The cost impact of federal legislation on higher education

Hunter, Bonnie Lee University of Minnesota 2002 해외박사(DDOD)

Although the prime mission of colleges and universities is education, it is obvious that the federal government also sees higher education as a prime way to address social problems. In order to use higher education in this way, the federal government has passed numerous pieces of legislation affecting higher education. Although in the early years the legislation came without major costs to higher education, this is no longer the case. In fact, many colleges and universities are quite concerned that the cost of legislation will decrease the monetary resources available for their prime mission, education; and that this decrease in resources will result in the diminishment of quality in the educational product offered. Consequently, there have been numerous calls for the federal government to stop unfunded mandates and reimburse colleges and universities for the cost of implementing the legislation. However, even though many complaints have been voiced about federal legislation squeezing already tight higher education budgets, few studies have been done to actually document these costs. There was a need, therefore, to determine the true costs of such legislation to higher education. There was also a need to develop a conceptual framework so that policy and decision makers could systematically assess the costs of these federal mandates. This study focused on developing a conceptual framework for cost collection at colleges and universities and on assessing the cost impact of federal legislation on a representative mid-sized private, four-year institution in the Midwest. Additionally, a complete list of federal legislation affecting higher education had to be compiled before costs could be collected. The outcomes of this cost impact study included the development of a complete legislative typology for federal legislation affecting higher education, including more than 200 laws; a cost model framework and worksheet for data collection; and actual cost data of federal legislation implementation at an institution of higher education. Specific cost data at the institution under study demonstrated that the cost impact of federal legislation to the institution was 6.5% of the institution's operating budget for the 2000–2001 fiscal year.

Education policy in Japan and neoliberalism: focusing on the case of school choice

Jung Hyewon 서울대학교 대학원 2012 국내석사

1984년 임시교육위원회의 설치 이후 지난 30여 년간 일본에서 추진된 신자유주의 교육정책에는 시장의 경쟁원리 도입, 단선제 학교 시스템의 도입, 학교선택제의 확대와 같은 정책들이 포함되어 있다. 신자유주의 개혁의 부정적 측면을 우려하는 입장에서는 이러한 개혁이 교육을 사회적 기본권이 아닌 소비자 주권으로 전환시켜 교육의 시장원리, 과다한 경쟁, 사회불평등의 제도화 등과 같은 부작용을 야기시켰다고 본다. 그 중 학부모에게 학교선택의 폭을 넓혀 더 많은 교육기회를 제공하고, 학생과 학부모에게 학교선택의 기회를 부여하며, 기존에 공교육에서 나타나는 문제점을 해소하여 보려는 시도로 시작된 학교선택제의 확대는 전세계적으로 나타나는 대표적인 신자유주의 교육정책이라 할 수 있다. 메이지 유신 이후 전 국민을 대상으로 무상 의무교육을 실시하며 세계에서 가장 평등한 교육기회를 제공하던 일본에서도 1997년 이후 일본의 지역구에 따라 선택적으로 학교선택제를 실시하고 있다. 이는 공립학교간의 경쟁을 촉진하여 각 학교의 질적인 향상을 꾀하는 것을 목적으로 하고 있다. 그러나 중고등학교를 연계한 단선제 개혁과 맞물려 지역 내에서 명문 국·공립 단선제 학교로 진학하려는 학생과 그렇지 못한 학생들 사이 경쟁이 치열해지고 있으며, 선호하는 학교에 진학하려는 경쟁이 늘어남에 따라 사교육 시장이 확대되어 학생들의 학업 능력의 차이보다는 사회경제적 배경 차이에 따른 격차가 더욱 커지고 있다. 이는 교육의 질까지 보장하는 적극적인 의미의 평등한 교육기회를 제공하던 일본의 교육체제가 신자유주의의 도입과 함께 엘리트 중심의 불평등한 교육의 기회를 제공하는 체제로 구조화되었다는 것을 의미한다.

Response to science education reforms: The case of three science education doctoral programs in the United States

Gwekwerere, Yovita Netsai Michigan State University 2006 해외박사(DDOD)

Doctoral programs play a significant role in preparing future leaders. Science Education doctoral programs play an even more significant role preparing leaders in a field that is critical to maintaining national viability in the face of global competition. The current science education reforms have the goal of achieving science literacy for all students and for this national goal to be achieved; we need strong leadership in the field of science education. This qualitative study investigated how doctoral programs are preparing their graduates for leadership in supporting teachers to achieve the national goal of science literacy for all. A case study design was used to investigate how science education faculty interpreted the national reform goal of science literacy for all and how they reformed their doctoral courses and research programs to address this goal. Faculty, graduate students and recent graduates of three science education doctoral programs participated in the study. Data collection took place through surveys, interviews and analysis of course documents. Two faculty members, three doctoral candidates and three recent graduates were interviewed from each of the programs. Data analysis involved an interpretive approach. The National Research Council Framework for Investigating Influence of the National Standards on student learning (2002) was used to analyze interview data. Findings show that the current reforms occupy a significant part of the doctoral coursework and research in these three science education doctoral programs. The extent to which the reforms are incorporated in the courses and the way they are addressed depends on how the faculty members interpret the reforms and what they consider to be important in achieving the goal of science literacy for all. Whereas some faculty members take a simplistic critical view of the reform goals as a call to achieve excellence in science teaching; others take a more complex critical view where they question who 'all students' refers to and what science literacy means for learners with diverse cultural, linguistic or economic backgrounds. Faculty members' views significantly influence the nature and content of the courses as well as the program focus. It was also shown that a relationship exists between faculty views and the views of their doctoral students and recent graduates. In general, faculty exhibited narrower and more in-depth views about issues they consider being important in the field of science education, than doctoral students and recent graduates. External funding is critical in doctoral studies as it enables faculty to enact their visions of achieving science literacy for all. The study provides some implications for practice, policy and research. In order to achieve both equity and excellence in science teaching, there is need for dialogue among science educators to enable them to address issues of equity more effectively than at present. If doctoral programs are to continue preparing graduates who can address important issues in the field, there is need for external funding for specific research programs.

Special education teachers' perspectives on the implementation of functional behavior assessment in schools

Engstrom, Joy Nichole Virginia Commonwealth University 2013 해외박사(DDOD)

The presence of challenging and violent behaviors that pose risks to the overall safety and the educational learning experience in the public education setting have been on the rise in recent years. Traditional reactive, coercive, and punitive measures to address these behaviors have been futile. Congress responded to the national increase in violent behaviors by implementing several acts, including zero tolerance policies, in an effort to diminish the rise in violent behaviors. Of significance to this study was the inclusion of Functional Behavior Assessment in the reauthorization of the Individuals with Disabilities Education Act in 1997. Unfortunately, FBA has the least legal grounding of all the disciplinary provisions of IDEA and has been questioned by experts in the field if sufficient empirical support exists for the generalization of the technology to all students and whether or not school personnel have the skills required to conduct FBA with integrity (Drasgow, Yell, Bradley, & Shriner 1999; Quinn, 2000; Scott et al., 2005; Skiba, 2002). The purpose of this research study was to obtain and analyze information regarding the perceptions of special education teachers in the Commonwealth of Virginia on the use of Functional Behavior Assessment with students with high incidence disabilities in public schools. A nonexperimental survey design using an online self-report survey was conducted with special education teachers in the eight superintendent regions in the Commonwealth of Virginia. The study examined the behaviors that most frequently prompt a FBA, if a relationship exists between the type and frequency of training and the perceived effectiveness of FBA, the relationship between teacher attributes of beliefs and self-efficacy and the overall perceived effectiveness of FBA, and how teachers perceive the overall FBA/BIP process in public schools. The survey was distributed electronically to special education teachers through the office of the special education director in each of the 132 school divisions in Virginia. A total of 373 special education teachers responded to the survey. Respondents perceive the extent to which FBA contributes to the effectiveness of interventions that reduce challenging behaviors of students and the effectiveness of current FBA methods in increasing positive replacement behaviors and improving learning/academic achievement in public schools moderately effective. Congruent with the literature, special education teachers reported that chronic problem behaviors and physically aggressive behaviors were most likely to prompt an FBA. Respondents indicated their knowledge base, training experiences, and background in FBA. Overall, the majority of special education teachers reported that the training that they have received in FBA was moderately to very effective. Respondents indicated that further training in all areas of FBA was needed using a dynamic team based process with post training support. The most frequently reported area of FBA that requires more training was developing function-based interventions while the least reported area of need was developing hypotheses about the functions of the behavior. Teacher beliefs and self-efficacy were examined to determine if these attributes predict a special educator's perceived effectiveness of FBA. High levels of teacher self-efficacy were associated with increased views of perceived effectiveness of FBA in public schools. Two belief items were found to correlate with the perceived effectiveness of FBA. The results of this study have important implications for personnel development and training for future and current special educators as well as information that can be applied to the exploration of a standardized process for conducting FBA in public schools in Virginia.

A half billion dollars adding up to small change: The promises and pitfalls of corporate philanthropy to support global education

van Fleet, Justin W University of Maryland, College Park 2011 해외박사(DDOD)

At the start of the 21st century, the international community pledged an increase in volume, predictability, and coordination of external financing and monitoring for Education for All goals. Yet despite, this commitment, the global community has fallen far short of mobilizing enough resources to finance basic education for all children by 2015. Estimates support an approximate $16.2 billion in external resources needed to achieve basic education goals; the estimate increases to $25 billion if lower secondary schooling in also included. This study examines the role of U.S. corporate philanthropy to support education in developing countries. The purpose is to map the volume and focus of U.S. corporate philanthropy directed to education in developing countries, highlighting the scope and the limitations of corporate resources for realizing global education goals. The study used a mix-method design combining quantitative and qualitative survey data with qualitative interview data to answer two questions: 1. What is the volume and focus of U.S. corporate philanthropy directed toward education in developing countries? 2. How do corporate contributions to education in developing countries align with the private interests of corporations?. This study finds that U.S. companies give a half billion dollars in contributions to education in developing countries annually, spanning multiple themes and targeting over 100 countries. Contributions focus heavily on emerging economies and do not target countries in most need. Additionally, U.S. companies have a variety of business motivations that drive the contributions to education in developing countries. Despite the unique assets of corporate philanthropy which make it an interesting source of financing, there are several limitations and critiques of these contributions. The contributions are typically small, short-term grants to non-profits and very few companies coordinate with governments, donors or other corporate philanthropists. There are also contradictions in the way philanthropy is conducted and tensions between the role of government and corporate resources for education. The study concludes that while corporate philanthropy in its current form may not be an effective source of sustainable financing for education in developing countries, several modifications can be made to improve its effectiveness as a global education financing partner.

Living an elementary school curriculum: Rethinking reform through a narrative classroom inquiry with a teacher and her students into the learning of mathematics. Life lessons from Bay Street Community School (Ontario)

Ross, Vicki Dea University of Toronto (Canada) 2002 해외박사(DDOD)

This study, situated in a long-term Social Science and Humanities Research Council of Canada Research Project, explores teacher knowledge and reform in education. I work with one teacher, Janine O'Neil, examining her mathematics education practice as it unfolds in her classroom. My study spans two years of classroom participation and observation followed by another year of research in Bay Street Community School's larger community. My research phenomena emerges in response to the reform environment shaping the North American context of education. I examine how reforms to mathematics education are experienced in an elementary classroom. As my narrative classroom inquiry progresses, complexities of classroom life with Janine and her students in Room 34/35 enfold me. The complexities create tensions that are layered throughout my research and writing. Section I, a narrative analysis, begins with a description of a grade 3/4 mathematics lesson, Remembrance Day Math. Then, I explore the meaning of this classroom experience using a three-dimensional axes of narrative inquiry: place, temporality and the personal and social relationship. The importance of teaching and learning mathematics as contextualized in experience emerges as a pivotal understanding. Section II, a curricular analysis, begins with a description of a grade 3/4 mathematics lesson based on an exploratory activity into relationships between whole numbers, fractions, and ratios (third grade), and a problem-solving activity (fourth grade). Using the notion of curriculum commonplaces to reconstruct a mathematics education experience in an elementary classroom, I analyze this lesson from the perspectives of the teacher, social milieu, subject matter, and learner. I find that classroom curriculum results from the negotiation of tensions between the learner, curriculum, and community needs. Section III, a narrative reconceptualization of reform in education, consists of three chapters. The first is a study into the relationship between personal and social influences in the construction of teacher knowledge. The second is an account of a school-based reform and how this initiative becomes part of a teacher's practice. I argue that framing notions of education reform in terms of learning and growth is beneficial. The final chapter looks backward into and forward from this inquiry.

Secondary social studies teachers and multicultural education: A case study of attitudes, actions and barriers

Titus, Charles W Indiana University 2002 해외박사(DDOD)

This study was conducted to answer several questions concerning secondary social studies teachers and multicultural education. The research attempted to determine what perspectives or attitudes were held by such teachers about multicultural education; what actions those teachers took as they implemented multicultural education into their work; and what barriers they faced as they attempted to bring multicultural education to their students. A final question addressed the possible presence of discernible patterns related to these matters which could be connected to differing levels of minority enrollment. The researcher employed naturalistic inquiry to conduct the study. Observations, interviews and the analysis of appropriate documents over a period of several months were used to produce case studies of six secondary social studies teachers in two mid-western high schools, one with a minority enrollment of about 5 per cent, the other with a minority enrollment of approximately 34 per cent. Data analysis was accomplished by the use of the constant comparative method. The results of the research disclosed that all of the respondents were infusing multicultural education into their teaching. The study also revealed that the respondents' perspectives of multicultural education were related mostly to efforts to increase student awareness of other cultures, to deepen student understanding of those cultures and to improve human relations. The inquiry indicated too that few of the respondents identified with the social reconstructionist strand of multicultural education. The study further showed that in some instances multicultural education was present as the primary focus of a lesson while in other cases it was used to put the lesson's main point into context. In still other instances it appeared only incidentally or by happenstance. The study revealed that the respondents brought multicultural education to their work primarily through three kinds of activity structures: discussion, the use of instructional media, and special projects and activities. Finally the research indicated that teachers face barriers which hinder the inclusion of multicultural education in their teaching. The barriers included lack of time, restrictions generated by curricular matters linked to goals and standards, student disengagement and resistance, and the respondents' own personal perspectives.

A Study on the Situation and Development Direction of Chinese Oil Painting Realism Education

담영석 세한대학교 대학원 2023 국내박사

Abstract At the beginning of the 20th century, realism was introduced to China and made a new development and breakthrough in China. Gradually, realist art constitutes the main body of contemporary Chinese art and the most prominent structural element of contemporary Chinese art education. Without realism, there would be no classical Chinese art of the 20th century. Realism presented different forms in different specific historical contexts in China and had a profound impact on the development of China's art education system, and it becomes necessary to study the theory of realistic art and the educational system it influenced. Realism is not rigid and unchanging; instead, realism is an open system, and with the development of the times, social and cultural changes and changes in artistic concepts, realistic theories and creations will show different developments and changes, and the study of such changes is the main purpose of this paper, which is to identify the root causes of such changes, construct a new aesthetic theory, reinterpret realism and consider the future direction of realist art creation and teaching. In accordance with the actual development of Chinese realistic oil painting, the scope of this paper is divided into three stages of research: The first stage was from 1949 to 1976, when the tradition of realism was established in Chinese oil painting, and the paper defines this period as the “shaping period”. The second stage is from 1977 to 1999. Under the impact and influence of external thoughts and market economy, great changes have taken place in the creation of realistic oil painting. This stage is called the "transitional period". The third stage is from 2000 to the present, when the creation of realist oil paintings has developed a new context in the multicultural society, and this stage is called the “surpassing period”. Through the historical review of the direction of realism in three periods in China and the comparison between each period and capitalist realism, and using the classical realism art theory and the contemporary development of realism theory as dual theoretical resources, an in-depth study of the individual creation and group creative outlook of Chinese contemporary realistic oil painting is conducted. From the perspective of educational sociology, the paper attempts to address three questions: (1) Is it possible to find a realistic aesthetic suitable for contemporary China by a philosophical examination of realism? (2) Can the examination of art history find the direction of realistic oil painting creation in contemporary China? (3) What is the direction of future realistic oil painting education in contemporary China? Through a historical review of Chinese realistic oil paintings, this paper selectively compares Western realistic oil paintings to find the reasons for the historical flow of Chinese realistic oil paintings and their inherent aesthetic logic. Then, through the philosophical examination of realism, combined with the current situation of Chinese realistic oil painting creation, it finally considers the development of Chinese realistic oil painting from Fischer's neo-realism aesthetics. Fischer's neo-realistic aesthetics can well interpret the contemporaneity of realism and play a role of theoretical guidance for Chinese realistic creation. This paper examines highly representative Chinese realistic artworks, analyzes their traces of reference to traditional Chinese aesthetics, and thus seeks a breakthrough for the localization of realistic oil paintings in China. Converting cultural resources into artistic resources is the direction for the creation and education of Chinese realistic oil paintings in the future. The greatest feature of the paper is that it studies the creation and education of Chinese realistic oil painting . By studying the flow of realistic oil painting and teaching in art history and investigating the reasons behind it, it fills the research gap of studying realistic art education . In addition, the paper explores the research gap of localization of Chinese oil painting from the perspective of realism creation, broadens a new horizon of theoretical research on the creation and education of contemporary realistic oil painting, enriches the artological research object, and enhances the artological theory. This paper will ultimately reinterpret Chinese realism, explore the path of localization of Chinese realist oil painting, effectively reform realist art education, and bring new development to the creation and teaching of realist oil painting in China.

Measuring Arts Integration Teacher Effectiveness in Non-Arts Classrooms through Student Growth

Foust, Bradley Scott ProQuest Dissertations & Theses Boston University 2017 해외박사(DDOD)

John Dewey is known as the father of American experiential education. His views on building understanding in children through experiences in a correlated curriculum continue to influence educational practice to this day. His writings and experiments with experiential education also influenced music and arts education, most recently through the formation and implementation of arts integration programs. Several well-known arts integration program leaders cite Dewey as a foundational figure in the existence of their initiatives. While influenced by Dewey, programs such as the Kennedy Center Changing Education Through the Arts (CETA) and the Chicago Arts Partnership in Education (CAPE) also are directly connected to the modern testing movement, and often gauge program success through reporting on a comparative analysis of standardized test scores. Current teacher evaluation models also measure student growth, along with teacher effectiveness, through the use of student test scores. Several arts education figures make an argument against measuring success in the arts through the use of test scores, stating that the true impact of study in the arts cannot be measured in this way. This study piloted a model of measuring growth in arts integration classrooms through the use of the Tennessee Fine Arts Student Growth Measures (TFASGM) system, a portfolio-based teacher evaluation and student growth measurement model. Teachers worked in control and treatment groups to implement the TFASGM in general education classrooms. Along with using the model, a teacher treatment group received targeted arts integration training, and through the model's results, the impact of the training through teacher effect scores was also measured. Results showed teachers receiving arts integration training produced more significant student growth, and had a greater effect on student performance. Higher levels of arts integration that are more closely aligned with Dewey's experiential education philosophy, such as process-based learning and the exploration of concepts common to arts and non-arts subjects, were also observed. More study, including a wider-scale implementation of the TFASGM in arts integration classrooms, is needed to make more substantial conclusions. However, this study demonstrates the viability of a growth-based arts teacher evaluation model in arts integration classrooms, and a new way of reporting on the success of arts integration programs that is in line with Dewey's experiential, growth-based philosophy.

Reforming rural education in Turkey: An illustrative case study of a south-eastern Anatolian District

Cinoglu, Mustafa University of Illinois at Urbana-Champaign 2007 해외박사(DDOD)

Turkey shares the problems of developing countries in providing quality education for all children. These problems are particularly acute for students from the disadvantaged groups in Turkish society---rural residents, girls, and low-income families. In 1997, in order to address the problems of quality and to make possible the extension of an enriched compulsory schooling to grade 8, the Turkish government initiated an "Eight-year compulsory education reform.". This study is an illustrative case study undertaken to evaluate the provision of post-reform elementary education in one rural Anatolian district, Musabeyli, Kilis. The first part of the study is a description of the reform in Musabeyli. In the second part, the impact of the reform is assessed in terms of changes (pre- and post-reform) in the role of schooling in the pathways to adulthood of youth in Musabeyli. The study is based on ethnographic fieldwork, a census of young people from eight villages, and subsequent interviews. The census data was collected on 276 young people, 131 female and 145 male. Fieldwork was conducted in a boarding school, consolidated schools, village schools and villages. Government records, briefing files of the schools and documents, especially those of the department of district education, were reviewed to gain information on the number of schools and types, number of teachers, number of students, girls' enrollment rate, etc. After the reform, many small village schools were closed and the government opened new large consolidated schools, bussing and boarding schools in Musabeyli. In bussing school, children are transported from small villages to central large consolidated schools. The new system offers four schooling options within the eight-year compulsory school: (a) village school, grades 1-5 + boarding school grades 6-8, (b) village school, grades 1-5 + bussing school grades 6-8, (c) boarding school grades 1-8 and (d) bussing school grades 1-8. The reform produced social benefits for disadvantaged student groups. After the reform, school became more accessible and important. Education quality increased. Education increased girls' hope and expectations. They saw many models in boarding or consolidated schools. Musabeyli young men and women continue the migration from villages to cities but with better education.