Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 249-262).

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 153-157). Also available on the World Wide Web.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 30, 2007. Dissertation Committee: Thomas P. Crumpler (chair), Donna Breault, Anthony W. Lorsbach, Cheri Toledo. Includes bibliographical references (leaves 194-202) and abstract. Also available in print.

M.Ed. / Please refer to full text to view abstract

Philosophiae Doctor - PhD / This thesis traces the evolution of learner participation in school governance in South Africa, identifies international trends in school governance, particularly learner participation, and then analyses the progress made in South Africa in moving from policy to praxis in this regard. I have discussed the contextual forces that have influenced the production of the policy text on learner participation in the South African Schools Act. This is followed by an analysis of how the policy text has been interpreted and implemented at provincial level in the Western Cape, taking provincial legislation, regulations, circulars, and the capacity building programme that was implemented into consideration. I also look at how the whole process was experienced at institutional (school) level, and how the policy was interpreted and implemented. I also evaluate the phenomenon of learner participation in school governance in terms of promoting the principles of transformation, placing particular emphasis on the promotion of democratic practices in South Africa.In conclusion I contend that the present policy of learner participation in school governance does reflect the resolve of the National Government to promote the principle of participation by all stakeholders in matters affecting them. However, the study has shown that the implementation of the policy at provincial and institutional level has not been as effective as it might have been and has hampered the development of praxis in learner participation. This has hindered learners from making meaningful contributions towards the attainment of the goals as set out in the constitution. Furthermore, present rumblings of curtailing the powers of the school governing bodies because of limited progress in attaining the above goals seem to be a retrogressive step. I strongly contend that given the support, training and encouragement as set out in Article 19(2) of SASA, learner participation in school governance can make a positive contribution towards attaining the goals of transformation in our country, particularly of advancing democratic practices in our society. / South Africa

Philosophiae Doctor - PhD / This dissertation examines various ways in which the University of the Western Cape (UWC) in Cape Town, South Africa, confronted the paradoxical post-apartheid higher education policy of expansion of access to historically disadvantaged students and limited funds and how students addressed the resulting problem of ‘unmet financial need’. My case study is set within the broader context of the momentous political and social change in South Africa’s first decade of democracy and the transformation of higher education in that country between 1995 and 2005. I reconsider the general topics of student activism, student participation in university governance and student funding based on relevant and accessible scholarly literature. Eventually, Wright, Taylor and Moghaddam’s framework (1990) inspires a conceptual-analytical framework to be applied in the case study analysis, consisting of a typology of four ideal types of student action, namely, normative collective student action (Type 1), non-normative collective student action (Type 2), normative individual student action (Type 3) and non-normative individual student action (Type 4). I adopt a qualitative case study approach and use a variety of data collection methods (such as interviews, official documentation and observation) to construct a case study database. Interviewees include members of the university management, university staff and students (both leaders and ordinary students). I interview diverse students in terms of their origin, race, gender, fields of study and levels of qualification, and political orientation. The interviewees include former student leaders in order to gain a historical perspective on the pre-1994 era. Staff interviews target mainly those members who were directly involved with student financial issues or who were responsible for making student funding decisions. I collected different types of documents, including Student Representative Council (SRC) annual reports, minutes, discussion documents, university annual reports, and university financial statements. I also have opportunity to observe various student activities on campus, including student meetings and workshops, where student funding concerns are discussed.

The purpose of this study was to identify an effective strategy to increase English Language Arts (ELA) proficiency in middle schools. This study assessed the outcome of classroom looping in an urban middle school. Vygotsky's theory of social development was the theoretical framework of this study. Two research questions explored statistical differences between scale and number correct scores on the standardized ELA Tennessee Comprehensive Assessment Program (TCAP). Classroom settings (looping and traditional) served as independent variables, and ELA TCAP assessments were used as the dependent variable. This study included a random sample of 188 students (94 looping and 94 traditional) in a West Tennessee middle school. Mann-Whitney U tests were conducted to obtain mean scale and number correct scores on 2011-2013 ELA TCAP assessments. Findings indicated no statistically significant differences in performance between groups, with small effect sizes. Mean scale and number correct scores also indicated below proficient levels for all years tested in both groups. Findings suggested a need for the middle school studied to analyze current practices possibly attributing to current ELA TCAP proficiency as a solution. Continuous school improvement was presented as a strategy of utilizing multiple data sources to monitor and adjust school practices to improve student proficiency. A white paper was chosen as a project due to its intent to provide a short, concise explanation of an unfamiliar concept to administrators. The presented project has the potential of leading to positive social change by providing administrators with an ongoing system of monitoring and adjusting school wide instructional practices to meet the needs of all students being served.

No description available.

Simulation is considered a safe space for learning as no patient harm could occur. However, learner safety is equally significant to consider. Despite increased interest in simulation psychological safety, evidence synthesis to support the effectiveness of interventions remains lacking. This systematic review seeks to determine what interventions are effective for establishing and maintaining psychological safety within the three phases of simulation with healthcare learners. A Joanna Briggs Institute systematic review of effectiveness was conducted in accordance with the preferred reporting items for systematic reviews and meta-analyses. Articles published from 2011 to 2022 and their references from six databases were searched. Eight articles were included in the analysis. Psychological safety interventions were grouped into two categories: (1) single or (2) multidimensional. Single interventions were more likely to improve learner psychological safety. Several interventions can be used during all phases of simulation to foster a psychologically safer simulation learning environment.

No description available.