Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. Bibliography: leaves 257-262.

Teacher turnover is a well-studied phenomenon, particularly in highly urbanized locales, but not well researched in a state as geographically and demographically diverse as Pennsylvania, which is a composition of two major metropolitan areas combined with smaller urban centers and expansive rural regions. Those retention studies that do exist have been mainly exclusive to the Philadelphia region, with limited research devoted to the remainder of the state. This lack of a comprehensive empirical approach that compares turnover in three distinct settings limits a nuanced understanding of the issue and, in turn, can lead to incomplete policy considerations. This study utilizes Pennsylvania Department of Education data from 2012-2017, which describes the entire public-school workforce in all local education agencies (LEAs), to study how compensation and auxiliary spending (per student spending sans instructional costs) influence teacher turnover using multiple, parallel Cox Proportional Hazards survival models. Findings suggest that despite a “one size fits all” approach to public school funding policy popular amongst politicians on both sides of the political aisle, the effects of a monetary increase in reducing the likelihood of turnover varies considerably when accounting for the region, Title I status, experience and subject matter. The study highlights how the lack of monetary investment can lead teachers to seek employment elsewhere since low pay functions as a strong demotivator. Additionally, the results suggest that while a pay raise may arrest turnover risk, it is a poor long-term motivator or cause of job satisfaction. The study concludes by offering state and LEA leaders with policy recommendations that may improve both retention and job satisfaction. To date, this is the only study in the current literature that explores teacher turnover extensively in the nation’s fifth most populous state. / Urban Education

Thesis (Ph. D.)--University of Chicago, Dept. of Political Science, August, 2000. / Includes bibliographical references. Also available on the Internet.

This diploma thesis explores the emergence of the welfare state in developing countries, in particular shown on the example of Botswana, Ghana and India. The inquiry is focused on the period beginning in 1990, when the neoliberal paradigm was dominating, untill 2010. The recent years are in token of the shift from the neoliberalism to the post-neoliberalism characterized by a number of concepts, which are taking into account. The common feature of these concepts is the diversion from the narrow focus on GDP, as the only indicator of the growth, to the social dimension of the development. This shift is also being distinguished as a transition from the basic-needs concept to the rights-based approach. Therefore, the thesis explores, if these shifts are remarkable in the analyzed countries, eventually, if there are any divergences as compared to the theoretical concepts. To achieve this goal, a broader analysis of the welfare state was used, which involves social, health and education policy. Based on this analysis, the diploma thesis tries to classify the analyzed countries into the welfare state typology; eventually, in case such classification is impossible, it describes the weaknesses of this welfare state the typology. Powered by TCPDF (www.tcpdf.org)

Orientador: Maria José da Silva Fernandes / Resumo: O levantamento de dados dessa pesquisa demonstra que a rede paulista de ensino, de modo geral, possui dificuldades em manter seus docentes efetivos nas escolas, visto que em média, a cada dia, oito professores concursados, que lecionam nos anos finais do Ensino Básico e do Ensino Médio, desistem do cargo. Tais dados corroboram com um diagnóstico alarmante sobre o processo de desistência docente na década de 1990 na mesma rede, elaborado por Flavinês Rebolo Lapo. Considerando que há um déficit de professores na rede, o estudo sobre a persistência desse fenômeno da exoneração é relevante para a melhor compreensão sobre as condições de trabalho dos docentes visto que a não permanência dos professores nas escolas tem sido constatada por diversos autores, a exemplo de Manuel Esteve e Dalila Andrade Oliveira, como um problema para o bom desempenho de programas e políticas educacionais. Este estudo tem como principal objetivo compreender as causas que levam os docentes concursados das séries finais do Ensino Básico e do Ensino Médio, a exonerarem o cargo na rede estadual de ensino regular de São Paulo, com enfoque na análise de aspectos das condições do trabalho que podem estar relacionados com a exoneração. A pesquisa considerou, além do contexto histórico, conceitos relacionados à condição de trabalho, exoneração e o percurso desses sujeitos. Trata-se de pesquisa empírica que avaliou os índices da Secretaria da Educação do Estado de São Paulo sobre a flutuação do contingente de se... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Recent research has shown the difficulties faced by the official São Paulo state system of education in keeping its effective teachers at schools. There are about eight teachers, from elementary to high school, that resign from their positions every day. These data corroborate an alarming diagnosis about the process of teachers' dropout in the same network during the 1990s. Considering that there is a deficit of teachers in the official educational system of São Paulo, the persistence of this resignation phenomenon this is a relevant research to the for better understanding about teachers' working conditions. Also, the teachers' lack of job permanence has been verified as a problem for the good performance of educational programs and policies. The main objective of this study is to understand the causes that lead high school professors teachers to resign their positions in the São Paulo state's system of education and to analyze aspects of the work conditions in that system that can be related with teachers' resignations. This research considered, in addition to the historical context, concepts related to work conditions, resignations and teacher absenteeism. Information analysis was obtained through interviews that gave voice to four high school teachers who resigned their positions. This empirical research considered the contingent of employees and resignations data availble at the São Paulo state Education Department. The main hypothesis about the resignations from the pos... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2016-04-28T18:24:02Z (GMT). No. of bitstreams: 1 Fatima Aparecida Cezarim dos Santos.pdf: 2627187 bytes, checksum: 11779b18dd95ad39f0c765829d7221a9 (MD5) Previous issue date: 2009-05-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at interpreting and discussing critically a given action in classroom which has been worrying the educational community a great deal. This action had already been named as indiscipline characterized in its different aspects. However, what has been called indiscipline is here named by what the action produces: chat tiness ( falação ), which is taken as an active position of the speaker (Bakhtin, 1924/1998; 1929/2004; 1952/2003). Chattiness in the classroom is here considered a social phenomenon constituted in and by language, occurring in a São Paulo State school in the Great São Paulo area. For the comprehension of its constitution, and the historical process that allows it to come up, it was required that all its elements be dialectically related. Thus, this work is defined as a qualitative socio-historical research (Freitas, 2002), using Historical Dialectic Materialism (Triviños, 1987). Firstly, it was necessary to open the way by a reflection about the disciplinary societies formation (Foucault, 1975/2007, 1976/2005, 1979/2005) with basis on 18t h century history, establishing a dialogue with educational authors in the field of school indiscipline (Aquino, 1996, 1998 a, 1998b; Guirado, 1996). Secondly, the relation of languageindividual- society is grounded on Vigotski (1926/2004, 1930/2003, 1934/2003, 2001). As the finality is to analyze the inscription of the chattiness experience in the participants subjectivities, Lane (1984) and González Rey (2005) is the theoretical reference needed. At the end of the research, it was understood that chattiness consists of multiple apparent and essential phenomena, making it a synthesis of the precarious condition that the State education presents in a social context of inequality, as part of the present social project. All this made the school be the only place for students socialization, where chattiness has become an answer to a socio-economicaleducational situation. This experience has produced the constitution of desolated and resigned subjects. Ultimately, chat tiness represents the tip of the iceberg of a serious social and educational reality / Esta pesquisa tem por objetivo interpretar e relatar criticamente um determinado agir em sala de aula que muito tem preocupado a comunidade educacional. Esse agir já fora nomeado como indisciplina, caracterizado em seus diferentes aspectos. No entanto, ele está aqui nomeado pelo o que a sua ação registra: falação, tomando-a como uma posição ativa do sujeito falante (Bakhtin, 1924/1998; 1929/2004; 1952/2003). Ela é tida como um fenômeno social constituído na e pela linguagem, ocorrendo em uma escola estadual de um município da Grande São Paulo. Para a compreensão da constituição da falação em sala de aula e do processo histórico que permitiu seu surgimento, exigiu-se que todos seus elementos fossem dialeticamente relacionados. Assim sendo, este trabalho define-se como uma pesquisa qualitativa, de enfoque sócio-histórico (Freitas, 2002), utilizando-se do Materialismo Histórico-Dialético (Triviños, 1987). Inicialmente, foi necessário abrir caminho por meio de uma reflexão acerca da formação das sociedades disciplinares (Foucault, 1975/2007; 1976/2005; 1979/2005), com aportes da História do século XVIII, estabelecendo-se um diálogo com autores de educação no âmbito da indisciplina escolar (Aquino, 1996, 1998 a 1998b; Guirado, 1996). Posteriormente, fundamentou-se a relação linguagemindivíduo- sociedade em Vigotski (1926/2004; 1930/2003; 1934/2003; 2001). Por ter a finalidade de analisar a inscrição da experiência da falação nas subjetividades de seus atores, embasou-se em Lane (1984) e González Rey (2005). Ao final do trabalho, compreendeu-se que o fenômeno falação se constitui de múltiplos fenômenos aparentes e essenciais, fazendo-se uma síntese da precariedade que a educação estadual apresenta em um contexto social de desigualdade pertencente ao atual projeto social, levando a escola a ser o único lugar de socialização dos alunos, onde a falação se produz como uma resposta a uma situação socioeconômica-educacional, como também, formando sujeitos desolados e resignados. Em última instância, o fenômeno falação representa a ponta do iceberg de uma crítica situação educacional e social

This research program aimed to identify the factors that influence the Voluntary Donation payment decision in a cohort of parents (N = 250) with a child (or children) at a New Zealand state school. A voluntary donation is a charitable contribution to the running of the school collected from the parents of the school’s students. A survey questionnaire was constructed to examine the attitudes parents hold towards the voluntary donation funding system, the current New Zealand Government and the school the respondent’s child attends. The parents were ‘naturally’ separated into two conditions based on their last voluntary donation payment decision – Paid versus Not Paid – to compare the differences in attitudes on the various statements from the survey and their demographic composition. The results revealed that payment decision was positively correlated with educational achievement, annual household income and age. Individual contributions exhibited strong positive relationships with beliefs about the contributions of others, which was consistent with previous public goods field experiments. The research extended the existing public goods research by examining the social norms of voluntary donation behaviour and assimilating the results with theories of altruism, conditional cooperation and reciprocity. The strongest overall contribution to the prediction of payment decision was parents’ attitudes towards the current Government and the voluntary donation funding system. The results identified that pressures existed in the voluntary donation environment, a result most prevalent in high decile schools. Additionally, a marginal level of comprehension of the voluntary donations characterised the majority of respondents. Overall, the research found that the best predictor of contribution was attitudes towards the voluntary donation funding system.

Thesis (Ph.D.) -- University of Western Sydney, 2003. / A thesis presented to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.

Thesis (M. Ed. (Education))--Rhodes University, 2006. / Half-thesis submitted in partial fulfilment of the requirements for the degree of Masters of Education (Environmental Education).

Thesis (Doctor of Philosophy)--Miami University, Dept. of Political Science, 2004. / Title from second page of PDF document. Includes bibliographical references (p. 150-158).