Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 170-172). Also available for download via the World Wide Web; free to University of Oregon users.

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 122-125).

This study explored and evaluated the prevalence of supplementary tuition in the teaching and learning of Mathematics/Mathematical Literacy in some high-performing schools of the East London district in the Eastern Cape. The study followed a descriptive survey design to address the research problem. Data were gathered using questionnaires for grade 11 learners and high school Mathematics/Mathematical Literacy teachers. The learners were the first group to be taught the Mathematics/Mathematical Literacy learning programme of the new National Curriculum Statement (NCS). The results showed that a fair number of learners (about 48%) were not satisfied with their performance in Mathematics/Mathematical Literacy and a large number of the learners (about 90%) considered a good pass in Mathematics/Mathematical Literacy as important, particularly for their future careers. A substantial proportion of learners (42%) expressed concern about the amount of school time allocated to Mathematics/Mathematical Literacy, and thought that this factor hampered the successful completion of the syllabus. Teachers who happened to be adequately qualified and experienced enough, struggled to complete the Grade 11 Mathematics syllabus in time and were concerned about misconceptions carried from lower classes. Teachers also expressed some concern about learners' lack of commitment to Mathematics/Mathematical Literacy. Learners seemingly took supplementary tuition as a way of overcoming their learning challenges. Of the three forms of supplementary tuition (i.e. private tuition, vacation classes and revising model/former examination papers) commonly available in the district, revising examination papers was preferred (about 83%) followed by private tuition at 81% and lastly vacation school. Learners spent 1.67 hours per week on average on supplementary tuition. More Mathematics learners (about 34%) than Mathematical Literacy learners (about 6%) make use of supplementary tuition. Based on these findings, it was concluded that supplementary tuition is not unique to schools that perform poorly, and even at high performing schools, factors exist which influence learners to take supplementary tuition. / MATH, SCIENCE & TECH EDU / MSC (MATHS,SCIENCE OR T/EDU)

This study utilizes descriptive statistics and regression analysis to evaluate trends in and relationships between tuition price, institutional aid, enrollment, and tuition revenue and their determination of the net revenue generated by colleges and universities. In doing so, it defines how much institutions generate in net revenue utilizing a new metric, net revenue generation rate (NRGR). This allows a new way of thinking about the relationship between the listed tuition price, the investment in aid, and the resultant gain or loss incurred by institutions due to pricing and aiding strategies. Additionally, it explores NRGR in the context of various tuition prices and institutional types over an extended period of time, as no other previous study has done. Publics institutions with higher tuition prices generate higher NRGR's. The opposite is found for private institutions. However as price increases, NRGR decreases. Larger enrollments relate to higher NRGR's, however increases in enrollment negatively influence NRGR for public institutions and positively influence private instituion's NRGR. Baccalaureate, Doctoral, and institutions of higher selectivity produce the largest net revenue per student, yet do so at the lowest NRGR's.This study also introduces the first assessment of marginal NRGR as a means of directly measuring the impact of increasing tuition price on aid and how much institutions make from an increase in tuition. As institutions increase tuition price, institutional aid increases, decreasing the amount of incremental revenue generated from the change in tuition price. This behavior is most clear for private institutions and varies by institutional type.This study also introduces a number of theoretical explanations for pricing and aiding behaviors and their potential effects on the net revenue they generate. This includes a commitment to meeting student financial need as well as attempts to maximize quality and net revenue.Finally, this study provides the first comprehensive use of IPEDS data to address these questions. In doing so, it provides significant gains in the methodology and application of this data set for use in answering questions about tuition price, institutional aid, and net revenue generation across a broad array of institutional types over extended periods of time.

Over the past 30 years the costs of higher education have climbed faster than the rate the inflation. As these costs have risen, state appropriations for public institutions have not kept pace. While not declining in real dollars, as a portion of meeting the expenses of funding public higher education, state appropriations have been steadily falling over the past three decades. Not surprisingly, during this period tuition at public colleges and universities has risen dramatically, leading to concerns about access to higher education, in particular for students of low income backgrounds.The literature contains many studies highlighting the increasing costs and tuition charged by public colleges and universities. Little has been written about the specific relationship between the level of state appropriations at a particular institution and the pricing and financial aid policies it then adopts. By analyzing the data for public institutions in the Integrated Postsecondary Educational Data System (IPEDS) as well as data for specific students in the National Postsecondary Student Aid Survey (NPSAS) for five school years spanning 1989-1990 to 2003-2004, this study conducts a quantitative analysis to create a predictive model capable of forecasting the impact of changes in state appropriation on institution pricing and financial aid policy. In an environment where the continued decline of state appropriations as a portion of meeting educational costs is a real possibility, such forecasting ability may prove invaluable in crafting policies to insure access to higher education for certain student populations.

It is common to learn to play an orchestral musical instrument through regular one-to-one lessons with an experienced musician as a tutor. Intuition suggests that the principal activity during these meetings would be playing, however conversation is important, not just as a way to analyse musical contributions, but to organise them within the lesson flow. Activities are managed conversationally, discussion interleaved with performance, demonstration and musical experimentation, resulting in a rich multi-modal social interaction. This thesis presents a detailed ethnographic study of five one-to-one clarinet lessons. Conversation transcription notation was developed specifically to capture the musical sounds produced alongside dialogue. Analysis of the shape and timing of the musical contributions shows that many aspects of music produced in this context are shaped by the way that playing can function as a conversational turn. For example, during student performance the volume, duration and timing of the tutor's utterances, in relation to the student's musical phrasing, determines whether they are interpreted as encouraging backchannels, or a bid for the floor to provide immediate feedback. Non-verbal behaviours such as gaze and changes in posture are used to encourage a student to self-repair and continue with their performance, despite mutual acknowledgement that a problem has occurred. Fine-grained analysis of a video-mediated remote lesson reveals what happens when this organisation is disturbed. The change in medium reduces the availability of non-verbal cues, and the disruption caused by latency has divergent effects on the sequence and placement of turns, as they are experienced at each location. For example, students find it more difficult to anticipate tutor interruption of their performance or correctly identify backchannels, leading to miscommunication. Our understanding of the importance of these phenomena to lesson flow leads to recommendations for tools to better support student-tutor interaction during the remote lesson experience.

The diversity of US institutions of higher education is manifested in many ways. This study looks at that diversity from the economic perspective by studying the subsidy structure through the distribution of institutional price-cost ratio (PCR), defined as the sum of net tuition price divided by total supplier cost and equals to one minus subsidy-cost ratio (SCR). IPEDS Finance, Enrollment, and Institutional Characteristics survey data for academic year 2006-2007 are used.Significant between-sector differences are found in terms of both central locations and ranges of PCR. Public two-year institutions have the lowest average PCR (0.12) and smallest within-group variation while for-profit four-year institutions have the highest average PCR (0.93). The within-group variations are quite large for both private nonprofit and for-profit sectors. Nine types of subsidy structure are constructed and used to categorize institutions, which reveal considerable overlapping between public and private nonprofit sectors and between private nonprofit and for-profit sectors. Private nonprofit sector is consistently shown as the "hybrid" sector with more similarities to the public sector.This study highlights price-cost ratio as an important metric for economics of higher education because it integrates targeted price adjustments (list price - net price) and general subsidy (supplier cost - list price), allows for negative subsidy, and accounts for cost variations. It succinctly provides a holistic view of the subsidy-profit spectrum and serves the purpose to rectify the currently skewed perspective that predominantly focuses on "student aid" (redefined as "targeted price adjustments") and for the most part excludes the for-profit sector. A byproduct of this study is a detailed account of how to adjust new GASB/FASB-based IPEDS Finance data to derive meaningful price and cost measures to support cross-sector comparison.

This paper presents a theoretical analysis of the relative use of general state subsidies (tax finance) and tuition (user charge finance) in the state financing of higher education. State universities across U.S. states are very different among themselves especially in terms of user charges, public finances, and qualities. In this study, we consider only the State Regime in which the state government decides the user charge, head tax, and expenditure, taking the minimum ability of students as given and the state university simply is treated as a part of government. The households who have a child decide to enroll their children at the university, taking head tax, tuition, and quality of university as given. The two first-order conditions of the state government’s optimization show the redistribution condition and provision condition. For a given marginal household, we show that under certain conditions, we have an interior solution of both head tax and expenditure. In the household equilibrium, the marginal household is determined at the point where their perceived quality of university is equal to the actual quality of university. We solve the overall equilibrium, in which the given ability of a marginal household for the state government is the same as the ability of the marginal household from the households’ equilibrium. Since it is impossible to derive explicit derivation of comparative statics, we compute the effects of income, wage differential between college graduates and high school graduates, distribution of student ability on head tax, expenditure, tuition, tuition/subsidy ratio, and quality of university.

This study explored and evaluated the prevalence of supplementary tuition in the teaching and learning of Mathematics/Mathematical Literacy in some high-performing schools of the East London district in the Eastern Cape. The study followed a descriptive survey design to address the research problem. Data were gathered using questionnaires for grade 11 learners and high school Mathematics/Mathematical Literacy teachers. The learners were the first group to be taught the Mathematics/Mathematical Literacy learning programme of the new National Curriculum Statement (NCS). The results showed that a fair number of learners (about 48%) were not satisfied with their performance in Mathematics/Mathematical Literacy and a large number of the learners (about 90%) considered a good pass in Mathematics/Mathematical Literacy as important, particularly for their future careers. A substantial proportion of learners (42%) expressed concern about the amount of school time allocated to Mathematics/Mathematical Literacy, and thought that this factor hampered the successful completion of the syllabus. Teachers who happened to be adequately qualified and experienced enough, struggled to complete the Grade 11 Mathematics syllabus in time and were concerned about misconceptions carried from lower classes. Teachers also expressed some concern about learners' lack of commitment to Mathematics/Mathematical Literacy. Learners seemingly took supplementary tuition as a way of overcoming their learning challenges. Of the three forms of supplementary tuition (i.e. private tuition, vacation classes and revising model/former examination papers) commonly available in the district, revising examination papers was preferred (about 83%) followed by private tuition at 81% and lastly vacation school. Learners spent 1.67 hours per week on average on supplementary tuition. More Mathematics learners (about 34%) than Mathematical Literacy learners (about 6%) make use of supplementary tuition. Based on these findings, it was concluded that supplementary tuition is not unique to schools that perform poorly, and even at high performing schools, factors exist which influence learners to take supplementary tuition. / MATH, SCIENCE and TECH EDU / MSC (MATHS,SCIENCE OR T/EDU)

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