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Entrepreneurship education has become a trending topic among higher education institutions in Indonesia as the government pushes for more entrepreneurs through its Kampus Merdeka (campus freedom) policy. This trend gets amplified with the recent burst of technology startups growing and scaling in Indonesia to heights that have never been seen by the country before. A couple of the home-grown startups eventually become publicly listed companies, increasing the overall startup fever across the nation. Lies beneath the success of this educational policy to support entrepreneurship in Indonesia is how to have a relevant curriculum and ecosystem to support student entrepreneurs. Prior research papers have proposed several aspects to be measured, namely, entrepreneurial skills, attitude, environment, and intentions. However, those studies still lack the holistic analysis regarding entrepreneurship education in the country and mostly only involved students. This dissertation studies the applicability of undergraduate entrepreneurship education and ecosystem to support startup founders by interviewing educators, students, alumni, and school leaders at selected public and private universities in Indonesia. I employ a qualitative study with open-ended interview questions for data collection and analysis. My research contributes to the gaps in the literature as this paper is the first of its kind research publication with a holistic approach, involving relevant stakeholders and more variables in the analysis. The findings of this research suggest educational policy makers and university leaders can support the applicability of the entrepreneurship curriculum and ecosystem by focusing on ecosystem building, collaboration with the broader communities, student engagement, government support, faculty development, and alumni community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Studies have shown that language assessment literacy (LAL) is important for language teachers since they make important classroom decisions to improve student learning based on their assessment. However, some studies have shown that teachers need more knowledge and skills in assessment. Teachers also seem unconfident in assessing their students and need proper training. In order to help them to be more assessment literate, an instrument is needed to identify their LAL levels and needs. However, AL/LAL instruments available to date were based on dated 1990 Standards that did not address the latest development in assessment. Those instruments were not developed based on a specific domain of interest or teachers' needs in their local assessment context. A new LAL instrument is needed, which should be developed based on sound principles of test development framework, on teachers' assessment needs or profiles, and on a specific domain interest. In addition, since language assessment is a complex construct, the instrument should be developed following the principles of scenario-based assessment, which some studies suggest might have the potential to measure complex constructs. This dissertation study is aimed at developing such an instrument. In order to achieve the aim of this dissertation study, a scenario-based LAL test (SBLALT) was developed following the principles of Evidence-Centered Design. The activities in the first step of Evidence-Centered Design, Domain Analysis, were distributing a LAL questionnaire to Indonesian EFL teachers, interviewing eight Indonesian EFL teachers, and reviewing related literature. The results of the exploratory factor analysis (EFA) of the 324 questionnaire responses were the six factors of LAL deemed important by Indonesian EFL teachers. In the next stage of ECD, Domain Modeling, the results of EFA and those of the literature review were organized into assessment arguments. This organized assessment argument was the input for the next step of ECD, the Conceptual Assessment Framework, where technical specifications for developing the test were elaborated. After getting feedback from five content experts of ELESP, five Ph.D. students of Applied Linguistics and Technology at Iowa State University, and five ELESP students who took the pencil and paper version of SBLALT, SBLALT was revised, and its final draft consists of four tasks of a test development process. Content analysis of SBLALT was conducted by distributing a short Likert-scale survey (0 = very poor to 5 = very good) asking five content experts of ELESP to judge the content of SBLALT, whether the test items match the proficiency level of ELESP students, align with the objectives and the course materials of a language assessment-related course offered in ELESP. The content experts of ELESP agree that the SBLALT test items are very good, and the test items align with the course's objectives and materials. Classical Test Theory was used to analyze the psychometric properties of SBLALT. One hundred ELESP students took the final (online) version of SBLALT. Three indices were computed to analyze the effectiveness of SBLALT at the test level: score dependability, confidence interval, and classification dependability. Three indices were computed to analyze the effectiveness of SBLALT at the item level: B-index*, item phi index*, and item facility*. To set the cut score to determine the master and non-master students, five ELESP lecturers were invited to determine the cut score through the standard-setting process following the Angoff method. The cut score for SBLALT was 75%. The score dependability of SBLALT was not satisfactory (0.64) but only marginally below the acceptable level of 0.70 for low-stakes, classroom-based assessments. The confidence interval of SBLALT was 0.07, which shows that the individual scores were not measured reliably by SBLALT. However, the classification dependability, the most important dependability measure for criterion-referenced measurements, was quite high (0.84). SBLAT was quite consistent in classifying students into masters or non-masters. From the item analysis of SBLALT, eight out of fifteen items have a recommended B-index* of [greater than or equal to] 0.20. This shows that those items did their job well in discriminating between the test takers who passed and failed the test. The rest of the test items (7 items) have a low positive B-index* ([less than or equal to] 0.20), which means that these items did not effectively discriminate between the test takers who passed and failed the test. SBLALT differs from other measures of AL/LAL because SBLALT was developed based on the latest developments in language assessment and on the specific needs of EFL teachers. SBLALT was also based on specific curriculum objectives, which means that SBLALT supports curriculum and instruction. It is developed based on a scenario that resembles the context the test-taker participants will likely encounter as future teachers in their teaching careers. The scenario also facilitated the scaffolded test development tasks, which enables teachers who use this test in their teaching to focus on specific knowledge, skills, and abilities their students still need to improve. This study contributes to the field of LAL by developing a formative, classroom-based language assessment literacy test. The psychometric properties of SBLALT suggest that SBLALT has the potential to be applied as a measure of LAL in the Indonesian EFL context, specifically in the Indonesian English teacher education context. Using scenario-based assessment design enables SBLALT to document what students have achieved, improve students' learning, and provide a useful learning experience for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In this dissertation I present three papers, each as an individual chapter. The first two papers are in the field of development economics, while the third paper is in the field of education economics. The first two chapters document and study the disappearance of arranged marriages in Asia, the Middle East and Sub-Saharan Africa. For this purpose, focusing on Indonesia, I construct and empirically test a model of marital choices that assumes that AM serve as a form of informal insurance for parents and children, whereas other forms of marriage do not. The third chapter designs, implements and evaluates a peer review program with the goal of determining whether trained peer feedback has a causal effect on the teaching performance of teaching assistants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

My study was to discover the perceptions of general secondary senior high school biology teachers about the application of curriculum 2013. Their further opinions of biology topics and the instructional practices in the class have supported the findings of this study. In addressing this study, general senior secondary school (GSSS) biology teachers (n=286) from 22 districts in Aceh province randomly participated in my study. Thus, six (n=6) teachers were selected as convenience sampling to have a one-on-one phone interview. The data collected were analyzed descriptively (frequency and percentage) and thematically to answer the research questions. The documents comparison between the U.S. Next Generation Science Standards Life Science (NGSS-LS) and 2013 Indonesian biology curriculum (IBC 2013) for senior secondary school showed similarity in the elements of comparison. Yet, the performance expectation in NGSS-LS is connected to three dimensions of framework and other ideas within disciplines. Most GSSS biology teachers in Aceh province believed that the 2013 curriculum had offered the better system to improve the teaching and learning quality. The GSSS biology teachers agreed that almost all biology topics listed were significant and should be taught to senior high school students. However, some of them possessed ideas about an ideal curriculum that would include local contents, be designed by the biology experts whom fully understand of the biology contents and must be supported with adequate learning facilities or infrastructure. Teachers had taught those biology topics listed in the 2013 curriculum, with some challenges they faced. They had also used some teaching models and prefer to use various teaching models that focus on student-centered. Although the new required assessment system is complex and detailed, most teachers had tried to apply various techniques of the evaluation in the classroom such as assigning paper tests and homework (to measure students' knowledge), observation and self-assessment (to measure students' attitude) and performance assessment (to measure students' skill). In terms of characters education assimilation, several characters such as religious, honest, tolerance, discipline, hard-working, creative, curiosity, communicative/being friendly, social and environmental awareness, and responsible have been applied at a different stage of instructional and in school's co-curricular activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

While the notion of parental involvement in developed countries has become important for students' education, parental involvement in Indonesia has not been implemented very successfully (Karsidi et al., 2013; Fitriah et al., 2013; Majzub & Salim, 2011). In addition, the literature suggests that Indonesia still needs some additional effort to implement the notion of parental involvement both in day and boarding schools (Fitriah et al., 2013; Azizah, 2013; Subiyanti, 2007). Using a parental involvement framework by Epstein (2009), this study gives information on the level of parental involvement in Islamic Boarding Schools. This research also examined whether or not the parental involvement framework by Epstein, which has been widely used both in research and practice in the US and beyond, is applicable in an Islamic boarding school setting. Specifically, this paper explored in what ways Epstein's model applies to parental involvement in Islamic boarding school. I also examined what family characteristics predict parental involvement models by Epstein. Using mixed methods, I conducted this study at an Islamic boarding school in one province in Indonesia, a country which has the biggest Muslim population in the world. Parental Involvement Framework developed by Epstein (2009) is applied as a theoretical framework for analyzing the data findings. The study found that five out of six parental involvement models were practiced by both parents and the school staff. Parenting, communicating, learning at home, volunteering, and collaborating with the community were identified during interviews, observations, and surveys. However, school policy decision making was not evident and observed. It was difficult to find evidence of parental involvement in decision-making processes from the data I collected. In addition to the six parental involvement models, I also found that there were four additional models applied in the school: material supporter, motivational/spiritual supporter, evaluator, and liaison. From the survey data, there were three parents' characteristics that predict the level of parental involvement: parents' income, parents' background as a farmer, and number of siblings at school. Finally, even though Berjaya Boarding School (BBS) has been implementing parental involvement relatively well, the school needs to be aware of inequalities in parental involvement practices, such as that families from the lower socio-economic status tend to have lower opportunities to get involved in school activities or programs. One alternative approach to combat the inequity practice in this study is by adopting the culturally responsive school leadership approach (Ladson-Billings, 1995; Gay, 1994; & Khalifa et al. (2016). I believe that the Parental Involvement models by Epstein plus the expanded new models are suitable to be applied in Islamic Boarding Schools in Indonesia. However, the decision-making model is one area that needs to have more attention in future studies. Further research on a parental role in decision-making is strongly recommended. Finally, in addition to Epstein's six parental involvement models, there must be other models that can also be applied in boarding school settings such as non-material supporters, material supporters, evaluators, and liaisons. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]