Suchergebnisse

The new federal legislation focusing on student achievement, critical reports of the public educational system, and the artificial distinction between academic and career and technical education, have combined to create an urgent need for the integration of academic and career and technical education (Finch & Crunkilton, 1999). The literature suggests that integration is one alternative to raising student achievement of all students and helps to prepare them for the workplace (Benson, 1989; Lankard, 1994; Brown, 1998; Stasz, Kaganoff, & Eden, 1994). The purpose of this study was to determine the extent to which teachers and principals in HSTW sites perceive precursors (consisting of integration strategies and conditions) to integrate academic and career and technical education are present in their schools. In addition, comparisons of perceptions were examined based on school type, school size, and school location. The sample included 168 academic and career and technical education teachers and 36 principals from 36 HSTW sites in Virginia. Based on the findings from the factor analysis, precursors to integrate academic and career and technical curricula can be grouped into two relatively coherent latent factors: collaboration and academic skill preparation. Multivariate analysis of variance (MANOVA) revealed that there were significant differences in the perceptions of teachers and principals. The multivariate analysis of variance also revealed significant differences based on school type only. Recommendations were made to assist teachers and principals to devise a plan to identify integration precursors that teachers perceive are not present in their schools. This information will be useful to principals and educational leaders for evaluating integration activities so they can provide support and guidance to increase integration activities in schools. ; Ph. D.

Discusses the "segmented assimilation" of immigrant students arriving in the US as exemplified by a CA high school with a rapidly increasing immigrant population & how it has responded to issues of race, class, culture, & language. An ethnographic study conducted 1992-1994 focused on 10 immigrant students & their experience of their new country. The author also designed projects to involve students & teachers in related studies of immigration. Immigrant students found themselves caught between the need to gain acceptance by becoming American & the need to remain themselves. Nonimmigrant students had similar concerns, but their problems were related to race rather than national origin, & they tended to ignore immigrants. The article discusses teachers' attempts to deal with the needs of both groups. The author discusses this school as a microcosm of the US immigrant experience. 1 Table, 25 References. J. R. Callahan

Does control of patronage jobs significantly increase a political party's chances of winning elections in U.S. states? We employ a differences-in-differences design, exploiting the considerable variation in the dates that different states adopted civil service reforms. Our evidence suggests that political parties in U.S. states were able to use state-level patronage to increase the probability of maintaining control of state legislatures and statewide elective offices. We also find that an "entrenched" party, in power for a longer time, can use patronage more effectively. We consider several alternative hypotheses that might plausibly account for the patterns in the data, but find no evidence to support them.

Educational equality, or equity, has gradually become an important issue for central government officials. Chinese newspapers have been quoting them since spring 2005, as they have been calling for more equal educational opportunities (see C.a., 2/2005, Dok 23; XNA, 8.9.05). Researchers name educational inequality as one of the key problems facing the Chinese education system after twenty years of reform. Educational disparities are not only apparent between eastern and western regions in China, but they clearly exist between rural and urban areas as well.

Abstract Typically, less than half of doctoral graduates will be employed in academia immediately after graduation, with less than 10%-15% achieving a long-term academic career. This leaves 85–90% of PhD graduates seeking employment outside the academic setting, for example in industry and government. The objective of the CHAMELEONS study (CHampioning A Multi-sectoral Education and Learning Experience to Open New pathways for doctoral Students) is to develop innovative educational interventions that shape more adaptable, entrepreneurial, and employable graduates, ready to meet the challenges of the future. Stakeholders from the connected health industry, clinical care, charities, patients, patient representatives, government, recent doctoral graduates, and academics were invited to participate in a "World Café" participatory method for collecting qualitative data. Owing to the COVID–19 health situation this took place via Zoom. Analysis of the results revealed 4 key learning objectives for doctoral graduates to: 1. Develop networking and communication skills. 2. Understand user centred research design. 3. Market research capacity and research skills. 4. Build an understanding of themselves and others. This led to the development of three bespoke doctoral modules: 1. Forging relationships: Building and Sustaining your Doctoral Network; 2. Managing the Project: Keeping on Track with an Eye to the future; Module 3: Starting your Career: Future Proofing your Career and Getting a Job. These modules are available to doctoral students across five European Universities.

Cover -- Half-Title -- Title -- Copyright -- Dedication -- Contents -- List of Tables -- Series Editors' Preface -- Acknowledgements -- 1 State, Water and the Production of the Latin American City -- 2 The Exclusionary City,Political Statehood anda Thirsty Population -- Urban Latin America: Questioning a mirror? -- State's fluid boundaries, multiple commitments and the metabolism of corruption -- The dirty and scarce waters of Latin American cities -- 3 National Development and Urban Water Demands through the Mexican Capital City -- Contesting the Mexican state -- The Mexican megacity at the crossroads -- The politics of water scarcity in the Mexico Valley Metropolitan Zone -- Persistent water scarcity and the evolving apparatus of the state -- Lessons learned -- 4 The Urbanisation of Lima, Neoliberal Reforms and Water-Related Tensions -- Lima as an arena of disputes -- The neoliberalised city and its persistent dualisms -- Water, state reforms and the neoliberalisation of urban socionature -- Making sense of Lima's urban dilemmas and the failure of state promises -- 5 Water Problems and Conflicting Water Values in the Rio de Janeiro Metropolitan Region -- The controversial and positioned valuation of water in Rio de Janeiro -- The relevance of the positionality of water values -- The conflicting positionalities of water value in the Baixada Fluminense -- Conclusions and perspectives for Rio de Janeiro -- 6 About the City, Water and the State: The Way Forward -- Index

Why do American state economies grow at such vastly different rates and manifest such wide differences in living standards? Volatile States identifies the sources of rising living standards by examining the recent economic and fiscal history of the American states. With new insights about the factors that contribute to state economic success, the book departs from traditional analyses of economic performance in its emphasis on the role of volatility. Volatile States identifies institutions and policies that are key determinants of economic success and illustrates the considerable promise of a mean-variance criterion for assessing state economic performance. The mean-variance perspective amends applications of growth models that rely on the mobility of productive factors keyed to income levels alone. Simply measuring the level of growth in state economies reveals an incomplete and perhaps distorted picture of performance. Taking the volatility of state economies explicitly into account refines the whole notion of "economic success." This book is essential reading for economists, political scientists, and policy-makers who routinely confront questions about the consequences of alternative institutional arrangements and economic policy choices. W. Mark Crain is Professor of Economics and Research Associate, James M. Buchanan Center for Political Economy, George Mason University

This paper sought to comparatively interrogate the extent of achievement of quantitative vis-à-vis Quality education in Kenya. It also critically appraised the effect of various resources on the quality of Primary school education in Kenya. Globally, basic knowledge is recognized as the cornerstone of any country with a stable economy. Bearing in mind the role played by school in development, the UN general assembly in 1948 endorsed education as a fundamental human right. The main objective of the study was to analyze the influence of democratization of education on the quality of primary school education. The paper examined the role played by UNESCO in the democratization of education globally and Africa in particular. The paper further assessed prospects that have arisen in Kenya due to the universalization of education. It further examined the challenges of universalization of education. It, therefore, focused on the issue of quality education after the attainment of EFA and UPE. It also analyzed difficulties that arise due to the upsurge of enrolment in primary schools and how they affect quality education in Kenya. Particular attention was given to the crises in inputs and processes that affect the output of quality primary education. These crises were reflected in class size, teacher establishment, and physical resources that influence quality education. The paper adopted a document analysis method. The analysis was drawn from international and local legal instruments on quantitative and qualitative primary school education. A regional analysis of the necessary education policies and the legal framework in Kenya was conducted. Studies conducted in Kenya on quantity and quality primary education were also examined. The interrogation would help the policy formulators formulate education policies and the legal framework, which would promote quantitative and qualitative primary school education. The policy implementers would understand and appreciate education policies. These are the policies within which they ...