Researchers have consistently found that students and their parents have a distorted view of the costs of college attendance (Grodsky & Jones, 2004; Horn, Chen, & Chapman, 2003; Ikenberry & Hartle, 1998; Mumper, 1996). Those who are able to give an estimate of the tuition for various higher education alternatives often overestimate the actual price. When asked to estimate the tuition that in-state undergraduates would pay at four-year colleges in a given year, most students and their parents thought that the price was twice the actual amount (Horn et al., 2003b). Seventy-one percent of all individuals, and 83% of African-Americans believed that college was unaffordable for most families. The majority of individuals over-estimated the price by several thousands of dollars (Hartle, 1998). This study examined the literature on perceived price and used the theoretical construct based on the work of Nobel Prize winner Gary Becker to develop a methodology for studying whether students' perceived price of has a statistically significant impact on their plan to attend college and their actual matriculation. Applying Becker's theory, having faulty information on the price of attendance would result in people incorrectly weighting the cost-benefit equation and making what could be considered irrational decisions in the presence of complete information. Highlighting the problem of misperceived price is the contribution this study makes to the literature. Further study is warranted to determine the extent to which individuals use misperceived prices to make decisions on whether to plan to attend higher education. / Ph. D.

Thesis advisor: Hans de Wit / As higher education enters the 21st century, funding issues have evolved with continued massification and limited government funding (Johnstone & Marcucci, 2010). Increased reliance on students and their families to cover the cost of higher education have led to student demonstrations across the globe, their main demand being free tertiary education to improve equitable access (Bernasconi, 2012; Cloete, 2015; Taylor, 2014). This international comparative quantitative international study explores the relationship between tuition fees policies, and more specifically tuition-free policies, and equitable access in three Latin American countries. Participation, college choice, and attrition decisions are analyzed through the lens of the financial and cultural capitals of students, using 2011 and 2013 data from socio-economic surveys in Chile – a high tuition fees country, and Brazil and Argentina – two countries with free public higher education. The findings suggest that tuition fees policies do not carry the importance students think it does. Countries with tuition-free public higher education seem to have similar issues, if not worse, than tuition-charging countries in ensuring equitable access and success for students from low socio-economic backgrounds. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Since 2011, drastic declines in tuition revenue for many rural community colleges have hindered institutional budgets and have been the primary driver for the financial strategy decisions made by college leaders. Recent declines in revenue for rural community colleges have created a constrained fiscal environment causing college leaders to increase focus on internal operations. The aim of this research was to expand the understanding of how management decisions influence tuition revenue when demand fluctuates. Data from multiple archival sources including several national and state statistical databases were used. This study used a multiple regression analysis to investigate the relationships between tuition revenue and (a) tuition rate setting strategy, (b) the management of institutional funds, (c) local economic conditions, and (d) age demographics. It was found that tuition rate setting strategy had the largest influence on tuition revenue among the internally controlled factors. Age demographics and economic conditions were found to be significant external factors that influence the tuition revenue at rural community colleges. This study promotes positive social change by providing financial leaders at community colleges greater insight into budgeting strategies that may help protect the financial viability of rural community colleges. The financial strength of community colleges is important for positive social change in rural communities because it assures that these institutions can continue to offer and expand solutions that meet the educational needs of the local communities they serve at a price affordable by all.

<p>Mitt intresse för utomhuspedagogik har väckts under min lärarutbildning, speciellt på min verksamhetsförlagda utbildning där jag kunde observera hur utomhuspedagogiken används i skolan.</p><p>Syftet med studien är att undersöka vad utomhuspedagogik innebär för lärare, vilken inställning de har till elevernas inlärning inomhus respektive utomhus, anser de att utomhuspedagogik bidrar till elevers större förståelse för NO ämnen, i vilken utsträckning de använder utemiljön i sin NO undervisning samt vilka målsättningar lärare har för elevers lärande i utomhusmiljön.</p><p>Metod som jag har använt i min undersökning är den kvalitativa intervjumetoden där sex lärare har fått möjlighet att svara på ett antal frågor som handlar om utomhuspedagogiken och på det sättet fick de framhäva sin ställning och sina tankar.</p><p>Resultaten av min undersökning visar att majoriteten av de intervjuade lärarna har positiv inställning och uppfattning om utomhuspedagogiken samt att mer än hälften använder den i sin undervisning. Studien visar bland annat att olika metoder, avsikter och sammanhang varierar. Resultaten visar även att de lärarna som inte använder så mycket utomhusundervisning har angett tidsbristen och schemaplaneringen som orsak.</p> / <p>My interest for outdoor education has been awakened under mine education as teacher, especially during my practical training periods. There might I observed how the outdoor education was using in the school.</p><p>The aim of this study was to examine what outdoor education implies for teachers and which attitude they have to the students learning indoors respective outdoors education. I wondering if teachers deem that the outdoor education contributes to student’s major appreciation of science, in which extent they applies the outdoor environment in science tuition and what teacher want to attain with students learning in outdoor environment.</p><p>Method that I have used in my examination is the qualitative interview method there six teacher have got possibility to reply on a number of questions about outdoor education. In this manner they get explain theirs attitude and theirs minds about that.</p><p>The results of mine examination presents that the majority of the interviewer teachers have a positive attitude and appreciation about outdoor education and that more than half applies that in science tuition. The study further shows that the methods, intentions and context vary. The results presents even that teachers, who’s not applies outdoor education so much in science tuition had indicated lack of time and scheme planning as reason for that.</p>

Mitt intresse för utomhuspedagogik har väckts under min lärarutbildning, speciellt på min verksamhetsförlagda utbildning där jag kunde observera hur utomhuspedagogiken används i skolan. Syftet med studien är att undersöka vad utomhuspedagogik innebär för lärare, vilken inställning de har till elevernas inlärning inomhus respektive utomhus, anser de att utomhuspedagogik bidrar till elevers större förståelse för NO ämnen, i vilken utsträckning de använder utemiljön i sin NO undervisning samt vilka målsättningar lärare har för elevers lärande i utomhusmiljön. Metod som jag har använt i min undersökning är den kvalitativa intervjumetoden där sex lärare har fått möjlighet att svara på ett antal frågor som handlar om utomhuspedagogiken och på det sättet fick de framhäva sin ställning och sina tankar. Resultaten av min undersökning visar att majoriteten av de intervjuade lärarna har positiv inställning och uppfattning om utomhuspedagogiken samt att mer än hälften använder den i sin undervisning. Studien visar bland annat att olika metoder, avsikter och sammanhang varierar. Resultaten visar även att de lärarna som inte använder så mycket utomhusundervisning har angett tidsbristen och schemaplaneringen som orsak. / My interest for outdoor education has been awakened under mine education as teacher, especially during my practical training periods. There might I observed how the outdoor education was using in the school. The aim of this study was to examine what outdoor education implies for teachers and which attitude they have to the students learning indoors respective outdoors education. I wondering if teachers deem that the outdoor education contributes to student’s major appreciation of science, in which extent they applies the outdoor environment in science tuition and what teacher want to attain with students learning in outdoor environment. Method that I have used in my examination is the qualitative interview method there six teacher have got possibility to reply on a number of questions about outdoor education. In this manner they get explain theirs attitude and theirs minds about that. The results of mine examination presents that the majority of the interviewer teachers have a positive attitude and appreciation about outdoor education and that more than half applies that in science tuition. The study further shows that the methods, intentions and context vary. The results presents even that teachers, who’s not applies outdoor education so much in science tuition had indicated lack of time and scheme planning as reason for that.

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

The main scope of this thesis was assessing and evaluation of parameters of quality of chemistry education at secondary and primary schools. In this thesis, there are views at education quality in general connected to the natural science education and specifically chemistry. Then the attention is being paid to the system of curricular documents and standards. Then there are written procedures, description of progress and results evaluation. In this thesis, an evaluation tool was verified during a pilot verification at secondary and elementary schools. A part of this thesis is dedicated to evaluation of individual lessons with the use of evaluation tool. Other possible factors which influence teachers' activity and education quality itself.

No description available.

No description available.

What makes an effective one-to-one tutor of literacy is unclear. Researchers (Anand Bennie, 2004; Chapman, Tunmer, Prochnow, 1999; Holland, 2004; Oliver, 2000) in New Zealand have investigated the effectiveness of one-to-one tutoring programmes; however there are very few studies on tutor effectiveness especially in the context of New Zealand education. The present New Zealand study explored the strategies that effective one-to-one tutors of literacy used as well as the observed and perceived characteristics distinctive to effective one-to-one literacy tutors. Three effective tutors were observed at the Hamilton Children's Reading Centre during their regular tutoring with two of their tutees over a period of four weeks. To determine the strategies used and the characteristics distinctive to the three tutors, tutoring sessions were audio-tape recorded, and observational notes were recorded. The time spent engaged in various teaching activities was recorded and tutors were required to comment on the successes and challenges of the session in a journal entry after each tutoring session. Individual and group interviews with the tutors were conducted to gain further insight into observational data and journal entries. Numerous strategies were identified during observations of the three effective tutors; the use of these strategies was further explored during individual and group interviews. The majority of each one-to-one tutoring session focused on the teaching of direct letter-sound relationships, listening to tutees read, and phonemic awareness activities. Open questions were asked more frequently than closed questions. Tutees were praised frequently. Scaffolding was observed regularly throughout tutoring sessions. The effective tutors used Questioning as their most frequent type of help and used Demonstrating least frequently. High levels of engaged teaching were maintained throughout tutoring sessions. A higher percentage of words were spoken by the effective tutors than the tutees. Written planning did not appear to play a role in the effectiveness of the tutor. Role reversal was a strategy used frequently by one of the effective tutors. Effective tutors used a variety of ways to motivate tutees to read, complete homework, and remain on task. Many characteristics of effective tutors were revealed during observations and journal entries. The perceived characteristics of effective tutors were explored during interviews with the three tutors. The ability to establish positive, caring relationships appeared to play a major role in the tutees' learning and confidence. The tutors believed being responsive to tutees' emotional needs was the most important characteristic of an effective tutor. The tutors ensured that the sessions were positive and laughter was frequently observed. Good communication was maintained with parents and tutees. The effective tutors were flexible during tutoring sessions, yet consistent with routines. The three effective tutors were knowledgeable and experienced in working with children experiencing reading difficulties. They believed effective tutors are aware of their tutees' areas of greatest need, understand their tutee, and maximise all teaching opportunities.