Abstract This study aims to analyze the determinants of job satisfaction among doctorate holders in South Korea, with a particular focus on the relationship between over-education and job satisfaction. Unlike most previous studies, this paper considers overall job satisfaction as well as six different domains of job satisfaction (promotion opportunities, intellectual challenge, level of responsibility, level of autonomy, contribution to society, and social status) using data from the Korean Survey on Careers and Mobility of Doctorate Holders of 2017. This multi-dimensional approach to job satisfaction is important since the nature of job satisfaction is a complex concept in general. The main result of an ordered probit model reveals that perceived over-education is found to be a significant negative determinant of overall job satisfaction as well as all six aspects of job satisfaction, suggesting that over-educated doctorate holders are more dissatisfied with various aspects of their job compared to their well-matched counterparts.
AbstractWhile scholarship has shown that socioeconomic status creates fine‐grained gradients in health, there is debate regarding whether having higher amounts of one socioeconomic resource amplifies (resource multiplication) or reduces (resource substitution) the health benefits of one's other socioeconomic resources. A further question is whether these processes are accentuated or diminished at more advanced ages. Using the 2016 and 2018 waves of the United States General Social Survey (N = 2995) and logistic regression analyses, this study reveals processes of resource multiplication between respondents' education and both parental education and parental occupational prestige in their effects upon self‐rated health. Furthermore, these processes are accentuated at more advanced ages. Additionally, these interactive effects remain significant after controlling for respondent‐level total family income and occupational prestige, suggesting mechanisms beyond actualized socioeconomic circumstances. These findings raise concerns regarding less educated older persons coming from less advantaged backgrounds. Accordingly, policies and programs should help equalize social circumstances early in the life course, to produce more salubrious trajectories with advancing age.
Chancengleichheit wird als normatives Erfordernis demokratischer Gesellschaften und von Entwicklung gesehen, ist aber bisher in keinem Land erreicht. Die Abhängigkeit der Bildungs- und damit Lebenschancen von der sozialen Herkunft ist Gegenstand etlicher Studien. Ludwig untersucht mittels einer soziologischen Erörterung und qualitativen Erhebung, inwiefern das Ziel der UNESCO-Bildungsstrategie 'Education for All', zur 'Menschlichen Entwicklung' beizutragen, erreicht werden kann. Zur Beantwortung dieser Frage wird zunächst die hinter dem 'Human Development Index' stehende Theorie der Capabilities von Amartya Sen genutzt, um sie mit Dahrendorfs Theorie der Lebenschancen, die eine Funktion von Optionen und Ligaturen ist, zu verbinden. Ligaturen können ihrerseits mit der Theorie der Lebenswelt (Schütz/Luckmann) aus der Perspektive des Einzelnen und der Theorie über die Beziehung von Etablierten und Außenseitern (Norbert Elias) als einer Theorie über Auseinandersetzung gesellschaftlicher Gruppen um Macht konkretisiert werden. Das sich ergebende Bild zeigt, inwiefern Bildung, Macht und Lebenswelt sich gegenseitig bedingen und die 'realen Chancen', wie Sen sie nennt, bedingen. Vor diesem theoretischen Hintergrund wurde in einer empirischen Fallstudie untersucht, welchen Einfluss institutionelle Bildung auf den biographischen Werdegang von Straßen- und SlumbewohnerInnen in Kolkata hatte. Um die individuellen Erfahrungen zu erfassen, wurden fokussierte Interviews mit jungen Frauen, die Bildungsangebote im Rahmen von 'Education for All' genutzt haben, durchgeführt. Die Interviews, die vor dem theoretischen Hintergrund analysiert wurden, zeigen, inwiefern sowohl die Bildungsinhalte als auch die Rahmenbedingungen verbessert werden sollten, um Verwirklichungschancen zu erweitern und damit mehr 'Menschliche Entwicklung' zu ermöglichen. Sebastian Ludwig studierte Politikwissenschaft (Diplom) am Otto-Suhr-Institut der Freien Universität Berlin mit dem Zusatz Erziehungswissenschaft. Anschließend absolvierte er als Aufbaustudium ...
'Community' is a pervasive concept around the globe in early childhood education and care that remains mostly unchallenged. The notion of 'community' is widely utilised in theories and practices to describe the context and the social world of young children and their carers and educators. It is also a familiar term used in relation to curriculum and pedagogical frameworks and practices. Another concept that appears increasingly in the literature and in practical considerations is the possibility for early childhood settings to be places of 'democratic practice'. Democratic practice is hoped to prevent autocracy, to ensure pluralism and cater for diversity, and to enable collaborative knowledge production. However, community and 'democratic practice' are not without contention. This article considers the nexus and the contention between concepts of 'community' and 'democratic practice'. With Roberto Esposito's notion of communitas, it offers a possible theorisation of community that enables community to serve as a backdrop to 'democratic political practice' in early childhood education and care.
n this article, the disciplinary transitions of Pedagogik in Sweden during the last century are examined. The material used includes written expert assessments, inaugural lectures, syllabuses, descriptions of teaching and research duties, governmental reports and research activities. Three different periods are detectable. From the first decade until the mid-century, an embryonic stage of psychometrics and intelligence testing could be observed. From mid-century up to the mid-1970s, a neo-behaviouristic paradigm was growing strong and dominated school research and a new teacher education was launched, supported with professorships in school research. From the mid-1970s up to the turn of the century, research was characterised by a variety of research perspectives and approaches. The conception of the discipline seems to be stable but under development. Parliamentarians searched for another knowledge base for teacher education than Pedagogik at the end of this period. There is evidence of Pedagogik moving towards an interdisciplinary approach, but there are also contradictory movements.
The results leading to this publication have received funding from the Innovative Medicines Initiative 2 Joint Undertaking under grant agreement No 777394 for the project AIMS-2-TRIALS. This Joint Undertaking receives support from the European Union's Horizon 2020 research and innovation programme and EFPIA and AUTISM SPEAKS, Autistica, SFARI. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results. Any views expressed are those of the author(s) and not necessarily those of the funders.
In this investigation, the degree to which the economic status (i.e., Not Economically Disadvantaged, Economically Disadvantaged) of Texas Grade 4 boys and girls in special education was related to their reading performance was addressed. Archival data from the Texas Education Agency Public Education Information Management System were analyzed for 2014-2015, 2015-2016, 2016-2017, and 2017-2018 school years on the Texas state-mandated reading assessment for Grade 4 students. Inferential statistical analyses, conducted separately for boys and girls in special education, revealed that boys and girls in poverty had statistically significantly lower reading test scores than boys and girls who were not in poverty. Results in all four school years were consistent with the existing research literature in that poverty negatively affects reading performance. Implications for policy and practice were provided, as well as recommendations for future research.
This article critiques popular assumptions that underlie the ongoing politicisation of school history curriculum as an agent of social identity and behaviour. It raises some key research questions which need further investigation and suggests a potential methodology for establishing evidence-based understanding of the relationship between history education, historical consciousness, identity politics and civil discord. The proposed methodology is based on comparative research of the lived experience of history education and social disposition in two generations in three modern democratic nations each of which represent in their recent histories different models of social integration. The article suggests that without such evidence-based theorisation of the relationship between historical consciousness and social identity, the evolution of history curricula will remain vulnerable to the ongoing incursions of hostile but poorly conceived political rhetoric.
Decisions concerning marriage, fertility, participation, and the education of children are explained using a two-stage game-theoretical model. The paper examines the effects of (i) family law (cost of obtaining a divorce, alimony, availability of quasi-marriages such as PACS in France, and civil partnership in the UK), (ii) legislation concerning the assignment of property rights over total goods and assets acquired within marriage, (iii) enforceability of bride-price contracts, and (iv) length and effective enforcement of compulsory education. The predictions are consistent with two empirical observations. One is that, the tendency in developed countries is towards mother and father sharing market work and the care of the children equally between them, while the predominant pattern in developing countries is for the father to specialize in market work leaving the care of the children to the mother. The other is that the sign of the cross-country correlation between fertility and female labour market participation, negative until the mid-1970s, has turned positive where developed, but not developing countries are concerned since that date. The model provides a gender-neutral explanation of why girls in developing countries tend to get less education than boys of the same educational ability, and of why a substantial minority of women in some developed countries work and earn more than their male partners. We also derive and discuss the implications of a number of normative propositions.
Natural resource conflicts are major societal challenges. Transnational educational policies such as Education for Sustainable Development (ESD) stress the role of education for critical environmental consciousness, sustainable environmental action, and societal participation. Approaches such as the promotion of critical thinking and argumentation skill development on controversial human-environment relations are relevant to participate in decision-making on sustainable development. The transformative potential of ESD is based on these approaches. This thesis empirically examines the following research question: "Which challenges exist for the translation of the transnational educational policy Education for Sustainable Development (ESD) in pedagogic practice in geography teaching at English-medium secondary schools in Pune, India?" This study investigates pedagogic practice and the transformative potential of ESD within the setting of India's heterogeneous educational system. The analysis at five English-medium secondary schools in the emerging megacity of Pune focuses on the institutional regulations, power relations and cultural values that structure Indian geography education on the topic of water. To analyze the challenges that exist for the implementation of ESD in pedagogic practice, the study follows a theoretically anchored and didactically oriented analysis. At the conceptual level, this study pursues an interdisciplinary synthesis with elements of geographical developmental research, geographical education research, and sociology of education research. The theoretical framework for transformative pedagogic practice links concepts of BASIL BERNSTEIN's Sociological Theory of Education (1975-1990), PAOLO FREIRE's Critical Pedagogy (1996) and the didactic approach of argumentation skill development (BUDKE 2010, 2012). This conceptual approach offers an integrative multi-level analysis, which reflects the status quo of pedagogic relations and shows opportunities to prepare and encourage students to become vanguards for social and environmental transformation. The study is based on nine months of fieldwork at five English-medium secondary schools in Pune between 2011 and 2013. The methodological framework combines qualitative social science methods such as qualitative interviews, document analyses and classroom observations with an intervention study in geography lessons. The analysis of transformative pedagogic practice is differentiated into three interrelated levels: document analyses, field work and action research. Firstly, the thematic and methodological analysis of educational policies, curricula, syllabi and geography textbooks examines how institutional regulations for formal school education in India relate to the principles of ESD. In contrast to the National Curriculum Framework (2005), which promotes pedagogic principles similar to ESD, the contents and methods in geography syllabi and textbooks display a fragmented, fact-oriented and definition-oriented approach to the topic of water. The resource of water is presented as a fixed commodity, and the access to water is not depicted as socially constructed. The controversy of differing perspectives on water access in the students' urban environment is not presented. This contradicts ESD principles, which favor an integrated, skill-oriented and problem-based approach to topics at the human-environment interface. Secondly, the study examines how power relations and cultural values of teaching and learning shape pedagogic practice, and how these link to ESD principles. Teaching methodology in observed geography lessons depicts students as reproducers of knowledge, as they are expected to repeat teaching contents spelled out by the teacher and in textbooks. Strong framing and classification of classroom communication shape the teacher-student interaction. Current pedagogic practice in India transmits norms and values of respect and authority, rather than promoting questioning and critical thinking. The textbook governs classroom interaction, as the role of the teacher is to transmit a pre-structured selection of knowledge as depicted in the textbooks. The prescriptions in syllabi and textbooks barely leave enough time and space for students to develop skills in geography lessons, and constrain teacher's agency and control over the selection, sequence, pacing and evaluation of knowledge and skills. These norms represent a performance mode of pedagogy, which contrasts with the competence mode of pedagogic practice in ESD. As a democratizing teaching approach, ESD principles are in strong juxtaposition to the traditional hierarchical structures that occur and are reproduced in the country's myriad of educational contexts. Lastly, an intervention study identifies institutional, structural, and socio-cultural challenges and opportunities to translate ESD principles into geography teaching in India. To examine how ESD principles can be interpreted through argumentation on urban water conflicts, three ESD teaching modules "Visual Network", "Position Bar" (MAYENFELS & LÜCKE 2012), and "Rainbow Discussion" (KREUZBERGER 2012) were adapted to the topic and context of this study. The implementation process demonstrates how strong classification and strong framing in Indian geography education can be weakened. While the use of classroom space and teaching resources is changing and students actively participate, the focus on presentation, sequence and formal teacher-student interaction is sustained. The latter shapes teachers and students' re-interpretation of the ESD teaching modules. This implies that ESD and the promotion of argumentation skills only partly intervene in prevalent principles of pedagogic practice. The results demonstrate how the educational discourse of ESD fundamentally challenges the reproductive mode of pedagogic practice in the case of geography education in India, as it subverts cultural values, norms and constructions of teaching and learning. Despite this, ESD as a transformative pedagogic practice can contribute to gradually revising current geography teaching contents and methods towards promoting learner-centered teaching, critical thinking, and argumentation skill development. A contextualized understanding of how power relations shape and are reproduced in pedagogic practice can better link educational reforms to social reality. The study emphasizes the need for researchers and policy makers to demonstrate how principles of schooling can be altered for empowering students to obtain skills and gain knowledge to participate in decision-making, for example, concerning water resource conflicts, and to espouse sustainable development as conscious and critical citizens.
An address by President John R. Kirk of the Normal School, Kirksville, Missouri, delivered before the General Session of the National Education Association in Madison Square Garden, New York City, July 4, 1916. ; An address by President John R. Kirk of the Normal School, Kirksville, Missouri, delivered before the General Session of the National Education Association in Madison Square Garden, New York City, July 4, 1916. ; Mode of access: Internet.
Common themes of EU social policy include: the promotion of employment ; improved living and working conditions ; the equal treatment of employees ; adequate social protection ; and capacity building of the European citizenship. However, it is often the case that rural dwellers and, more specifically, rural NEETs, experience higher levels of marginalisation than their urban counterparts. Such marginalisation is evidenced by their exclusion from decision-making, public life, community, and society. These issues are compounded by an underdeveloped rural infrastructure, problematic access to education, limited employment opportunities, and a lack of meaningful social interaction. This study, a cross-sectional analysis, assesses a number (n = 51) of social interventions under the Youth Guarantee Programme from a social innovation perspective and presents a characterisation of examples of best practice across different dimensions of social innovations. This paper presents an examination of the potential of sustainable rural–urban ecosystems that are focused on supporting the symbiotic social innovation diffusion methods which can help to establish and sustain rural–urban pathways to improved education, employment, and training.
