Degree is designed for those who plan to become researchers and university faculty. Dissertation must be in depth, original research that has the possibility of creating new knowledge and understanding of particular educational construct. Dissertation research should be much wider than a specific problem in a specific context. Any accepted social science methodology, including quantitative, qualitative, or mixed, could be used for a ph.d. Chapter i will present a thorough discussion of the methodology for the research. Chapter iv will feature a careful, insightful, and comprehensive coverage of the results of the research.

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Chapter v will include interpretation, discussion, and implications of the research results. Of course, the focus of each chapter and the chapter order are only what is typical and thus do not necessarily apply to all dissertations. All decisions on these matters are completely in the hands of the dissertation chair and committee. It is expected that the writing, the use of citations, the review and understanding of the research literature, and the research skills would reflect the highest quality standards. In addition, the style guidelines are typically those of the apa format, those made available by the university, or any other legitimate style appropriate to the study and accepted by the dissertation committee. The chair of the committee must be a faculty member with gsc status in the department. The second and third committee members must be faculty or and/or senior lecturers with gsc status in the department.

The fourth member must be a faculty member with gsc status from any other department within the university. The fifth committee member may be any of the above or an individual with a recognized doctorate degree who works outside the university. The fifth member, if external to the university, will need to submit a curriculum vitae and a letter indicating his/her willingness to serve on the dissertation committee.

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First, a student will defend a dissertation proposal consisting of the first three chapters before all members of the dissertation committee, including the chair. Second, once the proposal is approved by the committee, the student must complete the advancement to doctoral candidacy application process, including a one page description of the proposal, and the irb application. Third, upon successful advancement, the student will conduct the research activities under the guidance of the dissertation chair and committee. After successfully defending and satisfactorily completing any required revisions, the student would earn the ph.d. Passed by the gsc on march 9, 2004 your dissertation is really a main determination and will also be to selecting your ultimate prize quite a distance.

There will always be troubles: difficulties in finding textbooks or products setbacks in receiving responses to questionnaires or words floppy disks and temperamental printers mystical dissertation pets that are eating. You must enable these none can be for not giving in your work with period, an excuse. Together with your supervisor in discussion, draw up a short reading checklist, making sure that this can be wide ranging, applicable so that as upto day as possible.

Tactic this reading with queries that are particular in your mind if not, you'll spend a lot of precious time examining information that is unnecessary. If you’re going to incorporate some sort of study or survey, get this to as wide as you can, but keep in mind that organizations and companies are swamped with this particular sort of thing and also the reply rate will likely be incredibly unsatisfactory. Most of your writing will likely need redrafting many times, and everything you publish must be carefully check by you, or simply get somebody else to get this done foryou. Any changes desired if this is required will needless to say take some the binding of the completed dissertation to time, as will.

The research presented reflects the wide range topics that emerge from a local as well as global perspective on postsecondary education and educational leadership. In reviewing these abstracts we hope you will learn about the interesting research that goes on in the ead doctoral programs. Since the 1990s, many states have started implementing standards based reforms and developed their own accountability systems. Each state established academic content and performance standards, implemented test for all the students in grades 3 through 8 annually, and set up annual measurable objectives in reading and mathematics for districts, schools, and designated student subgroups within schools. The combination of states' accountability policies, such as performance standards, high school graduation exit exams, and the difference of between starting points and intermediate goals, may lead to the varying strength of the accountability systems in different states.

Although several studies focused on whether these differences are related to students' achievement and teachers' instruction, little is known about how principals respond to accountability systems, although principals make a big difference in teachers' instruction and students' academic outcomes. Therefore, it may be necessary to find the relationship between the strength of the states' accountability policies and principals' responses and the relationship between the strength of the states' accountability systems and teachers' responses. The analysis of two level hlm found the negative effects of states' accountability systems on principals responses. Amo strength was negatively related to principals' influence on instruction, and the high school graduation exit exams negatively affected principals' support of professional days before and during the school year.

However, other states' accountability policies, the proficiency performance standards may not have any relationship with principals' influence on instruction and their facilitating teacher learning. Principals' professional development programs and school climate were related to principals' responses to states' accountability systems. The findings of three level hlm showed that the proficiency performance standards increase teacher curriculum autonomy and their spending time for content professional development programs although amos strength and high school graduation school exit exams decreased them. Principals were an essential factor for teacher autonomy and their participation in professional development.

School physical features were effective on teacher curriculum autonomy and their content professional development programs, while school climate were critical on teacher instructional autonomy and teachers' spending time in classroom management. Reforms aimed at meeting the education for all efa global initiative have been implemented in several developing countries in the recent past. One of the goals of this global reform is to increase access to schools for girls and children from low income families who are considered educationally marginalized due to socio cultural and poverty related factors. Proponents of efa initiative emphasize that the education of women and girls in particular is inextricably linked to delayed early marriages, reduction of maternal deaths, and prevention of unsafe sex and its related consequences. It is on the backdrop of such global efforts that kenya initiated the 2003 free primary education fpe policy with the intent to increase access to schools for disadvantaged groups such as girls.

This study sought to explore the implications of the 2003 fpe policy for girls' educational opportunities in kenya. Using a qualitative case study design, this study explored the schooling experiences of girls in one urban and one rural public primary school in kisii district, western kenya. How has fpe policy influenced girls' participation and achievement in public primary schools? 3. What factors enhance girls' participation and achievement in schools? data for this study were collected for a period of two months using face to face open ended interviews. The respondents included two school principals both males , two teachers both females and eight female students in two focus groups. The findings indicate that because of the government removal of tuition fee and the provision of textbooks and writing materials, the 2003 free primary education policy has improved the opportunities of girls' educational participation.

However, hurdles such as teenage pregnancies and lack of, or shortage of classrooms, teachers, supplementary textbooks, toilets, and sanitary pads have posed a threat to girls' active participation. External factors such as poverty and negative attitude towards girls' education continue to inhibit girls from active schooling in the wake of the 2003 free primary education policy. This study presents a meaningful text that is vital to designing gender sensitive educational reforms and programs that can benefit girls especially those residing and schooling in rural and marginalized areas. Policymakers and implementers will find this study key in highlighting both the challenges and opportunities that can be exploited to address issues of poverty and socio cultural practices that continue inhibiting girls from actively participating in education and thus, derailing the realization of education for all efa initiative and the 2003 fpe policy goals. Author:damaris moraa mayienga 2013 studies indicate that women are poorly represented in school leadership across the various regions of the world particularly in developing countries. Most studies explain this underrepresentation in terms of external or institutional factors that have impeded women's advancement onto school leadership.