This study examined an innovative, project-based curriculum in a freshman biology laboratory by focusing on how students developed their conceptual understanding of a biological species. A model for learning was posed based on learners working in small groups. This model linked a sociocultural approach to teaching and learning to conceptual change theory. Qualitative research methods were employed to collect a variety of data. Documentation of this innovative curriculum is provided. This investigative curriculum incorporated the research practices that scientists use. A wide range of dynamic interactions with students actively investigating problems and sharing both their findings and thoughts during this time occurred. This essentially modeled the authentic practices of scientists. A direct comparison was made with this learning environment and the model for learning. Peer tutoring, cooperative learning, and most importantly, peer collaboration were observed when students grappled with difficult problems for which there was no single right answer. Teachers served as guides in learning, shifting responsibility to the students. Analysis of student writing revealed richer, more complex definitions of species after the experience of the laboratory project. Several of the students used knowledge gained directly from their experiences during the laboratory project to help elaborate their definitions. The electronic discussions showed a range of social interactions and interactivity. High quality discussions were found to be rich in scientific thought, engaging discussants by offering information, questioning, and actively hypothesizing. Mediating and facilitating discussions by the participants was found to be an important factor in their success. Groups exhibiting high quality discussions also had a lower response time than other groups, indicating that more substantive dialogues which are rich in thought proceed at a slower pace. Significantly, an important connection has been made between the socio-cultural approach to learning and conceptual change theory. A closer examination of how small groups of learners develop conceptual understanding is needed. This approach also needs to be extended into other settings where reform in science education is taking place. / Ph. D.

Η εργασία αναφέρεται στον τρόπο με τον οποίο αντιμετωπίστηκε η εκπαιδευτική μεταρρύθμιση του 1929 της κυβέρνησης του Ελευθέριου Βενιζέλου, δηλαδή τα εκπαιδευτικά νομοσχέδια που κατατέθηκαν επί Υπουργίας Κ. Γόντικα (1929) και Γ. Παπανδρέου (1930 -1932), από μία εφημερίδα του Τύπου της εποχής, μη προσκείμενης στην κυβερνητική παράταξη, την εφημερίδα «Ακρόπολις». Θεωρήθηκε ενδιαφέρον να μελετηθεί η άποψη της συγκεκριμένης εφημερίδας, αφού σημείωνε επιτυχία ως προς την κυκλοφορία της, κι επειδή φιλοξένησε στις σελίδες της άρθρα για την επιχειρούμενη εκπαιδευτική μεταρρύθμιση του Δημήτρη Γληνού, παιδαγωγού και διανοούμενου που είχε αναλάβει σημαντικό ρόλο στην εκπαιδευτική μεταρρύθμιση του 1913, η οποία είχε κατατεθεί και πάλι από την κυβέρνηση των Φιλελευθέρων. Εκτός από τις αναφορές σε βιβλιογραφικές πηγές, γίνεται παράθεση και ανάλυση των δημοσιευμάτων της εφημερίδας, με τη μέθοδο της ανάλυσης περιεχομένου, που αναφέρονται στην εκπαιδευτική μεταρρύθμιση του 1929. / This thesis deals with the criticism on the Greek education reform of 1929, comprising from the education bills submitted when ministers of education were K. Gontikas (1929) and G. Papandreou (1930-1932), by the government of Eleftherios Venizelos, from a newspaper not supporting the governing party, namely newspaper “Akropolis”. The study of this particular newspaper was considered interesting, since it achieved high circulation and contained articles written by D. Glinos, an educator and intellectual who played an important role in the education reform of 1913, which had also been submitted by the governing party of Liberals led by Eleftherios Venizelos. Apart from the bibliographic references, newspaper articles are provided and analyzed, using content analysis, referring to the education reform of 1929.

學校經營發展的歷程中，可看到各縣市都有許多老舊學校面臨必須創新或轉型的危機，是否能夠因應教育改革，積極迎向改革趨勢幫助學校轉型，其實是決定一個學校浴火重生或漸趨沒落的關鍵；個案學校在這一波教育改革中，跟隨教改政策重新定位，秉持優質的教育理念，發展學校特色，堅毅地領先群倫，以致逐年增班，獲得新生。本研究旨在瞭解個案學校轉型的內、外在因素，探討個案學校轉型的實施策略、發展特色為何？進一步地，以1999年為個案學校轉型分隔點，比較個案學校轉型前後的差異，並為個案學校轉型紀實。 本研究為個案研究，利用文獻探討、訪談、文件資料分析等方法進行資料蒐集，探討、詮釋及思索一所國民中學轉型之歷程、策略及促成因素。經研究後獲致以下結論： 一、個案學校轉型的因素 （一）外在因素：校長遴選制度、師資多元化、教師任用制度、九年一貫課程、宣傳行銷、新校舍的啟用、環境變遷等。 （二）內在因素：校長領導、教師年輕、組織氣氛、自然領域中心、科學資優班、學習型組織、公共關係與資源、家長的支持等。 二、個案學校轉型的實施策略 （一）研訂校本發展。 （二）遴聘優質人力。 （三）結合課程發展。 （四）運用社區資源。 （五）學生多元展能。 三、個案學校轉型前後在「學校行政」、「學校教學」、「學校氣氛」、「學校環境」等四個層面，都有長足的進步，學校效能有明顯的提升。 最後依據研究結果與結論，提出具體建議，以作為國民中學、教育行政機關、個案學校以及未來研究的參考。 / During the process of a school management development, we could find that many old school faced the crisis of innovation and transformation. Whether a school could cope with the education reform and used the trend to help the transformation is the key point of its survival. The case school followed the policies during the education reform and insisted the excellent education ideas to develop the school .It steadily increased the class numbers year by year, and got the rebirth. The research focused on the factors of the case school transformation and discussed its strategies and development characteristics. In addition, the researcher took the year of 1999 as the transformation seperation point to compare the differences between the case school’s “before transformation” and “after transformation”. The researcher also recorded details about the transformation of the case school. The research was a case study, and the researcher used literary reviews, interviews, and data analysis to gather the information in order to explain the process of a junior high school’s transformation. The conclusion were listed as follow. 1.The factors of the case school’s transformation (1) The external factors: the system of the principal selection, multi-teacher education, teachers hiring rules, the nine-year curriculum, advertising marketing, the use of the new school buildings, the environment’s transit (2) The internal factors: the principal’s leadership, young teachers, the organization climate, science center, science gifted education, learning organization, public relationship and resources, parents’ support. 2.The strategies of the case school’s transformation (1) Plan the school-based development (2) Choose the great teachers (3) Combine the curriculum development (4) Use the community resources (5) Let the students develop their abilities in many ways 3.The case school had much progress in four areas, which are “school administration”, “school teaching’’, “school climate” and “school environment”. At last, according to the result and the conclusion, the researcher offered concrete suggestions to be the references for junior high schools, education administration institutions, the case school, and the future researchers.

Die Dissertation analysiert die Auswirkungen der internationalen Diskussion zum lebenslangen Lernen als bildungspolitischem Reformkonzept auf die institutionelle Ausgestaltung des deutschen Hochschulwesens. Sie besteht aus einem einleitenden Kapitel und 14 Teilstudien, die zusammen eine multiperspektivische Fallstudie bilden. Über bereits vorliegende Bestandsaufnahmen geht die vorliegende Untersuchung durch ihre Multi¬perspektivität sowie die historische, theoretische und international ver¬gleichende Einordnung der Befunde hinaus. Die theoretische Basis bilden Konzepte zur Entstehung und zum Wandel von Institutionen. Hierbei kommt der Perspektive des Historischen Institutionalismus eine besondere Bedeutung zu. In den Teilstudien werden vier Dimensionen von Durchlässigkeit behandelt, die sich aus den im internationalen Rahmen diskutierten Reformkonzepten ergeben: (1.) die soziale Durchlässigkeit im Sinne der Beteiligung von unterrepräsentierten Personengruppen an hochschulischer Bildung, (2.) die institutionelle Durchlässigkeit zwischen den Systemen der beruflichen und der akademischen Bildung, (3.) die Realisierung eines Arbeitswelt- bzw. Praxisbezugs durch flankierende curriculare und/oder didaktische Initiativen sowie (4.) eine flexible Studienorganisation, die aus – ebenfalls flankierenden – organisatorischen Maßnahmen resultiert. Insgesamt konnte gezeigt werden, dass die seit den 1960er Jahren andauernde inter-nationale Diskussion um lebenslanges Lernen in Deutschland auf eine geringe Resonanz gestoßen ist. Dies gilt insbesondere für den Hochschulbereich. Seit einigen Jahren ist in Politik und Hochschulen jedoch ein Umdenken festzustellen, das seinen Ausdruck unter anderem in Veränderungen bei den Zugangsmöglichkeiten zum Hochschul¬studium gefunden hat. Die (potenziellen) Auswirkungen der aktuellen Entwicklungen auf die künftige institutionelle Ausgestaltung des deutschen Hochschulwesens sind allerdings kaum abzuschätzen. / This dissertation deals with the international discussion on lifelong learning as a political concept to reform the education system and analyses its impact on the institutional structure of the German higher education system. This doctoral thesis by publication is composed of an introductory chapter and 14 substudies providing an in-depth examination of various aspects applying various methods. The diverse parts form a multiperspectival case study. The present study exceeds existing research not only by its multitude of perspectives, but also by explaining the results from a historical, theoretical and internationally comparative point of view. Concepts concerning the emergence and change of institutions make up the theoretical basis of the thesis at hand. Special emphasis is put on the theoretical approach of historical institutionalism. The substudies focus on four dimensions of permeability emerging from international discussions about lifelong learning: (1.) social mobility of underrepresented groups with regard to the higher education system, (2.) institutional permeability between the systems of vocational education and higher education, (3.) implementation of requirements of the world of work and society in curricular and didactical concepts, and (4.) a flexible organisation of study programs resulting from organisational and operative measures. The present study concludes that the ideas of lifelong learning, which have been under discussion on an international level since the late 1960s, have only met with little response in Germany. This holds particularly true for the higher education system. However, a change of thinking in politics and higher education institutions has been noticeable in recent years. This has led to changes, among others, in the way of admission to study programs. (Potential) impacts of recent developments on the future institutional structure of the German higher education system can hardly be predicted at the present time.

Esta pesquisa foi dedicada à abordagem das estratégias de reforma da educação pública na capital federal do Brasil entre os anos de 1922 e 1935. Ela teve como objetivo compreender as iniciativas de implementação de políticas públicas na área da educação, então acionadas na Diretoria Geral de Instrução Pública do Distrito Federal. Em especial, propôs-se a investigar as ações que Carneiro Leão no quadriênio 1922- 1926, Fernando de Azevedo entre 1927 e 1930 e Anísio Teixeira de 1932 a 1935 desenvolveram nessa instância da prefeitura do Rio de Janeiro. Para tanto, pesquisou uma série de textos produzidos no âmbito da administração pública. Relatórios, atas e legislação, bem como correspondências e até publicações em periódicos informaram acerca das várias tentativas de controle das práticas escolares e seus óbices. Igualmente, foram fontes para o estudo da administração central do ensino no Distrito Federal as memórias e parte da produção intelectual de seus principais componentes. Ao final da análise, concluiu-se que toda uma inconfessa atividade de improvisação e invenção cotidiana contribuiu para a reforma da educação pública no período. No estudo dos serviços educacionais e de sua burocracia, sobretudo, interessou mostrar as estratégias de controle e organização do funcionamento escolar como uma incessante invenção de subterfúgios e artifícios da ação administrativa. Para além disso, importou considerar o modo de administrar a educação pública segundo suas formalidades, a partir das suas normas regulamentares. Nesse sentido, predominou uma preocupação com os desdobramentos que, por meio das estratégias de reforma do ensino, a ação sobre os espaços e temporalidades da escola, sobre a carreira docente e sua especialização e sobre as populações escolares logrou alcançar à época. Em virtude dessas relações, a pesquisa, por um lado, ocupou-se da inventividade da ação administrativa e, por outro, das políticas públicas de educação que a Diretoria Geral de Instrução Pública do Distrito Federal gerou entre 1922 e 1935. / This research deals with the strategies concerning the public educational reform in Brazil`s federal capital between 1922 and 1935. The chief goal has to understand the measures taken by the Federal District`s Public Instruction General Directorate as to the implementation of public policies in Education. Particular attention was given to the programs developed by Carneiro Leão (1922-26 term), Fernando de Azevedo (1927- 1930), and Anísio Teixeira (1932-1935) while at the head of such portfolio at Rio de Janeiro government. A careful scanning of a series of documents issued by the public administration - ranging from reports, minutes and legislation to official correspondence and periodicals - was the source to learn about the attempts to control school practices and their set backs. Likewise the memoirs and a fair part of the intellectual output of the notables involved in Educational central administration were duly probed. A surprising outcome at the end of the analysis revealed an impressive amount of improvisation and daily reinvention playing a key role in the reform of public instruction at the time. Of special interest to show the mechanism of control and the organizational work as a continuous make up subterfuges and artifices of administrative action was the examination of educational services and their bureaucracy. The formal aspect of public instruction administration starting from basic rules has taken into account as well, with a keen eye on the unfoldings brought about by actions on school ambience, teaching, career, its specialization and students staff. This research aiming to the relations between both instances in the analysis, engaged in the inventiveness of administrative action to shape a historical understanding of public educational policies engendered by the Federal District`s Public Instruction General Directorate between 1922 and 1935.

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.

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Nuolat besikeičiančioje ir tobulinamoje Lietuvos švietimo sistemoje daug dėmesio skiriama kokybiško ugdymo klausimams, todėl aktualus tapo ir ikimokyklinio ugdymo programų atnaujinimo procesas. Magistro baigiamajame darbe nagrinėjami ikimokyklinio ugdymo programų kūrimą sąlygojantys veiksniai: Lietuvoje vykdoma švietimo reforma, ikimokyklinio ugdymo įstaigų bendruomenės (pedagogų, tėvų, vaikų) poreikiai, pedagogų kompetencija, pedagogų motyvacija, laiko veiksnys ir kt. Magistro baigiamajame darbe tiriama pedagogų ir tėvų nuomonė apie ikimokyklinio ugdymo programų kūrimą įtakojusius veiksnius. Šio darbo tikslas: išnagrinėti ikimokyklinio ugdymo programų kūrimą įtakojusius veiksnius. / In today’s changing and constantly improved Lithuanian system of education a significant part of attention is being devoted to the quality of child development, and therefore importance of the process of creation of preschool curriculum arose. This Master thesis analyses factors influencing creation of preschool child curriculum: Lithuanian education reform, needs of preschool development institutions’ societies (pedagogues, parents, children), pedagogues competence, motivation of pedagogues, time factor and other. Master thesis emphasises the opinion of pedagogues, parents with regards to the factors influencing creation of preschool child curriculum. The aim of this master paper: to analyse main factors influencing creation of preschool child curriculum.

Throughout the history of college football, there have been efforts to reform the system and stop improprieties, yet conflict between gaining academic and athletic prowess at colleges remained a central theme. In the 1980s, the Jan Kemp trial involving the University of Georgia demonstrated this clash between revenue-generating athletics and academic integrity. This historical study is an in-depth analysis of archives, legal documents, interviews, and other textual evidence that demonstrated how the factors surrounding the Jan Kemp case evolved and how key administrators and faculty members reacted to pressure related to academic and athletic conflicts. An analysis of past reform efforts in college football identified presidential control, commercialization of athletics, and corruption of the student-athlete ideal through preferential treatment as the key issues universities must address in relation to their football programs. An analysis of the University of Georgia in relation to these issues showed that pressure to increase revenue from football led to a lack of presidential control over academic-athletic conflicts and allowed preferential treatment of athletes to persist at the expense of academic integrity.

Magistro darbo tikslas – įvertinti dabartinę Lietuvos švietimo reformos būklę bendrojo lavinimo mokyklose ir apžvelgti pagrindines tobulinimo perspektyvas. Tyrimo rezultatai parodė, kad dauguma apklaustųjų Vilniaus r. Buivydiškių pagrindinės mokyklos, Vilniaus Žemynos gimnazijos ir Vilniaus S. Kovalevskajos vidurinės mokyklos mokytojų, švietimo reformą, vykstančią jau 18 metų, vertina neigiamai. Išsiskyrė tik Trakų r. Onuškio vidurinės mokyklos mokytojų nuomonė, nes jie švietimo reformą vertina teigiamai. Bendrojo lavinimo mokyklų mokytojai nurodė pagrindines švietimo reformos kliūtis - neaiškūs švietimo reformos tikslai; reforma vykdoma neturint moksliškai pagrįstos švietimo strategijos; reforma vyksta neaprūpinant reikiamais finansiniais ištekliais; didelės visuomenės dalies nusivylimas reformomis. Respondentai išskyrė tris svarbiausias problemas šiandieninėje mokykloje - per mažas mokytojų atlyginimas; sunkiai įsisavinančių mokymą vaikų daugėjimas; bendras kultūros stygius visuomenėje, gyvenamojoje aplinkoje. Mokytojai išskyrė šias svarbiausias problemas vaikams šiandieninėje Lietuvoje - jie nėra apsaugoti nuo skurdo; per daug mato smurto, sekso scenų per televiziją, internetą; taip pat neapsaugoti nuo narkomanijos pavojaus. Rekomenduojama dažniau atlikti sociologinius tyrimus, gerinant švietimo reformos būklę Lietuvos bendrojo lavinimo mokyklose; daugiau dėmesio skirti švietimo strategijai, konkretizuojant kai kuriuos švietimo vystymo aspektus. / The aim of this master thesis is to evaluate the present situation of Lithuanian education reform in comprehensive schools and overview the perspectives of its development. The results of the analysis show that most teachers-respondents from Vilnius region Buivydiskes Basic School, Vilnius Zemyna Gymnasium and Vilnius S. Kovalevskaja Secondary School express their negative opinion about the education reform taking place already eighteen years. Only teachers from Trakai region Onuskis Secondary School had positive opinion about the education reform. Comprehensive school teachers indicated the main disadvantages of the education reform, which are indefinite purposes of the education reform; the reform is implemented without scientifically proven education strategy and the necessary financial resources; the large majority of the society is disappointed with reforms. The respondents distinguished three main problems in a school today – salaries that are too low; the increasing number of students that have learning difficulties; the general lack of culture in the society and living environment. Teachers indicated such main problems for children in Lithuania – they are not protected from poverty; they watch too much violence, sexual scenes on TV and on the Internet; they are not protected from the danger of the drug abuse. In order to make the reform more effective in Lithuanian comprehensive schools it is recommended to carry out sociological researches more often, to pay more... [to full text]