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Past research shows that time spent in developmental care activities has been increasing in the United States over recent decades, yet little is known about how this increase is distributed across parents with different levels of education. Have children born into different socioeconomic groups been receiving increasingly equal developmental care from their parents, or is the distribution of parental time investment becoming more unequal? To answer this question, the author analyzed the American Heritage Time Use Study (1965–2013) and showed that the gap between high‐ and low‐educated parents' time investment in developmental child care activities has widened. An increasing absence of fathers in households with low‐educated mothers has exacerbated the trend. This study documents growing inequality in parental time inputs in developmentally salient child care activities in the United States.

Written by an impressive international array of education policy analysts, educational activists and scholars, Global Neoliberalism and Education and its Consequences lays bare the motivations, organizations, institutions and ideologies underlying the global, national and local neoliberalisation of schooling and education.

AbstractThis chapter summarizes the complex history of colonization of the Indigenous peoples of what is now the United States from the perspective of leadership education. The authors review the dilemmas and challenges of bridging fundamental cultural differences regarding leadership education and concrete steps toward decolonizing leadership education.

All-Ukrainian Research and Practical Conference "Ukrainian Studies in the System of National Education, Science, State Humanitarian Policy"

The article deals with the state regulation of the educational process in the field of training of primary security firefighters. The article contains the provisions of the current legislative and normative acts on the formation of knowledge of fire prevention in students. Attention is focused on its content in the educational process of schoolchildren. The model of safe behavior of primary education applicants during fire emergence based on the use of game exercises and trainings in the conditions of the implementation of the new State standard of elementary education was proposed.

Der Autor stellt ein Modell Globalen Lernens vor, das von vier Säulen getragen wird. Globale Erziehung im Sinne des Autors vollzieht sich nicht allein durch die Beschäftigung mit globalen ökologischen oder ökonomischen Problemen, sondern muss von einer grundlegenden Veränderung unseres (industriellen) reduktionistischen Blickwinkels und Bewusstseins - hin zu einem holistischen Selbstverständnis begleitet werden. (DIPF/Orig.)

Intro -- Foreword -- Preface -- Acknowledgments -- Abbreviations -- Contents -- Contributors -- About the Editors -- Part I: Conceptual and Legal Bases -- Chapter 1: The Importance of "Ocean Literacy" in the Anthropocene and How Environmental Education Can Help in Its Promotion -- 1.1 What Is "Ocean Literacy"? -- 1.2 Why Should a Person Be Ocean Literate? -- 1.2.1 The Big Anthropogenic Threats to the Earth in the Last Few Decades (Anthropocene) -- 1.2.2 Our Influences on the Oceans -- 1.2.3 Ocean's Influences on Us -- 1.3 How Environmental Education Can Help in Promoting "Ocean Literacy"? -- 1.3.1 Consider the Environment in Its Totality: Natural and Built, Technological and Social (Economic, Political, Cultural-Historical, Ethical, Esthetic) -- 1.3.2 Be a Continuous Lifelong Process, Beginning at the Preschool Level and Continuing Through all Formal and Non-formal Stages -- 1.3.3 Be Interdisciplinary in its Approach, Drawing on the Specific Content of Each Discipline in Making Possible a Holistic and Balanced Perspective -- 1.3.4 Examine Major Environmental Issues from Local, National, Regional, and International Points of View so that Students Receive Insights into Environmental Conditions in Other Geographical Areas -- 1.3.5 Focus on Current and Potential Environmental Situations While Considering the Historical Perspective -- 1.3.6 Promote the Value and Necessity of Local, National, and International Cooperation in the Prevention and Solution of Environmental Problems -- 1.3.7 Explicitly Consider Environmental Aspects in Plans for Development and Growth -- 1.3.8 Enable Learners to Have a Role in Planning Their Learning Experiences and Provide an Opportunity for Making Decisions and Accepting Their Consequences.

The introduction of compulsory citizenship education into the national curriculum has generated a plethora of new interests in the politics of childhood and youth. Citizenship for Teenagers explores teenagers' acts of and engagement with citizenship in their local communities and examines the role of citizenship education in creating future responsible citizens. The first half of the book provides the context for teenagers' experiences of citizenship, discussing issues around the ideas of childhood and citizenship, as well as the curriculum. The second half goes on to explore teenagers' experi

Teacher education program should be structured and modified based on the findings of the researches in the field of education. Content, pedagogy, and technology are to be integrated. Furthermore, at the time of planning for teacher education program, policies, legislations, needs of the society and students, futuristic perspective, employability, technological advancement, and infrastructural issues should be given due attention.

"Across media, academy and popular culture in western societies there is much talk of an implosion of the modern gender order. Education is often presented as a key site in which a crisis of masculinity is played out, and schools have become a focus for practical attempts to reconcile social and cultural transformations through the recalibration of teaching and learning, increasing male teachers and masculinising the content of subjects. This book argues that we are experiencing a shift from the establishment of the social constitution of gender associated with modernity politics, to the gendering of society that has an intensified resonance among men and women in a global-based late modernity. The book explores the main social and cultural approaches to education and masculinities within the broader context of sex and gender relations, considering the masculinity question alongside local and global changes in society, and bringing a fresh evaluation of key issues. Included in the book: - how the suggestion of 'academically successful girls' and 'failing boys' plays out in relation to issues of inequality - a current empirical analyses of gender inequality across schools, higher education and the labour market - representation, identity and cultural difference with reference to social experiences and cultural meanings - forms of power connected to social divisions and cultural differences. This book provides a critical yet constructive diagnosis of gender relations across educational sites, exploring both academic accounts and alternative global responses that illustrate the limits of Western models and sensibilities.It will be valuable reading for students following courses in education, sociology, gender studies, and other social sciences and humanities courses"--

Education is part of the basic needs of humans in carrying out their vision and mission as human beings on earth which is always universal. All humans without exception on this earth really need education. For this reason, the presence of the government in meeting universal educational needs is highly awaited by all the children of the nation in the Unitary State of the Republic of Indonesia. This paper is presented in the hope of being able to provide an explanation and elaborate on equity equality and the education funding system which includes several discussions; and understanding of equality, equality, strategies and efforts of the Government in maximizing educational equity and the impact of the lack of equitable education in Indonesia, as well as the role of the funding system that is applied to the equal distribution of education.