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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 8 of 8 (0.043 seconds)Spelling suggestions: "subject:"governo's"" "subject:"governos's""
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Comprehensive landscape plans for the Kansas Governor's MansionParks, Charles Elwood. January 1957 (has links)
Call number: LD2668 .T4 1957 P31 / Master of Science
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A Mixed Methods Study on Evaluations of Virginia's STEM-Focused Governor's SchoolsStith, Krista Marie 30 March 2017 (has links)
Significant emphasis is currently placed on STEM education as a vehicle to encourage American youth to enter science, technology, engineering, and math-related professions. Gifted students are a natural resource of future innovators for these fields; however gifted programs are largely overlooked for program support. Since 1973, the Virginia Department of Education has sponsored a unique model of regional magnet programs for gifted and talented students called the Virginia Governor's Schools. These schools provide accelerated and differentiated curricula, often in the STEM subjects. As evaluation is a strong component to achieve more funding to meet the scientific and technological demands of these programs, the researcher explored the evaluation reports of five STEM-focused Virginia Governor's Schools. The purpose of the study was to collect consequential evidence of an untested rubric instrument used for the evaluations. A descriptive analysis of the instrument's criteria ratings, a content analysis of evaluation reports, and a thematic analysis of eight evaluator interviews were conducted. Results were triangulated to reveal that the five Governor's Schools met (n= 80.0%) or exceeded (n= 13.87%) evaluation metric standards, and shared similar strengths and areas of needed improvement. Triangulated evidence supported the argument that the instrument addresses gifted students as independent learners, faculty as education innovators, and promotes STEM-capable citizens through scientific research and civic service. Information collected during the study was intended to assist evaluation designers in determining rubric efficacy and provide recommendations for planned future revisions. / Ph. D.
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The Influence of the Division of Planning Coordination on Regional Council Development in TexasGolden, Jerry Wayne 05 1900 (has links)
This study focuses on the role of the Texas Governor's Office in the development of regional councils of governments in Texas. The study, divided into six chapters, emphasizes three important points: first, that Governor Connally conceived the idea of a "Division of Planning Coordination" due to his desire to be a strong chief executive; second, that the staff he hired largely to fulfill this desire in turn convinced the Governor that regional councils of governments should be an element of the statewide planning and development system and should receive strong financial and policy support from the Governor; and third, that from January 1969 to January 1973, the statewide regional council network was completed and Texas became a recognized national leader in the use of the regional council concept.
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Perceptions of the Influence of the Virginia Governor's School for Agriculture on VGSA AlumniCannon, John Glen 28 April 2005 (has links)
The Virginia Governor's School for Agriculture (VGSA) is a summer enrichment program for gifted and talented students from throughout the Commonwealth of Virginia. The program is sponsored by the Virginia Department of Education, and it takes place at Virginia Tech during the month of July each year. The program is housed in the Department of Agricultural and Extension Education in the College of Agriculture and Life Sciences. Students who participate in the program receive hands on, cutting edge instruction in the broad fields of agricultural sciences, natural resources, and veterinary medicine.The nature of agriculture has and continues to evolve. Farmers comprise a very small portion of the population; however there are many careers in agriculture which require a steady supply of well-trained and highly educated professionals. It is projected that the demand for qualified college graduates to fill agricultural jobs will exceed supply. The VGSA has been developed as an agricultural literacy tool, to expose gifted and talented students to the diverse careers in the industry.The purpose of this study was to examine the impact of the VGSA on the students who have completed the four classes. Specific objectives were to develop demographic information; to ascertain the perception of the influence of the VGSA on alumni choice of college, major, and career; and to ascertain the perception of the influence of the VGSA on alumni knowledge and perception of the agricultural industry.A survey instrument was sent to all students who had completed the VGSA (N=316). Over half of the alumni (n=182) returned the instrument. No significant difference was found between early, late, and non-responders. The findings show that the average VGSA student is a white female that resides in an urban area with a population greater than 20,000. This student has a high school GPA of 3.93 and is in the top 6% of her high school graduating class. She has an SAT math score of 627 and an SAT verbal score of 630. She is not a member of the FFA or 4-H.The findings show that the VGSA does not have an overwhelming influence on alumni choice of college or college major. The VGSA does not have an overwhelming influence on alumni career goals. The findings show that the VGSA does have much influence on alumni knowledge and perception of the agricultural industry. / Ph. D.
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Career Values and Perceptions of Agricultural Careers of Gifted and Talented Students in the Virginia Governor's School for AgricultureOverbay, Andrew Edward 21 November 2006 (has links)
Career choice is governed by what individuals value and their perception of the realities that exist in a given field. Agriculture career education of gifted and talented students, therefore, must begin with an assessment of the values of the students, their assumptions regarding fields within the agriculture industry, and factors that influence their career decisions. This descriptive study summarized values and perceptions held by participants in the 2006 Virginia Governor's School for Agriculture (VGSA). Originally, the VGSA hosted 98 students; one student withdrew from the program. The results of the study confirmed that there is still much controversy and misunderstanding about agriculture and careers in the agriculture arena.
The testing process included a survey of career values called the Values Scale. This instrument was developed by Dorothy Nevill and Donald Super and last updated in 1989. The 106-question survey measured 21 personal career values of participants. Follow-up data were collected gauging the students' thoughts on agriculture careers, agriculture companies, their individual career goals, and the influences that shaped their career decisions.
The career values of the VGSA Class of 2006 were surprisingly similar to high school student data collected in 1989. There were slight decreases in the value placed on economic rewards and security, but many of the other values mirrored past national data. Most students (n=73) were able to name five agriculture careers with "farmer" garnering most of the responses; however, 29 students did not name a single agriculture company.
A majority of the students (n=56) stated that they had made a career decision; however, most of these (n=32) also stated their career was not in the field of agriculture. Half of those having a career goal made their decision prior to their sophomore year in high school.
Parents were named by the students as the greatest single influence on career decision among ten choices. School experiences, work experiences, and people who work in the field were also high among influences. Suggestions for further research include identifying effective methods of agricultural career exploration within VGSA and value comparisons between gifted students and the general student population. / Ph. D.
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A Phenomenological Study on the Motivating Factors Influencing Participation in Tennessee’s Governor’s Academy for School LeadershipHorton, Amy B, Mrs. 01 August 2017 (has links) (PDF)
Educational administration is such a demanding field, so it is important to understand why an aspiring principal would self-select to commit to an optional yearlong, intensive professional development activity with very little compensation and no promotion. Motivation may prove to be a key component of the recruitment and sustainability of professional development activities. By discovering the factors affecting both personal and professional motivation of beginning administrators to participate in a professional development led by the collaboration among the Tennessee Department of Education, Vanderbilt University, and Governor Bill Haslam, the researcher hopes to gain an understanding that may apply to future professional development activities in educational leadership.
This qualitative study was based on the phenomenological inquiry research design. The study was open to all recent members of the Governor’s Academy for School Leadership (GASL) program. Eleven of the members chose to participate in the study. Participants completed an online, open-ended questionnaire followed by an in-depth one-on-one interview using Google Hangouts. Participants were asked to share both personal and professional factors related to their motivation to participate in the GASL program.
Through analysis of the data, the researcher identified five factors that influenced personal motivations. These included a desire for self-improvement, self-motivation, the novelty of the experience, competitive nature of the program, and the honor to be considered. The researcher identified three factors that influenced professional motivations including advancement of license, networking opportunities, and marketability.
When comparing responses based on gender, females noted the novelty of the experience while males noted the exclusivity of the program as motivational factors. Females in this study tended to relate networking as personal connectedness while males related it to professional connectedness. The intensive year long program and affiliation with Vanderbilt University were also found to positively impact the motivation of individuals to participate in the program.
Two main themes emerged from the study: relatedness and competence. Both of these related directly back and support findings of Deci and Ryan’s Self Determination Theory.
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Faculty Senate Minutes May 1, 2017University of Arizona Faculty Senate 29 August 2017 (has links)
This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.
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Faculty Senate Minutes January 22, 2018University of Arizona Faculty Senate 06 February 2018 (has links)
This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.
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