Suchergebnisse

One of the most consistently documented relationships in the field of political behavior is the close association between educational attainment and political participation. Although most research assumes that this association arises because education causes participation, it could also arise because education proxies for the factors that lead to political engagement: the kinds of people who participate in politics may be the kinds of people who tend to stay in school. To test for a causal effect of education, we exploit the rise in education levels among males induced by the Vietnam draft. We find little reliable evidence that education induced by the draft significantly increases participation rates. Adapted from the source document.

Affordable education. Transparent science. Accessible scholarship. These ideals are slowly becoming a reality thanks to the open education, open science, and open access movements. Running separate—if parallel—courses, they all share a philosophy of equity, progress, and justice. This book shares the stories, motives, insights, and practical tips from global leaders in the open movement.

Although generally considered beneficial, little is known about how videoconferencing can enhance the quality of Politics and International Relations teaching in traditional classrooms. Studying the author's own practice, this article examines data gathered from a variety of sources including survey questionnaires, Twitter feeds, and online course evaluations to highlight the usefulness of this technology for higher order learning. By integrating videoconferencing technologies into learning designs, lecturers can utilise them to assist students with formulating questions geared towards higher order learning, provide varied learning opportunities to fit their students' disparate needs, enhance class interactivity, and increase students' intercultural learning by exposing them to non-Western viewpoints.

In Japan, people have long recognized the importance of financial literacy. Simultaneously, the Government has been actively promoting career education for young people on a nationwide basis. The purpose of career education is to teach young people the value of work and to enable them to independently choose a future occupation. The curriculum also includes many areas that enlighten them in monetary matters. Nevertheless, the fact of the matter is that the general public does not have an adequate understanding of the interrelationship between these two educational policies. Therefore, this paper examines the directions in which both of these policies are heading and explores an optimal format for both in the education of Japan"s youth

This article deals with the shadow education system of private tutoring which contributes to the reproduction of social class inequalities, focusing on the Greek public secondary education system. It presents a literature review of the issue and the findings of an empirical qualitative and quantitative research that aimed at examining the causes of the students' massive resort to private supplementary tutoring for learning the English language, despite the fact that English is taught at school. The study also set out to examine the relationship between students' socioeconomic background and resort to private supplementary tutoring and the relationship between socioeconomic background and knowledge of the English language as attested by official certifications. Research findings indicate that the widely spread resort to private supplementary tutoring has a negative impact on the teaching of English in Greek public lower secondary education. Using Bourdieu's cultural reproduction theory, we argue that private supplementary tutoring makes closer the relationship between social class, familial cultural and economic capital and educational outcomes. Thus, upper and middle class students are at an advantage, since they can move to the labour market with valued educational qualifications that enhance their occupational prospects. Finally, we discuss educational measures to address the problem.

Intro -- Book Abstract -- Endorsements -- Acknowledgements -- Contents -- About the Authors -- Chapter 1: Environmental Education: Nurturing a Relationship with Everything, Everywhere -- 1.1 A (Hopeful) Sense of Connectedness -- 1.2 A Sense of Disconnect -- 1.3 Can We "Save" the Planet from Ourselves? -- 1.4 Can Schools Help Us "Save" the Planet from Ourselves? -- 1.4.1 Canoeing at Deep Waters -- 1.4.2 Nature-Civilization Continuum -- 1.5 This Book -- References -- Part I: Environmental Education and Teacher Education -- Chapter 2: Understanding Ecojustice Education as a Praxis of Environmental Reconciliation: Teacher Education, Indigenous Knowledges, and Relationality -- 2.1 Situating Ecojustice Education as a Praxis of Environmental Reconciliation -- 2.2 Nature's Kind of Like Their Best Friend -- 2.3 Teacher Candidates and EE Scholars Acting as Agents of Reconciliation -- References -- Chapter 3: Reimagining Environmental Education as Artistic Practice -- 3.1 Reimagining Environmental Education as Artistic Practice -- 3.2 Integrating EE and Art Education -- 3.3 Turning Over a New Leaf at OISE -- 3.4 Sustainable Studio Thinking at Nipissing University -- 3.5 Connections and Insights -- References -- Chapter 4: Integration, Inquiry and Interpretation: A Learning Garden Alternative Placement and Eco-mentorship Program for Pre-service Teachers -- 4.1 How Language Contributes to a Crisis of Disconnection and Alienation -- 4.2 Pre-service Learning Garden and Eco-mentorship Programming -- 4.3 Root Metaphors and the Language of an Eco-justice Curricula -- 4.4 Teacher Candidate Perceptions of the Eco-mentorship Program and Learning Garden Field Placement -- 4.5 Finding the Educational Importance in an Eco-justice Framework -- References

The present paper gives an overview of the current trend of social work education in Mainland China, a fast‐expanding academic subject of higher education in Mainland China during the last 20 years. This rapid development was brought about by the increasing recognition of the use of social work knowledge in tackling some of the social problems arising from the social and economic changes induced by the open door policy of China. New initiatives were undertaken by government departments, academic institutes and service providers, to explore possible reform of service delivery models in serving the elderly, children and youth, women and other vulnerable groups. It thus creates demands for personnel with new skills and knowledge. It has also led to the promulgation of government policies in 2006, in establishing a strong work force of social work, by setting up an accreditation system for social work as a vocation, making available funding for service development and setting up of NGOs. This paper also highlights some of the imminent issues that cause concern, such as the search for a theoretical model of social training and practices suitable for Chinese society, standardization of curriculum design, teaching and learning, consolidation of accreditation examination and career structure, and creation of a working environment conducive to the professionalization of social work in terms of motivating and retaining social work graduates to stay in the service sector.

For the past 20 years, social scientists have devoted increasing attention to the links between type of postsecondary education received and socioeconomic inequalities. Borrowing the terminology of Charles & Bradley (2002) , we refer to the forms of these connections as horizontal dimensions of education-based stratification. We review studies of how institutional characteristics (college quality and type) and college experiences (field of specialization, academic performance, and pathway) are related to labor market outcomes. We also discuss research that treats college quality and field of specialization as dependent variables influenced by gender, race, ethnicity, and socioeconomic status. Throughout, we assess alternative theoretical explanations for why and how these horizontal aspects of college education play a stratifying role. We also note methodological developments that raise questions about some of the effects. Mirroring the literature, we emphasize how horizontal dimensions of stratification at the postsecondary level relate to gender differences on both the labor market and education sides. We propose additional theoretical and empirical issues that research on horizontal stratification in postsecondary education should address.

PurposeThe purpose of this paper is to undertake a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts – Sweden, Scotland, Canada and Australia. It provides insights into issues arising internationally, implications for ESD in ITE and offers learnings for other countries and contexts.Design/methodology/approachA cross-comparative study design with overarching themes and within-case descriptions was applied to consider, compare and contrast governance characteristics, initiatives and practices from each context.FindingsThe approaches to governance, initiatives and practices that each country adopts are unique yet similar, and all four countries have included ESD in ITE to some extent. Comparing and contrasting approaches has revealed learnings focussed on ESD in relation to governance and regulation, practices and leadership.Research limitations/implicationsMaking comparisons between different contexts is difficult and uncertain and often misses the richness and nuances of the individual sites under study. However, it remains an important endeavour as the challenges of embedding ESD in ITE will be better understood and overcome if countries can learn from one another.Originality/valueScrutinising different approaches is valuable for broadening views about possibilities and understanding how policies and initiatives translate in practice.