In this critical inquiry, I look at how individuals who experience social, cultural and economic exclusion in postcolonial societies construct cultural identities and relationships with what they perceive as the dominant cultures of their countries through the process of schooling. Here, the term 'postcolonial' refers to events, places, and conditions that are situated after periods of colonization, and implicate individuals whose histories are linked to colonizers and colonized peoples. / This thesis discusses theoretical, political, philosophical and methodological issues around the design, implementation, interpretation and report of an ethnographic inquiry carried out in Brazil (Sao Paulo area) and southern France in 2004-2005. In this project, I organized focus groups of adolescents from marginalized communities in those two locations with the intention to generate critical dialogues about their experience of schooling and the dynamics between what they perceived as their cultural identity, their school's culture, and the culture of their countries. More than a mere survey of the accommodation and representation of 'minority' histories and peoples in France and Brazil, this study strives to explore and compare how the societal apparatuses of those two countries, with a particular emphasis on schooling, produce categories of cultural difference and inscribe them onto societal subjects. Thus, I carried out my inquiry with the belief that schooling is not simply a site of cultural transmission and reproduction, but also of cultural and identity production: a matrix that recreates, renegotiates, and institutionalizes hierarchical boundaries of difference that become actualized in students' subjectivities (Hall, 1999).

No description available.

據手稿本影印. / Thesis (M.A.)--香港中文大學. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 125-182). / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 引論 --- p.1 / Chapter (一) --- 研究目的 --- p.1 / Chapter (二) --- 文獻評述 --- p.4 / Chapter (三) --- 研究方法 --- p.5 / Chapter 第二章 --- 黎族概況 --- p.12 / Chapter (一) --- 地理環境 --- p.12 / Chapter (二) --- 歷史背景 --- p.14 / Chapter 第三章 --- 中國政府的少數民族政策 --- p.19 / Chapter 第四章 --- 中國政府對黎族的教育政策 --- p.25 / Chapter (一) --- 第一期　自宋至清 --- p.25 / Chapter (二) --- 第二期　民國期間 --- p.28 / Chapter (三) --- 第三期　中華人民共和國成立以後 --- p.32 / Chapter 第五章 --- 四個現代化方針下的黎族人民教育 --- p.38 / Chapter (一) --- 地方自治權 --- p.39 / Chapter (二) --- 教育投資的變化 --- p.39 / Chapter (三) --- 黎族原有文化的發展 --- p.41 / Chapter (四) --- 黎族教育的現況 --- p.42 / Chapter 1 --- 教育行政 --- p.43 / Chapter 2 --- 學制 --- p.53 / Chapter 3 --- 教育內容 --- p.62 / Chapter 4 --- 教師訓練 --- p.71 / Chapter 第六章 --- 黎族教育發展的幾個問題 --- p.83 / Chapter 第七章 --- 黎族教育的檢討與前景 --- p.88 / Chapter 附錄 --- 附錄 --- p.100 / Chapter (一) --- 原始資料 / Chapter 1 --- 海南島地圖 --- p.100 / Chapter 2 --- 歷史實地考察所得的資料 --- p.102 / Chapter (1) --- 廣東市教育局 --- p.102 / Chapter (2) --- 廣東民族學院 --- p.102 / Chapter (3) --- 廣東省民族研究所 --- p.108 / Chapter (4) --- 海南島苗族自治州 --- p.108 / Chapter A --- 計劃 --- p.108 / Chapter B --- 日程 --- p.109 / Chapter C --- 田野工作經過 --- p.110 / Chapter D --- 海南島黎族苗族自治州教育局 --- p.112 / Chapter E --- 州師範學校（各族並收) --- p.115 / Chapter F --- 番茅小學（只收黎族） --- p.118 / Chapter G --- 州立衛生學校（各族並收） --- p.126 / Chapter H --- 州立中學（重點中學）（各族並收） --- p.157 / Chapter I --- 崖縣田獨新村小學（只收黎族） --- p.157 / Chapter J --- 田獨小學附中（只收黎族） --- p.165 / Chapter K --- 崖縣幼兒園（各族並收） --- p.166 / Chapter L --- 樂東縣縣立民族中學 （只收黎族） --- p.170 / Chapter M --- 樂東縣縣長介紹的教育情況 --- p.172 / Chapter N --- 海南師專（行政區高等學院） --- p.173 / Chapter O --- 瓊台師範（行政區師範學校） --- p.174 / Chapter (二) --- 參考文獻 --- p.175 / Chapter 1 --- 一般性的文獻 --- p.175 / Chapter 2 --- 關於民族問題的民獻 --- p.176 / Chapter 3 --- 關於少數民族問題的文獻 --- p.176 / Chapter 4 --- 關於中國的少數民族問題的文獻 --- p.176 / Chapter 5 --- 關於海南島的文獻 --- p.178 / Chapter 6 --- 關於黎族的文獻 --- p.179 / Chapter 7 --- 關於教育的文獻 --- p.179 / Chapter 8 --- 報章與期刊 --- p.181

Thesis--PlanA (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Not available / text

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Edmund Gordon. Dissertation Committee: Ronald Samuda. Includes bibliographical references.

No description available.

The major focus of this study was to examine the consistency between the perception of teachers and parents toward the value of bilingual education for facilitating the academic growth of school-age children. Relationships of perceptions to the academic achievement of children was also evaluated. Three specific areas of the bilingual program were investigated: philosophy, functional value, and implementation. In order to obtain measures of perception of teachers and parents toward bilingualism and bilingual education, an instrument was developed. This instrument, named as the Attitudes Toward Bilingualism (ATB), contained 49 Likert-type items. The items of the ATB were divided into three categories: philosophy, functional values, and implementations. Items in each section were rated on a five-point scale ranging from a low to a high agreement scale. Teacher and parent volunteers filled out the ATB. The faculty of five targeted bilingual schools volunteered to participate in this study. Teachers included in the sample were drawn from all first, second, and third grade bilingual classrooms of the target schools. Thirty bilingual teachers and 107 parents participated in the study. The overall directions of the findings clearly suggested a great deal of similarity in the perceptions of parents and teachers toward various issues surrounding bilingual education practices. The specific issues examined in this study can be viewed in a broad sense of parent-school partnership issues, which need to be studied at greater depth. Issue concerning implications of the study and the general utility of obtained results were discussed.

This dissertation consists of three essays in applied microeconomics. Each chapter covers a large category of public spending in the US: (1) health care; (2) social insurance; and (3) education. This dissertation aims to understand the determinants of efficient delivery of public programs, focusing on disadvantaged subpopulations. The first chapter looks at the effectiveness of health care systems. Medicaid, the largest public health insurance program in the US, has transitioned from a fee-for-service system (FFS) primarily administered by the government to a managed care system (MMC) administered by private insurers over the last few decades. I examine how hospitals' responses to financial incentives under these two systems affect hospital costs and newborn health outcomes. I analyze the universe of inpatient discharge records across New York State from 1995-2013, totaling 4.5 million births. First, I exploit an arbitrary determinant of MMC enrollment: infants weighing less than 1,200 grams were excluded from MMC and were instead served through FFS. Using a regression discontinuity design, I find that newborns enrolled in MMC stayed fewer days in hospitals and thus had less expensive visits relative to newborns enrolled in FFS. The cost difference is driven by birth hospitals retaining more newborns enrolled in FFS while transferring away those enrolled in MMC. I find that MMC had limited impacts on newborn health, measured by in-hospital mortality and hospital readmission. Hospitals tended to transfer out MMC newborns only when a high-quality hospital was nearby, which resulted in these infants receiving uncompromised care. Second, I exploit county-level rollout of the MMC mandate to examine impacts on the full population of infants using a difference-in-difference design. I find that hospitals achieved a similar rate of cost savings as for infants over the 1,200-gram threshold, while length of stay, the probability of transfer, and mortality did not change following the mandate. This finding suggests that there are alternative, successful methods by which hospitals reduce costs under MMC, including for high-risk deliveries. The second chapter argues that wealth uncertainty influences when couples choose to retire. Using data from the Health and Retirement Study, I show that wives delay retirement when their husbands retire following a job loss. This effect is stronger when husbands are the primary earners, and couples are relatively poorer. This provides evidence of intra-household insurance that mitigates the impact of an unexpected earnings shock. I find that wives tend to delay retirement only until they become eligible for Social Security. This suggests that Social Security benefits can relax households' budget constraints and allow wives to join their husbands in retirement. The third chapter focuses on heterogeneity in grade retention decisions in New York City public schools. Performance on proficiency exams can be a key determinant of whether students are retained or "held back" in their grade. We find female students in New York City are 25% more likely to be retained in their grade due to exam failure than boys. Hispanic students are 60% more likely and Black students 120% more likely to be retained due to exam failure (relative to White students). Poverty and previous poor performance also increase the likelihood of retention, while being young for grade or short does not. We conclude that "patterned discretion" exists in how standardized test results are utilized.

I. Human Rights and Democratic Movements in Armenia - Human Rights as an “Attractor” of Europeanization Processes of Transcaucasian “Neither War nor Peace Societies” (Artur Mkrtichyan) - Human Rights Defender’s Office Armenia (Larisa Alaverdyan) - The Factor of Human Rights Protection as Criteria for the Development in the Social System (Hovhannes Hovhannisyan) - Two Priorities and Two Suggestions in Leading the Way to Human Rights Protection (Gevork Manoukian) - Intrastate Mechanisms of the Protection of Human Political Rights and Freedoms in Armenia (Ashot A. Alexanyan) - The Future of Democracy in Armenia: Institutional and Mass Beliefs Perspectives (Alexander Markarov) II. Human Rights and Education in Armenia - Human Rights in the System of Civic Education Values (Valery Poghosyan) - The Role of Academic Knowledge in Maintaining Tolerance (Ani Muradyan) - Rights of a Child or Duties of Adults...? (Mira Antonyan) - The Right to Education for Children with Special Needs: Inclusive Education in Armenia (Marina Hovhannissyan) - Human Rights Awareness and UNDP Evaluation in Armenia (Kristina Henschen) - Human Rights Education in Armenia – A Base Line Study (Litit Umroyan; Lucig Danielian) III. Human Rights and Minorities in Armenia - Human Rights, Minorities and Human Rights Education in Armenia: An External Perspective (Claudia Mahler; Anja Mihr; Reetta Toivanen) - Minorities and Identity in Armenia (Tatevik Margaryan) - Legal and Real Opportunities for the National Minorities Residing on the Territory of the Republic of Armenia (Hranush Kharatyan)