4,548 research outputs found
sj-docx-1-cos-10.1177_00207152241227810 – Supplemental material for The impact of marketization on school segregation and educational equity and effectiveness: Evidence from Australia and Canada
No full textSupplemental material, sj-docx-1-cos-10.1177_00207152241227810 for The impact of marketization on school segregation and educational equity and effectiveness: Evidence from Australia and Canada by Laura B Perry, Ee-Seul Yoon, Michael Sciffer and Christopher Lubienski in International Journal of Comparative Sociology</p
Naxwaha Sifayneed ee Afsoomaaliga: mugga kowaad (mi): Ereyeynta
No full textQoraagu wuxuu buuggan ku lafagurayaa qaybaha hadalka ee Af-soomaaliga, gaar ahaan xagga sarfaha ereyga.In questo testo, l'autore presenta un'analisi relativa alle parti del discorso della lingua somala, con un particolare focus sulla morfologia.In this text, the author presents an analysis of the parts of speech of the Somali language, with a particular focus on morphology
NEPC Review: The Texas Economy and School Choice
No full textIn a recent report, The Texas Economy and School Choice, written by Arthur Laffer for the Texas Association of Business and the Texas Public Policy Foundation, Laffer evaluated the effect of the proposed Taxpayer Savings Grant Program (TSGP)—essentially a universal voucher program designed to provide school choice to every student in Texas. Laffer concludes that by raising graduation rates, improving education achievement, and thus increasing human capital, the TSGP would substantially raise wages and income for working families, thereby improving economic growth in Texas. In this review, we highlight two profoundly problematic areas of the report. First, Laffer’s assertions about the educational benefits of choice represent a severe overreach with and misapplication of the available research. Second, the author’s economic estimations are over-generalized and heavily biased towards those families who already have the wealth to choose and relocate. The report applies simplistic economic logic to education and fails to consider all but an extremely narrow and inappropriate slice of research on education, making the report unsuitable as a basis for public policy decisions.</p
NEPC Review: The Texas Economy and School Choice
No full textIn a recent report, The Texas Economy and School Choice, written by Arthur Laffer for the Texas Association of Business and the Texas Public Policy Foundation, Laffer evaluated the effect of the proposed Taxpayer Savings Grant Program (TSGP)—essentially a universal voucher program designed to provide school choice to every student in Texas. Laffer concludes that by raising graduation rates, improving education achievement, and thus increasing human capital, the TSGP would substantially raise wages and income for working families, thereby improving economic growth in Texas. In this review, we highlight two profoundly problematic areas of the report. First, Laffer’s assertions about the educational benefits of choice represent a severe overreach with and misapplication of the available research. Second, the author’s economic estimations are over-generalized and heavily biased towards those families who already have the wealth to choose and relocate. The report applies simplistic economic logic to education and fails to consider all but an extremely narrow and inappropriate slice of research on education, making the report unsuitable as a basis for public policy decisions.</p
Fundamental view of the outcomes of entrepreneurship education
No full text
The research
paper presents a holistic framework of the outcomes of entrepreneurship
education (EE) at educational and socio-economic levels. Employing the general
scientific research methods, monograph and logical construction, the author investigates
the fundamental origins of the European Competence Framework for
entrepreneurial learning and identifies a scientific justification for its
implementation. This work is also the first to exploit an integral view of
entrepreneurship as a combination of employability, intrapreneurship and
venture creation – for measuring the impact of entrepreneurship education, and
to set linkages between learning outcomes in real life and educational settings.
The target audiences for this paper include entrepreneurship educators,
researchers and EE decision-makers. </p
Being chosen and performing choice : young people engaging in imaginative and constrained secondary school practices in Vancouver, BC, Canada
No full textOver the last three decades, the political project of school choice policy, promoted by the Vancouver School District and the BC Ministry of Education, has been contentious. Many have contended that school choice further contributes to the fragmentation and associated hierarchies of the education system and of social structures in the urban context of Vancouver, a major city with rapidly rising ethnic diversity and socio-economically polarizing urban redevelopment. To shed further light on these concerns about school choice, in this study I investigate the ways in which young people, ages 11–19, positioned at various social, racial, and geographic locations and with varied social experiences, make sense of school choice policy. Here I focus particularly on the ways in which young people imagine, experience, and form certain modes of social, spatial, and racial identification and groups, as well as on the relationships between these groups under the mechanism of school choice. Between 2009 and 2010, I carried out a multi-sited ethnographic study from a critical socio-phenomenological perspective. I conducted 59 semi-structured interviews with students in transition (Grades 7, 8, and 12), observed 16 school information evenings and two secondary schools over a six-month period, and analyzed media discourses and policy texts as they pertained to broader social, urban, and political changes. I drew upon an interdisciplinary analytical framework of critical policy studies and youth studies and focused on three theoretical concepts: the imaginary, the imagination, and imaginary capital. These three concepts provide a key analytical framework for understanding the ways in which school choice complicates young people’s classification struggles and distinction-making (Bourdieu, 1984) within the widely circulating dominant social, urban, and national imaginary. I conclude that while current local policies of school choice can provide enriched alternative programs, they do so for only highly selective and competitive groups of students. Overall, my research findings point to the reality that school choice deepens existing social, spatial, and racial divisions, aggravates tensions, and ultimately worsens existing inequalities while producing new forms of social and educational stratification in the rapidly diversifying global city of Vancouver.Education, Faculty ofEducational Studies (EDST), Department ofGraduat
Being Chosen and Performing Choice: Young People Engaging in Imaginative and Constrained Secondary School Practices in Vancouver, BC, Canada
No full textFrom GERM (Global Educational Reform Movement) to NERM (Neoliberal Educational Reform Madness)
No full textThis article examines a popularized term, the Global Education Reform Movement (GERM), and its underlying paradigm of neoliberalism. It elucidates neoliberalism’s maddening effects on the education sector, especially public education. To analyze these effects, I draw from and adapt Michel Foucault’s analytical approach to madness. My analysis focuses on the following maddening effects of neoliberalism on education: (1) it obstructs us from seeing inequalities; (2) it creates a desperate passion amid the rise of school choice; and (3) it eliminates reason and creates unreason in the school selection and admissions processes. My analysis is based on reflections on my decade-long research on school marketization and school choice in Canada. I conclude by suggesting that collective visions and concrete steps are needed to move toward equitable educational structures, discourses, and practices that resist or challenge the neoliberal education reform madness (NERM)
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