"Education for the nation": Forging indigenous Hawaiian identity in higher education

Wright, Erin Kahunawaika'ala University of California, Los Angeles 2003 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The very mention of Hawai'i conjures up images of sultry, lazy days spent on iridescent beaches under brilliant azure skies. Missing from this seemingly benign tourist view of Hawai'i is the indigenous people. Native Hawaiians occupy the lowest rung of the socio-economic ladder in their own homeland. One particular way in which many Hawaiians are problematizing this unfavorable status is through education. Part asserting Native self-determination is the development of Native-centered or culturally-centered educational contexts like Hawaiian Language Immersion and Native Hawaiian Charter Schools. These schools transform traditional K--12 educational structures into culturally-relevant educational systems by actively incorporating traditional knowledge, cultural norms, and contemporary culture into its pedagogy and curriculum. Consequently, central to this educational process involves the deliberate cultivation of students' individual and collective indigenous cultural identities. The challenge for current education research is to understand how this culturally-centered educational process influences students and, in turn, how this understanding can be used to improve, expand, and even further transform educational processes for Hawaiians. Research discerning the interplay between higher education and Hawaiian identity is non-existent. Despite this gap in the academic discourse, though, there is a rich body of literature chronicling the experiences of other students of color attending same ethnicity higher education institutions (like American Indian Tribal Colleges) and its positive influences on cultural identity formation. As such, this qualitative study explores the complex and multidimensional relationship between Native Hawaiian identity and Native Hawaiian higher education, as defined and experienced by 10 graduates of the Center for Hawaiian Studies at the University of Hawai'i at Manoa.

Parents choosing independent education: Personal advantage or a moral alternative

Jordan, Susanne Plum The University of North Carolina at Greensboro 2007 해외공개박사

This study, Parents Choosing Independent Education: Personal Advantage or a Moral Alternative, is a narrative research project that presents the stories of 19 parents who have chosen independent (private) Quaker (Friends) education for their children. Within this research project is the very real tension between public education (that provides ostensibly equal opportunities) and independent education (that can provide opportunities for personal advantage). I situate the problem in the historical relationship of education and democracy and tie them to the priority of relationships and schools as a place where children learn moral lessons. I discuss the interconnectedness of education, democracy, relationships and ultimately learning to be a moral person in the context of the stories as told by parents who have chosen to send their children to an independent, Friends school. The work of educational theorists and researchers John Dewey, Nel Noddings, Jane Roland Martin, Ellen Brantlinger, and Alan Peshkin provide the contemporary framework from which these parents' stories are analyzed. Parents' stories are complex and at times present conflicting values and priorities. Some parents talk about quantifiable measures of academic success. Most parents talk about the importance of relationships at school and a curriculum where their children learn moral values. When children are described as happy at school their parents talk very little about academic achievements or standards. However, when children are described as not happy at school then academics and curriculum standards become a major emphasis of their child's story. Parents' stories reveal three major themes. Parents talk about needs of children and families, certain conditions when children are happy at school, and relationships and social justice issues consistent with the priorities of Friends education, i.e., peace, community, integrity, simplicity, and equality. Most of these parents express a preference for progressive education and practices that support the development of moral behavior reflecting democratic values. Some parents use the language of Friends testimonies, talking about peace, community, simplicity, integrity, and equality. Other parents use secular language to describe their priorities as they talk about an intentional social curriculum, as described by Ruth Sidney Charney, where cooperation, positive relationships, and conflict resolution are taught by modeling, discussing, practice, and confirmation.

Implementation of the Carl D. Perkins career-technical education reforms of the 1990s: Postsecondary education outcomes of students taking an enhanced vocational curriculum

Novel, Julie L The Ohio State University 2008 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Federal vocational education policy has changed little since its inception in 1917. During the 1990s, vocational education reforms mirrored state academic standards reforms and vocational education began to adopt college as an outcome of its programs. Using data from the 1997 National Longitudinal Survey of Youth, I studied the extent to which students combining a vocational education concentration with an academic concentration (CTE+) matriculated to college and attained postsecondary education. Taking a CTE+ curriculum is a positive and significant predictor of college attainment. I found these students and academic/general students more likely to matriculate to college and earn a college degree than those who majored in a vocational concentration alone. The results of this study suggest that states and local districts implemented the Tech Prep reforms of the 1998 Perkins legislation and that CTE+ students experienced higher college matriculation and degree completion rates than students in the academic/general track. This study additionally found that while more than 60 percent of vocational concentrators matriculated to college, fewer than 15 percent completed an associate or bachelors degree during the study period. The study found stratification among high school programs by family income, parent education level, gender and high school grades. CTE+ students came from the most highly educated and wealthy parents of the three programs, while vocational students came from families with the lowest education levels and least wealth. CTE+ students reported the highest grades, while vocational students reported the lowest grades of the three high school programs. Males were more highly concentrated in the vocational track than in other high school programs. Implications of the study include new research models for determining postsecondary education success to include new variables such as credit-based agreements, college entrance test scores, types of vocational programs, and ratio of academic to vocational course-taking. Implications for practice suggest that the Perkins reforms of the 1990s have resulted in better college outcomes for students taking an enhanced vocational program; therefore practitioners must require all vocational students to take rigorous academic courses in addition to vocational courses. Finally, future research should be conducted to determine why so many vocational students never complete a college degree.

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

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

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

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.

The impact of globalization on education reform: A case study of Uganda

Wood, Jane C. Millar University of Maryland, College Park 2008 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This case study examines the impact of globalization on education policies, structure and practice in Uganda during a 20-year period from 1987-2007. Post-primary education is the principal focus of this research as it is critical to preparing young people to participate in Uganda's socio-economic and political development process and thus position the country for participation in the global economy. However, given post-primary's pivotal position between primary and tertiary education, it has to be viewed in the context of the longer educational continuum. Thus, the "before" and "after" levels of education are also addressed. The dissertation explores an array of issues related to globalization and education. These include stakeholders' perceptions and understandings of globalization, the modalities of "transmitting" reform ideas and policies around the world, and specific educational reforms in Uganda at the sector and sub-sector levels. It also explores the impact of these educational reforms (a) on beneficiaries in terms of access, equity, relevance, and quality and (b) on Uganda in terms of positioning the country to respond to the opportunities and challenges of globalization. The study concluded that globalization has had an impact on education reform in Uganda in several ways. The reforms themselves have yielded some positive benefits for the beneficiaries but much remains to be done to ensure the expansion of access and equity as well as improvements in the relevance and quality of education. Uganda's experience in implementing these reforms has some lessons for other countries considering similar changes in education policy and practice.

YOU Belong in STEM: Advancing Federal Policy at the U.S. Department of Education

Smith, Mekka A Harvard University ProQuest Dissertations & Theses 2023 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The U.S. Department of Education (ED) is a service agency whose mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. The COVID-19 pandemic brought a national focus on educational recovery and acceleration efforts, and ED faced a unique opportunity to promote a whole child education system that prioritized relationships, academic rigor, and student engagement.  This capstone examines my 10-month residency at the U.S. Department of Education in the Office of the Deputy Secretary, where I worked on a policy initiative on belonging in STEM (science, technology, engineering, and math). To inform my approach, I cite data from practitioners and policymakers on the essential role of belonging in STEM education. I also draw from research on policy creation and maintenance. I analyze my leadership experience through two frameworks: John W. Kingdon's revised Garbage Can Model of how problems, proposals, and politics interact to set policy agendas; and Mark H. Moore's Strategic Triangle Model describing how authorizing environments, public value, and operational capabilities serve as enabling conditions that keep policy agendas alive.  The findings from this capstone indicate that ED will benefit from active collaboration with other agencies and organizations to maximize resources and mobilize partners to address complex inequities in STEM education. At the sector level, my results suggest that system leaders ought to elevate the criticality of belonging to ensure that the needs of students and educators are prioritized to create conditions for student success. Addressing these focal areas will position ED and the system to implement and scale equitable, high-quality STEM education for all students. .

Improving Mentoring in Higher Education

Andersen, Camey Lei ProQuest Dissertations & Theses Brigham Young Univ 2020 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

As universities and institutions of higher education seek to improve retention, persistence, well-being, and overall college experience satisfaction for their students, there is an increased emphasis on mentoring in higher education. Improving mentoring in higher education--the specific tools, training, and practices that develop effective mentors--remains an often-elusive goal for college administrators and university mentoring programs and in research. This research examined available research on effective mentoring and provided recommendations for how to create successful mentors and mentoring programs in higher education.This dissertation is a three-article format presentation of information about mentoring in higher education. The first article is a literature review of mentoring and higher education literature analyzing what makes an effective mentor and implications for practice. The review of 34 articles examined themes of impact of mentoring, role of mentor, and mentoring programs, as well as implications for practice for each theme. The review showed that more research is needed on mentoring and higher education, mentor training, and the perspective of mentors. The second article investigated mentoring in online learning environments. The survey research study analyzed responses from 143 online mentors from around the world in a global higher education initiative. Four mentoring domains were used for analysis. Online mentors reported they were most effective at providing emotional and psychological support for students. Study results showed mentor support for individual students outside the virtual classroom, strategies for student goal setting, characteristics of online role modeling, and mentor confidence in technology skills. The study also contributed findings to the literature about online mentoring benefits for nontraditional students, technology challenges, and online mentoring role adoption. The third article examined ongoing mentoring training. The qualitative study analyzed interview responses from 20 international in-person mentors in a global higher education initiative to discover how ongoing training affects mentors' abilities to assist higher education students in achieving their educational goals. Study results showed the benefits from ongoing mentoring training, the importance of volunteer mentoring needs in ongoing mentoring training, and the effects of mentoring training creativity. The study also showed that ongoing training positively impacts mentors, volunteers may need more training, and that ongoing training advanced effective mentoring practices.Successful mentoring can make a meaningful difference in students' lives. This research showed the impact of mentoring and its potential benefits in in-person and online learning environments. This research also showed the significance of effective mentoring programs and ongoing mentor training in mentoring.

Curriculum consonance in technology education classrooms: The official, intended, implemented, and experienced curricula

Brown, Ryan A Indiana University 2007 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study examines the current technology education curriculum that is promoted by the field of technology education and the curriculum that is being taught to and experienced by students. The purpose of this study is to examine the relationships among technology education curricula at different stages of teaching and learning. Framed by the concept of curriculum consonance, as defined by Thornton (1985), this study examines the technology education curriculum at the official, intended, implemented, and experienced levels. In doing so, it begins to answer the questions: what is the official technology education curriculum? what are the intended, implemented, and experienced curricula in technology education classrooms? and how are the official, intended, implemented, and experienced curricula related to each other?. This qualitative inquiry was conducted in three classrooms and utilizes teacher and student interviews, observations, and document analysis as data collection methods. The need for the study corresponds to a line of research that is recommended in both the technology education and curriculum studies fields. The research found that technological literacy was the main aim of the official curriculum. Technological literacy as defined by the field and characterized by the Standards for Technological Literacy was not found to be fully intended, implemented, or experienced in the three classrooms that were explored in this study. Two aims that were found to cut across all cases were preparation for the future and computer knowledge and skills. Other conclusions of the research include the support for curriculum consonance as a conceptual framework for future curriculum research and a number of similarities between the implementation of the technology education curriculum and the idealized industrial arts curriculum. Implications were found for theory, research, and practice in curriculum studies and technology education.

Education as a path to love: A leadership perception of Benedict XVI's challenge to Catholic education

Del Bove, Stefano Fordham University 2008 해외공개박사

This qualitative study presents a renewed definition of Catholic education based on the theological notion of love-caritas-agape which Benedict XVI describes in the encyclical Deus Caritas Est (2005). The traits of love illustrated in the first part of the encyclical have been developed within a model of education enriched by the contributions of contemporary scholars as Bernard Lonergan (philosophy of education), Martin D'Arcy (anthropology), Paulo Freire (political education), Avery Dulles (theology) and Franco Imoda (psychology). Benedict XVI's notion of love-caritas-agape draws together significant themes of Ratzinger's thought (communio, faith-reason, ethics of witnesses, etc.) and is developed in his further papal teaching. According to Benedict XVI, love can be an essential animating force of Catholic education within the nature and mission of the Church; it is a form of evangelization, an authentic answer to the current educational emergency. Moreover, Catholic education is a Church work of charity and mercy. According to Benedict XVI, this emphasis on love and its educational consequences should make the development Catholic education a priority for the pastoral programs of bishops and for the agenda of international leaders. The findings of 'elite interviews' to international leaders of Catholic education completed this investigation revealing a generic perception of the potentiality of Benedict XVI's teaching about love as well as of the way he is challenging Catholic institutions to answer the current educational emergency. International leaders of Catholic education are open to discuss these issues (because of their loyalty to the Church as institution), even if they show a general perception of how Benedict XVI's emphasis on love could challenge Catholic education.

Opportunity Lost: The Costs of Education for Economic Mobility

Webster, Dustin University of Pennsylvania ProQuest Dissertations 2022 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Education is often portrayed as the means to provide economically disadvantaged students with opportunities for mobility in order to reduce the wealth and income gap. Achieving this goal is difficult and involves a number of costs and tradeoffs for poor students--costs and tradeoffs which are deemed acceptable only if mobility is successfully obtained, and to the extent that it is a worthy goal. Thus, recent scholarship has focused on how best to use education to provide mobility, but has not sufficiently considered how doing so results in policies, systems, and practices which treat education very differently for poor versus wealthy students. This dissertation examines the costs imposed on the poor from conceiving and structuring education as the primary institution for furthering economic mobility. It demonstrates how this aim of education creates a system with distinct goals, ultimately resulting in a narrowing and instrumentalization of educational opportunities for poor students as compared to their wealthier peers. It examines theoretical assumptions that lead to this narrowing, and provides examples of its effects on teachers' ability to flourish in their roles, and on students' decision making in higher education, all of which demonstrates that in the name of reducing economic disparity, new and significant disparities are being created within education itself. This dissertation illuminates some of the under-acknowledged costs of using education for economic mobility, deepening and enriching the scholarly and policy work on economic equity and education.