Writing a faulty literature review is one of many ways to derail a dissertation. This article summarizes some pivotal information on how to write a high-quality dissertation literature review. It begins with a discussion of the purposes of a review, presents taxonomy of literature reviews, and then discusses the steps in conducting a quantitative or qualitative literature review. The article concludes with a discussion of common mistakes and a framework for the self-evaluation of a literature review.

A guide to writing the dissertation literature review.

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Educational Policy And The Politics Of Change

This deliverable describes the activities undertaken by the MedStrategy project during the period indicated above. It includes all important aspects of realised activities, comparing what has been realized with what was foreseen by the project working plan. It also collects a synthetic scheme of project results to be achieved and indicators to be matched. The report is edited by the project coordinator with the direct contribution of the entire partnership.

Monitoring and Evaluation Report n.3

The notion of “loose coupling” has held considerable sway in education research, frequently invoked to account for the rather weak ties between policy and administration, on the one hand, and classroom work, on the other hand. We argue that coupling – a potent construct – has been miss-used. Treating instruction as a monolithic or unitary practice, scholars too easily and readily conclude that instruction is loosely coupled from policy and administration. We argue that analyses of relations between institutional environments and instruction be predicated on at least two ways of thinking about instruction. First, we argue that instruction is about subject matter. Institutional environments are formed around and shape instruction in particular subjects. Second, even within a given subject area, instruction is not a single dimensional activity. Instruction involves numerous elements including the content, the academic tasks students work on, teaching strategies, ways of representing ideas to students, student grouping practices, and student work assignments. Institutional environments can affect some dimensions of instructional practice, but not others.

Policy, Administration, and Instructional Practice: "Loose Coupling" Revisited (WP-03-04)

The problem of “green” economy institutions development is considered in the present article at three levels: national, regional and corporative. On the base of “institution” concept designed in institutional economics the concept “green economy institution” is specified. Current institutions are discussed at the regional level, standards and practices in ecosystems are considered in terms of the Sverdlovsk Region. Environmental policy of the region attracts attention among the main institutions. Trends of its transition to an innovative development are offered, in particular, an opinion is expressed that government deregulation in environmental management field should be performed, and market mechanisms should be developed. As follows from the analysis of mining and smelting enterprises performance in the Sverdlovsk Region a number of advanced ecological-economic management institutions can be distinguished and recommendations for their development are given.

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Management of Institutions for Green Economics

Policy and institutional arrangements on the provision and sustainability of Non-Formal Secondary Education (NFSE) in Tanzania

This paper reports the findings of a study that had examined the operations of open schools for out-of-secondary-school youth and adults in Tanzania. Its objective was to establish the practicality of the policy guidelines in guiding the operations of open schools and the emerging controversies and dynamics in their daily operations. This qualitative study collected data using documentary review and interviews, which was later subjected to thematic analysis. The study found contradictory and incongruous policy guidelines for open schools that largely rendered them impractical. Moreover, misinterpretations, varying understandings and inconsistencies in practices among open schools were common occurrences. There also emerged several dynamics in guiding the operations of open schools such as un-standardised practices, erratic registrations and persistence of uncontrolled open schools in the black market. In consequence, it was difficult to rationally manage their practices. Overall, the rather misplaced policy priority governing the operations of open schools calls for a special attention and impetus to bring about the desired positive change in this education sub-sector.

Gennes Hendry Shirima

Papers

Policy and institutional arrangements on the provision and sustainability of Non-Formal Secondary Education (NFSE) in Tanzania

A paradigm shift in guiding the operations of open schools in Tanzania: Praxis of emerging controversies and dynamics