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A History of Federal Aid to Education in Texas Through the Department of Health, Education, and WelfareChaney, Bobby L. 08 1900 (has links)
On April 11, 1953, President Dwight D. Eisenhower put into effect Reorganization Plan No. 1 of 1953, creating a new cabinet level department within the federal government. The new Department of Health, Education, and Welfare (HEW) was a consolidation of organizations dealing with national social concerns. Some of the organizations dated back to 1785 when the Congress of the Confederation first set aside public lands for schools. This paper concerns the creation and growth of the department of Health, Education and Welfare, including it's various educational programs, educational research programs, aid to higher education, federally impacted areas, and other HEW programs which affect education.
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State aid to local school districts : a comparative analysisDipasquale, Denise Margaret January 1979 (has links)
Thesis. 1979. Ph.D.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaves 158-161. / by Denise M. Dipasquale. / Ph.D.
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Digital technologies in Australian public schools : a narrative study of government policiesMoyle, Kathryn, Kathryn.Moyle@canberra.edu.au January 2002 (has links)
Policies advocating the use of digital technologies in government schools
are promoted by all public school education systems in Australia. This is
reflected in the release of political media statements, policies, plans,
budgets, digital networking rollouts, curriculum developments, and
professional development activities. Resources are being directed towards
such initiatives from within school education budgets and from
departmental and 'whole of government' initiatives, at state, territory and
federal levels. While there is considerable activity being supported by
governments, outside of these activities academic publications specifically
about these school level initiatives are limited.
This research sets out to answer the question: 'what does public schooling
mean in Australia in the 21st century given its past tradition of free,
compulsory and secular schooling, and given the present policies that are
urging the ubiquitous use of digital technologies?' The purpose of this
research is to interpret, understand and explain the policies of the public
schooling systems in Australia advocating the use of digital technologies. In
doing so, this thesis aims to contribute to the development of a stock of
Australian research specifically in the schooling sector, about the use of
digital technologies in schools. Further, this thesis aims to stimulate and add
to the conversations concerning these policies. It is argued that the use of
digital technologies in schooling has the capacity to redefine what has
previously been understood by 'public schooling'.
This thesis is the outcome of an interpretative social inquiry where narrative
theory and hegemony have provided its theoretical bases. This thesis has not
set out to merge these theories nor has it attempted to reconcile the internal
differences within them, but rather, to draw from them, and to use
approaches that are pertinent to this study. While such an approach may be
contentious and bring some inherent difficulties, the intention of the research has been to draw upon the abstract understandings afforded by
these theories and apply them to concrete, particular, yet newly emerging
educational activities. This is to provide interpretative and explanatory
perspectives to the advocated use of digital technologies in Australian
schools and systems, and, in Chapter Six, to forward a proposition for future
action.
There are several different ways in which this thesis could have been
approached and finally could have been structured. Likewise, there are
many avenues that require research but have been left without investigation
due to limitations of size, space and time. This is not to negate their
importance, but rather it is to recognise the limits of this project and to
highlight the necessity for more research to be undertaken.
Throughout the thesis distance education has been considered in conjunction
with the policies directly impinging upon 'face to face' schooling. It is
argued that with the advocated use of digital technologies as an inherent part
of public schooling, there is emerging, a convergence in these two styles of
schooling. Further it is argued that experiences from school level distance
education practitioners have the potential to offer some insights that may be
useful for those in 'face to face' schools using digital technologies. It is
intended then, that the implications from this research will have the capacity
to influence how we view centrally developed school education policies,
curriculum leadership and management as well as what is intended to
happen in the classroom.
The thesis has been arranged into three parts. The first three chapters
comprise Part One. Chapter One identifies the research space for the thesis.
This is achieved by describing the fields of research from which this thesis
draws, and introduces the theoretical bases used in the research space
identified for this thesis. Chapter Two provides the theoretical bases for the
thesis in more detail. In doing so, positivist approaches to the research are
rejected. Chapter Three describes the research methods used to interpret,understand and explain the public schooling sectors' digital technologies
policies. Together, these three chapters provide an outline of the nature of
the research undertaking, and the theories and methods used.
Part Two also has three chapters. These are structured around the temporal
concept important to narrative theory; that of the past, the present and the
future. Chapter Four looks to the past and provides an account of the history
and three traditions, it is argued, impinge upon this research project. In
particular, this chapter discusses what was intended by the phrase 'public
education' in Australia during the 19th and 20th centuries. This chapter
establishes the context for the interpretations of the policies that follow.
Chapter Five seeks to understand and explain the policy narratives of the
present, defined as the research period between 1997 and 2001. This period
of time is thought of as sitting temporally between the past history and
traditions outlined in Chapter Four and the possible scenarios for the future,
proposed in Chapter Six.
Part Three brings the thesis to its conclusion by reflecting on the central
question identified for this thesis: 'what does public schooling mean in
Australia in the 21st century, given its past tradition of free, compulsory and
secular schooling, and given the present policies that are urging the
ubiquitous use of digital technologies?'
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Historical review of financial equity in Missouri 1993 foundation formula and amendments /Ogle, Geraldine S., January 2007 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 12, 2007) Vita. Includes bibliographical references.
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State lotteries as revenue sources for public elementary and secondary educationJester, Hal J. 03 June 2011 (has links)
The purpose of the study was to investigate the effectiveness of state lotteries as sources funding for public elementary and secondary education. The population consisted of 39 executive directors from state school board associations and the District of Columbia.A questionnaire of 22 items addressing lottery adoption, operation, performance, revenue dedication and distribution, proponent expectations, and school board member expectations was utilized. The questionnaire focused upon seven basic research questions.Findings1. Legislators in twenty-two states formally approved state lotteries between 1971 and 1989.2. Thirteen (fifty-nine percent) of twenty-two state lotteries in operation were approved by state legislatures between 1985 and 1989.3. Proponents in fifteen (73 percent) of adopting states cited "benefits to special interest groups" as an adoption rationale.4. Legislatures in four states dedicated 100 percent of lottery revenues to public elementary and secondary education.5.Fiscally successful lotteries have effective marketing and good organization/structure.6. The fiscal success of lotteries was limited by a multitude of factors, none of which represented more than 27 percent of responses.7. Measurement of lottery revenues to education was difficult due to the methods of distribution, and sparse data.8. Four of six state lotteries have revenues dedicated to education distributed funds through equalization grants.9. Lottery revenues met or exceeded the expectations of 81 percent of proponents.10. Lottery revenues to education met the expectations of 22 percent of school board members.11. Proponents in states where a lottery had been considered but not adopted cited each of three rationales 65 percent of the time. The rationales were: 1) lottery participation is voluntary, unlike a tax, 2) lotteries raise state revenue without raising taxes, and 3) benefits to special interest groups.12.Opponents in states where the legislature had considered but not adopted a lottery cited the rationale "lotteries are morally wrong" 100 percent of the time.
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Access, opportunity, and choice : developing financial aid packaging strategies to facilitiate choice in higher education /Spaulding, Randall S. January 2003 (has links)
Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 86-91).
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Die soziokulturelle Bedeutung einer Musikschule für ihre Region : untersucht am Beispiel der Musikschule Ravensburg, e.V. /Hantelmann, Carola. January 2001 (has links)
Thesis (doctoral)--Universität Konstanz, 2001. / "Quellennachweis": p. 185-189.
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Program cost differentials for state financing of Indiana public schoolsEmbry, Donald E. January 1973 (has links)
The major intent of the investigation was to determine the existing level of cost differentials for selected education program categories in the state of Indiana. The categories of prekindergarten and kindergarten, grades one through six, grades seven through-twelve, mentally handicapped, physically handicapped, compensatory and vocational education were selected as program categories for study. Secondary concerns were to describe the patterns of 1971-72 public school funding for the state of Indiana by government level and to recommend a new concept for distribution of state funds to Indiana local schools based on the developed program cost differentials.Sources of revenue were taken from Report of Statistical Information for Indiana School Corporations 1971-72 School Year for the 1967-68, 1968-69, 1969-70, 1970-71, 1971-72 school years. Percentages as to major categories of revenue were computed for the above years.The Education Cost Differential Basic Data Instrument was developed for collecting data to achieve the major purpose of the study. Seventy-four Indiana school corporations were sampled from a population of all Indiana reorganized school corporations which had grade organizational patterns of 6-6, 6-2-4, or 6-3-3 for the school year 1971-72. Eighteen responded with timely usable data. State cost differentials for each program were computed by dividing reported net current operating expenditures for each program area by total full time equivalent pupils in ADM for the program. State cost differentials were computed by dividing the average cost per full time equivalent pupil in ADM for each program by the cost per pupil for the basic program, grades one through six.Conclusions of the study included:1. The major fiscal support for public school corporations in Indiana is provided from localsources.2. Percentage of the total revenue from local sources has constantly increased for the public school systems from July 1, 1967 through June 30, 1972.3. The Indiana General Assembly has not provided fiscal support commensurate with the rising costs of public education.4. Federal support as a percentage of total fiscal support of public education in Indiana is below the national average.5. Elementary programs, grades one through six, have the lowest net current operating expenditure and were assigned a cost differential index of 1.000.6. Secondary programs, grades seven through twelve, represent the second lowest net current operating expenditure with a cost differential index of 1.095.7, The cost differential index for vocational education programs is 1.256.8. Prekindergarten and kindergarten have a cost differential index of 1.271.9. The cost differential index for compensatory education is 1.633.10. Mentally handicapped programs have a computed cost differential index of 2.559.11. The cost differential index for physically handicapped programs is 2,821.In comparing Indiana cost differential indices with cost differential indices developed in similar studies but different populations, the vocational index of 1.256 is indefensibly lower and, therefore, questioned. Only five of the 18 respondents supplying data may account for the variation.The Indiana General Assembly should enact legislation which would provide a distribution formula for state aid to local school districts which weights per pupil allocations based upon program cost indices. The weighted pupil concept could be effectively employed to determine state allocations by multiplying the number of weighted pupils in ADM by a uniform dollar allotment for pupils with an index of 1.000. The cost of the state guaranteed program, to avoid built-in inequities, should be defined as net current operating expenditures.
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Equity and efficiency considerations of public higher educationBarbaro, Salvatore. January 1900 (has links)
Thesis (Ph. D.) - University of Göttingen, 2004.
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Digital technologies in Australian public schools : a narrative study of government policies /Moyle, Kathryn. January 2002 (has links)
Thesis (Ph.D.) -- Swinburne University of Technology, 2002. / Submitted for the degree of Doctor of Philosophy, 2002. Typescript. Bibliography: p. 454-515.
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