The Primary Education Stipend Programme (PESP) receives accolades and support from the government and policy partners (such as ADB, World Bank, DFID) in spite of deficiencies in its implementation. The general impression is that the programme is increasing equitable access to quality education for poor children. However, there is no study to understand how and to what extent PESP receiving children are benefiting and how it influences and affects the school. This study was undertaken to understand the policy gap between the introduction and implementation of the PESP by examining parents' and teachers' perceptions of the strengths and weaknesses of the PESP and its effects on teaching and learning, and school management. These perspectives provide a broader understanding of the effectiveness of the programme in realizing its goals. This study uses a qualitative case study approach and selects one rural primary school for in-depth investigation. Three groups of parents of children were interviewed: those who completed primary cycle; those who dropped out of school, and; those whose PESP benefits had been rescinded due to poor attendance and performance. Two parents were included from each group in this study. The head teacher and one assistant teacher are also included in this study to explore the effects of the PESP on the schoolcommunity relationship and school management processes. The study found different types of deception in selecting beneficiaries. The strategy of not including more than one child from a single family is evident that results in many poor children's exclusion from the benefit. Conditionality is used to exclude lowperforming children from the benefit which restricts access to education for a considerable number of poor children and many non-poor children receive the benefit. Thus, the PESP benefits the non-poor people. The amount of stipend money is also found insufficient for ensuring necessary learning materials for the poor children. Lower amounts due to unmet conditionality and other charges at times trigger discord and dispute and hamper children's learning. The stipend money increases private investment in education in the form of private coaching fees. The PESP does not incentivize poor children to learn. In addition, it does not increase the teacher's confidence of their educability or increase children's confidence in their capacity to learn. Rather, a sense of the incorrigibility of poor children has been established and teachers allege deteriorating learning condition in crowded classrooms caused by the PESP. With regard to the parent-teacher relationship, this study finds a bitter antagonistic stance brew between the two groups and creates unintended effects. The teacher and the head teacher accuse parents of not providing adequate support at home and parents allege the school for not providing required care and attention for their children. This mutual disregard affects the teacher-student relationship and undermines poor children's confidence to be educated equally with non-poor children. As a consequence of the conflicting perceptions of the aims and objectives of the programme and the perceived inadequacy of the PESP policy in society, this thesis will look for new insights into the process of implementation and the effectiveness of the PESP policy. This may encourage policy makers to reflect upon the efficacy of the programme as a strategy to increase access and quality education for poor children.

Thesis (Ed. D.)--Teachers College, Columbia University, 1987. / Typescript; issued also on microfilm. Sponsor: William Sayres. Dissertation Committee: Paul Byers. Bibliography: leaves 191-202.

No description available.

The purpose of this survey research is to unveil the leadership styles of elementary school principals. 350 principals and 700 teachers participated in this study which was conducted in Turkey. Leadership Orientations Questionnaire (Bolman and Deal, 1991) was used to gather data. According to the results of the study, the dominant leadership frame that the principals employ was the human resource frame as to principal and teacher ratings.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Donald G. Tewksbury. Dissertation Committee: Harold F. Clark, George Z. F. Bereday. Bibliography: leaves 276-287.

This study investigated the role of demographic factors, English proficiency level, personal and affective factors in predicting language preparatory school students&rsquo / academic success. Participants of the study were 415 Department of Basic English students (158 pre-intermediate level, 158 intermediate level and 99 upper-intermediate level students) from a state university in Turkey. As data collection instrument, demographic information form, College Learning Effectiveness Inventory and Affective Characteristics Questionnaire were used. Multiple regression analysis was utilized to find the significant predictors. The results indicated that 53 % of the total variance was explained with the model. Among the predictor variables, English proficiency level, classroom communication, stress and time press and English self concept were found to be significant predictors of language achievement. The findings showed that students who had high proficiency level, better communication skills within the class, high English self concept and felt more stressful through the studies achieved higher scores in English Proficiency Exam.

No description available.

The purposes of this study were to (a) examine higher education activities from 1945 to 1980 before Taiwan, Singapore, and Hong Kong became newly industrialized countries; (b) study the higher education reforms that each country made in its progress in order to meet the challenge; (c) compare and contrast the higher education systems that were adopted; and (d) identify a single Asian higher education system model (descriptive model) for any country that desires to become an industrialized country. Historical research was utilized in this study. This study was approached as follows: First, the economic growth of the countries under study was examined. Then, the countries' higher education systems were compared and contrasted. The result is at least one possible higher education system model that can be used by any country to improve the future performance of its higher education system. The study concluded that the models of higher education used by Taiwan, Singapore, and Hong Kong from 1945 to 1980 were not identical. However, they came to similar conclusions in terms of economic development. In this case, an emerging industrial country like the social and economic condition of Taiwan, Singapore, and Hong Kong would find that adoption of those higher education models might be appropriate. For instance, an emerging country with a social and economic system like Taiwan would find Taiwan's higher education model appropriate for adoption in that country. On the other hand, if an emerging industrial nation has social and economic criteria dissimilar to those of Taiwan, Singapore, and Hong Kong, a proposed single model of higher education would be appropriate, with an adjustment to suit the national resources, cultural background, and structure of trades and the labor force of that country.

This thesis sets out to critically examine the field of higher education development, as one which is focused on socio-economic inequality and welfare, and determines educational purpose in poorer, or ‘developing’, countries accordingly. My question is whether mainstream development approaches to higher education are really contributing to the provision of more equal education services, or whether they risk reintroducing inequality by treating the priorities of poorer countries differently. To investigate whether there are educational values or purposes common to universities globally irrespective of socio-economic imperatives, I begin the study with a historiographical look at their growth in terms of both ideas of its purpose, and how purpose is realised in actuality. I then trace the emergence of the discourse of international development, and the role that higher education has come to play within it, showing how the field of international higher education development has simplified the notion of university purpose for its own devices. The thesis then looks at underlying assumptions about human nature, defined as the problem of humanism, common to both transcendent ideas of university purpose as well as the development discourse. To avoid the limitations of these assumptions, I argue that a theoretical approach is required that can engage with questions of hybridity and multiplicity in both the history and future of universities, without reducing those questions to abstract ideas. The approach I propose draws upon the dialogism of Mikhail Bakhtin, whose multi-layered understanding of language prevents any one understanding of another person, or of human nature more generally, being considered final. The educational implications for such an approach are finally explored in the concept of academic freedom, which is traditionally conceived of as a right, but is here reconceptualised also as a responsibility.

Why does the implementation of policies for educational improvement often disappoint? The literature suggests that pitfalls in the formulation stage can hamper successful implementation. This research aims to develop insights into the process of policy formulation in order to establish how this may affect subsequent policy implementation using a case study of Pre-Primary Education in Bangladesh. Uniquely, I have been able to study the development of PPE policy when it was taking place since I was directly involved in the process as a professional advisor working for a donor. The first research question investigated how the pre-primary policy was formed. This had two parts in terms of i) developing understanding of the phases of policy formulation and the stakeholders involved, and ii) analysing the discourses that informed the policy. The second research question enquired into the development of the implementation strategy and its feasibility, and compared expectations with the data available on the characteristics and impact of the initial implementation. This enabled the identification of aspects of policy formulation that shape current and future implementation. Special attention was given to the development of policy that prioritised underprivileged children throughout the process, because of the extent of unequal provision and because this was a high profile goal for educational development. The analysis of policy development derived from relevant policy documents and keyinformant interviews highlighted charismatic and politicised approaches to educational reform, which lacked the involvement of beneficiaries and those tasked with implementation. This has consequences for subsequent impact and the sustainability of the new policy. The initial implementation was generally considered inadequate and uneven by the respondents. It reflected aspirational planning linked to the EFA goals, with ambitious aims to provide a "quantitative breakthrough" in access and attainment without a realistic assessment of the resources available and the capacity to mobilise them. When the implementation strategy was updated and included in the third national programme of primary education (PEDP III), a more phased and comprehensive approach to planning was introduced. However, reports on programme implementation have identified delays and difficulties in starting PEDP III, albeit improvements between year 1 and 2 have been noted. In particular, the implementation strategies identified were insufficiently detailed and different stakeholders' needs were not properly assessed. More equitable delivery to underprivileged children remains poorly articulated. Part of the reason appears to be diminished political will and inconsistent leadership. Finally, opportunities to collaborate with the NGO service providers have not been fully exploited and the implementation planning for PEDP III appeared to have relied excessively on external expertise, with implications for the ownership and continuity of the policy on pre-school. Based on these findings, suggestions are offered to the development partners, the Government and the NGOs to improve the integration of policy and implementation strategies to increase the probability of sustained improvements in Pre Primary provision.