Thesis (MS)--University of Montana, 2007. / Contents viewed on April 1, 2010 Title from author supplied metadata. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1975. / Title from title page screen, viewed Nov. 8, 2004. Dissertation Committee: Charles Edwards (chair), Gene A. Budig, Eugene Fitzpatrick, Robert McAdam, Wilbur Venerable. Includes bibliographical references (leaves 285-295) and abstract. Also available in print.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 241-249). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.Ed.) -- Memorial University of Newfoundland, 1987. / Typescript. Bibliography: leaves 78-82. Also available online.

Thesis (Ph.D.)--Texas Christian University, 2009. / Title from dissertation title page (viewed June 2, 2009). Includes abstract. Includes bibliographical references.

Thesis (D.A.)--Illinois State University, 1993. / Title from title page screen, viewed February 23, 2006. Dissertation Committee: John F. Chizmar (chair), Rati Ram, David D. Ramsey, Anthony L. Ostrosky, William T. Gorrell. Includes bibliographical references (leaves 93-95) and abstract. Also available in print.

Thesis (M.A.)--Kent State University, 2008. / Title from PDF t.p. (viewed Oct. 5, 2009). Advisor: Vilma Seeberg. Keywords: Rural Chinese girls; higher education; disadvantaged; Limited Good; patriarchy. Includes bibliographical references (p. 41-46).

This study explores the relationships between the Alaska Native leadership, its interests in and impacts on higher education in Alaska, and the ways in which the University of Alaska responded to Alaska Native educational needs and initiatives, especially during the period from 1972 and 1985. The major question explored is why and how the University of Alaska system failed to adequately address the educational needs of Alaska Natives, especially given the level of political acumen of the Alaska Native leadership, their awareness of the importance of higher education as a means to control the land base “acquired” through the Alaska Native Claims Settlement Act, the mission statements of the University concerning the education of Alaska Natives, and the abundance of petroleum dollars available to the University during that period. While the Alaska Native leadership was requesting that “appropriate” educational programs be designed and delivered to rural Alaska Native students, the University of Alaska’s response to these requests took the form of structural changes within the institution, rather than substantive change in the content of educational programs. The study demonstrates that the discrepancy between Alaska Native requests for substantive educational change and University of Alaska responses in the form of structural alterations is attributable, in large part, to the opposing world views of the two sets of actors, and thus to different perceptions of the nature and role of education in general. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The purposes of this study are (1) to identify the major policy issues being addressed by state agencies responsible for coordinating and regulating higher education; (2) to develop a classification system through inductive "clustering" that will aid in the analysis and synthesis of the major policy issues facing state coordinating boards for higher education; (3) to classify these policy issues; (4) to compare the goals and strategies of the various states; (5) to propose a list of significant policy issues that institutions and state agencies of higher education may face through the 1990s and into the 21st century.

No description available.