Search results

"This Supplement should always be used in conjunction with the 1941 School code." ; Cover title. ; Mode of access: Internet.

Intellectual property (IP) consists of any ideas, concepts, insignias, and symbols that are unique andoriginal to the owner. IP has various broad categories: copyright, trademarks, patents, designs, andother types of information. The concept is best thought of as a bundle of rights protected by law. Tradesecrets, expertise, and know-how, are instances of confidential company information that are alsocovered by IP laws. These ideas and concepts are assets to an organization or country and can beextremely valuable. It has been estimated that IP, as intangible assets, constitutes around 75 percent ofthe assets of publicly-listed U.S. businesses (Economist 2005). Technology-licensing revenues areestimated to amount to $45 billion in the U.S. and over $100 billion (and growing) worldwide. Thisdemonstrates the importance of protecting IP.

AbstractHow do interest groups shape the diffusion of policies they oppose across the states? This study explores this question using the case of teachers' unions and education reform policies. Using a novel dataset on charter, voucher, and performance pay policies spanning 1992–2013, I find evidence that strength of the teachers' unions decreases the likelihood of performance pay and that additional strength is less impactful with more Democratic control of the legislature. Teachers' unions are weakly related to a lack of charter laws and do not impact voucher laws. The latter two policies are more strongly associated with policymaker learning and education reform advocacy groups, respectively. These findings suggest that vested interests most strongly impact the policies that most fundamentally threaten their organizational strength and that this effect is conditioned on the party in power; increases in interest group strength are not necessary when policymakers are already sympathetic.

Setting the scene -- Discourses, policy, and epistemic values in diversity and inclusion -- The wicked problem of social equity in higher education: Conflicting discourses and the impact of COVID-19 -- A systematic literature review of the discourse surrounding non-traditional students in higher education: Concerns and solutions -- A systematic literature review of the discourse surrounding non-traditional students in higher education: Concerns and solutions -- Illumination of the Education System in India and the Current Impact of COVID-19 on Child Rights -- The fallacy of cultural inclusion in mainstream education discourses.

Cover -- Title Page -- Copyright -- Contents -- Acknowledgments -- United States Department of Education Chronology -- Introduction -- Part I The History of the US Department of Education -- 1 When the Constitution Was Respected Federal Hands Off Education -- Early Views on Federal Involvement in Education -- Schooling before the US Department of Education -- God, Mann, and the Rise of Government Schooling in the States -- 2 Early Steps Toward a Federal Role in Education -- The Morrill Land Grant Acts of 1859 and 1862 -- Morrill's Precedents and the Constitution

The Multiple Background of Internationalization of Higher Education in China -- Exploring Chinese Students Studying Abroad: Background, Problems and Suggestions -- International Education Development in China: Background, Issues and Challenges -- Foreign Exchanges and Cooperation in China: Situations, Issues and Strategies -- Conclusion on Internationalization of Higher Education in China.

Framing convergence / Christopher P. Loss and Patrick J. McGuinn -- Governance as a source of sector convergence in a changing sociopolitical landscape / Kevin J. Dougherty and Jeffrey R. Henig -- From helping the poor to helping the middle class: the convergence of federal K-12 and higher education funding policy since 1965 / Adam R. Nelson and Nicholas M. Strohl -- Individuality or community?: bringing assessment and accountability to K-16 education / Arnold F. Shober -- Teacher policy under the ESEA and the HEA: a convergent trajectory with an unclear future / Dan Goldhaber and Nate Brown -- Institutional assessment and accountability / Luciana Dar -- College for all and the convergence of high school and community college / James Rosenbaum, Caitlin Ahearn, Chenny Ng, and Jiffy Lansing -- College access and opportunity / Donnell Butler -- Preparing students for college: common core and the promises and challenges of convergence / Josipa Roksa -- Technology and education in the United States: policy, infrastructure, and sociomaterial practice / June Ahn and Bradley Quarles -- Going global: how US K-16 education is shaped by "the rest of the world" / Cynthia Miller-Idriss -- The future of convergence / Patrick J. McGuinn and Christopher P. Loss.

When and how does state indoctrination work? Building upon research on motivated reasoning and family socialization, I argue that only those individuals whose parents have connections to political patronage are subject to state indoctrination because their pro-regime biases transmitted from parents induce higher receptivity prior to government messages. Focusing on political education in China, I conduct a quasi-experimental analysis exploiting the sharp variation in textbook content generated by China's most recent curriculum reform. Results based on a national survey show that the new politics textbooks successfully affected only those individuals whose parents had worked for the government. The finding survives extensive robustness checks and falsification tests. I also consider several alternative explanations of the effects: preference falsification, selective attention, parental indoctrination, and educational quality. This paper not only highlights the role of intergenerational transmission in moderating the effectiveness of state indoctrination but also casts doubt on the actual degree to which regimes can change minds by changing educational content.