Current Search: Education -- Political aspects (x)
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- Title
- Media literacy as civics education in the age of globalization: toward a model for critical global media literacy.
- Creator
- Nam, Siho, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
- Date Issued
- 2009-01-30
- PURL
- http://purl.flvc.org/fau/fd/FADT186467p
- Subject Headings
- Communication -- Political aspects, Adult education -- United States, Information society -- Political aspects
- Format
- Set of related objects
- Title
- A COMPARISON OF PUBLIC EDUCATION ROLL-CALL VOTES IN THE 1977 FLORIDA HOUSE OF REPRESENTATIVES.
- Creator
- KARLISS, STACEY MORSE., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
It was the purpose of this study to determine whether support for public education differed among members of the 1977 Florida House of Representatives. Fourteen education roll-call votes were identified as measures of support for public education. Roll-calls were classified into five legislation dimensions based on common subject content. Dimension and number of votes in each were: aggregate (14), tax (3), appropriations (3), compensatory education (2), and collective bargaining (4). Scores...
Show moreIt was the purpose of this study to determine whether support for public education differed among members of the 1977 Florida House of Representatives. Fourteen education roll-call votes were identified as measures of support for public education. Roll-calls were classified into five legislation dimensions based on common subject content. Dimension and number of votes in each were: aggregate (14), tax (3), appropriations (3), compensatory education (2), and collective bargaining (4). Scores were calculated for each Representative on each dimension. Scores were sums of positive votes within a dimension. Subjects for this study were the members of Florida's 1977 House of Representatives. Representatives were categorically grouped by school attendance classification, party affiliation, and school attendance classification with party affiliation. School attendance classifications were: "public," having one or more children attending public school(s) exclusively; "non-public," having one or more children attending non-public school(s); and "non-attending," having no children attending school. Categoric group scores were computed. Data were analyzed by one way analyses of variance. The .05 level of significance was employed. Upon analysis of results, the following conclusions and implications were formulated. (1) Representatives' support for public education was shaped by an interplay of political self-interests with personal self-interests. (2) Having children attending school mediated political party affects on legislators' roll-call votes. (3) School attendance classification with party affiliation had mixed results in differentiating support for public education. (4) By itself, party affiliation differentiated Representatives' support for public education. (5) By itself, school attendance classification did not differentiate Representatives' support for public education.
Show less - Date Issued
- 1980
- PURL
- http://purl.flvc.org/fcla/dt/11751
- Subject Headings
- Education--Political aspects, Public schools--Florida
- Format
- Document (PDF)
- Title
- Mimetic, coercive, and normative influences in institutionalization of organizational practices: the case of distance learning in higher education.
- Creator
- Caravella, Kristi D., College for Design and Social Inquiry, School of Public Administration
- Abstract/Description
-
In this study, DiMaggio and Powell's (1983) institutional model of isomorphic change is hypothesized to explain the changes witnessed in educational organizations with regard to the acceptance, implementation and institutionalization of distance learning. In order to show the power of institutional theory in explaining organizational change over time, a comparative qualitative case study methodology is utilized. Document analysis and interviews are used to explore the utility of this...
Show moreIn this study, DiMaggio and Powell's (1983) institutional model of isomorphic change is hypothesized to explain the changes witnessed in educational organizations with regard to the acceptance, implementation and institutionalization of distance learning. In order to show the power of institutional theory in explaining organizational change over time, a comparative qualitative case study methodology is utilized. Document analysis and interviews are used to explore the utility of this isomorphic change model. Each research question seeks to explore different influences of institutional isomorphism, coercive, normative, and mimetic. DiMaggio and Powell (1983) suggest organizations converge on similar practices and behaviors and appear similar to like organizations over time. The appearance of change toward homogeneity is explored through the isomorphic change theory which indentifies three forces, coercive, normative and mimetic, influential in determining how adopted behaviors and pr actices become isomorphically accepted by the organizational field. Coercive isomorphism stems from political influence and organizational legitimacy, often conveyed through laws, regulations, and accreditation processes (or outside agency requirements); normative isomorphism is associated with professional values; and mimetic isomorphism is copying or mimicking behaviors that is a result of organizational response to uncertainty. By examining the organizational field for the presence of these forces and measuring the extent of these forces at various points in time one is able to explain convergence on regularized practices and institutionalized behaviors, or how an organizational field becomes institutionalized, around a particular idea or practice., The coercive, mimetic, and normative forces present in the field dictate institutionalization and theoretically produce an environment that induces organizational conformity, or homogeneity, through pressure to appear legitimate, competition, mandates associated with funding, and influential professional group and network values.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3169915
- Subject Headings
- Distance education, Influence of technological innovations on, Education, Political aspects, Organizational behavior, Diffusion of innovations
- Format
- Document (PDF)
- Title
- The essential principle of reform : an address delivered before the Alumni Association of Pennsylvania College, Gettysburg, Pa., August 9th, 1865.
- Creator
- Valentine, M. (Milton), 1825-1906, Aughinbaugh & Wible
- Abstract/Description
-
An address delivered before the Alumni Association of Pennsylvania College, Gettysburg, Pa., August 9th, 1865.
- PURL
- http://purl.flvc.org/fau/fd/fauwsb22f8
- Subject Headings
- Educational change, Revolutions -- Religious aspects -- Christianity, United States -- History -- Religious aspects -- Christianity, United States -- Politics and government -- Religious aspects -- Christianity, Christianity and politics -- United States -- History, Slaves -- Emancipation -- Moral and ethical aspects -- United States, Pennsylvania College Alumni Association, Universities and colleges -- Alumni and alumnae -- Societies, etc, Universities and colleges -- Pennsylvania -- Gettysburg, Speeches, addresses, etc., American -- 19th century
- Format
- E-book
- Title
- Does Public Service Ethics Education Include Gender Equity? An Exploration of Gender Inclusion in MPA Ethics Syllabi.
- Creator
- Evans, Michelle D, Patterson, Patricia M., Florida Atlantic University, College for Design and Social Inquiry, School of Public Administration
- Abstract/Description
-
Public administration emphasizes the importance of diversity (Rice, 2004), representation (Selden & Selden, 2002), ethics, and professionalism, to ensure fairness and equity for all citizens (American Society for Public Administration, 2013a; Cooper, 2012). Research has shown a link between the teaching of ethics and values in leadership courses, and the establishment of consensus for espoused social norms and standards of practice (Begley & Stefkovich, 2007). Through the discourse within...
Show morePublic administration emphasizes the importance of diversity (Rice, 2004), representation (Selden & Selden, 2002), ethics, and professionalism, to ensure fairness and equity for all citizens (American Society for Public Administration, 2013a; Cooper, 2012). Research has shown a link between the teaching of ethics and values in leadership courses, and the establishment of consensus for espoused social norms and standards of practice (Begley & Stefkovich, 2007). Through the discourse within classrooms, and the scholarship of public administration, we create and advance the boundaries of social consensus in areas such as diversity (Hewins-Maroney & Williams, 2007; National Association of Schools of Public Affairs and Administration, 2014a). MPA ethics courses are perfectly situated to espouse and reinforce public service diversity values and educate future public servants. This dissertation uses ethnographic content analysis (ECA) of 48 syllabi from 40 NASPAA accredited universities in the United States (U.S.) dated 2012-2014, to interpret how, or whether, Master of Public Administration (MPA) education addresses or contributes to gender inclusion. The analysis uses feminist theories to reveal if, and to what extent, gender, diversity, and social equity topics have been incorporated into master's level graduate public administration ethics courses, through an examination of ethics course syllabi. This research shows that gender is incorporated into MPA ethics syllabi directly through the gender of professors, authors of course materials, discussion topics, and gendered language. Gender is also demonstrated in the syllabi through images and sub-textual tones that express social norms for gender roles. Gender inclusion is addressed indirectly in the syllabi through course policies and pedagogical choices designed to increase opportunities for participation by students of both genders. Ethnographic content analysis across various stages of this interpretive research study led to the creation of a four-part Gender Inclusion Model. Each tier of this model is made up of inclusion markers influenced by themes in feminist pedagogical literature. The Gender Inclusion Model can be used for future research to examine whether, or how, minorities and diversity are incorporated into higher education curricula. The research compiles a list of best practices, along with a mock syllabus, guided by recommendations from feminist literature.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004496, http://purl.flvc.org/fau/fd/FA00004496
- Subject Headings
- Public administration--Moral and ethical aspects., Education, Higher--Moral and ethical aspects., Civil service ethics., Political ethics--Study and teaching (Higher), Professional ethics--Study and teaching (Higher), Women in public life., Women in the civil service.
- Format
- Document (PDF)
- Title
- The vestiges of Brown: an analysis of the placements of African American principals in Florida public schools (2010-2011).
- Creator
- Nesmith, Leo, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school's level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district...
Show moreThe purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school's level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district superintendent. Lastly, the relationship between each moderator variable and the placement of African American principals was examined. The ultimate objective was to determine if limited opportunities still widely exist in the placement of African American principals throughout Florida. ... From a legal perspective, although Brown and its progeny of civil rights laws valiantly set out to eliminate race and racism from schools and in the workplace, the findings revealed that race continues to be a factor in determining inequity in principal placements.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362578
- Subject Headings
- Racism in education, Discrimination in education, Law and legislation, African American educators, Faculty integration, Education, Urban, Political aspects
- Format
- Document (PDF)
- Title
- The President of the United States as charismatic leader: analysis of the Presidents' role and success in influencing educational policy between 1981-2009.
- Creator
- Shanfeld, Randye., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The proposed study intended to identify the public education agenda and the success of implementation of this agenda of four Presidents: Ronald Reagan, George H.W. Bush, William Clinton, and George W. Bush. In addition, the study aimed to indentify if any of the above listed Presidents can be categorized as charismatic leaders as defined by Charismatic Leadership Theory and if this categorization can be linked to the determined success or failure of the agenda implementation. This was done...
Show moreThe proposed study intended to identify the public education agenda and the success of implementation of this agenda of four Presidents: Ronald Reagan, George H.W. Bush, William Clinton, and George W. Bush. In addition, the study aimed to indentify if any of the above listed Presidents can be categorized as charismatic leaders as defined by Charismatic Leadership Theory and if this categorization can be linked to the determined success or failure of the agenda implementation. This was done using two research methods, document and content analysis, on such documents as presidential speeches and writings, speeches and writings of the Secretary of Education, biographies and autobiographies, editorials from three major newspapers, writings from people working closely with the Presidents, writing of political analysts, and writing of Senate and House majority leadership. The study found the education agendas of the four presidents, and those education items that were passed by Congress. The study also found that Reagan, George H.W. Bush, and Clinton were found to be Charismatic Leaders, while George W. Bush was not. A conclusion was made with this data that there were no connection between Charismatic Leadership Theory and the passage of presidential education agendas.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3320106
- Subject Headings
- Views on education, Views on education, Views on education, Views on education, Political leadership, Political leadership, Education, Political aspects, Education, Political aspects, Education and state, Education and state
- Format
- Document (PDF)