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52. The Role of Curriculum in Fostering National Cohesion and Integration: Opportunities and Challenges. IBE Working Papers on Curriculum Issues No. 11
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International Bureau of Education (IBE) (Switzerland) and Njeng'ere, David
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Curriculum planning emphasizes that education should serve to enable society to achieve its needs and aspirations. One such need in Kenya, which has remained largely elusive, is national cohesion and integration. Research has revealed that education contributes to the development of social capital by increasing individual propensity to trust and be tolerant. Learning as a social activity has a strong influence on the development of shared norms and the value placed on tolerance and understanding within a community. This paper discusses the relationship between education and cohesion. It explores the contemporary conceptualization and practice with respect to the place of national cohesion and integration in the school curriculum. The paper argues that the gap between the intended, implemented and achieved curriculum is too wide, and this especially undermines the affective domain, which is the mainstay of providing learners with opportunities to practice cohesion and integration. The paper further discusses the extent to which the current school curriculum is designed to foster national cohesion and integration, and evaluates achievement of this intention suggesting that the school policies and context do not empower learners with attitudes that facilitate cohesion. Finally, the paper explores the opportunities and challenges that exist within the school curriculum to foster national cohesion and integration. A bibliography is included.
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- 2014
53. Improving Labour Market Outcomes through Education and Training. Issues Paper No. 9. Produced for the Closing the Gap Clearinghouse
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Australian Institute of Family Studies (AIFS), Australian Institute of Health and Welfare, Closing the Gap Clearinghouse, Karmel, Tom, Misko, Josie, Blomberg, Davinia, Bednarz, Alice, and Atkinson, Georgina
- Abstract
In recent years, the level of participation and attainment by Indigenous Australians in education and training has improved, yet substantial gaps still exist between Indigenous Australians and non-Indigenous Australians. Education has to be a key focus if the gap between Indigenous and non-Indigenous employment rates is to be closed. This report draws from the 2011 Census data to quantify its importance for labour market participation, employment, and occupational destinations. The research is extensive and varied, and includes academic research articles published in refereed journals and other publications published or completed over the last 10 years. Also provided is the authors' own analyses of the 2006 and 2011 Census, and of data from the ABS (Australian Bureau of Statistics) Labour Force Survey, National Apprentices and Trainees Collection, National VET (Vocational Education and Training) Collection, the Schools Australia catalogue, and the Student Outcomes Survey. The authors use those to provide descriptive information as well as to investigate linkages between participation and attainment in education and training and employment. The report begins by providing a snapshot of key demographics, followed by information on participation and outcomes from senior secondary education, vocational education and training (including apprenticeships and traineeships), and higher education. This is followed by a detailed account of employment outcomes across regions and occupations. The role of educational attainment in explaining the disparity in employment rates is then given a special focus. This document reports on studies that have looked at the need to take into account the multiple elements of economic participation, and focuses in more detail on the role of social capital, cultural attachments, and employer discrimination. It concludes with an emphasis on key findings about the role of education and the need to streamline programs and strategies. Appendices provide extra detail on methodological approaches and programs (including key objectives, funding regimes, and program evaluations). They are as follows: (1) Methodology for decomposition; (2) Selected programs aimed at young people and their parents by participation or progress to date; (3) Selected programs aimed at VET and higher education by participation or progress to date; (4) Selected programs aimed at improving employment outcomes by participation or progress to date; and (5) Additional relevant material in the Clearinghouse.
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- 2014
54. The Lawrence W. Green paper of the year award.
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- Health Education, Humans, Awards and Prizes, Health Behavior, Publications, Social Capital
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- 2015
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55. Literally Looking at Links – Mapping Communication and Content on Twitter
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Rehm, Martin, Daly, Alan J., del Fresno, Miguel, Bjorklund, Peter, Jr., Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Kurbanoğlu, Serap, editor, Špiranec, Sonja, editor, Ünal, Yurdagül, editor, Boustany, Joumana, editor, and Kos, Denis, editor
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- 2022
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56. Betting on the House: The Impact of Gambling on Homeownership in Australia.
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Baako KT, Mintah K, Churchill SA, and Farrell L
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- Humans, Australia, Probability, Gambling psychology, Social Capital
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Gambling is commonly associated with social and economic disadvantage. In this paper we examine the impact of gambling on homeownership, using Australian panel data. We find that gambling is associated with a lower probability of homeownership. Specifically, our endogeneity corrected estimates show that an increase in problem gambling is associated with between 1.6 and 1.8 percentage point decrease in the probability of owning a home depending on the model. Our result show that financial stress and social capital are channels through which gambling influences the probability of homeownership., (© 2023. The Author(s).)
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- 2024
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57. Culinary Capital and Conceptualisations of School Mealtime
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Gurpinder Singh Lalli
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This paper presents ethnographic work conducted to investigate how notions of culinary capital have the potential to shape the everyday experiences of children during mealtime in school. Children's early experiences with mealtimes and food are critical determinants for eating behaviour over the life course. The paper presents an account of conceptual debates based on longstanding ethnographic work on school food with a particular focus on a case study of Maple Field Academy to frame the research. Research methods used included semi-structured interviews, fieldnotes and photographs with the aim of capturing a rich picture of the school. This paper introduces Laird's sensory theory to frame the discussion. This research calls for the need to recognise the social good that can be realised from participating in mealtimes and school is a microcosm of society, which means it can function as a driver for social change. The paper calls for more engagement with social theorising on studies which focus on researching food in school.
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- 2024
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58. Out of a Crisis Comes Resilience: Community School Coordinators Work through the Pandemic to Generate Social Capital in Baltimore's Neighborhoods
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Jessica Shiller
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The global pandemic was traumatic for everyone, and it revealed the vast inequity in public services to which people have access. Fortunately, community schools had been coordinating services to meet the needs of their families prior to the pandemic, and when schools closed in 2020, they kicked into high gear to provide for those needs. This paper reports on interviews with 15 community school coordinators in Baltimore conducted at the end of the pandemic period to find out how they went about meeting community needs. Findings indicate that coordinators played a crucial role in getting families' basic needs (i.e. food, shelter, clothing) met, but they also built trusting relationships, generating social capital in their neighborhoods set in racially segregated neighborhoods as a result of decades of redlining and policies meant to isolate Black communities. In the end, this paper argues that community school coordinators need more support to convert the social capital into further advocacy alongside the families with whom they work.
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- 2024
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59. Measuring the Impacts of ICT Using Official Statistics. OECD Digital Economy Papers, No. 136
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Organisation for Economic Cooperation and Development and Roberts, Sheridan
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This paper describes the findings of an OECD project examining ICT impact measurement and analyses based on official statistics. Both economic and social impacts are covered and some results are presented. It attempts to place ICT impacts measurement into an Information Society conceptual framework, provides some suggestions for standardising terminology and methodologies, and advocates for further work in a number of hardware and software areas. (A bibliography is included. Contains 19 footnotes, 4 figures and 3 tables.)
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- 2008
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60. Capacity Development for Education Systems in Fragile Contexts. Working Paper
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European Training Foundation (ETF) (Italy) and Davies, Lynn
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This paper examines fragility, capacity development and education and the links between these by analysing relevant research and policy literature. It proposes ways forward for action and reflection at national, regional and international levels. An important element of capacity development in education systems is the establishment of education standards and indicators. This entails the development of countrywide and local indicators of both fragility and recovery, as well as indicators of success. Although the provision of services is likely to be a higher priority in these situations, it is important to collect data and establish indicators as early as possible. Building capacity locally to collect, analyse and report on key indicators is also an important step. Reporting and monitoring should not be used to assign blame, but should be seen as a learning activity that allows innovation and experimentation with new ideas. Regional cooperation can play a significant role in peer learning and stakeholder exchange to improve knowledge management and exchange good practice. For example, in labour migration and refugee situations the accreditation of learning across borders can become an issue for capacity development. Capacity development for local staff might also be needed to enable them to deal more effectively with multiple international and donor organisations. Appended are: (1) Categories of "fragile state"; (2) Main components of the fragile states agenda; and (3) Alignment. A bibliography is included. (Contains 3 tables and 13 footnotes.)
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- 2009
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61. Skilled Voices?: Reflections on Political Participation and Education in Austria. OECD Education Working Papers, No. 11
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Organisation for Economic Cooperation and Development, Walter, Florian, and Rosenberger, Sieglinde
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This study, part of OECD/CERI's project on Measuring the Social Outcomes of Learning, investigates the relationship between educational attainment and political participation in Austria. First, a model based on various theoretical considerations is introduced. This incorporates direct educational effects as well as indirect effects that occur through material resources, social capital, civic orientations and values. Using a multivariate analytical approach the model is applied to the 2002 European Social Survey. Three forms of political participation are distinguished, namely voting, elite-directed and elite-challenging activities. Educational attainment is found to have significant effects on all three types but the strongest impact is on elite-challenging activities. The latter includes forms of political action such as signing petitions and buying or boycotting certain products which are increasingly accepted as a legitimate way to express one's political preferences. Most of the effects of education arise through intermediate variables, including social capital (especially affiliation with non-political organisations), civic orientations (political interest as well as internal and external efficacy) and individual (postmaterialist) values. The effect of education on elite-directed activity operated primarily through organisational affiliation, as well as internal and external efficacy. In contrast, the effect of education on elite-challenging activity seems to be fostered via social environments that combine high levels of political interest, interpersonal trust, postmaterialist values and a certain degree of scepticism against political institutions. The paper concludes with suggestions for policy and research. (Contains 11 footnotes, 2 figures and 12 tables.)
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- 2007
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62. Playing the 'Research Game' in Marginalised Fields
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Mathematics Education Research Group of Australasia (MERGA), Jorgensen, Robyn, and Graven, Mellony
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In this paper we reflect on our combined work in some of the most marginalised educational contexts in the Southern Hemisphere. We draw on the work of Bourdieu to frame the paper. We propose the working in marginalised education settings requires a particular habitus or way of being to be able to play the research game. Underpinning our approach is the South African construct of Ubuntu, which is very much about collaboration--I am because we are--so that there is a move away from doing research "on" participants and contexts to one which is very much about doing research "with" participants and contexts. We find Bourdieu's notion of game as a powerful construct to theorise ways of thinking about the field of educational research.
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- 2022
63. Family Capital: How First-Generation Higher-Education Students Break the Intergenerational Cycle. Discussion Paper No. 1322-07
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Wisconsin Univ., Madison. Inst. for Research on Poverty. and Gofen, Anat
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The first children in a family to attain a higher education, referred to as "first-generation students," embody the realization of social mobility. Previous analysis has often portrayed them as succeeding despite their family background. This research suggests that although they face many material challenges, their families are often a key resource, rather than a constraint. This research attempts to reveal what enabled the intergenerational cycle of disadvantage to be broken. In-depth, semi-structured interviews were used to collect data from Israeli families in which intergenerational mobility took place (N = 50). Employing a grounded theory approach, the analysis reveals that breaking the intergenerational cycle mostly concerns family day-to-day life, and that it reflects three main components: time horizon, interpersonal relationships, and family values. (Contains 3 tables and 1 figure.)
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- 2007
64. Poverty in Albania: A Qualitative Assessment. World Bank Technical Paper.
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World Bank, Washington, DC., De Soto, Hermine, Gordon, Peter, Gedeshi, Ilir, and Sinoimeri, Zamira
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This World Bank qualitative assessment of poverty in Albania outlines five objectives: (1) it seeks to develop the understanding of poverty in the country by involving poor Albanians in a process of exploring the causes, nature, extent of poverty and its effects; (2) it is intended to support the Growth and Poverty Reduction Strategy Paper (GPRS), under preparation by the Government of Albania; (3) it supports preparation of the Country Assistance Strategy (CAS), and the Living Standards Measurement Survey (LSMS) process; (4) it supports ongoing research on formal and information institutions in Albania that are relevant to poverty; and (5) it identifies emerging areas of concern that will require attention. The study is based at 10 sites in various parts of Albania representing: (1) a mix of regions; (2) different topographies; (3) different types of economies and industries; (4) presence of minorities; and (5) existence of large-scale processes such as migration and trade relationships. Analysis consisted of a literature review; 43 focus groups; over 80 open-ended interviews with community members; over 100 expert interviews; and 460 interviews for the household survey. Findings suggest that poverty developed in the study sites from a weak economic base at the beginning of reform, worsened as the reforms continued, and accelerated during the 1997 financial crisis. Households interviewed perceived five factors causing poverty: (1) unemployment; (2) insufficient and poor quality land; (3) lack of formal institutions to support the industrial and agricultural sectors; (4) the government's inability to respond to their increasingly fragile situations with inadequate infrastructure, public security, healthcare, educational services; and (5) the inability of informal coping mechanisms to continue to support the minimum needs of households under duress. (Contains a bibliography, two annexes (explanation of social capital and "The List"), a map of Albania, and 13 tables.) (BT)
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- 2002
65. Community Programs and Women's Participation: The Chinese Experience. Working Paper.
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World Bank, Washington, DC., Coady, David, Dai, Xinyi, and Wang, Limin
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A community development program in rural China aimed to enhance women's economic and social opportunities as a means of lowering fertility rates. The program involved agricultural seminars and extension services, organized cultural and entertainment activities, and political meetings. Village leaders took part in seminars on community development, women's participation, and their impact on women's fertility attitudes. Women were given priority access to agricultural extension services supported by local government, including information, training, and technical assistance related to farming techniques and various economically productive activities. Funds for setting up village libraries, reading rooms, and social and entertainment facilities came from village taxes or general funds. The program was implemented in 1993 across 17 of China's 28 provinces. This paper examines the program's social and economic impact, drawing on a detailed 1996 household survey conducted in 38 participating and 19 nonparticipating villages. The program substantially increased women's economic and social participation and household income. However, income gains accrued only to participants, and partly at the expense of nonparticipants. The program also produced broader social benefits, having significant positive influences on gender and fertility attitudes and on expenditures for children's education. The findings support the view that effectively implemented gender-focused interventions can have substantial social benefits when supported by the necessary legal and institutional framework. (Contains 54 references.) (SV)
- Published
- 2001
66. Bilingual Education and America's Future: Evidence and Pathways. A Civil Rights Agenda for the Next Quarter Century
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Civil Rights Project / Proyecto Derechos Civiles, Center for Civil Rights Remedies (CCRR), Porter, Lorna, Vazquez Cano, Manuel, and Umansky, Ilana
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The call for more expansive access to bilingual education is grounded in a comprehensive synthesis of evidence on the benefits of bilingual education, bilingualism, and biliteracy for students and the larger social fabric. Many studies find that access to bilingual education programs has a medium to large positive impact on students' academic achievement, while also supporting a higher likelihood of being reclassified out of English learners (EL) status to fluent English proficient. Importantly, the benefits of bilingual education and bilingualism go beyond academic and English language outcomes, with benefits for students' home language development, cognitive functioning, social-emotional and sociocultural outcomes, and students' future employment and earnings. This paper looks at the next 25 years of education and policy making regarding students classified as EL. Given the strong research evidence on the benefits of bilingual education and need to address barriers to opportunity experienced by English learners, this paper strengthens the case for federal, state and local education policy and action that looks toward the implementation of bilingual education as the standard service--rather than exception--for EL-classified students. [For the executive summary, see ED628814.]
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- 2023
67. Hard Lessons: Primary Schools, Community, and Social Capital in Nigeria. World Bank Technical Paper No. 420. Africa Region Series.
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World Bank, Washington, DC. and Francis, Paul A.
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This study, based on data from a 1997 survey of 54 Nigerian primary schools and their client communities, was commissioned in order to assist the National Primary Education Commission (NPEC) in improving primary education services. Stakeholders consulted included parents, pupils, teachers and head teachers, community leaders, educational administrators, and supervisors in the target school areas. Serious problems were identified in the following areas: (1) infrastructure: classroom space and facilities were found to be inadequate and in poor repair, with insufficient funds to maintain facilities or obtain supplies; (2) instructional materials: textbooks supplies were inadequate; (3) staff conditions and training: many teachers lack minimum qualifications for primary school teaching--teacher morale is eroded by low pay, poor working conditions and inadequate facilities, gender imbalances in staff cadres, and wholesale staff transfers; (4) enrollment, attendance, and retention: regional imbalances in enrollment were found; (5) funding: tension exists between Local Government Areas (LGA) and the State Primary Education Boards that control federal funds for salaries and operational costs--local governments feel disenfranchised from control of schools and educational resources made available for their areas; and (6) community participation: while financial needs for building repairs and supplies are frequently met by parent and community-based organizations, economic differentiation results in inequitable community involvement. Wealthy families often abandon public primary schools in favor of private education. Recommendations are made for improvements to be made in each of these areas. (MM)
- Published
- 1998
68. Motivation and Characteristics of Social Media Use Behavior of New Generation Entrepreneurs
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Sun, Qing-Jie, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Shen, Jian, editor, Chang, Yao-Chung, editor, Su, Yu-Sheng, editor, and Ogata, Hiroaki, editor
- Published
- 2020
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69. Can Reinforcement Learning Enhance Social Capital?
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Zhao, He, Su, Hongyi, Chen, Yang, Liu, Jiamou, Yan, Bo, Zheng, Hong, Barbosa, Simone Diniz Junqueira, Editorial Board Member, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, U, Leong Hou, editor, Yang, Jian, editor, Cai, Yi, editor, Karlapalem, Kamalakar, editor, Liu, An, editor, and Huang, Xin, editor
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- 2020
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70. Organizational Training and Relationship Building for Increasing Public Participation in a Public School District
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Poynton, John, Makela, Carole, and Haddad, Don
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From the early twentieth century to the present, citizen participation in U.S. public institutions--particularly schools--has continually decreased. The trend has been linked to the bureaucratization of public schools and their increasing reliance on expert knowledge for solutions to school- and education-related problems. The purpose of this study was to evaluate the impact of a parent training program designed to increase a school district's capacity for public participation by parents and other citizens. The program--known as Leadership St. Vrain--provided citizens knowledge about school district operations and management (know-how) and relationship-building opportunities with key decision makers (know-who). This article focuses on the experiences and participation of the citizens from a mixed-methods study that collected data using two original survey instruments, follow-up interviews, and archival documents. Of the five domains studied, this paper focuses on findings for the domains of knowledge, relationships, and action, as well as the secondary ripple effect from participants to others who did not participate in the training.
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- 2014
71. Building Organisational Capability the Private Provider Way
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National Centre for Vocational Education Research and Guthrie, Hugh
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Organisational capability is recognised as a key to organisational success. The combination of human capital (peoples' skills and knowledge), social capital (relationships between people) and organisational capital (the organisation's processes), is central to building an organisation's capability. This paper, presented at the 2008 annual conference of The Australian Council of Independent Vocational Colleges, summarises what is known about building capability among the VET sector's private providers. Its insights are based on a comprehensive program of research, "Supporting VET providers in building capability for the future", conducted from 2005 to the end of 2007. The research explored factors which enhance or inhibit vocational education and training (VET) provider capability. Private providers are numerous, usually small, and diverse. Individually, they aim to create unique goods and services which provide features or benefits of superior value for their customers, especially in niche markets. They are the "boutique stores" of the VET sector and are, collectively, significant providers of vocational education and training. (Contains 3 notes.)
- Published
- 2008
72. What Makes Charitable Crowdfunding Projects Successful: A Research Based on Data Mining and Social Capital Theory
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Wang, Xizi, Wang, Li, Barbosa, Simone Diniz Junqueira, Series Editor, Filipe, Joaquim, Series Editor, Kotenko, Igor, Series Editor, Washio, Takashi, Series Editor, Yuan, Junsong, Series Editor, Zhou, Lizhu, Series Editor, Ghosh, Ashish, Series Editor, Park, Jong Hyuk, editor, Shen, Hong, editor, Sung, Yunsick, editor, and Tian, Hui, editor
- Published
- 2019
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73. Impact of Socio-Cultural Factors onto the National Technology Development
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Gorlacheva, Evgeniya, Omelchenko, Irina, Drogovoz, Pavel, Yusufova, Olga, Shiboldenkov, Vladimir, Barbosa, Simone Diniz Junqueira, Editorial Board Member, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Alexandrov, Daniel A., editor, Boukhanovsky, Alexander V., editor, Chugunov, Andrei V., editor, Kabanov, Yury, editor, Koltsova, Olessia, editor, and Musabirov, Ilya, editor
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- 2019
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74. Functions of Turkish Complementary Schools in the UK: Official vs. Insider Discourses
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Çavusoglu, Çise
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Complementary schools in the United Kingdom (UK) are community organised schools with the general aim of teaching younger generations their "native" languages and cultures. However, the aims and practices of these schools are predominantly dependent on changes in the social and political contexts both in the host country (in this case the UK) as well as in the respective "home" countries of these children. This study focuses on one such Turkish complementary school in London, aiming to describe and analyse the functions of these schools more broadly, by means of a variety of perspectives and using a social constructivist approach. Data collected from official documents, participant observations, as well as interviews with parents, teachers, students and organisers of the schools, were analysed, focusing on the emerging themes in relation to the functions and practices of the schools. The analysis revealed that the official discourses, which stress the issue of underachievement amongst young people from Turkish speaking backgrounds in the UK, differ strikingly from the participants' perceptions of the functions of the school, as well as the actual teaching and learning practices found there. This discrepancy is attributed to trends in current neo-liberal educational discourses and the discourses surrounding ethnically-oriented educational provisions in the UK.
- Published
- 2014
75. Community, Diversity and Innovation in Rural and Remote Education and Training. Proceedings of the National Rural Education Conference of the Society for the Provision of Education in Rural Australia (22nd, Hobart, Tasmania, Australia, July 2006)
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Society for the Provision of Education in Rural Australia. and Boylan, Colin
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The papers contained in this document represent the keynote addresses, refereed and non-refereed conference papers from the 22nd National Conference of Society for the Provision of Education in Rural Australia (SPERA). The theme for this national conference was: Community Diversity and Innovation in Rural and Remote Education and Training. Keynote addresses in this proceedings include: (1) The Why and How of Provision of Online Extension Programs for Highly Able/Gifted Students in Rural Schools in Tasmania (Angela Cooke and Wendy Fletcher); (2) The Benefits of Online Programs for Gifted Students from Rural Schools--A Support Teacher's Perspective (Marietta Sansom-Gower); (3) Rural and Regional Australia: Change, Challenge and Capacity (Anne Hampshire); and (4) Current Issues in Rural Education in Newfoundland and Labrador (Dennis M. Mulcahy). Refereed papers in this directory of proceedings include: (5) Linking Place and Effective Literacy Teaching (Pam Bartholomaeus); (6) An Application of the Theory of Planned Behaviour in Predicting and Understanding Relocation Intentions of Regional Tertiary Students (Dianne Boxall); (7) Towards a Spatial "Self-Help" Map for Teaching and Living in a Rural Context (R. John Halsey); (8) Evaluation of a Pre-University Program for Senior Secondary Students Making Career Choices: Implications for Program Design and University Promotional Activities (Lyn Hughes and Beverley Moriarty); (9) Multilevel Analysis and Its implications for Rural Education Research (Quynh Le and Rosa McManamey); (10) Beyond the Line and Closer to the Edge (Colin R. Boylan and Ted R. Munsch); (11) An Early Glimpse of University and Health Careers for Regional Year 10 Students (Joy Penman, Bronwyn Ellis, Frances White, and Gary Misan); (12) Whyalla-Worcester Connection: The Value of Short-Term Rural Clinical Placements (Joy Penman, Valerie Gorton, Katy Darby, and Karl Jones); (13) What Role for Social Capital? Establishing a Warrnambool Community Education Program for Disengaged Students (Linda Thies); and (14) Place, Schools and Communities: New Beginnings in Rural NSW (Andrew Wallace and Colin Boylan). Non-refereed papers include: (15) Will Privatisation or Deregulation Have Most Impact on the Provision of Distance Education for Rural High Schools? (Charles Bradley); (16) Education and Training: "The Fijian Way" (Don Boyd); (17) Inter-Sectoral Partnership and Collaboration in the Pilbara: A Reality (Don Boyd and Emmy Terry); (18) Creating Multi-Age Classes: Exploring the Challenges, Benefits and Strategies (Colin Boylan and Dennis Mulcahy); (19) Connecting Students, Community and University (Julie Godwin and Ingrid Wijeyewardene); (20) Yes You Can Afford It! Supporting Pre-Service Teachers in Their Desire to Complete a Teaching Experience in Rural or Remote Queensland (Sheila King and Alison Mander); (21) Indigenous Parent Workshops (Rosemarie Koppe, Maxine Zealey, and Leo Dunne); (22) One State, Five Distinct Native Cultures: Place-Based Educational Efforts in Alaska (Ted R. Munsch); (23) The "Place" of Social Justice in Rural Education Discourse (Phil Roberts); and (24) Local Teachers: Using Local People as Teachers in Small Communities (Russell Yates). Individual papers include references, tables, and figures. [Abstract modified to meet ERIC Guidelines. For the 2001 proceedings, see ED470615.]
- Published
- 2006
76. Regulating CEO pay and green innovation: moderating role of social capital and government subsidy.
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Li Q, Maqsood US, Zahid RMA, and Anwar W
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- Salaries and Fringe Benefits, China, Financing, Government, Humans, Government, Motivation, Social Capital
- Abstract
The Chinese government has implemented the policies to regulate executive (CEO) pay in state-owned enterprises (SOEs) with the aim of promoting wage equality. This study examines whether these policies affect the motivation of CEOs to engage in green innovation (GI). By analyzing data from Chinese listed SOEs between 2008 and 2017, the study reveals an unintended environmental consequence of regulating CEO pay. We found a negative causal relationship between regulating CEO pay and GI. Moreover, we provide evidence that social capital act as a mitigating factor promotes cooperation and a shared sense of responsibility towards sustainable practices. Additionally, government subsidies provide financial incentives and support for businesses to invest in sustainable practices and technologies, which can offset the negative impact of CEO pay regulation on GI. The results of this study offer policy recommendations to encourage sustainable environmental initiatives; the government should increase its support for GI and introduce new incentives for managers. Overall the study findings are robust and remain valid even after conducting rigorous testing with instrumental variables and other robustness checks., (© 2023. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)
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- 2024
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77. The Introduction of ICTs in Chilean Schools – An Analysis of the Various Initiatives Since Enlaces and the Issues Faced by the Mapuche
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Toro, Fernando, Rannenberg, Kai, Editor-in-Chief, Sakarovitch, Jacques, Editorial Board Member, Goedicke, Michael, Editorial Board Member, Tatnall, Arthur, Editorial Board Member, Neuhold, Erich J., Editorial Board Member, Pras, Aiko, Editorial Board Member, Tröltzsch, Fredi, Editorial Board Member, Pries-Heje, Jan, Editorial Board Member, Kreps, David, Editorial Board Member, Reis, Ricardo, Editorial Board Member, Furnell, Steven, Editorial Board Member, Furbach, Ulrich, Editorial Board Member, Winckler, Marco, Editorial Board Member, Malaka, Rainer, Editorial Board Member, and Mavengere, Nicholas, editor
- Published
- 2019
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78. From 'Service' to 'Partnership': Harnessing Social Capital in Support of Activity in Third Space Environments
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Celia Whitchurch
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In more fluid higher education environments, the concept of third space has been developed to explore the activities of groups of staff who do not necessarily fit formal institutional descriptors. This paper draws on qualitative data from 26 respondents, in eight UK universities, who described significant elements of their work as occurring between professional and academic spheres of activity. Comparing individuals categorised as fully fledged 'third space professionals' with those categorised as simply 'working in third space', the paper suggests that the way individuals build and use social capital, and the recognition accorded to them by institutions, not only impacts on the way that they develop their roles but also is a significant factor in determining their career direction and aspirations. Furthermore, this has led to a general shift from the concept of service to one of partnership between colleagues, whether they are formally classified as 'academic' or 'professional'.
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- 2024
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79. 'English is Like a Credit Card': The Workings of Neoliberal Governmentality in English Learning in Pakistan
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Syed Abdul Manan
- Abstract
Employing neoliberal governmentality as a conceptual frame, this paper presents evidence from the mushrooming English language academies from Pakistan to demonstrate that how neoliberal rationality as a normative order of reason governs the minds of learners and teachers without governing. Drawing on the analysis of an open-ended interview protocol and semi-structured interviews, the findings suggest that learning more English is believed to render them competitive in the current linguistic market. The rationality is deeply interwoven with the logic of the market. English is considered instrumental for social survival, a tool that promises all forms of social, cultural, and economic capital. The paper discusses that how the knowledge that neoliberal rationality internalises, apparently governs participants' discourses, actions, and their self-technologies. Self-technologies manifest in their conduct of relentless self-development and self-entrepreneurship. Recurrent neoliberal lexicon embodies their subjectivities. The power of neoliberalism 'inserts itself into their actions and attitudes, their discourses, learning processes and everyday lives' (Foucault [1980]. "Power/Knowledge: Selected Interviews and Other Writings", 1972-1977. New York: Pantheon Books). The study concludes that the transformative potential and promises attached to English learning are facile because English does not exist in some neutral social space; instead, it operates in a polarised society where the roots of socioeconomic inequalities are fundamentally structural than access to English.
- Published
- 2024
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80. Graduate Capitals and Employability: Insights from an Australian University Co-Curricular Scholarship Program
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Joanne Gleeson, Rosalyn Black, Amanda Keddie, and Claire Charles
- Abstract
This paper explores how students participating in a co-curricular scholarship programme in a large Australian university develop their employability. It seeks to add to recent literature regarding different approaches to graduate employability through examining how participating students' capital acquisition is shaped by and internalised within the structure and culture of the scholarship. The paper also offers an example of how comprehensive and integrated co-curricular scholarship programmes can facilitate graduate employability. It suggests that despite curricular intentions to promote comprehensive and processual approaches to employability, students' employability internalisations are influenced by possessive and positional messages and cultural cues within the scholarship programme. These insights serve as important considerations for higher education institutions seeking to instigate or improve their employability curricula.
- Published
- 2024
- Full Text
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81. Re-Imagining Policy Discourses Concerning the Participation of Young Women in STEM-Related TVET in Ghana
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Alice Amegah
- Abstract
As technical and vocational education and training (TVET) continue to occupy a prominent position in Africa's development, addressing the growing concerns about young women's under-participation in science, technology, engineering, and mathematics (STEM)-related TVET has become urgent. This paper draws on the critical capability approach of vocational education and training (CCA-VET) to critique the TVET policy discourse on the participation of girls and women in STEM-related TVET. The paper employed the practical argumentation approach, a critical discourse analysis approach to achieve the paper's aims. The paper's central thesis is that for education policies to transform young women's under-participation in STEM-related TVET, it is urgent to move beyond human rights-based, and human capital approaches to adopt a comprehensive theoretical approach, such as the critical capabilities approach. The paper concludes that breaking this hegemony of human rights and human capital approaches to TVET policy can be achieved by re-conceptualising TVET policy discourses. The re-conceptualisation of TVET policy discourses can be achieved by admitting the critiques of these dominant theories that underpin most TVET policies and then adopting the CCA-VET as a better alternative approach to framing TVET policies.
- Published
- 2024
- Full Text
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82. Social Class and the Cultivation of Capital: Undergraduate PE Students' Socialisation in Sport and Physical Activity
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Michael Roy Hobson, Rachel Sandford, Julie Stirrup, and Gareth Wiltshire
- Abstract
Social class inequalities in accessing sport persist across the western world as a result of financial, social and cultural factors. Research to date largely explores how inequalities impact both accessing and practicing sport and physical activity - identifying patterns and differences between social classes but failing to identify the long-term implications such as how students exchange these as official qualifications and knowledge in Physical Education (PE) degrees. In this paper, we use Bourdieu's concepts of capital, and to a lesser extent habitus and field to theorise about sport as sites of socialisation that shapes the composition and volume of capital students enter PE degrees with. To date, research suggests the role socialisation and informal learning plays in shaping PE students' development of valued dispositions, but often overlooks the intersecting impact of social class. We draw on data from seventeen undergraduate students, studying a non-teacher training PE degree, in the UK. The data presented is selected from interviews exploring how the fields of family, school, extra-curricular sport and the geo-demography of the area they grew up in shaped their access to and practice of Sport/PA. Furthermore, it indicates class differences exist in both the key sites and agents of socialisation. We suggest this has ramifications, in relation to the volume and composition of capital PE students enter Higher Education (HE) with, highlighting the importance for PE staff in HE to be aware of this. Consequently, we demonstrate prior socialisation contributes to students' differing experiences of PE degrees, potentially shaping inequalities resulting from their capacity to exchange capital when studying PE at university. This paper encourages PE staff in universities to question the assumption parity of entry qualification results in all students entering HE with same access to knowledge and experiences valued in PE degrees.
- Published
- 2024
- Full Text
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83. Opportunity or Inequality? The Paradox of French Immersion Education in Canada
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Corinne E. Barrett DeWiele and Jason D. Edgerton
- Abstract
This paper examines the persistent, growing popularity of Canadian French immersion (FI) programmes. Critics charge that FI programmes are elitist, diverting already limited resources from other areas of the education system. We begin with a brief overview of the benefits of FI in Canada and enrolment trends. Next, sources of FI-related inequality -- lack of access, transportation costs, funding issues and types of learners most likely to enrol in FI -- are scrutinised. Then, available evidence is weighed for and against the charges of FI elitism. Lastly, demand for FI is viewed through a Bourdieusian social reproduction lens to understand the persistence of socio-economic status (SES) inequalities. The paper concludes that higher SES parents are more likely to have the inclination (parentocratic "habitus") and resources (economic, social, and cultural capital) to enrol their children in, and benefit from, FI. The paradox of publicly funded FI education in Canada is that as long as demand outstrips supply the benefits will continue to be unequally distributed. The result is a stalemate between proponents and critics, with each camp's solution -- whether it be making FI universally available or removing it completely from the public purse -- bound to meet with stiff opposition.
- Published
- 2024
- Full Text
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84. Unpacking the Functions of Institutions in an Emerging Diaspora: Hungarian Weekend Schools in the UK
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Attila Papp Z., Eszter Kovács, and András Kováts
- Abstract
The paper outlines the functioning of Hungarian weekend schools in the United Kingdom, which are key institutions in emerging diaspora communities. The paper interprets Hungarian weekend schools in two paradigms: it approaches them as diaspora institutions, and also as Anglo-Saxon supplementary schools. One of the paper's main conclusions is that, in addition to the manifest functions of Hungarian weekend schools (e.g., preservation of national identity, mother-tongue education, community engagement), latent functions are also essential, such as the psychological need of belonging to a community, the support of children's educational attitudes, the consciousness of bilingualism, the enhancement of social capital, and integration into the host community. Thus, weekend schools are not only sites for knowledge transfer, but they also provide space for the institutionalization of diaspora as cultural community-building institutions.
- Published
- 2024
- Full Text
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85. Ten Tentative Truths.
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Center of the American Experiment, Minnapolis, MN. and Finn, Chester E.
- Abstract
The 10 precepts offered in this paper in a spirit of tentativeness respond to the questions, "What ought society do when families crumble?" and "What ought government do when children are endangered?" The following ideas are discussed: (1) public policies and government programs should be differentiated according to the social capital accumulation in the lives of individual children and families; (2) a well-functioning society should speak the truth in public places about social norms that are known to be good for children and about the malignant consequences of deviating from those norms; (3) as a corollery, society members should understand and teach their fellow citizens that once the "normal" arrangements for child-rearing are ruptured, all alternatives are going to be worse; (4) antisocial behavior, not poverty, is the chief cause of the disintegrating family structure; (5) financial incentives cannot alter antisocial behavior and adults must be held legally accountable when they or their children deviate from behavioral norms; (6) social policy should be based on the principle that every child needs the loving care of one or more adults, but public policy cannot guarantee that every child will be loved; (7) private individuals and groups must implement social policy by addressing the moral, behavioral, spiritual, and emotional dimensions of children; (8) children should be removed from dysfunctional families and placed for adoption or in residential schools and orphanages; (9) means must be devised to build up "social capital" within the family and between parent and child; and (10) issues of "behavioral poverty" must be dealt with as firmly and with as much resolve as would be mobilized to meet a major menace to the national defense. (FMW)
- Published
- 1990
86. Re-Imposing Our Will on the Information Economy.
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Schofield, Kaye
- Abstract
Globalization is an evolving concept characterized by economic, technological, social, and political dimensions. Vocational education and training (VET) practitioners and the VET system must make more conscious efforts to lead thinking about the social dimension of globalization. The mission of Australian VET today is largely couched in economic terms--to ensure a skilled work force capable of helping the country's industries become globally competitive. In Australia, much of the debate about globalization has focused on economics and technology, and the social and political dimensions of globalization have largely been side-stepped. The Australian education and training system has worked very hard to ensure that technology is pressed to the service of VET rather than falling for the trap of technological determinism. The challenge is not so much to invest in the technologies but to more quickly and effectively apply the technologies for the purposes of vocational learning and for using them to transact VET business. The following issues related to the social dimensions of globalization remain vitally important to the development and delivery of VET: access; Australian cultural identity; and community. Australia's VET practitioners and leaders must support a community-building purpose for VET and work to enhance the stock of social capital in their communities. (MN)
- Published
- 1999
87. School Achievement of Pupils from the Lower Strata in Public, Private Government-Dependent and Private Government-Independent Schools: A Cross-National Test of the Coleman-Hoffer Thesis
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University of Arkansas, Education Working Paper Archive, Corten, Rense, and Dronkers, Jaap
- Abstract
We consider the question whether pupils from the lower social strata perform better in private government-dependent schools than in public or private-independent schools, using the PISA 2000 data on European high schools. In the eighty's, Coleman and Hoffer (1987) found in the USA that the performance of these pupils was better at religious schools than at comparable public schools. Dronkers and Robert (2003) found in PISA-data for 19 comparable countries that private government-dependent schools are more effective then comparable public schools, also after controlled for characteristics of pupils and parents and the social composition of the school. The main explanation appeared to be a better school climate in private government-dependent schools. Private independent schools were less effective than comparable public schools, but only after controlling for the social composition of the school. As a follow-up we now investigate, again with the PISA-data of these 19 countries, whether this positive effect of private government-dependent schools differs between pupils from different strata. We use various indicators to measure social strata: social, cultural and economic. We expect that the thesis of Coleman & Hoffer does hold for private government-dependent schools, because in these 19 countries they are mostly religious schools, which have more opportunities to form functional communities and create social capital. But for private independent schools, which due to their commercial foundation are less often functional communities, this relation is not expected to hold. However, the results show that public and private schools have mostly the same effects for the same kind of pupils and thus mostly not favor one kind of pupils above another kind of pupils. But private government-dependent schools are slightly more effective for pupils with less cultural capital. However, private independent schools are also more effective for pupils from large families or low status families. (Contains 4 tables, 12 notes and a list of 25 Literature Resources .)
- Published
- 2006
88. Adolescents' Resilience Evaluation Scale - ARES-i25 and the Analysis of its Psychometric Characteristics
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Simona Maria Glaveanu
- Abstract
This study was designed considering the necessity of a questionnaire (validated on Romanian population and built after consulting the available papers on the subject) for evaluating the resilience of adolescents. It was focused on further developing the ARES ("Adolescents' Resilience Evaluation Scale", built in 2018 as a pilot-study, with 62 subjects). This new form (ARES-i25) includes new theoretical aspects, new items and it was completed by 423 subjects. Using factorial exploratory analysis, five factors (which explained 72,1% of the variance of resilience) were identified: tenacity and self-efficiency; self-confidence; learn from life experiences; rapid recovery after trauma; social and familial resources. The reliability was proven by its internal consistency ([alpha]= 0.83 on a general level, and subscales 0.71<[alpha]> 0.89), while its concurrent validity was proven by 0.05
0.75 (comparing the results to those of BRS - Smith et al., 2008) thus proving the adequate psychometric qualities of the new form of ARES-i25. Future studies will focus on extending the sample and on applying ARES-i25 in other countries and creating programs for developing resilience. - Published
- 2024
89. Continuous knowledge contribution in social Q&A communities: the moderation effects of self-presentation and motivational affordances
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Luo, Lijuan, Wang, Yuwei, Duan, Siqi, Shang, Shanshan, Ma, Baojun, and Zhou, Xiaoli
- Published
- 2024
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90. A process perspective on the expatriate social capital – knowledge transfer and expatriate adjustment relationships
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Wang, Chun-Hsiao and Chen, Yu-Ping
- Published
- 2024
- Full Text
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91. Digital transformation and financial performance: the moderating role of entrepreneurs' social capital.
- Author
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Ji, Huanyong, Miao, Zhongzhen, Wan, Jun, and Lin, Lei
- Subjects
DIGITAL transformation ,BUSINESSPEOPLE ,SOCIAL capital ,FINANCIAL performance ,ELECTRONIC paper - Abstract
Current research on the relationship between digital transformation and financial performance (FP) remains inconclusive. This paper conceptualizes digital transformation as technology-based digital transformation (TDT) and market-based digital transformation (MDT), and explores their heterogeneous impacts on FP. It is further assessed how such distinctive effects are moderated by three types of entrepreneurs' social capital, i.e. entrepreneurs' technological social capital (ETSC), entrepreneurs' business social capital (EBSC), and entrepreneurs' institutional social capital (EISC). Using a carefully assembled dataset containing the relevant information of 2363 listed Chinese manufacturing firms covering the period of 2008–2018, these relationships are empirically examined, and the following is found: (1) TDT positively affects FP; (2) MDT has a time-lagged positive effect on FP; (3) ETSC positively moderates the relationship between MDT and FP; (4) EBSC positively moderates the impacts of TDT and MDT on FP. These findings enrich the understanding of the concept and application of digital transformation. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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92. School as Community, Community as School: Examining Principal Leadership for Urban School Reform and Community Development
- Author
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Green, Terrance L.
- Abstract
For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document data. Concepts from social capital theory are used to guide the analysis. Findings indicate that the principal's actions to support urban school reform and community improvement included the following: positioned the school as a social broker in the community, linked school culture to community revitalization projects, and connected instruction to community realities. The study concludes with implications for practice and future research.
- Published
- 2018
- Full Text
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93. A View of High Learner Performance through Bourdieu's Eyes, a Dramatic Rendition
- Author
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Shamila Ramsookbhai
- Abstract
This critical qualitative study focused on what are the factors that contribute to high learner performance at a public school in South Africa. Purposive sampling was used and the data was produced via interviews with the participants (the principal, ten teachers, five ex learners and two parents) as well as observations of various school activities. Artistic license was used and the data presented in a three act play, each act focusing on a particular theme. The literature reviewed focused on the school environment. A triptych theoretical approach (Marx, Bourdieu, Bronfenbrenner) underpinned this study. The key finding was the fetish for excellence with an enabling teaching environment as a factor that contributes to learner performance.
- Published
- 2023
- Full Text
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94. The Contribution of Social Capital to Household Welfare in a Paper-Recycling Craft Village in Vietnam
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Van Ha, Nguyen, Kant, Shashi, and Maclaren, Virginia
- Published
- 2004
95. Call for Papers: Special Issue/Forum
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Wood, Donna J., Vaccaro, Antonino, and Queiroz, Adele
- Published
- 2009
- Full Text
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96. Teaching Practices and Social Capital. NBER Working Paper No. 17527
- Author
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National Bureau of Economic Research, Algan, Yann, Cahuc, Pierre, and Shleifer, Andrei
- Abstract
We use several data sets to consider the effect of teaching practices on student beliefs, as well as on organization of firms and institutions. In cross-country data, we show that teaching practices (such as copying from the board versus working on projects together) are strongly related to various dimensions of social capital, from beliefs in cooperation to institutional outcomes. We then use micro-data to investigate the influence of teaching practices on student beliefs about cooperation both with each other and with teachers, and students' involvement in civic life. A two-stage least square strategy provides evidence that teaching practices have an independent sizeable effect on student social capital. The relationship between teaching practices and student test performance is nonlinear. The evidence supports the idea that progressive education promotes social capital.
- Published
- 2011
97. Social competence and SME performance: extending the nonfinancial perspective
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John, Elia
- Published
- 2024
- Full Text
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98. Microenterprise performance amidst environmental turbulence and resource scarcity: an integrated capital approach
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DelVecchio, Micah, Ofori-Dankwa, Joseph, and Darkwah, Akosua K.
- Published
- 2024
- Full Text
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99. Impact of micro-credential learning on students' perceived employability: the mediating role of human capital
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Zou, Haobo, Ullah, Asad, Qazi, Zubaida, Naeem, Amna, and Rehan, Sofia
- Published
- 2024
- Full Text
- View/download PDF
100. Response to Panel Papers
- Author
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Elshtain, Jean Bethke
- Published
- 2001
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