The purpose of this dissertation is to investigate any variation in the level of mathematics and science courses that students take in high school that can be attributable to the mathematics and science teachers they had in previous grades and explore the relationship between teacher effects on the level of mathematics and science courses that students take and teacher effects on students’ test scores. Using value-added models, I investigated mathematics and science teacher effects on the level of mathematics and science courses their students take in upper grades in high school. I also compared the estimated teacher effects on course levels with the estimated teacher effects on students test scores. The findings showed that both mathematics and science teachers vary in terms of their students taking higher level, more advanced mathematics and science courses in high school. These teacher effects are persistent across classrooms of teachers and the variation of teacher effects is between 0.11 and 0.15 standard deviation. These variations are more than or equal to the variation of teacher effects on students’ test scores. Moreover, mathematics and science teacher effects on the level of mathematics and science courses their students take in upper grades vary by student characteristics. The largest difference in teacher effects was found between students who receive exceptional education and students who do not receive exceptional education. Finally, this study also showed weak relationships between the estimated teacher effects on the level of mathematics and science courses taken and teacher effects on test scores. This suggests that teachers who increase students’ test scores are not necessarily the ones who also increase their students’ course-level outcomes. Further research is needed to investigate teacher effects on the level of future mathematics and science courses students take in experimental settings. Exploring the mechanism that show the relationship between teachers and the level of courses students is also another area for future research. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / 2019 / September 5, 2019. / Course Taking, Teacher Effectiveness / Includes bibliographical references. / Courtney Preston, Professor Co-Directing Dissertation; Linda Schrader, Professor Co-Directing Dissertation; Sherry Southerland, University Representative; Patrice Iatarola, Committee Member; Lara Perez-Felkner, Committee Member.

The increasing pressure to increase research productivity in higher education institutions (HEIs) has led many universities to regulate faculty research activities through various accountability and incentive policies around the globe. However, few empirical studies have been conducted to understand how university administrators and faculty make sense of these policies and implement them. The study sought to understand how faculty and administrators from two disciplinary areas (health and arts/science/education), at a Saudi university, understand, perceive and make sense of the university faculty research policies, while highlighting variation among the different levels of institutional actors. The use of the sensemaking theory provided an in-depth analysis of how research policies unfold at the practice level, while accounting for the power structure based on the faculty nationalities. The findings revealed divergent perceptions among the different levels of institutional actors, which resulted in resistance among the implementers, and negative consequences on the faculty’s morale and commitment. Furthermore, it highlighted the lack of involvement of faculty in decision-making as well as the lack of organizational changes as barriers to policy implementation. / A Dissertation submitted to the Department of Educational Leadership and Policy studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2017. / October 31, 2017. / Includes bibliographical references. / Motoko Akiba, Professor Directing Dissertation; John Myers, University Representative; Marytza Gawlik, Committee Member; Tamara Bertrand Jones, Committee Member.

Thesis--Munich. / Vita. Includes bibliographical references (p. 270-285).

Thesis (Ed. D.)--Illinois State University, 1967. / Title from title page screen, viewed Aug. 12, 2004. Dissertation Committee: Ben C. Hubbard (chair), Alice Ebel, Eric Baber. Includes bibliographical references (leaves 112-117). Also available in print.

Thesis (doctoral)--Bamberg, 2000.

Thesis--Munich. / Vita. Includes bibliographical references (p. 270-285).

Vol. 1 published as Alan Gewirth's thesis-Columbia University. / Full name: Marsilius de Mainardinis. JC121.M323 1951 320.15 51-11283 -- -- Copy 2. Without thesis statement. Bibliography: v. 1, p. [319]-326.

Thesis (doctoral)--Bamberg, 2000.

Thesis--Wisconsin. / Includes bibliographical references (leaves [84]-90).

in English The most potent threat to the security and stability of the state in some geographical regions after the cold war has been the proliferation of VNSA due largely to the declining capacities of states especially in the developing world. For a myriad of reasons, the modern nation-state seems incapable of performing its functions and fulfilling the obligations of the state to its citizens. Moreover, the state appears to have lost its monopoly on the use of force within its territory, a situation which has led to the prevalence of swathes of ungoverned territory with marginalized and aggrieved communities whose resentment against central authority find resonance with Non-State Armed Groups whose violent contestation of state authority has further contributed to state fragility and increased insecurity. The Sahel region is one that represents this dynamic in all of its dimensions.