Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: John E. Roueche. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison,1983. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 221-225).

This study examined the different types of mathematical errors exhibited by primary level pupils in Brunei when working with fractions. In addition, the study examined pupils' attitudes towards the learning of fractions and investigated if there were gender differences among Bruneian pupils' performances with fractions and with their attitudes towards fractions. The study was longitudinal in nature and its two phases involved a single cohort of Primary 5 pupils followed through a full year period in four government-funded primary schools in Brunei Darussalam. Pupils' mathematical errors were assessed by means of researcher-developed paper-and-pencil tests, while pupils' attitudes towards the learning of fractions were measured by means of an adapted version of attitude questionnaire that has been used previously with Bruneian pupils. Guided by six research questions, a number of statistical analyses were carried out to ensure the validity and reliability of the instruments used. These included piloting and revising the instruments, the use of Cronbach's alpha with the items in the attitude questionnaire, and the calculation of the Pearson Product Correlation Coefficient between scales of the questionnaire. The data was analysed by calculating the percentages and means of occurrences of each type of error. Paired and independent sample t-tests were carried out in order to investigate gender differences in pupils' errors and the impact of further instruction on fraction at the P6 level, while the GLM test was administered in order to investigate if there were significant change in pupils' attitudes towards fractions from the pre- to the posttests. Qualitative information obtained through pupils' interviews, field notes and lesson observations was used to support the quantitative data. / The study revealed that though pupils' achievement in the post-test improved, their performances on fraction work remained generally unsatisfactory. Many pupils in the study continued to have difficulty with the basic operations on fractions and resorted to the use of keyword strategies in dealing with word problems. Despite the pupils' unsatisfactory performance in the diagnostic tests, they generally held very positive attitudes towards the learning of fractions. No significant gender differences were observed either in pupils' performance in working with fractions tasks nor with their attitudes towards the learning of fractions. The findings of this study also highlight a number of issues for mathematics teachers to consider when dealing with fractions, and the findings also have implications for the quality of the instructional activities provided by the teachers, for the impact of language transfer in the medium of instruction - that is, from Bahasa Melayu to English at the pupils' Primary 4 level- and for the quality of the teacher training program in Brunei.

Thesis (Ed. D.)--Florida State University, 2005. / Advisors: Dr. Robert A. Schwartz and Dr. Shouping Hu, Florida State University, College of Education, Department of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed June 13, 2005). Document formatted into pages; contains viii, 90 pages. Includes bibliographical references.

Thesis (M.S.)--Naval Postgraduate School, 2001. / "June, 2001." Includes abstract. DTIC report no.: ADA396117. Includes bibliographical references (p. 71-72). Full text available online from DTIC.

This thesis deals with one of the most discussed topics in recent years in the field of education. The theme will focus on the concept of state graduation exams in the Czech Republic and its comparison with the systems of Slovakia, Poland, Bavaria and Austria. This comparison is made in the work of analysis the educational systems of these countries according to uniform characteristics. The thesis is divided into theoretical and practical part. The theoretical part is divided into three main chapters that are thematically intertwined. The first chapter explains the theoretical foundations of education and the basic concepts and stresses the importance of education to society. The second chapter then provides an overview of the educational system of the Czech Republic, describes the basic principles of legislative and institutional training and education system is characterized by a focus on secondary education and its termination in the form of state graduation exams. The third chapter is devoted to the description of educational systems in selected countries according to the same characteristics used in the second chapter. The empirical part of the thesis is presented in the last chapter of the thesis, which compares and evaluates the different educational systems in selected countries with the Czech Republic and compares the methods of completion of secondary education graduation. This chapter also focuses on the problematic issues surrounding the state graduation exams at home and abroad, and compares the pros and cons of these tests ibid. The result of this chapter are suggestions on state graduation exams.

Diploma thesis deals with didactic logistics in international trade, which is taught in the business academies focusing on business in foreign trade. Individual themes of logistics subject matter contained in the subject "Economics of Foreign Trade." The thesis is divided into several parts, when the introduction is devoted to general educational programs and school curricula. After the scheme of education system in the Czech Republic follows the theoretical treatment of individual content parts logistics, which should serve as a basis for teachers in the classroom. The final part focuses on practical examples and questions on logistics help to verify the students' knowledge.

<p>Theoretically, the role of higher education in national development has become clearer than before, while empirically the evidence is overwhelming. Elsewhere in the world, countries that have made tremendous strides in both social and economic development invested heavily and strategically in higher education. In Malawi, the role of higher education in national development has always been recognised by development policies since independence in 1964 <span style="mso-bidi-font-style:italic">However, with the exception of the first 15 years of independence, Malawi&rsquo / s development path has registered abysmal results both on the social and the economic fronts despite undergoing significant socio-economic and political reforms. Malawi remains one of the most underdeveloped countries whether judged by Gross National Product (GNP) per capita, the UNDP&rsquo / s Human Development Index (HDI) or the Human Poverty Index (HPI). One of the factors that is considered as having contributed to low levels of development is the performance of education systems (primary, secondary and higher education) (World Bank, 2009).</span>It is against this background that this study sought to examine how Malawi&rsquo / s higher education institutions (HEIs) have responded to their roles as prescribed by the national development policies with a focus on the period between 2000 and 2010. Four questions guided the study: i) what specific roles do national development policies define for HEIs to ensure that higher education contributes to national development? ii) To what extent are these roles performed by HEIs in Malawi? iii) What factors determine the performance of HEIs in their expected roles? iv) What pattern of response to their (HEIs&rsquo / ) expected roles can be identified? Theoretically and analytically, the study was informed by the two perspectives of the open systems theory, namely the resource-dependency approach and neo-institutional approach. These two approaches contend that actions by organisations are limited and influenced by various pressures and demands emanating from their internal and external environments and that organisations often respond accordingly in order to survive. Methodologically, the study employed a mixed-method design (of qualitative and quantitative) with a dominant usage of qualitative methods. A multiple case study approach was used in which data were collected through unstructured interviews, semi-structured interviews and documentary review. For qualitative data, the analysis was done using a text method while quantitative data were analysed using Statistical Package for Social Sciences (SPSS) and Microsoft Excel to provide simple descriptive analysis through charts, tables and graphs.<span style="mso-fareast-font-family:TimesNewRoman"> Overall, the study found that Malawi development policies expect HEIs to enhance access, equity, relevance, efficiency and quality of higher education as a way of ensuring that higher education contributes to the national development project. However, the study identified several patterns of response by HEIs (towards these expected roles) that tentatively explain the sub-optimal contribution of higher education in national development. These patterns of response include: inclination towards responding to the politically sensitive crises in the higher education system (for public HEIs) and profit-compatible roles (for private HEI) / use of sub-standard resources and methods antithetical to genuine teaching and learning / duplication by private HEIs of the &ldquo / soft&rdquo / roles being undertaken by public HEI / the abandonment of some of the HEIs&rsquo / original ideals and founding pledges, which are compatible with national development roles / and substitution of long-term coherent academic planning by short-term survival strategies. </span><span style="mso-bidi-font-size:18.0pt / mso-fareast-font-family:TimesNewRoman / mso-bidi-font-family:Arial / color:black / mso-fareast-language:EN-US / mso-bidi-font-weight: bold">The study presents a number of implications, lessons and recommendations in the area of higher education and development. These include: the need for the government to recognise the importance and impact of intra-sectoral linkages in the entire education system on the performance of HEIs / the need to enforce the effective participation of private and public HEIs in national developmental project by establishing a proper regulatory framework / the need to enhance regional and internal collaboration among universities if they are to effectively respond to national roles / the need to reduce marginalisation of HEIs by maximising efforts that create linkages with the productive sector / the need to devise a robust public financing mechanism that broadly deals with issues of equity, relevance, quality and access of higher education / and the need to match education investment priorities and sequencing with development policies</span></p> <p>&nbsp / </p> <p class="MsoNormal" style="text-align:justify">&nbsp / </p> <p>&nbsp / </p>

<p>Акредитација, као један од<br />елемената квалитета, омогу-ћава<br />пословној организацији да стекне<br />конкурентску предност, а<br />купцу/кориснику да има<br />повјерење у њен производ<br />/услугу. Развијен национални<br />систем акредитације и интегрисан<br />у регионалне и међународне<br />системе акреди- тације омогућава<br />присуство на инотржишту. То се<br />постиже уз непрекидну обуку и<br />образова-ње за квалитет свих<br />заинтере-сованих страна.</p> / <p>Akreditacija, kao jedan od<br />elemenata kvaliteta, omogu-ćava<br />poslovnoj organizaciji da stekne<br />konkurentsku prednost, a<br />kupcu/korisniku da ima<br />povjerenje u njen proizvod<br />/uslugu. Razvijen nacionalni<br />sistem akreditacije i integrisan<br />u regionalne i međunarodne<br />sisteme akredi- tacije omogućava<br />prisustvo na inotržištu. To se<br />postiže uz neprekidnu obuku i<br />obrazova-nje za kvalitet svih<br />zaintere-sovanih strana.</p> / <p>Accreditation as one of the elements<br />of quality, enables the business<br />organization to gain competitive<br />advantage, and customer to have<br />confidence in its product/ service.<br />Developed national accreditation<br />system and integrated into regional<br />and international systems of<br />accreditation allows the presence<br />international market. This is<br />achieved through continuous training<br />and education for the quality of all<br />parties interested in it.</p>

This thesis deals with the development of key competencies in teaching of Natural Science in the primary school stage in the system of Waldorf School. The theoretical part of the thesis expounds on the issues of the transformation of education as well as the characteristics of teaching in the system of Waldorf School. Some terms, such as - key competencies, the transformation of education, alternative trends in education, Waldorf pedagogy and its role in transforming education - are explained there. The research part of the thesis presents an action research, which is focused on the development of the key competencies in the epoch of Natural Science in the third grade of Waldorf School. One of the epochs was described by observation. The results of observations were compared by means of additional questionnaires, which were filled out by teachers. The development of the key competencies in the given epoch was described by the analysis of research. The results of the research confirmed that the educational strategy for the development of the key competencies in Waldorf School was at a very good level. The analysis of the research could be used as a source of information for the development of key competencies in other epochs of Natural Science in the third grade in primary schools. Details of the...