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Education
Kinds of Education Terms modified by Education Selected AbstractsTHE EARNINGS EFFECT OF EDUCATION AT COMMUNITY COLLEGESCONTEMPORARY ECONOMIC POLICY, Issue 1 2010DAVE E. MARCOTTE In this paper, I make use of data from the 2000 follow-up of the National Education Longitudinal Survey postsecondary education transcript files to extend what is known about the value of education at community colleges. I examine the effects of enrollment in community colleges on students' subsequent earnings. I estimate the effects of credits earned separately from credentials because community colleges are often used as a means for students to engage in study not necessarily leading to a degree or certificate. I find consistent evidence of wage and salary effects of both credits and degrees, especially for women. There is no substantial evidence that enrollment in vocational rather than academic coursework has a particularly beneficial effect, however. (JEL I2, J24) [source] ENDOSCOPIC DEFINITION OF ESOPHAGOGASTRIC JUNCTION FOR DIAGNOSIS OF BARRETT'S ESOPHAGUS: IMPORTANCE OF SYSTEMATIC EDUCATION AND TRAININGDIGESTIVE ENDOSCOPY, Issue 4 2009Norihisa Ishimura The diagnosis of Barrett's esophagus (BE) requires an accurate recognition of the columnar-lined esophagus at endoscopy. However, a universally accepted standardized endoscopic grading system of BE was lacking prior to the development of the Prague ,circumferential and maximal' criteria. In this system, the landmark for the esophagogastric junction (EGJ) is the proximal end of the gastric folds, not the distal end of the palisade vessels, which are used to endoscopically identify the EGJ in Japan. Although the circumferential and maximal criteria are clinically relevant, an important shortcoming of this system may be failure to identify short-segment BE, a lesion that is found frequently in the Japanese. To compare the diagnostic yield for BE when using the palisade vessels versus gastric folds as a landmark for the EGJ, we evaluated interobserver diagnostic concordance. The endoscopic identification of the EGJ using both landmarks resulted in unacceptably low kappa coefficients of reliability. However, there was a statistically significant improvement after the participants were thoroughly trained in identification of the EGJ during the endoscopic study. Although it remains controversial which landmark is better for the endoscopic diagnosis of BE, it is important to systematically educate and train endoscopists in order to improve diagnostic consistency in patients with BE. [source] ADAM SMITH ON EDUCATIONECONOMIC AFFAIRS, Issue 2 2005James Stanfield No abstract is available for this article. [source] WHITE MISCHIEF WITH EDUCATION IN KENYAECONOMIC AFFAIRS, Issue 1 2005James Stanfield No abstract is available for this article. [source] EDITORIAL:,EDUCATION FOR ALL' THROUGH PRIVATISATION?ECONOMIC AFFAIRS, Issue 4 2004James Tooley No abstract is available for this article. [source] PRIVATE EDUCATION AND ,EDUCATION FOR ALL'ECONOMIC AFFAIRS, Issue 4 2004James Tooley Government schools cannot provide quality education for all. If the goal of education for all is to be achieved, the private sector must be encouraged and not squeezed out. Development agencies need to wake up to this because large-scale government education leads to failure on a large scale that can cause serious harm to the poor. [source] QUALITY OF AVAILABLE MATES, EDUCATION, AND HOUSEHOLD LABOR SUPPLYECONOMIC INQUIRY, Issue 3 2010BRIGHITA NEGRUSA We investigate the impact of sex ratios by education and metropolitan area on spouses' bargaining power and labor supplies, to capture the local and qualitative nature of mate availability. Using Current Population Survey and Census data for 2000, 1990, and 1980, we estimate these effects in a collective household framework. We find that a higher relative shortage of comparably educated women in the couple's metropolitan area reduces wives' labor supply and increases their husbands'. The impact is stronger for couples in higher education groups but not significant for high school graduates. Results are similar across decades. No such effects are found for unmarried individuals. (JEL D1, J22) [source] HEALTH, EDUCATION, AND LIFE CYCLE SAVINGS IN THE DEVELOPMENT PROCESSECONOMIC INQUIRY, Issue 3 2007KAM KI TANG This paper studies investment in health and human capital in a life cycle model. Health investment enhances survival to old age by improving health from its endowed level. The model predicts two distinctive phases of development. When income is low enough, the economy has no health investment and little savings, leading to slow growth. When income grows, health investment will become positive and the saving rate will rise, leading to higher life expectancy and faster growth. A health subsidy can move the economy from the first phase to the next. Subsidies on health and human capital investments can improve welfare. (JEL I00, J10, H50, O10) [source] RETURNS TO EDUCATION IN AUSTRALIAECONOMIC PAPERS: A JOURNAL OF APPLIED ECONOMICS AND POLICY, Issue 3 2008ANDREW LEIGH Using data from the 2001,2005 waves of the Household, Income and Labour Dynamics in Australia survey, and taking account of existing estimates of ability bias and social returns to schooling, I estimate the economic return to various levels of education. Raising high school attainment appears to yield the highest annual benefits, with per-year gains as high as 30% (depending on the adjustment for ability bias). Some forms of vocational training also appear to boost earnings, with significant gains from Certificate Level III/IV qualifications (for high school dropouts only), and from Diploma and Advanced Diploma qualifications. At the university level, bachelor degrees and postgraduate qualifications are associated with significantly higher earnings, with each year of a bachelor degree raising annual earnings by about 15%. For high schools, slightly less than half the gains are due to increased productivity, with the rest being due to higher levels of participation. For vocational training, about one-third of the gains are from productivity, and two-thirds from greater participation. For universities, most of the gains are from productivity. I find some evidence that the productivity benefits of education are higher towards the top of the distribution, but the effects on hours worked are higher towards the bottom of the conditional earnings distribution. [source] RECONSTRUCTING DEWEYAN DEMOCRATIC EDUCATION FOR A GLOBALIZING WORLDEDUCATIONAL THEORY, Issue 4 2009Jessica Ching-Sze Wang As democratic citizenship education gains importance worldwide, one wonders whether common civic education practices in the United States, such as mock elections, are adequate models for other countries, or whether they fall short of realizing the goal of promoting democracy in different regions and cultures. Despite various controversies, one fundamental question remains: How should we teach democracy? Should we teach it as a system of government or as a way of life? Jessica Ching-Sze Wang finds inspiration in Dewey's life and works. She draws on Dewey's experience during the First World War and his insights into the connection between democracy and education to reconstruct a culturally and morally robust form of democratic education, as opposed to the politically dominated one currently being practiced. Wang concludes that Deweyan democratic education thus reconstructed can help us better realize democracy as a way of life for our globalizing world. [source] THE BORDER CROSSED US: EDUCATION, HOSPITALITY POLITICS, AND THE SOCIAL CONSTRUCTION OF THE "ILLEGAL IMMIGRANT"EDUCATIONAL THEORY, Issue 3 2009Dennis CarlsonArticle first published online: 6 OCT 200 In this essay, Dennis Carlson explores some of the implications of Derrida's "hospitality politics" in helping articulate a progressive response to a rightist cultural politics in the United States of policing national, linguistic, and other borders. He applies the concept of hospitality politics to a critical analysis of the social construction of the "problem" of "illegal immigrants" in U.S. public schools. This entails a discussion of three interrelated discourses and practices of hospitality: a universalistic discourse of philosophical and religious principles, a legalistic-juridical discourse, and a discourse and practice grounded in the ethos of everyday life. Derrida suggested that a democratic cultural politics must interweave these three discourses and also recognize the limitations of each of them. Moreover, a democratic cultural politics must be most firmly rooted in the praxis of ethos, and in the ethical claims of openness to the other. [source] OPENING PHILOSOPHY TO THE WORLD: DERRIDA AND EDUCATION IN PHILOSOPHYEDUCATIONAL THEORY, Issue 3 2009Steven Burik In this essay, Steven Burik discusses Jacques Derrida's position with regard to the place of education in philosophy within the university system, and then relates these thoughts to comparative philosophy. Philosophers find themselves constantly having to defend philosophy and the importance of teaching philosophy against pressure from the powers that be. Burik contends that the argument Derrida set forth to "protect" philosophy entails a double bind: Derrida emphasized the value and importance of philosophical thinking while at the same time criticizing the limits of philosophy, both self-mandated and externally imposed. Derrida's defense of philosophy was anything but a protection of the status quo, according to Burik. Derrida ultimately argued that the teaching of philosophy and philosophy itself should be inherently open to new developments. Burik relates Derrida's defense of philosophy and attack on mainstream philosophy to comparative philosophy, demonstrating that both argue for an expansion of thinking beyond the narrow Western confines of philosophy as "pure" reason or rationality by showing how alterity always inserts itself, and that both seek to give this alterity a valid place in educational systems. [source] CITIZENSHIP EDUCATION, POLICY, AND THE EDUCATIONALIZATION OF EDUCATIONAL RESEARCHEDUCATIONAL THEORY, Issue 4 2008Naomi Hodgson Hodgson begins by analyzing educational researchers' response to the recent introduction of citizenship education in England, focusing specifically on a review of research, policy, and practice in this area commissioned by the British Educational Research Association (BERA). She argues that the BERA review exemplifies the field of education policy sociology in that it is conducted according to the concepts of its parent discipline of sociology but lacks critical theoretical engagement with them. Instead, such work operationalizes sociological concepts in service of educational policy solutions. Hodgson identifies three dominant discourses of citizenship education within the BERA review, the academic discourse of education policy sociology, contemporary political discourse, and the discourse of inclusive education , and draws attention to the relation of citizenship education to policy initiatives, and thus to educationalization. She then discusses Foucault's concept of normalization in terms of the demand on the contemporary subject to orient the self in a certain relation toward learning informed by the need for competitiveness in the European and global context. Ultimately, Hodgson concludes that the language and rhetoric of education policy sociology implicate such research in the process of educationalization itself. [source] HUMANIZING EDUCATION AND THE EDUCATIONALIZATION OF HEALTHEDUCATIONAL THEORY, Issue 4 2008Bert Lambeir Given their confidence with postmodern and poststructuralist perspectives, the educationalization of social problems is easily perceived as a set of questionable interventions by governments into educational practices. In this essay, Bert Lambeir and Stefan Ramaekers question the extent to which one can conceive of social problems without an understanding of education or, put more sharply, the extent to which social problems are conceivable without some form of educationalization. After describing four meanings of the concept of educationalization, Lambeir and Ramaekers discuss three popular criticisms of it. With these criticisms as context, the authors use the example of concerns about and initiatives in health education to investigate whether education can be completely freed from the educationalization of social issues. They conclude that it cannot. [source] CRITICAL ADULT EDUCATION AND THE POLITICAL-PHILOSOPHICAL DEBATE BETWEEN NANCY FRASER AND AXEL HONNETHEDUCATIONAL THEORY, Issue 4 2007Rauno HuttunenArticle first published online: 28 NOV 200 For him, the aim of the pedagogy of the oppressed is to emancipate people from social and economic repression. Critical adult education is intellectual work that aims to make the world more just. One might ask what exactly justice and injustice mean here, however. Is the work against social injustice mainly concerned with the redistribution of material goods or recognition and respect? This is the issue debated by Nancy Fraser and Axel Honneth. Honneth claims that in the context of social justice, recognition is a fundamental, overarching moral category and redistribution is derivative. Fraser denies that distribution could be subsumed under recognition and introduces a "perspectival dualist" analysis of social justice that considers the two categories (redistribution and recognition) as equally fundamental, mutually irreducible dimensions of justice. In this essay, Rauno Huttunen reflects on the relation between maldistribution and misrecognition, in order to think through critical adult education's task in fighting against social injustice. [source] PHILOSOPHY AS TRANSLATION: DEMOCRACY AND EDUCATION FROM DEWEY TO CAVELLEDUCATIONAL THEORY, Issue 3 2007Naoko Saito In this essay Naoko Saito aims to find an alternative idea and language for "mutual national understanding," one that is more attuned to the sensibility of our times. She argues for Stanley Cavell's idea of philosophy as translation as such an alternative. Based upon Cavell's rereading of Thoreau's Walden, Saito represents Thoreau as a cross-cultural figure who transcends cultural and national boundaries. On the strength of this, she proposes a Cavellian education for global citizenship, that is, a perfectionist education for imperfect understanding in acknowledgment of alterity. Our founding of democracy must depend upon a readiness to "deconfound" the culture we have come from, the better to find new foundations together. The "native" is always in transition, by and through language, in processes of translation. [source] WHAT FEMINIST INQUIRY CONTRIBUTES TO PHILOSOPHY AND THE PHILOSOPHY OF EDUCATION: A SYMPOSIUMEDUCATIONAL THEORY, Issue 3 2007Barbara J Thayer-Bacon First page of article [source] THE CONFLICT BETWEEN INTERPERSONAL RELATIONS AND ABSTRACT SYSTEMS IN EDUCATIONEDUCATIONAL THEORY, Issue 2 2007Benjamin Endres Endres uses Anthony Giddens's account of "abstract systems" and "pure" relations to suggest that the tension that teachers face is not only the result of opposing ideologies or philosophies of teaching, but it is the product of conflicting undercurrents in modern social and economic life. Although there is no simple solution to the ambiguous and contested status of teaching, Endres points to two examples of how the interpersonal dimensions of teaching may gain recognition and support by the institutional system of schooling: research on the effects of class size and legal guarantees for individualized educational plans in the area of special education. He concludes by emphasizing the particular challenge of cultivating interpersonal relations for the most disadvantaged students. [source] IDEALS, EDUCATION, AND HAPPY FLOURISHINGEDUCATIONAL THEORY, Issue 1 2007Doret De Ruyter The argument consists of two parts. First, de Ruyter shows how ideals are important to construing the meaning of objective goods. Second, she contends that educating children with ideals is important to motivating them to strive for something higher or better. De Ruyter's analysis rests on two key concepts: "ideals," which refer to things one believes to be superb, excellent, or perfect, but that are as yet unrealized, and "happy flourishing," which describes the fulfillment of objectively identifiable generic goods and the person's satisfactory meaningful interpretation of these goods. [source] ETHICS AND EDUCATION FORTY YEARS LATEREDUCATIONAL THEORY, Issue 1 2007Bryan R. Warnick At least in the United States, however, it is now rarely read or discussed. In this essay, Bryan Warnick looks at the virtues and vices of Ethics and Education, examining some major criticisms of the book in light of key developments in philosophy and educational theory that have occurred since it was first published. He finds that some of the criticisms seem unjustified and overstated, while others can be met with a reading of the text that places its language analysis within a framework of communitarian ethics, a move made possible by rejecting Peters's fact/value dichotomy. This way of reading Ethics and Education reveals an interesting conception of what philosophy of education can be: namely, a sort of normative analytic anthropology. It also shows the value of engaging more with the recent history of philosophy of education. [source] THE PRACTICE OF HIGHER EDUCATION: IN PURSUIT OF EXCELLENCE AND OF EQUITYEDUCATIONAL THEORY, Issue 4 2006David Bridges He considers whether some of the changes in practices linked to the massification of higher education have in fact resulted in the breakdown of higher education as a practice, at least on Alasdair MacIntyre's definition of the term. Specifically, Bridges examines whether higher education has lost its sense of the forms of human excellence around which its life is constructed. Finally, he points to issues of equity raised by the huge variety of forms that higher education now takes and asks whether this variety might mean that students are winning entry to some very different qualities of experience when judged against the requirement that they should contribute to the development of human excellence. [source] THE SCHOOL AS AN EXCEPTIONAL SPACE: RETHINKING EDUCATION FROM THE PERSPECTIVE OF THE BIOPEDAGOGICALEDUCATIONAL THEORY, Issue 2 2006Tyson E. LewisArticle first published online: 3 MAY 200 Agamben's theory of the camp provides a challenging, critical vantage point for looking at the ambiguities that emerge from the complex field of disciplinary procedures now prevalent in inner-city, low-income, minority schools, and helps to clarify what exactly is at stake in the symbolic and sometimes physical violence of schooling. Key to understanding the primary relation between camp and classroom is Agamben's framework of the biopolitical, which paradoxically includes life as a political concern through its exclusion from the political sphere. Here Lewis appropriates Agamben's terminology in order to theorize the biopedagogical, wherein educational life is included in schooling through its abandonment. For Lewis, the theory of the camp is necessary to recognizing how schools function and, in turn, how they could function differently. [source] A DIAGNOSTIC READING OF SCIENTIFICALLY BASED RESEARCH FOR EDUCATIONEDUCATIONAL THEORY, Issue 3 2005Thomas A. Schwandt This essay offers a diagnosis of what may be at stake in the current preoccupation with defining science-based educational research. The diagnosis unfolds in several readings: The first is a charitable and considerate appraisal that draws attention to the fact that advocating experimental methods as important to a science of educational research is not an inherently evil thing to do. Subsequent readings are grimmer, suggesting more deleterious consequences of the science-based research movement for the entire enterprise of educational practice and research. The central thesis of the essay is that making arguments about method and science the focal point in the current quarrel may be largely beside the point. Instead, educational researchers should join the political and public (not just the academic) conversation about the place of educational science in society and about how science is both implicated in and confronts the politics of what counts as knowledge. [source] CONSTRUCTIVIST DISCOURSES AND THE FIELD OF EDUCATION: PROBLEMS AND POSSIBILITIESEDUCATIONAL THEORY, Issue 4 2002Brent Davis First page of article [source] STRONG AUTONOMY AND EDUCATIONEDUCATIONAL THEORY, Issue 1 2002Christopher Winch First page of article [source] COMPUTER MEDIATED EXPERIENCE AND EDUCATIONEDUCATIONAL THEORY, Issue 4 2001Leonard J. Waks First page of article [source] ON PERSON, TECHNOLOGY, AND EDUCATIONEDUCATIONAL THEORY, Issue 1 2001Ignacio L. Götz First page of article [source] MORAL FORMATION, CULTURAL ATTACHMENT OR SOCIAL CONTROL: WHAT'S THE POINT OF VALUES EDUCATION?EDUCATIONAL THEORY, Issue 1 2000David Carr First page of article [source] A CONCEPTUAL HISTORY OF EMPATHY AND A QUESTION IT RAISES FOR MORAL EDUCATIONEDUCATIONAL THEORY, Issue 1 2000Susan Verducci First page of article [source] PERSPECTIVE: TEACHING EVOLUTION IN HIGHER EDUCATIONEVOLUTION, Issue 10 2002Brian J. Alters Abstract., In the past decade, the academic community has increased considerably its activity concerning the teaching and learning of evolution. Despite such beneficial activity, the state of public understanding of evolution is considered woefully lacking by most researchers and educators. This lack of understanding affects evolution/science literacy, research, and academia in general. Not only does the general public lack an understanding of evolution but so does a considerable proportion of college graduates. However, it is not just evolutionary concepts that students do not retain. In general, college students retain little of what they supposedly have learned. Worse yet, it is not just students who have avoided science and math who fail to retain fundamental science concepts. Students who have had extensive secondary-level and college courses in science have similar deficits. We examine these issues and explore what distinguishes effective pedagogy from ineffective pedagogy in higher education in general and evolution education in particular. The fundamental problem of students' prior conceptions is considered and why prior conceptions often underpin students' misunderstanding of the evolutionary concepts being taught. These conceptions can often be discovered and addressed. We also attend to concerns about coverage of course content and the influence of religious beliefs, and provide helpful strategies to improve college-level teaching of evolution. 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