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Technical and Vocational Education in China: The Characteristics of Participants and Their Labor Market ReturnsWang, Anyi January 2017 (has links)
This dissertation study focuses on upper secondary technical and vocational education (TVE) in China. It empirically examines the characteristics of TVE participants and the labor market impacts of participating in upper secondary TVE relative to attending general high schools. Using nationally representative datasets from China, this study has found that compared with individuals who attended general high schools, participants of upper secondary TVE tend to be from relatively disadvantaged family background. The negative association between family background and TVE participation is more pronounced for female TVE students. There is some evidence that girls are more likely to attend vocational education, especially the elite secondary specialized schools. Students of secondary specialized schools are from relatively selective family backgrounds compared with students of the other types of upper secondary TVE. In terms of labor market impacts, the study has found positive effects of attending upper secondary TVE on earnings, employment rate, and the likelihood of working full-time and working under formal contract. The effects are concentrated among females and students of secondary specialized schools. Considering that females are more likely to attend TVE, and that female TVE participants are more likely to come from less selective family background, the larger positive effects of attending TVE relative to general high schools among females may indicate improvement in equality both across genders and within females.
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Women in educational administration : an internship report /Clarke-Genge, Delores, January 2000 (has links)
Thesis (M.Ed.), Memorial University of Newfoundland, 2000. / Bibliography: leaves [39-40].
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Perceptions and behaviors that encourage or impede advancement or attainment of leadership positions in higher education by Muslim women wearing hijabKelley-Hollwell, Victorie Joyce-Ann, Martin, Barbara N. January 2009 (has links)
Title from PDF of title page (University of Missouri--Columbia, viewed on March 17, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Barbara Martin. Vita. Includes bibliographical references.
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Leadership and information technology in higher education : a qualitative study of women administratorsCezar, Judith. January 2002 (has links)
This study examines issues related to women's leadership and administrative roles in higher educational settings where information technologies have a prominent function. In so doing, it addresses a relatively new area in leadership. The study focuses on four main questions: Are there parallels between feminist leadership styles and a new evolving field for leaders in technology? Is there something about technology that lends itself to female leadership styles? Has technology helped validate women's styles of leadership? What does that mean to women entering the field now? / Six women administrators, interviewed over a three-month period spoke on such issues as formal and informal relationships, collaborative team building, and getting the job done. This qualitative study focuses on educational leadership as a process rather than a product, and strives to gain a deeper understanding of the day-to-day experiences and leadership practices of women administrators in education. Drawing from feminist research studies, organizational theory and studies on women in educational leadership, the study offers to expand the existing discourse in educational leadership by documenting the ways this particular group of women practice leadership.
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A comparison of perceived problems of urban black and white women principals in elementary, middle, and junior high schools in obtaining the principalship and functioning in that role during their first yearFortenberry, Delores Brown January 1987 (has links)
This study compared the differences in success rates of urban black and white women elementary, middle, and junior high school principals in obtaining the first principalship position and functioning in the principalship role during the first year.ProcedureA twenty-two-item closed-form and open-form type questionnaire was developed, tested, and mailed to a selected sample of 173 urban black and white women elementary, middle, and junior high school principals from three selected urban areas located in the Western and Midwestern regions of the United States. Responses were received from 112 (65 percent) of the recipients. The instrument was designed to elicit personal and professional data pertaining to problems encountered in obtaining the first principalship position and functioning in the role of the principal during the first year. Data were analyzed according to similar and dissimilar percentages of responses. of black and white women principals. The most serious problems experienced by principals in obtaining the first administrative position were forms of discrimination and male and female resentment. More white women principals experienced racial and sexual discrimination than black women principals primarily because more white principals than black principals had an opportunity to be interviewed in minority as well as nonminority communities. Usually the interview committee members as well as community members in minority neighborhoods preferred either a minority or a male principal regardless of race. More black principals experienced male and female resentment.The most serious problems encountered during the first year of the principalship included: (1) inadequate facilities, supplies, and equipment; (2) ineffective staff; (3) lack of experience in handling administrative responsibilities; (4) racial prejudice; (5) unwillingness of staff members to follow school integration guidelines; (6) time distribution between family and administrative responsibilities; and (7) family resentment toward job. More black women principals than white women principals were married and had an even greater problem in fulfilling home responsibilities.The most successful methods used by the principals to manage the problems encountered included: (1) using good time management and organizational strategies, (2) hiring household help, and (3) promoting and encouraging staff involvement in decision-making processes. / Department of Secondary, Higher, and Foundations of Education
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Leadership, power and collaboration : understanding women educational leaders' experiences through a feminist lensNakama, Debra Aguinaldo January 2005 (has links)
Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 189-206). / Also available by subscription via World Wide Web / viii, 226 leaves, bound 29 cm
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'n Gevallestudie van die effek van die herverdeling van mag op vroue wat op skoolbeheerliggame dien /Petersen, Melanie. January 2007 (has links)
Thesis (MEd)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.
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The female professor : a rare Australian species, the who and how /Ward, Beverley Lorraine. January 2003 (has links)
Thesis (Ph.D.)--Murdoch University, 2003. / Thesis submitted to the Division of Arts. Includes bibliographical references (leaves 210-224).
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The micropolitics of gender at work : leading women in education rocking the boat and moving on /Peters, Carole C. January 2004 (has links)
Thesis (Ph.D)--Murdoch University, 2004. / Thesis submitted to the Division of Arts. Includes bibliographical references (p. 285-298).
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What are the personal and public challenges facing black women in their quest for leadership roles in schools?Simelane, Immigardht B. H. January 2004 (has links)
Thesis (M.Phil.(Education Management and Policy Studies))-University of Pretoria, 2004. / Includes bibliographical references.
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