Global ETD Search

51	Academic ambassadors in the Middle East the university contract program in Turkey and Iran, 1950-1970 / Garlitz, Richard P. January 2008 (has links) Thesis (Ph.D.)--Ohio University, November, 2008. / Title from PDF t.p. Includes bibliographical references.
52	Education, the struggle for power, and identity formation in Korea, 1876-1910 Yuh, Leighanne Kimberly, January 1900 (has links) Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 311-322).
53	The effects of student outcome assessment on long term change in Viirginia's community colleges : an examination of the applicability of Newcombe and Conrad's theory of mandated academic change / Geiger, Jim E., January 1991 (has links) Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 228-240). Also available via the Internet.
54	Re-conceptualizing the "viability" of small rural schools viv-a-vis a provincial political-economic crisis : a critical exploration of Newfoundland's education reform movement / Arruda, Arthur Paulo Pascoal, January 1997 (has links) Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Restricted until June 1999. Bibliography: leaves 201-232.
55	Action research, educational change and professional development Hutchinson, W. B. D. January 1988 (has links) No description available. 370 Educational change in 1970's
56	A case-study of the process of change in primary education within Oxfordshire and the West Riding of Yorkshire from 1944 to 1972 Marsh, L. G. January 1987 (has links) No description available. 370 Educational change 1944-1972
57	Practice development in the primary school : collaboration and conflict Easen, Patrick January 1992 (has links) No description available. 370
58	Activist professionals and profession-led change Horsley, Michael William, University of Western Sydney, College of Arts, Education and Social Sciences, School of Education January 2005 (has links) The publications in this portfolio are focused on issues related to educational innovations and in particular, how improved practice can be encouraged, planned and implemented. It highlights how activist professionals can play key roles in mobilising teachers, academics, communities and education authorities and so engage in the politics of transformation that invokes wider issues of equity and social justice. As members of communities of practice that value respect, reciprocity and collaboration, activist professionals forge an identity that is strategic and tactical and works strongly in the interests of students and the communities in which schools are located. In identifying and promoting better practice, activist professionals are critical of existing structures and in shaping and embracing the challenges that present themselves, they frame the future agendas of schooling and education. This research as an activist professional in both diverse and intersecting communities of practice, has led to the development of a range of benchmarking methodologies as a way of identifying and fostering better professional practice. These methodologies and their associated better practice have the common purpose of reviewing and revitalising teacher professionalism. The research undertaken, its methodologies, findings and application have been intended to contribute to profession-led change / Doctor of Education (Ed. D.) educational change teachers training of teachers
59	Successful change in schools : factors affecting change and evaluation of outcomes McFarland, Bruce, n/a January 1989 (has links) n/a schools educational change outcomes evaluation
60	The reconceptualization of education in the People's Republic of China since 1978 Lai, Lan-heung, Serina. January 1987 (has links) Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 164-171). Also available in print.

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