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Extensive research has shown that rural-to-urban migrant children in China face significant barriers to an urban public primary school education and often end up in poor-quality, migrant-run private schools. However, much less is known about what happens after children leave junior high school. This article therefore draws on two rounds of interviews with migrant children educated in Shenzhen, in 2008–9 and then in 2015–16, to examine in detail their experiences of schooling and labor-market entry. It identifies four distinct pathways of education—state vocational school, private migrant secondary school, state academic high school, and return to the countryside for further schooling—and suggests that these educational routes all ultimately lead to the same endpoint: regardless of pathway, aptitude, financial investment in education, and earlier career aspirations, migrant youths are channeled into low-skilled urban service work. This is in marked contrast to the hopes of parents that their children will achieve upward mobility through investment in education. This article analyzes the multiple reasons for the depressing uniformity of outcomes and the crucial role of state policy at both the central and local levels in perpetuating migrant disadvantage. (China J/GIGA)

"The government of the state of Pennsylvania": p.[191]-252. ; Includes index. ; "Useful books on this subject": p.11-12. ; Mode of access: Internet.

Under what conditions does foreign aid in a post-conflict environment foster state building and consolidation? This paper argues that in the aftermath of war for an aid regime to reinforce state building it needs to ensure continuity in strength of the state and to use recipient mechanisms and finance policies that generate a greater state capacity. The existence and continuity of a Weberian state increases the likelihood of effective state building, regardless of the aid regime. If the state is a relatively strong state with a Weberian bureaucracy, aid can further reinforce it when aid is spent through national systems, with efforts to ensure that the recipient leaders reinforce state effectiveness by implementing policies that require greater state capacity. However, even under more adverse initial conditions - a neo-patrimonial state - the aid regime and state building strategy matter. Under these conditions aid undermines state building if it induces discontinuity in the existing state capacity and creates parallel institutions to those of the state. With these policies, leaders will be preoccupied with the politics of patronage that maintain a weak state. Evidence for this argument is provided through pairwise comparison of state building patterns between South Korea and Taiwan, on the one hand, and Iraq and Afghanistan, on the other. These countries received significant amounts of aid in different periods; their situations differed on the key variables of my theory; and they achieved diverse results.

In this article, we analyse the narratives of Finnish young people regarding their educational choices for upper secondary education in a theoretical framework inspired by Bourdieu's forms of capital and Skeggs' concept of the classed value of self. Our data consist of interviews with 66 ninth-graders, produced in the Youth in Time research project. In the narratives, we identified six frames of choice between general upper secondary and vocational education and outside formal education. We also recognized that there was hesitation and various strategies that young people utilized in making their educational choices, based on their social and cultural capitals. Young people become aware of their value in the educational market through this process of making their choice. Their educational choices are complex and intertwined with gender, social class, social relations, racialization and locality.

The predictive ability of the Big Five personality traits and trait emotional intelligence (EI) of physical education (PE) teacher candidates' academic success was examined. A total of 295 PE teacher candidates aged 23 to 32 completed the Short Form Five Factor Personality Inventory
(Tatar, 2005) and the revised and adapted Schutte Emotional Intelligence Scale (Schutte et al., 1998) at the beginning of the 2007-2008 academic year. At the year's end, participants' grade point averages (GPAs) were matched to their trait EI and personality scores. Pearson product-moment
correlations and hierarchical regression were used to analyze data. Academic success as GPA was found to be positively related with Openness to Experience and Conscientiousness and negatively related with Neuroticism. Additionally, a regression model consisting of the Big Five personality
traits could predict a significant amount of variance in GPA. However, no association was identified between trait EI as measured by the Schutte Emotional Intelligence Scale and GPA. Trait EI also did not make any significant contribution to the predictive ability of the Big Five personality
traits.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Preface -- Acknowledgements -- 1 Prison Education in Context -- 2 Finding Voices -- 3 Pains and Coping with Time Inside -- 4 Shaping and Reshaping Identity -- 5 Education and Relationships -- 6 Education and Desistance -- 7 Understanding Education in Prison -- Index.

Objectives. Our objectives are to describe the policies adopted after PRWORA, which vary across states, to test for common underlying policy concepts, demonstrating how these policies are interrelated, and to examine whether policy stringency diffused to neighboring states results in greater policy stringency across all states over time. We convert textual TANF welfare guidelines into empirically derived policy dimensions and use the derived quantitative scores to describe variation and change in welfare policy dimensions across status during the 1996–2003 post‐welfare‐reform period.Methods. Utilizing the Urban Institute's Welfare Rules Database, we apply a factor analytic methodology to 78 unique state policy guidelines that were coded on a lenient‐to‐stringent continuum. Regression analyses, employing spatial contiguity weighting, are used to describe policy diffusion.Results. The results identified 15 underlying first‐order post‐welfare‐reform policy dimensions, which for scientific parsimony were further reduced to three second‐order underlying dimensions representing rules governing eligibility: eligibility requirements for groups, behavioral responsibilities for maintaining eligibility, and eligibility time limits and exemptions. Analysis of the quantitative scores showed that by 2003 states had become more lenient regarding eligibility criteria for groups but decidedly more stringent regarding behavioral guidelines for maintaining eligibility and eligibility time limits and exemptions. Spatial clustering is not found globally but is significant for some states at the local level. Spatial diffusion is apparent only for behavioral rules.Conclusions. Our results suggest that TANF policy variations across states go beyond payment levels to include salient eligibility rules. The patterns of variability in change scores across states do not support a pervasive "race to the bottom" conclusion.

Objectives: Our objectives are to describe the policies adopted after PRWORA, which vary across states, to test for common underlying policy concepts, demonstrating how these policies are interrelated, and to examine whether policy stringency diffused to neighboring states results in greater policy stringency across all states over time. We convert textual TANF welfare guidelines into empirically derived policy dimensions and use the derived quantitative scores to describe variation and change in welfare policy dimensions across status during the 1996-2003 post-welfare-reform period. Methods: Utilizing the Urban Institute's Welfare Rules Database, we apply a factor analytic methodology to 78 unique state policy guidelines that were coded on a lenient-to-stringent continuum. Regression analyses, employing spatial contiguity weighting, are used to describe policy diffusion. Results: The results identified 15 underlying first-order post-welfare-reform policy dimensions, which for scientific parsimony were further reduced to three second-order underlying dimensions representing rules governing eligibility: eligibility requirements for groups, behavioral responsibilities for maintaining eligibility, and eligibility time limits and exemptions. Analysis of the quantitative scores showed that by 2003 states had become more lenient regarding eligibility criteria for groups but decidedly more stringent regarding behavioral guidelines for maintaining eligibility and eligibility time limits and exemptions. Spatial clustering is not found globally but is significant for some states at the local level. Spatial diffusion is apparent only for behavioral rules. Conclusions: Our results suggest that TANF policy variations across states go beyond payment levels to include salient eligibility rules. The patterns of variability in change scores across states do not support a pervasive "race to the bottom" conclusion. Tables, Figures, References. Adapted from the source document.

The guide "Tribal Nations and the United States: An Introduction" developed by the National Congress of American Indians seeks to provide a basic overview of the history and underlying principles of tribal governance. The guide also provides introductory information about tribal governments and American Indian and Alaska Native people today. The purpose of the guide is to ensure that policy decision makers at the local, state, and federal level understand their relationship to tribal governments as part of the American family of governments. Additionally, this guide provides the information necessary for members of the public at large to understand and engage effectively with contemporary Indian Nations.