Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

This thesis reports on a study which investigated the impact of the decisionmaking process under the remit of the Education Act 1996 s. 19, on local education authority (LEA) arrangements for educating children out of school by reason of illness in order to contribute to policy development in the area of parental involvement. A multiple site case study of the administration of exceptional provision in English LEAs was conducted. Fifteen contrasting LEAs were contacted. Seven LEAs volunteered (two shire counties; one metropolitan district; one unitary and three London). Twenty one LEA professionals who were responsible for hospital and home tuition services, and 35 parents of 35 children (24 children residing in case study LEAs; 11 children residing in non case study LEAs) volunteered to participate in the study. In-depth qualitative data were collected between March 1998 and March 1999 by means of semi-structured interviews and document collation. Overall, the dataf rom parentss uggestedth at diversity existedi n the type and quality of provision, but less diversity existed in the quantity of provision that pupils received.C onsistencye xistedi n the pragmaticn ature of factors related to the outcomes described by parents, and the data from LEA documentsa ndp rofessionals'p erceptionsE. nabling legislation and inconsistentl evels of accountabilitya llowed LEA professionalss ubstantial discretion in decisions about the type of provision that pupils received and the quality of the arrangementsT. he diversity of family provision contributed to the diversity of the outcomes for pupils also. The dataf rom LEA professionalss uggestedth at the main effectso f professionald ecision-makingin the administrationo f provision were rationing and displacement of responsibility to the school and parents. Given the pragmatic nature of factors responsible for the diversity in the type and quality of LEA provision that pupils received, together with evidenceo f rationing the quantity of resourcesa llocated,t he study concluded that the determining factor influencing professional decisionmaking was inadequater esourcesto fund LEA provision. The dataf rom LEA documents,p rofessionalsa ndp arentss uggestedth at the main effects of the informal involvement of parents in professional decision making was parental influence on the type and quality of provision, but not the quantity of LEA provision. Given the limiting factor of inadequate resources and the lack of influence of parents on the quantity of LEA resources allocated, it was likely that financial pressure within the LEA caused the displacement of responsibility for provision to schools. The discourse of participants suggested that professionals were in control of the decision-making process and parents accepted responsibility to liaise between stakeholders. The diversity of parents' needs was related to the effectiveness of the parent to influence decisions or situations that impinged on the type of provision and quality of the arrangements that pupils received. The implicationso f the findings for decision-makersa nd possiblea reasf or policy development are discussed.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Sept. 16, 2008). PDF text: x, 209 p. : ill. ; 3 Mb. UMI publication number: AAT 3297754. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed October 15, 2009). PDF text: 161 p. : col. ill., col. map ; 29 Mb. UMI publication number: AAT 3366666. Includes bibliographical references. Also available in microfilm and microfiche formats.

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Although mine was the hand wielding the pen, so many people have been actively involved in the study that it represents something of a group effort. Some, who have invested much time and interest, deserve special mention and it will not - I trust - seem invidious to name them. They are: Kenneth van Barthold, Christine Brown, Peter Cruznp, Yvonne &ioch, Victor Fox, Jean Horsfall, Julia Lee, Kenneth McAllister, Sheila Nelson, Graham Owen, Phyllis Palmer, Jane Pamment, Robert Plowright and Robert Spencer, all of whom shared their experience in interview and on whose knowledge and advice the text has continually drawn. Their erudition has challenged me and I should make clear that any mistakes are mine and not theirs. I should like also to express my thanks to the following persons: teachers and students who participated in the case studies; Peter Fowler, Inspector of Schools (Music) and Anthony Veal, Instrumental Co-ordinator, Metropolitan Borough of Solihull; Richard Worth, Music Adviser and Keith Watts, Head of Brass,Metropolitan Borough of Sandwell; Marjolaine de Beus, Jean-Michel Damase, Pierre Thibaud and students of the Paris Conservatoire; Richard Bassett, Chairman of the Music Department, Paul Nossiter and pupils of the American School in London; and others too numerous to mention who either in discussion or by correspondence have given freely their advice. To all these people I am indebted. Last but not least, I should like to record my gratitude to Professor Keith Swanwick who nurtured the study from conception to submission. His analytical mind and sensitive criticism helped to shape and fashion the conceptual framework but more than that his breadth of vision proved a constant source of stimulation.

This paper provides evidence on the factors that influence the non-resident enrollment percentage for public and private institutes of higher education (IHEs). We find a significant positive correlation between the enrollment percentage and tuition for private IHEs and no significance for public IHEs. Further investigation reveals that the highest-priced public and private IHEs generally attract the highest percentage of non-resident students. This suggests that the more costly IHEs, especially private, may enjoy a special cache that allows them more latitude in setting non-resident tuition. The non-resident enrollment percentage is not appreciably different across a wide range of tuition levels for both IHE types, indicating that these IHEs might be able to maintain their non-resident enrollment percentage levels with marginal tuition increases.

In 2006, the first college tuition and fee inflation chart was produced to illustrate the rate of increase of tuition and fees for colleges and universities in the U.S. This chart was created to highlight the decreasing affordability of higher education in America, and consequently, decreased access and participation of higher education. Currently, there are four authors who have produced five college tuition and fee inflation charts, as one author produced two charts in different years (Blumenstyk, 2008; Callan, 2006a; Callan, 2008; Wang, 2008; Wellman, 2006). The five basic charts are predicated on data which pertain to but do not differentiate between public and private two- and four-year graduate and undergraduate institutions of higher learning. The publication of charts that do not differentiate between higher education sectors has effectively masked important institutional distinctions from the public. This study focused on the rate of increase of tuition and fees for the 50 Texas community colleges. Moreover, this study used the entire population data, not just sample data as depicted in the current charts using descriptive quantitative data from 1993 to 2008. This greater analysis of historical data allows community college leaders to describe their affordability challenges more accurately and, therefore, more effectively. / text

Thesis (Ph. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 17, 2009) Vita. Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.