Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (p. 202-209).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Thesis (Ed. D.) -- University of Tennessee, Knoxville, 2006. / Title from title page screen (viewed on June 7, 2006). Thesis advisor: Vincent Anfara. Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Montana, 2007. / Title from title screen. Description based on contents viewed Oct. 11, 2007. Includes bibliographical references (p. 200-205).

Thesis (D.Ed.)-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.A. in history)--Washington State University, May 2007. / Includes bibliographical references (p. 81-88).

Bibliography: p. 191-205. / This dissertation seeks to determine how the socio-economic and political changes, following the 1989 revolutions in Central Europe, have found reflection and led to the emergence of interest groups in the education debate. It looks at the reforms initiated by the new ruling .power-elite in Poland, Hungary and Czechoslovakia. This reform process, embodying the value system of the new governments, has led, the dissertation seeks to show, directly to new and vibrant interest groups on the educational landscape. This study identifies the seven prominent interest groups - seeking to satisfy their own interests - which engage the government in the education policy making arena. This policy making arena, which I refer to as the "arena of power", is analysed through focussing on the relationship of power between the seven interest groups and the state. The Halasz (1986: 123) classification of interest groups in communist Hungary in 1986, forms the point of departure for my examination of post-1989 interest groups. Each chapter highlights the circumstances that influenced the development of interest groups and the extent of their participation in reforms. The dissertation concludes with a reclassification of post-1989 interest groups in Central Europe, in order to facilitate a better understanding of the dynamics of interest groups in the "arena of power".

Dissertation submitted to the Faculty of Education in fulfilment of the requirement for the degree of Master of Education in the Department of Education Planning and Administration at the University of Zululand, South Africa, 2001. / One of the greatest challenges facing teachers in the new democratic South Africa has to do with understanding and facilitating change in education. The question of how teachers can be empowered at the school level was, therefore, a problem necessitating this research. The aim of the study was to discover educationally accepted ways and means of empowering teachers for change. It aimed at establishing what teachers need to do to acquire self-empowered behaviour, and what principals ought to do to see to the empowerment of their teachers for change. To carry out this study, the student made an in-depth study of literature on educational change and the empowerment role of principals. For empirical investigation use was made of observation method and interviews. The major findings that have emerged from this study are that teachers are not adequately involved in implementing changes directed by current policy documents, and that there is very little that is being done at school to promote change. Another finding is that schools are found to be lacking resources that may be utilized to promote or facilitate change, such as democratic governance, human rights culture and curriculum change. The principals were found to be doing very little to assist and motivate teachers for change. It was found that there was lack of efforts to facilitate self-empowered behaviour among both teachers and principals. The recommendation suggested focus on action to be taken by both teachers and principals. The principals are responsible for facilitating the implementation of change by empowering teachers at a school level.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 100-103). Also available in print.

Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed Aug. 8, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 231-236).