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This paper will investigate the state's utilisation of higher education policy as 'compensatory legitimation' within the Cypriot context in the late 1980s. It argues that not only the establishment of the University of Cyprus in 1989 - after thirty years of strong nationalist opposition during the British colonial administration and another thirty years of state hesitation and postponement during political independence - but also the character of the established University (state-based and linked to the international community of scholarship) can be explained mainly as the result of the state's decision to utilise higher education in order to make up for its serious deficit in legitimacy. It also maintains that the state used the policy strategy of expertise and to a lesser extent the policy strategy of participation in order to legitimate the process that determined the character of both the University and the knowledge that it was expected to produce. ; peer-reviewed

Political methodology -- The critical citizen -- The individual, society and the problem of authority -- The institutional structure of education -- The interactional structure of education -- Federated disestablishment of education and state -- Internally democratic schooling.

This qualitative study examined the effects of a high-stakes, standardized test on teachers' instructional planning at a rural school. The research addressed this question: How do mandated curricular standards affect teachers' instructional planning and content selection? Ethnographic interviews (Creswell, 1998) examined four secondary teachers' perceptions of the effects of high-stakes standardized tests on their work. Case study methodology (Yin, 1994) guided the analysis of the data. Each participant had several years' experience teaching at Mollusk Island School, and each teacher had previously included place-based lessons (e.g. environmental studies, cultural history) in his/her repertoire. Ultimately, the study explored how a community maintenance function of small rural schools might be affected by state legislation for standardized accountability.

In an effort to identify strategies for strengthening the relationship between state government and public higher education, the American Association of State Colleges and Universities (AASCU) has appointed a Task Force on Making Public Higher Education a State Priority. Comprised of leaders with extensive higher education experience at the campus and state level, as well as in elected office, the task force has sought to: explore the political context within which higher education operates; recommend strategies for establishing a new compact between states and their public colleges and universities; and identify strategies for advancing higher education as a state investment priority. The task force recommends that leaders from state government and public higher education create a new compact built on a foundation of mutual understanding, trust and accountability. With these principles in place, state and campus leaders must craft a shared public agenda that meets state needs, broadens college access, makes college more affordable, improves student outcomes and ensures academic quality. ; American Association of State Colleges and Universities

Dedication -- Acknowledgments -- Contents -- Chapter 1: Introduction -- A Glimpse into the World of Itorero -- Ethnographic Spaces -- Paths of Inquiry -- Contemporary Research on Rwanda -- Leta: The Rwandan State -- Intore: The Model Rwandan Citizen -- Toward an Anthropology of Authoritarianism? -- Authoritarian Modes of Government as Modern-­Day Governmentality -- Rationalities and Technologies: Tracing the Liberal in the Authoritarian -- Experiences of Exposure -- Looking Beyond the Self and the State -- Chapter Outline -- References

Caption title: State aid to and control of educational institutions in the AUnited States. ; Thesis (Ph. D.)--Columbia university, 1890. ; Mode of access: Internet.

Half Title Page -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Dedication Page -- Contents -- Acknowledgments -- Preface -- 1 The Attack on Progessive Education -- 2 The Enforcement of Discipline -- 3 The Emphasis on Work-Socialization -- 4 Schooling and The State -- 5 The Increase in State Intervention -- 6 The Growing Nexus Between State and Capital -- 7 Women and Education -- 8 Race, Imperialism and Education -- 9 Summary and Conclusions -- Notes -- Index

From an essay on the first principles of government / Joseph Priestley -- "Of national education" / William Godwin -- From the sphere and duties of government / Wilhelm von Humboldt -- "Shall the state educate the people?" / Thomas Hodgskin -- From "on the proper sphere of government" / Herbert Spencer -- "The principle of state education" / Edward Baines, Jr -- "On the progress and efficiency of voluntary education in england" / Edward Baines, Jr -- "A letter to the most noble the marquis of lansdowne, president of the council on the government plan of education" / Edward Baines, Jr -- "On the non-interference of the government with popular education" / Edward Miall -- "The connection of religion with popular education" / Algernon Wells -- "On the parties responsible for the education of the people" / Richard Winter Hamilton -- Reasons against government interference in education / Anonymous -- "The persecution of the child by the state" / A.E. Hake and O.E. Wesslau -- "State education: a help or hindrance?" / Auberon Herbert -- "Some socialist and anarchist views of education" / Benjamin R. Tucker

The nature of the relationship between state government and higher education is problematic for both policy makers and students of higher education governance. The purpose of this study was to provide a better understanding of the position of Secretary of Education, one facet of the multi-faceted relationship between state government and higher education in the Commonwealth of Virginia. The problem of this research effort, therefore, was to describe the historical context of the cabinet-level position and the authority and major areas of responsibility of the Secretary of Education in Virginia. The research methodology used to execute the study was that of an exploratory field study. The investigation was conducted in five phases, with the data collected by means of: (1) reviewing legal and historical documents, and (2) conducting focused interviews. Within the context of the historical development of the Virginia cabinet system, including the position of Secretary of Education, and the intention of the incumbent Governor to test the recommendations of the Hopkins Commission, it was not surprising that the area of budget emerged as the major responsibility of the Secretary of Education in the Dalton Administration. The assignment of budget targets was designated as the primary area of responsibility for the Secretary of Education in order to accomplish the intent of promoting effectiveness and efficiency in state government, including higher education, and controlling its growth. The creation and subsequent development of the position of Secretary of Education, with its attendant oversight and budgetary responsibilities in relation to higher education, modified the "self-denying ordinance" relationship between state government and higher education in Virginia. The cabinet-level education position will remain inthe higher education governance structure without significant alteration of its statutory authority, including budget authority which is formally less than that granted to other functional area Secretaries. The probable future role of the position of Secretary of Education will include developing and implementing policy, especially in the area of budget, and providing executive oversight of the total education function in the Commonwealth of Virginia. ; Ed. D.