Suchergebnisse

This dual methods study explored one social studies teacher education program as it attempted to incorporate a cycle of practice-based teacher education into a methods course for the purpose of democratizing the teacher education experience. In addition to detailing the pedagogical decisions of the course instructor, researchers followed two social studies teacher candidates into their student teaching experience. Findings suggested that promoting social studies practice through a pedagogy of enactment is not enough. Rather, mentor teachers, course instructors, and teacher candidates need to be aligned pedagogically as to the purposes and practices of social studies education.

Adult education practice is informed by the geographic spaces in which learning centers are located and in which outreach activities take place. Throughout American history practices such as redlining, lynching, zoning, and police brutality have been used to enforce racial segregation (Loewen, 2005; Rothstein, 2018). Thus, segregated spaces are products of white supremacy which complicate the work of adult education. The purpose of this paper is to explore how white supremacies shaping of spaces in the Midwest effects adult educators working for social justice.

Pairault, Thierry: The education challenge in China. Pairault, Thierry: Initial training and economic development. Bastid-Bruguiere, Marianne: Educational diversity in China. Nguyen, Christine Tri: The privatisation of education in China. Thireau, Isabelle ; Hua Linshan: Migrant workers and the "evening schools" in Shenzhen. Brunstermann, Birgit: Sino-German co-operation in the field of vocational training. How the "Dualsystem" can help vocational training in China

In closing remarks to conference participants, Raul Yzaguirre offers observations about nonprofit management education and its future. He notes that the nonprofit sector is growing in importance and impact, so it is not surprising that higher education has taken notice by developing degrees and programs. He acknowledges the role universities play in educating and professionalizing nonprofit management and leadership. However, he o fers caution about such programs by posing a danger. The danger is the possibility of migrating from a sector characterized by passion, citizen involvement, creativity, cause-oriented activism, and compassion with all its faults and all its messiness to one that is known for good management but sterile in ideas, lukewarm in passion, professionally detached from human suffering, and sheepishly obedient to whomever is ruling the state. Yzaguirre closes by extending a challenge to the sector to ensure inclusion and a welcoming environment by embracing others and reflecting American society.

In this paper we ask whether policies targeting a reduction in crime rates through changes in education outcomes can be considered an effective and cost-viable alternative to interventions based on harsher punishment alone. In particular we study the effect of subsidizing high school completion. Most econometric studies of the impact of crime policies ignore equilibrium effects and are often reduced-form. This paper provides a framework within which to study the equilibrium impact of alternative policies. We develop an overlapping generation, life-cycle model with endogenous education and crime choices. Education and crime depend on different dimensions of heterogeneity, which takes the form of differences in innate ability and wealth at birth as well as employment shocks. PSID, NIPA and CPS data are used to estimate the parameters of a production function with different types of human capital and to approximate a distribution of permanent heterogeneity. These estimates are used to pin down some of the model's parameters. The model is calibrated to match education enrolments, aggregate (property) crime rate and some features of the wealth distribution. In our numerical experiments we find that policies targeting crime reduction through increases in high school graduation rates are more cost-effective than simple incapacitation policies. Furthermore, the cost-effectiveness of high school subsidies increases significantly if they are targeted at the wealth poor. We also find that financial incentives to high school graduation have radically different implications in general and partial equilibrium (i.e. the scale of the programmes can substantially change its outcomes).