The study examined school district expenditures in Texas and their correlations with student achievement. The following research question guided this study: Which resource allocations produce statistically significant correlations between the resource allocation variances among school district and student achievement? An ordinal logistic regression analysis included 1009 school districts in the State of Texas, 18 of 26 possible finance function codes provided per-pupil dollar amounts, and 9 of 11 possible demographic categories were utilized for the study. The study held the school district as the unit of analysis. The statistical model was used to regress the dollar amounts categorized by financial function codes and percent student demographics to determine if a relationship existed with the dependent variable of the Texas Education Agency’s defined accountability rating during the 5-year time period—2004-2008. At the national level, there is a long-standing debate over whether the amount of money allocated to education affects student achievement. The literature review presents two sides of the debate concerning whether financial resources make a difference with regard to student achievement as represented through district-level accountability ratings. The research revealed that specific school district resource allocations by function code are statistically significant with regard to district level accountability measures through the Texas Education Agency (TEA) accountability system. However, the odds ratios temper the impact of the significance. The research also revealed that demographics are statistically significant in the State of Texas accountability system. / text

The purpose of this dissertation is to elucidate the democratic nature of American public schools in terms of democratic principles of freedom, equality, and equity through historical, sociological, conceptual, and educational examinations. Chapter 2 explores, through a salient and recurring phenomenon of segregation, how the democratic-capitalistic matrix of American public schools has been constructed in terms of both meritocratic and egalitarian policies. To scrutinize the substantive nature of democratic-capitalistic society, in Chapter 3, social theories proposed by Marx, Durkheim, Weber, Simmel, and Freud are examined in terms of the nature of human existence in the democratic-capitalistic society and then, its mode of existence is analyzed in light of the metaphors, the Möbius strip and the Klein bottle. The object of Chapter 4 is to clarify the conceptual and substantive relationship between freedom and equality based on equity as balance point. In Chapter 5, educational issues concerning the nature of democratic existence are dealt with in terms of educational quality, while clarifying the paradoxical nature of democratic-educational conceptions of excellence and knowledge in the public school system. Further, a reconsideration of the Brown decision in Chapter 6 helps penetrate how democratic existence can be substantialized in American public schools under the capitalistic-democratic society, confirming a new version of educational paradigm. / text

The term participatory evaluation is commonly understood as stakeholder involvement in evaluation decision making and is generally accepted as a means of increasing the use of evaluation information. In spite of the popularity of participatory evaluation, there are few empirical studies which explain the casual processes of the participation-use relationship and few theories of participatory evaluation. Furthermore, it is not yet known what variables mediate participation and use, or what evaluation methodology best identifies these variables. This dissertation was designed to test causal relations between participation and use in a proposed model of participatory evaluation. The constructs in the model were Participative Climate, Level of Participation in Decision Making, Influence in Participative Decision Making, Process Outcomes, and Instrumental and Symbolic Use. An intervening mechanism design (Chen, 1990) was used to test the hypotheses that (a) Participative Climate, Level of Participation in Decision Making, and Influence in Participative Decision Making predict Process Outcomes and (b) Process Outcomes predicts Instrumental Use and Symbolic Use. The sample included 315 elementary and secondary teachers who participated in the 1995/1996 British Columbia (B.C.) School Accreditation Program, which is a participative school evaluation program sponsored by the B.C. Ministry of Education. Structural equation modeling was used to test the fit of the model. Overall, the analysis indicated that both hypotheses were tenable and the model was a plausible representation of the data. Furthermore, cross-validation strategies indicated that the model would likely replicate in other independent samples. Specifically, the findings indicated that (a) teacher participation in pre-evaluation decisions, (b) influence in decision making, and (c) teacher perception of the participative process mediated the relationship between Participative Climate and Use of evaluation information. Moreover, teacher perceptions of Process Outcomes is a key factor in understanding the nature and function of participatory evaluation. The model tested in this study provides an empirically based explanation of how participatory evaluation can be expected to work and thereby provides a basis for further development of a theory of participatory evaluation.

Est-ce que la décision de ne pas intégrer un élève handicapé sur le plan intellectuel dans une classe régulière est un acte discriminatoire au sens où elle viole les droits à l'égalité garantis par l'article 10 de la Charte québécoise et par l'article 15 de la Charte canadienne? L'hypothèse formulée en réponse à cette question est: oui, cette décision est discriminatoire parce qu'elle est fondée sur un motif illicite, à savoir le handicap. Une fois établi le cadre conceptuel de cette recherche en précisant le sens des concepts de discrimination, de handicap et d'intégration, l'étude de quelques décisions de la Cour d'appel du Québec révèle que, pour cette Cour, la norme d'égalité n'est pas la classe régulière, ce qui met en sourdine la conception de l'intégration comme droit objectif garantissant l'égalité. Ensuite, l'analyse de l'arrêt Eaton de la Cour d'appel de l'Ontario montre comment cette décision a suscité l'enthousiasme de ceux qui croyaient avoir trouvé dans le droit à l'égalité garanti par l'article 15 de la Charte canadienne un appui ferme pour l'intégration. Toutefois, la position de la Cour suprême dans l'arrêt Eaton a refroidi cet enthousiasme en rejetant toute présomption en faveur de l'intégration, lui préférant le critère du meilleur intérêt de l'enfant comme garant du droit à l'égalité pour les élèves intellectuellement handicapés. Ainsi, pour la Cour, le fait de ne pas intégrer ces élèves ne constitue pas en soi une forme de discrimination. / Does the decision not to integrate an intellectually disabled student in a regular c1ass constitute a discriminatory action in the sense that it violates equality rights guaranteed by section 10 of the Quebec Charter and by section 15 of the Canadian Charter ? The hypothesis formulated as an answer to that question is : yes, that decision is discriminatory because it is based on a forbidden ground, namely disability. The conceptual framework of this research is established by defining the concepts of discrimination, disability and integration. Then, the study of sorne Quebec Court of Appeal's decisions shows that in this Court's view the equality standard is not the regular c1ass, a position that underscores the conception of integration as an objective right ensuring equality. Next, the analysis of the Ontario Court of Appeal's decision in Eaton shows how that decision has aroused the enthusiasm of those who thought that they had found a firm support for integration in the equality rights guaranteed by section 15 of the Canadian Charter. However, the Supreme Court's ruling in Eaton has dampened that enthusiasm by rejecting any presumption in favor of integration, and rather adopting the child's best interest criterion as ensuring equality rights for intellectually disabled students. Thus, in the Court' s view, the fact of non integrating those students does not by itself constitute a form of discrimination. / "Mémoire présenté à la Faculté des études supérieures en vue de l'obtention du grade de Maître en droit (LL.M.)"

Purpose: To compare selected food /nutrient consumption between families that educate their children at home with those that educate their children in the public school system. Methods: The study sample included 112 children aged 7-11 years in Fayette Co Kentucky. The children were divided into groups according type of education. There were 65 home-schooled children and 47 children who attend public school. Subjects recorded their dietary intake for one week. The data were analyzed using Nutrition Data Software for Research (2006). Comparisons were made for the intake of selected nutrients using two tailed independent sample t-tests. Results: The public school students had a lower intake of Total Energy (calories, P=0.01), Total Fat (P= 0.02), Total Carbohydrate (P= 0.04), Total Protein (P= 0.004) and Total Dietary Fiber (P= 0.02) and selenium (P= 0.000) than did their home-schooled counterparts. Conclusion: Interpretation of the statistical analysis indicates that differences for consumption exist between the groups. The results of this study indicate that the public school children consumed less fat, protein, carbohydrates and sucrose than did their home school cohort.

Learners at the public schools of North West Province in the Dr Kenneth Kaunda Education region, within the Matlosana Local municipality’s municipal area of jurisdiction, are exposed to unhygienic health hazard conditions due to insufficient toilet facilities used by a large number of learners and poor health conditions resulting out of it, which might cause and spread health related diseases to the users of these toilet facilities. The primary objective of this research was to investigate the nature and extent of the provisioning and maintenance of toilet facilities in the public schools within the Matlosana Local Municipality’s municipal area. A questionnaire was designed and distributed to obtain information from 57 respondents who comprised of the 3 schools principals who constituted 5% of the research population, 18 educators who constituted 32% and 36 learners who constituted 63%, all totalling 100% of the research sample size, at Are-Fadimeheng; Dominion Reefs and Nkagisang public schools. The findings revealed that the majority, which is 85% of the research population (learners and educators) as users of these facilities are affected and were generally unhappy about the prevailing conditions of the school toilet facilities. This they attribute to lack of proper budgeting as the main cause. The most aggravating factor is the absence of a janitor with plumbing skills to look after the schools’ toilet facilities. Findings highlighted that school learners and educators deserve as their human right to live under acceptable health conditions and clean environment. However it is the responsibility of the Government to expand the existing schools toilet structures which are in line with the National Building regulation ratio of 1:25 of users per toilet as recommended by Department of Water Affairs (DWA), to ensure health for all. The results of this study can assist the government to embark on strategic intervention programmes that can improve conditions of public schools toilet facilities in the North West Province, South Africa to meet the Millenium Development Goals (MDG) target in addressing sanitation backlogs by half in 2015. Conclusions for the study were drawn and recommendations were made for the improvement of conditions in the Public Schools Toilet facilities. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2011.

Learners at the public schools of North West Province in the Dr Kenneth Kaunda Education region, within the Matlosana Local municipality’s municipal area of jurisdiction, are exposed to unhygienic health hazard conditions due to insufficient toilet facilities used by a large number of learners and poor health conditions resulting out of it, which might cause and spread health related diseases to the users of these toilet facilities. The primary objective of this research was to investigate the nature and extent of the provisioning and maintenance of toilet facilities in the public schools within the Matlosana Local Municipality’s municipal area. A questionnaire was designed and distributed to obtain information from 57 respondents who comprised of the 3 schools principals who constituted 5% of the research population, 18 educators who constituted 32% and 36 learners who constituted 63%, all totalling 100% of the research sample size, at Are-Fadimeheng; Dominion Reefs and Nkagisang public schools. The findings revealed that the majority, which is 85% of the research population (learners and educators) as users of these facilities are affected and were generally unhappy about the prevailing conditions of the school toilet facilities. This they attribute to lack of proper budgeting as the main cause. The most aggravating factor is the absence of a janitor with plumbing skills to look after the schools’ toilet facilities. Findings highlighted that school learners and educators deserve as their human right to live under acceptable health conditions and clean environment. However it is the responsibility of the Government to expand the existing schools toilet structures which are in line with the National Building regulation ratio of 1:25 of users per toilet as recommended by Department of Water Affairs (DWA), to ensure health for all. The results of this study can assist the government to embark on strategic intervention programmes that can improve conditions of public schools toilet facilities in the North West Province, South Africa to meet the Millenium Development Goals (MDG) target in addressing sanitation backlogs by half in 2015. Conclusions for the study were drawn and recommendations were made for the improvement of conditions in the Public Schools Toilet facilities. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2011.

The aim of the study is two fold: (1) to determine middle grade students&rsquo / abilities in translating among representations of fractions concept and (2) to investigate the effect of grade level and gender on students&rsquo / abilities in translating among representations. In this study the &ldquo / Translations among Representations Abilities Test (TRAT)&rdquo / was developed and used as a measuring instrument. The study was conducted in 19 randomly selected public elementary schools throughout Yenimahalle and &Ccedil / ankaya districts of Ankara with a total of 1456 sixth, seventh, and eight grade students in 2005-2006 fall semester. Each student&rsquo / s responses which were considered as incorrect were examined according to their grade levels. Based on the findings, the most frequent incorrect response types, the easiest, and the most difficult items were identified. In addition to these findings, two-way analysis of variance model (ANOVA) was used in order to investigate the effects of grade level and gender on students&rsquo / total scores on the TRAT. To the results of the examinations of students&rsquo / responses, it was seen that students&rsquo / abilities in translating among representations of fractions were low. The most frequent incorrect responses were seen in translations which include number line models and region models representing improper fractions. The lowest mean score was belonged to the sixth graders / while the highest mean score was belong to the eighth graders. Results of the statistical analyses revealed that grade level had a statistically significant main effect on students&rsquo / abilities in translating among representations. Additionally, it was seen that, female students had higher mean scores on the TRAT than males.

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on February 15, 2008. Dissertation Committee: Edward R. Hines (chair), Patricia H. Klass, Ross A. Hodel, W. Paul Vogt. Includes bibliographical references (leaves 196-203) and abstract. Also available in print.

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 148-159).