Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

对于中国教育不平等的研究，已有文献多以成年人为研究对象、关注教育结果不平等在中国特定时期或特定制度下的表现形式，而较少从家庭层面直接关注教育不平等的实际形成过程。本论文基于最新的、具有全国代表性的儿童数据，分析家庭背景对尚处于基础教育阶段的子女教育成就的影响作用、并关注家庭为子女所投入的各种教育资源。由于早期教育阶段的学业成绩和教育投入会影响更高教育阶段的学业成绩乃至最终的教育水平，本论文是一项试图从家庭层面理解教育不平等形成机制的探索。 / 本论文以"家庭背景──教育成就"这一关系为主线，主要包括三项研究，分别对应于中国当前在两性关系（第二章）、教育体系（第三章）、家庭规模（第四章）这三个重要方面所经历的变迁。第二章探讨家庭背景与两性学业成绩差异之间的关系。数据结果显示，男孩在字词得分上的劣势随着父母教育水平和家庭收入水平的提高不断减小，而两性在数学得分上的相当则是高收入家庭的男性优势和低收入家庭的男性劣势共同作用的结果。进一步分析显示，不同社会经济地位的家庭对男孩和女孩教育的经济投入都是无差别的，但社会经济地位较低的家庭对男孩的日常关注则少于对女孩的关注。这与以往大多研究在东亚社会发现的"男性偏好"模式是不同的。第三章的发现课外辅导对儿童学业成绩的显著作用以及儿童课外辅导活动与家庭背景之间存在正向关系，这有助于我们认识校外教育在型塑教育不平等中的作用。第四章考察在当前中国低生育率背景下家庭规模的增大仍然对儿童学业成绩以及儿童在教育过程中所获得的各项家庭资源──经济投入资源、父母参与资源、家庭环境资源──具有消极作用，并且，这些家庭资源可以有效解释家庭规模对儿童学业成绩的消极作用。另外，不同类型家庭资源的解释力在不同学科上具有差异。 / Concerning the educational inequality in China, prior research generally utilized adult samples to delineate forms of educational inequality in changing historical periods or institutional contexts of China. However, little attention was paid to the concrete process through which educational inequality was generated at the household level. This dissertation draws upon recently collected, nationally representative children data to investigate the effects of family backgrounds on Chinese children’s educational performance, and stresses specific forms of educational investment in children made by Chinese families. As educational performances and parental investment in earlier educational stages could affect educational performance in later educational periods and final educational outcomes, this dissertation is an attempt to explore the mechanisms of educational inequality at the household level. / Centering on the link "family background-educational performance", this dissertation consists of three specific studies, which talk to the societal contexts of gender relationship, educational reform, and fertility decline, respectively. In terms of the gender relationship, chapter 2 examines the effects of family backgrounds on gender gap in educational performance. Empirical results show that the beneficial effects of parental education and household income are larger for boys than for girls. These results are quite contrary to the theoretical framework of son preference, but empirically support the male vulnerability hypothesis which is becoming popular in western societies. Futher, results show that family economic investment in children’s education is indifferent to gender; however, boys are disadvantaged in obtaining parental non-economic investment compared to girls when educational level of parents and income level of households are low. / With regard to the educational reform, chapter 3 investigates whether children’s tutoring behaviors are influenced by family backgrounds, and whether private tutoring benefits children’s educational performance. Analyses in this chapter show that both children’s likelihood of attending private tutoring and the exact amount of money they receive from parents for their tutoring are positively associated with parental education and family income. Results also show that controlling for family backgrounds, children who have attended private tutoring perform better in the verbal test than those who have not, but there is no significant difference in math performance between the two groups. Within the group of children who have attended private tutoring, higher monetary spending on tutoring predicts both higher verbal test scores and higher math test scores. / In examining the effects of sibship size on children’s educational performance as well as the educational resources they obtain from their families, chapter 4 divides family resources that might be beneficial to children’s education into three dimensions: financial investment resources, parental involvement resources, and family environment resources. Empirical results reconfirm that children from big family size are disadvantaged both in obtaining all these educational resources and in academic achievement. Moreover, results show that these educational resources could explain substantively the negative effect of family size on academic achievement, whereas the three types of family resources contribute differently to explaining the differences in word test and math test among children with different sibship sizes. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 張月云. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 88-101). / Abstracts also in English. / Zhang Yueyun.

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The problem of education in South Africa is neither specialization nor broad education. It is adopting the most suitable curriculum for the improvement of educational provision and increasing the ability to adjust to a constantly changing and evolving economic environment. The curriculum of commercial subjects is appropriate for the overall transformation of the South African society because it holds the progressive development of business and entrepreneurial advancement, thereby pepping up industrial and economic development. The intensity and expectations from schools in terms of good results had been so high that since the advent of the new democratic dispensation in 1994, massive budgetary allocations had been committed to the development of education. This study sampled six high schools from circuit one of the Mthatha District of the Eastern Cape Province of South Africa for the investigation into the performance Grade 12 Business Studies learners. The Study revealed that prior knowledge was the most significant factor in determining a good performance in Business Studies. The conclusion is that on the basis of the research findings the overall development of teaching and learning towards good performance in Business Studies by Grade 12 students can be possible if teachers and students are provided with the required resources.

Results from recent international assessments showed that the performance of South African learners in these international benchmarking assessments remained at rock bottom of the study rankings. These results not only paint a dim picture of the ability, work ethic and attitude of learners in the South African schooling system, but it also calls into question the performance intent of educators. This study becomes very important against the background that learners being taught in South African classrooms are increasingly facing stiffer competition in the market place due to the phenomenon of globalisation. The perception of the international community pertaining to the quality of teaching and learning in South African schools is bound to impact significantly on the keenness of foreign countries to engage with South Africa on a meaningful scale. The primary objective of the study is to improve the performance intent of school-based educators in the Uitenhage Education District. More specifically, the study investigates the relationship between the performance intent of educators (the dependent variable) and motivation, commitment to profession, commitment to the leader, community engagement and professional development (the independent variables). Given the constraint of distance, the sample was limited to schools in the Uitenhage Education District, and for this reason, convenience sampling was used for purposes of this study. Three hundred and sixty questionnaires were issued, of which 316 were returned (a response rate of 88%). The empirical results revealed all the independent variables impact significantly on the performance intent of educators at public schools in the Uitenhage Education District. The research findings cannot be generalised to all schools in the province because the sampled schools compose only a relatively small portion of all schools in the Eastern Cape Province. Recommendations for future research are also provided.

This study has two purposes. The first is to compare the academic skills achievement in reading and mathematics of students participating in a performance contracting program with the academic skills achievement of students not participating in the performance-based program. The second is to determine whether those students participating in the performance contracting program show a significantly different level of achievement (higher or lower) than the control group approximately four months after the conclusion of the program.

Thesis (Ph. D.)--University of Florida, 1982. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 134-135).

This study investigated the nature and impact of role-related interests on an attempt at organizational change in the school context. The change effort was an attempt to impose new teacher evaluation procedures in three elementary schools during the conduct of a pilot project. These schools implemented teacher evaluation procedures that were designed as a component of a teacher incentive program. A conceptual model guided this research. The expectation was that role-related interests would have a direct effect on the various actors' perceptions of the teacher evaluation plan. The model presented other factors that would tend to intervene between the actor's role-related interests and perceptions of the plan. These potential intervening variables were defined as: (1) experiences during the pilot, (2) interpersonal relations, and (3) assignment of ratings. The research questions for this study were defined as follows: 1. What are the role-related interests of the key actors at the school building level in the implementation of the pilot plan? 2. How are these interests related to perceptions of the plan? 3. How are perceptions of the plan influenced by experiences that occur during the pilot program? 4. How are perceptions of the plan influenced by interpersonal relations existing between key actors and significant others during the pilot program? 5. How are perceptions of the plan influenced by the actual process of assigning ratings to teachers? A multiple-case design and multiple data gathering methods were employed in addressing the problem from an organizational perspective. Collection of data was begun in the fall of 1984 and completed in the spring of 1985, spanning the duration of the pilot project, which was one school year. Data were collected through interviews, observations, and document analysis. Role-related interests were found to be related to overall initial perceptions of the plan. Those who perceived positive impacts on their own satisfactions and needs were more likely to be positively disposed toward the plan in general and more likely to feel that the plan would achieve its intended goals. The relationship between role-related interests and plan perceptions was influenced by experiences during the pilot and interpersonal relations. A change in perceptions of the plan over time was found to be related to the process of assigning ratings to teachers and to the leadership of the principal. / Ed. D.

The Integrated Quality Management System is a national policy that was introduced in 2003 by the Department of Education – with the aim of improving the performance of educators in teaching and learning. The policy integrates three programmes, namely: Developmental Appraisal, Performance Management and Whole-School Evaluation, which ought to complement one another, and run concurrently. The introduction and implementation of the Integrated Quality Management System is based on the premise that the quality of education in South African Schools would improve if the processes of the policy were used to evaluate and reward educators, and to institute corrective measures where necessary. The aim of the study was to evaluate the implementation of the Integrated Quality Management System for improving the quality of teaching and learning in schools. The study focused on schools in the King William’s Town Education District. Qualitative and quantitative research approaches were used to elicit the perceptions of educators, Senior Management Teams and District coordinators, with regard to the implementation process of the policy in the local schools. The findings indicate that the Department of Education needs to improve the processes of educating the educators in the implementation of the Integrated Quality Management system – in order to increase the possibility of achieving the objectives of the policy.