of the policymaking process of two legislation episodes in China: the 1986 Compulsory Education Law and the 2006 Compulsory Education Law Amendment. The research started with two broad initial research questions: how was the Compulsory Education Law made and amended? Why was the Law made and amended? Using ethnographic interviews and documentary analysis as the main research methods, more specific questions on the 1986 and 2006 legislation were later delved into as the research evolved in depth: What were the driving forces behind the 1986 and 2006 legislation? What values of compulsory education were assumed in the central decisions of the 1986 and 2006 legislation? What was the institutional rationale underpinning the 1986 and 2006 legislation? The data was collected through ethnographic interview with some forty informants involved in the policymaking process. The research findings were analyzed and presented on three levels. First, the findings were presented on the basis of narration analysis. Second, the policymaking process of the legislation was analyzed from three paradigms: agenda-setting, decision-making and organizational behavior. Finally, by examining the results of the previous stages of analysis and further comparing the two cases, the research arrived at a theoretical framework for education governance that embraces three essential elements: political ideology, perceived value of education, and institutional rationale. The analysis of the two legislation episodes identified that the political ideology, which shifted from efficiency-oriented economic well-being to equity-oriented social cohesion, steered the agenda-setting of the compulsory education legislation. The perceived value of education reflects the role that education plays in development, changing from economic value to social value. The institutional rationale essentially determines strategies by which compulsory education materializes, with a variance from governing by goal and mobilization to governing by accountability and regulation. In conclusion, education governance in China witnessed a paradigm shift from “economic instrumentalism” toward “social rationalism” over the twenty-year period from the mid-1980s to 2006. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

No description available.

No description available.

No description available.

The purpose was to develop a study unit to acquaint Indiana educators with the use of basic legal resources of Indiana through explanations of the relevant primary research publications.Review of related literature indicated a void of such publications in Indiana explaining the primary legal resources of the state. Due to the complexity of the legal network forming the foundation, structure and control of school systems in Indiana, a study unit providing knowledge of the mechanics of legal resources for students of school law was necessary, beneficial and innovative.Nine legal resources were chosen with the aid of How to Find the Law, by Roalfe; Pollack's Fundamentals of Legal Research, by Jacobstein and Mersky; Effective Legal Research, by Price and.Bitner; Legal Research in a Nutshell, by Cohen; West's Law Finder, byWest; and A Schoolman in the Law Library, by Rezny. The nine basic legal resources of Indiana selected for study and explanation were:Constitution of the State of Indiana 2) Burns' Indiana Statutes AnnotatedAnnual Reports and Official Opinions of the Attorney General of IndianaIndiana ReportsShepard's Indiana CitationsWest's Indiana DigestWest's Indiana Law EncyclopediaIndiana ActsIndiana Code of 1971A basic pattern was maintained in presenting a background in the use of the legal resources explained. The purpose and. definition of each resource was provided with tables of contents, legal abbreviations, coded numbers and subject indexes presented subsequently. Reproduced pages of the resources were incorporated to aid in explaining the research publications. The repeated system of explanation was designed to aid the educator in following the procedure utilized in each of the nine basic legal resources and to facilitate understanding of each primary legal resource of Indiana.The scope and relevance of each resource was also emphasized. In many instances the resource explained provided helpful cross references, extending the value of the legal publication for further school law research by the educator in Indiana. Skill in the use of the nine Indiana legal resources allowed the educator to locate and understand the cases and statutes relating to educational law in Indiana.Summary questions were designed to involve the student in actual use of the basic legal resources. Each summary question presented involved a specific aspect of the previously explained legal resource. Insight and appreciation for the systematization of the resources was to be gained by the educator in utilizing the information provided to answer the questions posed. The questions were further designed to assist the student of school law in locating answers to specific questions that might arise in the daily operation of Indiana schools. Questions posed for purpose of the study unit were followed by the appropriate answer allowing students to determine if correct responses were being made.A glossary of commonly utilized legal terms was provided to facilitate the understanding of thestudent, since the basic legal resources frequently used legal language.The legal explanations and summary exercises provided in the study unit were not designed to answer specific questions or solve specific problems for the school administrator involving school law. Nor was the information presented designed to eliminate legal counsel when serious problems concerning school law arose.The intention of the study unit explaining the basic legal resources of Indiana was to facilitate the researching of cases and statutes concerning school laws relevant to. the operation of Indiana schools.