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As one of the fastest growing regions in the world, crop production and education remain two of the most important topics for the development of sub-Saharan African (SSA) countries. This dissertation is composed of three chapters that investigate the economic returns to education (Chapter 1 and 2) and assess the policy influence on fertilizer usage (Chapter 3) in two SSA countries, Zimbabwe and Ethiopia. Chapter 1 investigates the casual impact of improved educational attainment on household well-being as reflected by consumption level in Zimbabwe. We use the age-specific exposure to the 1980 education reform as the instrument for the household head educational attainment to identify the economic returns to education. We find that an extra year of household head schooling leads to an 8% increase in per capita household consumption on average when using the multiple rounds of the Income, Consumption and Expenditure Survey (ICES). The impact of enhanced education on household consumption is larger for rural and female-headed households and we also find some evidence that head educational attainment could affect consumption patterns, where additional schooling leads to slightly lower consumption share in food and higher share in non-durable goods. Chapter 2 extends this topic by utilizing a pseudo panel data constructed with multiple waves of repeated cross-sectional data, which allows us to use fixed-effect and other panel data methods to address the problem of unobserved "ability" bias. For pseudo panel, we use age, gender and some other time-persistent criterions to define the cohorts and replace the individual observations with the intra-cohort means. Individual time-invariant factors that influencing both education and consumption are transformed into cohort time-invariant factors, within transformation on the pseudo panel would eliminate such factors leads to achieve unbiased and consistent estimates on the returns to education. We find on average there is a 14% increase in monthly household per capita consumption for each one more year of education for the household head. By further disaggregating our population, we find female-headed households exhibit a return to education of around 15.3%, much higher than its corresponding OLS/IV estimates. On the other hand, we fail to detect such large discrepancy for the male-headed households, suggesting that the overall downward bias of OLS/IV estimates mostly come from female-headed households. Facing significant higher opportunity cost, Zimbabwean females are much less likely to furthering their education when compared to males with similar unobserved ability level which can be one of the major underlying reasons. Chapter 3 investigates the potential effect of fertilizer promotion polices on crop acreage and input intensities in Ethiopia. We use a fully calibrated multi-input and -output model based on the principle of positive mathematical programming (PMP) to assess the policy impact in four major agricultural states in the country. I analyze two policies designed to promote fertilizer use, namely fertilizer import expansion and a universal subsidy program. The results from the simulation model suggest that local farmers actively respond to these promotion policies by adjusting crop acreage and investing more in fertilizer input. However, when the availability of fertilizer in one region is fixed and local farmers face a binding constraint, the behavior responses to the subsidy program alone would be limited. / Doctor of Philosophy / Education and food production are two of the most important issues when we study the development in Sub-Saharan African countries, which are among the fastest developing regions in the world. The dissertation is composed of three manuscripts, aiming to evaluate the economic returns to education and the impact of fertilizer promotion policies in two of the SSA countries, Zimbabwe and Ethiopia. Chapter 1 investigates the returns to education as reflected by household consumption and finds significant positive effect of enhanced education on household well-being. We also find such effect is larger for rural and female-headed households which shed light on the policy of more public investment targeting female and rural education in developing countries. Chapter 2 further extends this topic by combining multiple rounds of survey data and finds larger educational effects on household consumption compared to the results in Chapter 1. Female household heads, facing more barriers in attaining higher education, are an important cause of the higher estimates of returns found in this chapter. Chapter 3 investigates how potential fertilizer promotion polices would affect the regional level of choices on crop acreage and fertilizer input intensities in the major agricultural states in Ethiopia. It finds local farmers will actively adjust their land and fertilizer inputs when facing a fertilizer import expansion in combined with a universal fertilizer subsidy program.

This paper critically evaluates school discipline reform policy and implementation by California in the Oakland Unified School District after the U.S. Department of Education, Office for Civil Rights investigation. It demonstrates that policy implementation at the school level is equally as important as policy building and reform at the state-and district level. The Oakland Unified School district was subject to many reforms at the district level through change in state-wide legislation, and school board reform after the investigation concluded with several recommendations for the district. This provides a unique opportunity to study policy implementation at the school-level to understand how school environment and discretion may affect reform implementation. As research surrounding the effects of punitive school discipline continue to support alternative discipline practices, many states and school-districts have begun to implement its own reform. However, school discretion on how these policies are implemented call for researchers to focus on the school-level of policy implementation. This thesis is motivated to create an understanding in how policy implementation at the state and district level will differ across schools in the same district, focusing on school environment can influence implementation. / Master of Arts / This paper evaluates policy implementation in a California School District as a school-level. In 2012, the Department of Education Office for Civil Rights conducted an investigation in California's Oakland Unified School District on reports of the district subjugating students of minority status to harsher punitive punishment than those of their white peers. The Office for Civil Rights found evidence to support this claim and suggested many disciplines policy and practices reform to the district, which the district began to implement throughout its schools. This paper focuses on reviewing state-wide and district-wide discipline reform by comparing two high schools who experienced a difference in suspensions after reform was implemented. I offer insight into policy implementation by focusing on school environment through mission and vision statements. I perform my analysis through a comparative case study analysis of the two schools as well as content analysis of the state policy and district level policies and practices discussing school discipline. This paper emphasizes that school policy reform at the state and district level is important, however; policy implementation at the school-level ultimately creates change and is affected by school environment.

There have been numerous calls for the radical transformation of public education in the United States. Reform initiatives are fuelled by the need to prepare students to meet the challenges of the networked knowledge society. This thesis examines the shaping of school culture within two public non-charter high schools, in different regions of the United States and with different socioeconomic characteristics, that are implementing the "New Technology" (or "New Tech") model of education: Pacific Coast High, a well-established New Tech school, and Midwest High, a school that recently transitioned to the model and is still in the process of culture change. This rapidly expanding school reform network includes 168 schools in the United States and 7 international sites in Australia. The New Tech Network, the organisation that provides training and support for these schools, explicitly emphasises the goal of changing the culture of education. They describe themselves as a network of schools that promotes a culture of trust, respect, and responsibility and uses project-based learning and "smart use" of technology to redefine teaching and learning. I employed an ethnographic multisite case study design to gain an understanding of the everyday experiences and practices of teachers, students and school leaders as they work through the process of implementing and maintaining the New Tech model. Fieldwork included six and a half months of participant observation of secondary classrooms, school meetings, professional development sessions, and New Tech training conferences as well as semi-structured interviews with teachers, students, and administrators. My analysis provides an understanding of the influence of local context, including historical background (local and national) and economic and political structures. The research findings indicate that a deliberate focus on 'culture-building', with particular values like trust, respect and responsibility, underpin and shape relationships, behaviours and educational practices, including the extensive use of ICTs. A multi-faceted approach to socialisation and enculturation, which includes extensive peer-to-peer support, is involved in inculcating values and shaping behaviours and practices. The New Tech model shifts the focus of education from a primarily individualist competitive endeavour (reflecting the broad cultural orientations of modern society in the United States) to a more collectivist approach, with students working in collaborative groups supported by the use of ICTs. Schools operate as learning communities with collaborative partnerships with the wider community. Pacific Coast High is an exemplar for the model in its fully implemented form, while Midwest High's transition to the model has been fraught with tensions as they navigate numerous context-specific challenges. I argue that real reform requires an intentional effort to change the culture of education and that pedagogy and culture have to necessitate the use of ICTs to more fully integrate them into the education process. I characterise the culture I observed in New Tech schools, particularly at Pacific Coast, as an 'ICT-facilitating school culture' with (1) a collaborative project-based focus and encouragement of students to communicate and find information themselves which pushes them to use ICTs, (2) a system of cultural values that, when internalised, operates as a means of social control, keeping students on task as they work independently and collaboratively, using ICTs, including social networking sites, and (3) an ideal classroom layout and technology infrastructure that facilitates the use of ICTs. I characterise the New Tech Network of schools as a revitalization movement, addressing the needs of a changing society by changing the culture of education.

Deutsche Universitäten unterliegen starken organisationalen Veränderungen, die in die gesellschaftspolitischen Entwicklungen hin zu einer Wissensgesellschaft sowie dem Marktparadigma einzuordnen sind. Universitäten handeln zudem zunehmend strategisch, um im politisch forcierten Wettbewerb zu agieren. Die dafür notwendigen Veränderungen, z.b. im Rahmen der New Public Management-Reformen, stehen jedoch in einem Spannungsverhältnis zum tradierten kulturellen Selbstverständnis der Universitäten. Daraus ergeben sich besondere Herausforderungen für strategische Veränderungsprozesse an Iniversitäten. Der Beitrag zeigt auf, welche Rolle Universitätskultur in strategischen Veränderungsprozessen einnimmt und wie sie positiv in diese integriert werden kann.

Nearly two-thirds of undergraduate college students within the United States fail to graduate within six years because they are unprepared for postsecondary education. Thus, many states have embarked on policy reform movements centered on college and career readiness for all high school graduates. This study focused on Kentucky’s efforts to implement four key initiatives—accelerated learning, secondary interventions, college and career readiness advising, and persistence to graduation—resulting from sweeping reform policies enacted in 2009 by the Kentucky General Assembly. The study considers policy implementation from an organizational perspective and explores the structural characteristics associated with effective policy implementation at the school level.