Thesis (Ph.D.)--Ohio University, March, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (M. Nursing)--Montana State University--Bozeman, 2007. / Typescript. Chairperson, Graduate Committee: Jean Shreffler-Grant. Includes bibliographical references (leaves 44-48).

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Paul J. Baker (chair), James C. Palmer, Norman D. Durflinger, Frank D. Beck. Includes bibliographical references (leaves 187-191) and abstract. Also available in print.

Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 54-59) and index.

The basic objectives of this thesis are to build an earnings function for farm incomes of Canadian farm operators, and estimate the rate of return to schooling. It is hypothesized that the low levels of farm income are related to the low investment in education by farm operators. If reasonable estimates of positive returns to schooling are found, they will be useful for policy makers in considering the improvement of the quality of farm operator labour via schooling, as an alternative measure to increase farm income. To achieve the goals of this study, an earnings function is built for the group of entrepreneurs, in particular the farm operators. As a test of functional form a digression is made and a value added approach discussed and utilized as an alternative way of computing the contribution of schooling to farm income. Although both methods yielded significant estimates of the return to schooling comparable to previous studies, the value added approach was found to be a better specified formulation with respect to estimating the productivity of schooling in farm production. The estimate of the marginal product of schooling using the earnings function approach was found to be higher as we concentrated on the full-time farmers. For the value added approach, the estimates differed as we varied the input specification, being higher as we decrease the number of decision variables in the estimating equation. Estimates for both models however have their respective biases and shortcomings attributable mainly to the variables omitted in both specifications. These estimates could be improved with the availability of better specified variables and use of an alternative analytical procedure. In addition to providing strong evidence that schooling is a significant determinant of farm incomes, this study also led to another important conclusion. Using a transformed labour variable in the value added function at the census division level led to an important finding that a similar output-input relationship exists in the agricultural sectors of both the U.S. and Canada. Specifically the relationship was identical for the elasticities of output with respect to labour, with respect to education (schooling), and with respect to the weighted labour variable (product of labour and schooling) values of selected years. / Land and Food Systems, Faculty of / Graduate

There are a number of factors which contribute to the economic conditions described in the preceding paragraphs. Among these are: much waste land, soil erosion, large numbers of tenant farmers with inadequate diet, lack of scientific method, no modern equipment, low income, lack of pure-bred stock, low purchasing power, uncooperative spirit, fear of venturing out into new areas of activities, unwillingness to give up old ideas and methods. Such a situation as the one described in the preceding pages created a crying need for professional help which has been sought from every available source. A truly effective small school must be standardized around such educational essentials as: (1) a teacher with specialized preparation and willingness to make rural community teaching her permanent occupation, (2) a school plant equipped to provide an education related to rural life and its needs, (3) a course of instruction and methods of teaching in accordance with the needs and nature of agricultural people. / Typescript. / "May, 1949." / "Submitted to the graduate council of Florida State University in partial fulfillment of requirements for the degree Master of Arts plan II." / Advisor: R. L. Eyman, Directing professor. / Includes bibliographical references.

Thesis (Ph. D.)--Michigan State University. Dept. of History, 2006. / Title from PDF t.p. (viewed on Nov. 27, 2008) Includes bibliographical references (p. 353-366). Also issued in print.

Orientador: Luciana Maria Lunardi Campos / Banca: Maria Cristina dos Santos Bezerra / Banca: Marilia Freitas de Campos Tozoni Reis / Resumo: A proposta de uma educação do campo nasce no final da década de 1990 por meio da atuação reivindicatória de movimentos sociais atuantes nas regiões rurais. Sua gênese é embasada na premissa de que sem a educação dos povos não é possível a concretização da luta pela terra no Brasil, sendo assim, é entendido que a luta por educação deve ser reivindicação central dos movimentos sociais camponeses, desenvolvendo-se conjuntamente à luta pela terra e por condições dignas de vida. O movimento por educação do campo logrou diversas conquistas desde a sua construção, desde a inserção de seus pressupostos em políticas educacionais até a construção e ocupação de escolas e formulação de cursos de nível superior e de pós-graduação. Nesse ínterim, torna-se relevante analisar de que modo os processos educacionais escolares se desenvolvem dentro das escolas do campo e relacionam-se aos pressupostos teóricos preconizados por seus intelectuais orgânicos. É nesse sentido que este trabalho, por meio da análise da produção científica selecionada em revistas e eventos na área da educação, do ensino de ciências e da educação no/do campo, no intervalo de anos entre 2007 e 2017, teve por objetivo a compreensão de como os pressupostos teórico-metodológicos do ensino de ciências e de biologia se relacionam com as perspectivas e reivindicações da educação do campo na educação escolar. Foi utilizado como método científico para o desenvolvimento da pesquisa o materialismo histórico e dialético, cujo intent... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The proposal for a rural education, originated by and directed to the peasant population, was born in the late 1990s by the action of social movements based in rural areas. Its genesis is founded on the premise that without the education of the rural population, there is no possibility to accomplish the struggle for land in Brasil. It is understood, therefore, that the struggle for education must be the central demand of the peasant social movements, being developed jointly with the struggle for land and decent living conditions. The movement for a rural education has conquered several achievements since its birth, from the insertion of its assumptions in educational policies to the construction and occupation of schools and the formulation of undergraduate and postgraduate courses. In the meantime, it is relevant to analyze how the school's educational processes develop within the rural schools, besides relating them to the theoretical assumptions advocated by their organic intellectuals. It is in this sense that this work, from the analysis of the scientific production selected in magazines and events in the area of education, science teaching and rural education, between the years 2007 and 2017, had the objective of understanding how the theoretical-methodological assumptions of science and biology teaching relate to the perspectives and claims of rural education in the school environment. The historical and dialectical materialism was used as a scientific method for the d... (Complete abstract click electronic access below) / Mestre

Thesis (M. Ed.) -- University of the North, 1992 / Refer to the document

This study represents an attempt by a distance educator at CB Alexander Agricultural College to find ways of improving the quality of its farm management distance education program. It describes an action research project in which the Principal Investigator and his co-researchers - a group of students enrolled in the Farm Management Certificate Course - simulate a distance education process as a springboard into collaborative and critical reflection. The study describes the present operations of the NSW Agriculture Farm Management Certificate Course and gives a critical overview of the current approach to course development. It draws on relevant professional literature to provide a theoretical basis for its critique of the curriculum. It asks whether inclusion of an epistemological development variable in course design could help the College more closely meet the needs of its clients. Rising out of this critique of existing practice, the thesis charts a quest by co-researchers for growth in understanding, by critical self-reflection, through dialogue. It proposes a theory of open system inquiry as a tool to help curriculum developers, distance educators and all aspiring open system learners to develop a personal praxis of open system inquiry in their vocations and in their lives. / Master of Science (Hons)