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On the assumption that the North American city and regional planning education has been of questionable value for underdeveloped countries, this study examines two major questions: a) how has this education system responded to the academic needs of planning students from underdeveloped countries? b) what was the outcome of this response. Answers to these questions demonstrate a theory of international interaction. In essence, a similar problem in many nations triggers sequential response in the form of interest, involvement, and influence among international agencies, national governments and educational institutions. The effect of this process is two-directional: changes occur in both interacting systems, i.e. in the relevant problem (here planning education for underdeveloped countries) and in the institutions (here North American planning schools). Both the pedagogic changes and the underlying processes have been studied with the help of data collected from a field survey of North American planning schools and agencies involved in international education. The technical assistance programs of international and national agencies led to the increased involvement of North American planning schools, in planning education programs of underdeveloped countries. Educational exchange programs increased more rapidly in the 1960s compared with the 1950s due mainly to the launching of the United Nations Concerted Action Program in 1961, the adoption of the Alliance of Progress Charter in 1961, the increased coverage of the Canadian Technical Assistance Program since 1958 and the passage of the Foreign Education Act of the United States in 1966. Starting from the late 1950s, many underdeveloped countries established planning schools with the help of international agencies and foreign planning schools. These schools were in addition to the ones established entirely through national means. A comparative study of these two models shows that the internationally-developed schools have programs more attuned to the needs of the recipients. These schools are built on an image of planning which has a regional and a developmental orientation. The international interaction also led to the changes in North American planning education. Whereas no planning school had a course on the themes of underdeveloped economies twenty years ago, today 21 schools offer 39 such courses, the majority of which were opened in the late 1960s. These courses were first introduced in the few, relatively senior schools such as Harvard, M.I.T and Yale. From these centers, the interest spread to other schools through a "dissemination process". Courses on underdeveloped countries have been introduced in schools which have a high enrollment of students from those countries, a high proportion of internationally-experienced faculty members, a high standing as centers of education and research, and a large number of university-wide international programs supported by outside agencies. These schools are among the senior ones situated in a region which has the largest segment of foreign student population, the highest density of academic activities and the largest number of agencies, institutions and professional participating in international programs. Interest has now reached a point at which the field of concentration on underdeveloped countries has attained a validity of its own. The discernible trends suggest some guidelines. The institutional and interdisciplinary setting for planning programs in underdeveloped countries must recognize the shifting emphasis of planning from physical to socio-economic aspects, from local to regional scale and from routine skills to innovative knowledge. The underdeveloped countries can be better served if North American planning schools concentrate their international efforts in selected planning schools, restrict admission to the mature and potentially capable students, improve the theoretical and analytical base of the overgeneralized courses and increase international institutional collaboration. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

Call number: LD2668 .P7 1973 S73

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1982. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH / Bibliography: leaf 68. / by Shwu Ming Chen. / M.C.P.

Thesis (M. Arch. in Advanced Studies)--Massachusetts Institute of Technology, Dept. of Architecture; and, (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1975. / Bibliography: leaves 187-199. / M.Arch.A.S. / M.C.P.

Town and regional planning in South Africa is challenged by global-and local-economic, social and political changes; the weight of its history in the apartheid past; a poor image; and ultimately, a functional change in the traditional role of planners. South African planning schools have to more and more deal with under-prepared students and cope with competition from other disciplines. The crucial question is: does planning education prepare graduates adequately to make a contribution to the profession within this context? This thesis examines the relevance of planning education at South African universities. This is done firstly by comparing South African trends in planning to international trends, and secondly, by assessing practitioners' views on the relevance of planning programmes, and whether their skill requirements match the skills seen as important by planning educators and those offered by graduates. The empirical research was done by assessing four universities' planning programmes, interviewing senior staff at these universities, and surveying 40 planning practitioners in the corresponding four metropolitan areas. The main issues under enquiry were: the relevance of planning curricula; students' practical experience during training; specialist versus generalist education; undergraduate and/or postgraduate education; life-long learning, and the core skills and competency requirements upon entering the planning profession. The world needs planning, and planning education is the key to the survival of the profession. With certain reservations, it is concluded that planning education, through the teaching of appropriate skills, is relevant for planning practice. To a large extent, planning education at South African universities follows international trends. / Thesis (M.Sc.U.R.P.)-University of Natal, 2002.

This study deals with the problem of seeking logical strategies for establishing educational programs on community planning in various categories of poor countries. Its thesis is that education for community planning in poor countries, to be effective, must relate to the development process at all levels of government and to the educational system. Two assumptions have been made: (1) Each of the poor countries must evolve its own program of manpower education, in which community planning education is but a part, in the light of its social and economic goals; and (2) Education for community planning in a poor country must interlock with its social and economic planning process. Two steps have been employed to prove or disprove this thesis. Initially, a set of logical strategies for establishing an educational system in poor countries has been formulated. Three levels of development have been considered and an appropriate set of strategies have been designed for each. Then this construct has been tested through two case studies. The case studies cover Ghana and Indonesia. In Ghana, an attempt is being made to produce local planning assistants. On the other hand, a professional program with a focus on regional planning has been established in Indonesia. Both programs are pioneering efforts. Both programs have been initiated under United Nations technical assistance. Both programs have been aided by a North American university; Ghana by the University of British Columbia and Indonesia by Harvard University. Considering the level of development of both countries, this study finds both programs as too ambitious and therefore too premature. Based on this study's set of logical strategies, Ghana and Indonesia should have concentrated on the education of planning assistants. In the meantime, the positions of professional planners should be filled by expatriate personnel. At the same time, selected nationals should be sent abroad for professional education. With a firm foundation of a planning assistants course, its extension towards professional education could proceed in a logical manner as the country's level of development improves. To poor countries contemplating to establish planning educational systems, this study offers a set of guidelines. These guidelines consist of two parts. The first part provides a framework for approaching the formulation of an educational program on a comprehensive basis. The second part relates how the comprehensive approach may be realized. These guideline, hopefully, will be refined as others would conduct further studies on the experiences of the rest of the countries which have inaugurated planning educational programs. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

High novice teacher turnover rate and shortage of skilled novice teachers continue to be an unsolved issue in the U.S. educational system. Novice teachers often suffer low teaching efficacy which may reduce their teacher resiliency and lead to teacher turnover. Past studies suggested that novice teachers’ low teaching efficacy results from their scant teaching experience and their inability to assess impacts of their teaching on students. The failure for novice teachers to utilize effective pedagogies and improve student learning often results in elevated professional anxiety, frustration, and motivation to quit teaching. Recent studies pointed out that learning analytics could help novice teachers to teach more effectively by tapping into student data and data analytics. But how to structure a professional development for novice teachers to learn to utilize learning analytics in teaching remains a question. To address these issues, a survey study and a case study are conducted in this research. The survey study analyzed 72 teachers’ perceptions and experience of using learning analytics in teaching. The results indicated common barriers for teachers to use learning analytics such as lack of awareness of learning analytics, insufficient computer skills and math/statistics knowledge. Also, when teachers considered learning analytics useful their usage of learning analytics correlated positively with teaching efficacy and teacher resiliency. Built upon insights from the survey study, the case study recruited five novice teachers and investigated the effects of a learning analytics professional development. The results suggested that after the learning analytics professional development, all participants have generally improved their learning analytics knowledge, teaching efficacy, teacher resiliency, and developed higher confidence and intention to use learning analytics in future teaching. One implication of these results is that using teaching scenario could be an effective format to structure learning analytics professional development to improve novice teachers’ competence in assessing teaching practices and their teaching efficacy. Another implication is that learning analytics professional development could be implemented as intervention in teacher education programs to reduce the likelihood of teacher turnover before novice teachers start teaching formally.

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1980. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaves 133-136. / by Hazel V. Bright. / M.C.P.

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning; and, (M. Arch. in Advanced Studies)--Massachusetts Institute of Technology. Dept. of Architecture, 1978. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaf 325. / M.C.P. / M.Arch.A.S.