Thesis (M.A.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Entre 1905 et 1954, Édouard Herriot incarne l’une des tendances principales du radicalisme français. De la mairie de Lyon à la présidence du Conseil, Édouard Herriot rassemble autour de ses idées une nouvelle génération d’élus pour lesquels la République constitue le régime définitif de la France. En rupture avec la doctrine radicale de la fin du XIXe siècle qui faisait de la révision constitutionnelle un des points de son programme, le radicalisme d’Édouard Herriot accepte définitivement les lois de 1875. Dès lors, malgré la crise des institutions qui caractérise le début du XXe siècle, Herriot tente de préserver le modèle républicain formé à la fin XIXe siècle. Selon lui, les institutions politiques et administratives républicaines doivent être modernisées pour correspondre aux promesses du régime républicain en faveur de la démocratie et de l’application de la science à la politique. Jusqu’en 1926, la tendance radicale menée par Herriot se caractérise par une volonté de refaire la République. Après 1926, contre les différents réformismes qui abordent le problème de la crise institutionnelle, Édouard Herriot et ses partisans résisteront favorisant ainsi la paralysie du régime. Enfin face à la Seconde guerre mondiale et au début de la Quatrième République, ils tenteront, avec moins de succès cette fois, de rétablir ce qu’ils considèrent être la tradition républicaine. Cet itinéraire politique d’un homme et d’un groupe de partisans participant aux principales fonctions de l’État pendant près de cinquante ans permet de comprendre la permanence et les ressorts de la crise institutionnelle française au XXe siècle / Between 1905 and 1954, Edouard Herriot embodies one of the most important tendencies of French radicalism. From Lyon city hall to the council presidency, Edouard Herriot gathers around his ideas a new generation of elected officals. According to them, the republic is the French definitive regime. Breaking with the radical doctrine of the end of the 19th century, which made consitutional revision one of the points of its program, Edouard Herriot radicalism definitely accepts the laws of 1875. From this point and despite the institutional crisis that characterizes the beginning of the 20th century, Herriot tries to preserve the republican model construted at the end of the 19th century. According to Herriot, the republican political and administrative institutions should be modernized to match with the promises of the republican model for democracy and the application of science to politics. Until 1926, the radical tendency led by Herriot is characterized by a desire to rebuild the republic. After 1926, Herriot and his supporters resist against the many reforms concerning the institutional crisis problem. This way, they will favorise the regime paralysis. Finally, when confronted to world war II and the beginning of the 4th republic they will try unsuccessfully to restore what they consider to be the republican tradition. This political career of a man and his supporters occupying the main political state functions during almost fifty years helps to understand the permanence and the mechanisms of the French institutional crisis during the 20th century

Zugl.: Hildesheim, Univ., Diss., 2006

Thesis advisor: Henry Braun / The State NAEP program only reports the mean achievement estimate of a subgroup within a given state if it samples at least 62 students who identify with the subgroup. Since some subgroups of students constitute small proportions of certain states’ general student populations, these low-incidence groups of students are seldom sufficiently sampled to meet this rule-of-62 requirement. As a result, education researchers and policymakers are frequently left without a full understanding of how states are supporting the learning and achievement of different subgroups of students.Using grade 8 mathematics results in 2015, this dissertation addresses the problem by comparing the performance of three different techniques in predicting mean subgroup achievement on NAEP. The methodology involves simulating scenarios in which subgroup samples greater or equal to 62 are treated as not available for calculating mean achievement estimates. These techniques comprise an adaptation of Multivariate Imputation by Chained Equations (MICE), a common form of Small Area Estimation known as the Fay-Herriot model (FH), and a Cross-Survey analysis approach that emphasizes flexibility in model specification, referred to as Flexible Cross-Survey Analysis (FLEX CS) in this study. Data used for the prediction study include public-use state-level estimates of mean subgroup achievement on NAEP, restricted-use student-level achievement data on NAEP, public-use state-level administrative data from Education Week, the Common Core of Data, the U.S. Census Bureau, and public-use district-level achievement data in NAEP-referenced units from the Stanford Education Data Archive. To evaluate the accuracy of the techniques, a weighted measure of Mean Absolute Error and a coverage indicator quantify differences between predicted and target values. To evaluate whether a technique could be recommended for use in practice, accuracy measures for each technique are compared to benchmark values established as markers of successful prediction based on results from a simulation analysis with example NAEP data. Results indicate that both the FH and FLEX CS techniques may be suitable for use in practice and that the FH technique is particularly appealing. However, before definitive recommendations are made, the analyses from this dissertation should be conducted employing math achievement data from other years, as well as data from NAEP Reading. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.