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Journal articles on the topic 'Educational finance'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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1

Jefferson, Anne L., and W. F. Dennison. "Educational Finance and Resources." Canadian Journal of Education / Revue canadienne de l'éducation 12, no. 1 (1987): 237. http://dx.doi.org/10.2307/1495009.

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2

Lewin, Keith. "Educational finance in recession." Prospects 16, no. 2 (June 1986): 215–30. http://dx.doi.org/10.1007/bf02197909.

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3

Hough, J. R. "Educational finance and resources." Economics of Education Review 5, no. 4 (January 1986): 435. http://dx.doi.org/10.1016/0272-7757(86)90061-0.

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4

Berg, Anne, Samuel Edquist, Christin Mays, Johannes Westberg, and Andreas Åkerlund. "The History of Educational Finance." Nordic Journal of Educational History 2, no. 1 (April 30, 2015): 3–22. http://dx.doi.org/10.36368/njedh.v2i1.42.

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5

Odden, Allan, and William Clune. "Improving Educational Productivity and School Finance." Educational Researcher 24, no. 9 (December 1995): 6–22. http://dx.doi.org/10.3102/0013189x024009006.

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6

Hough, J. R. "Educational Finance Issues in North America." Education Economics 1, no. 1 (January 1993): 35–42. http://dx.doi.org/10.1080/09645299300000005.

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7

Kim, Byoungjoo. "Comparative Education and Educational Finance and Economics." Korean Comparative Education Society 28, no. 6 (December 31, 2018): 111–30. http://dx.doi.org/10.20306/kces.2018.28.6.111.

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8

Flanigan, Jack, Mike Richardson, and R. A. Flanigan. "Significant Trends in Educational Finance 1980–85." International Journal of Educational Reform 1, no. 3 (July 1992): 248–54. http://dx.doi.org/10.1177/105678799200100306.

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9

Williams, Gareth L. "Educational Finance and Resources. W. F. Dennison." Comparative Education Review 30, no. 3 (August 1986): 458–59. http://dx.doi.org/10.1086/446621.

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10

Kazal-Thresher, Deborah M. "Merging Educational Finance Reform and Desegregation Goals." education policy analysis archives 1 (June 6, 1993): 7. http://dx.doi.org/10.14507/epaa.v1n7.1993.

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Educational finance reforms and desegregation have both sought to address inequities in educational opportunities for minorities and low income families. The recent methods of addressing desegregation issues have tended to focus on attaining racial balance rather than educational quality, however. This paper explores how desegregation goals can be merged with educational finance reform to more systematically address educational quality in schools serving low income and minority populations. By moving toward centralized control over school financing, the inequity of school outcomes that are based on unequal school resources can be reduced. In addition, state determined expenditures when combined with desegregation monies, would meet the original intention of desegregation funds by clearly providing add-on monies for additional services for minority children, while at the same time, creating a better monitoring mechanism.

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11

Wen, Hong-Xing and ChunSooKim. "An Empirical Study of Educational Finance in China." Global Business Administration Review 10, no. 3 (September 2013): 195–215. http://dx.doi.org/10.17092/jibr.2013.10.3.195.

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12

Cheung Chan, Tak. "An Examination of Educational Finance Practices in China." Journal of Modern Education Review 6, no. 8 (August 15, 2016): 520–30. http://dx.doi.org/10.15341/jmer(2155-7993)/08.06.2016/002.

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13

Bekareva, S. V., E. N. Meltenisova, and Xueqing Zu. "Development of the International Educational Project in Finance." WORLD OF ECONOMICS AND MANAGEMENT 17, no. 3 (2017): 192–98. http://dx.doi.org/10.25205/2542-0429-2017-17-3-192-198.

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14

Reiwen, Hu, Mao Hongxiang, and Jiang Minghe. "3.6 Issues in Educational Finance in Our Country." Chinese Education 25, no. 4 (December 1992): 54–71. http://dx.doi.org/10.2753/ced1061-1932250454.

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15

Azad, J. L. "Educational Finance in India : Progress, Problems and Perspectives." Indian Journal of Public Administration 32, no. 3 (July 1986): 563–80. http://dx.doi.org/10.1177/0019556119860311.

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16

Piland, William E., and Halimah Butte. "Trustee Views on Finance, Governance, and Educational Issues." Community College Review 18, no. 4 (April 1991): 6–12. http://dx.doi.org/10.1177/009155219101800403.

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17

Shores, Kenneth, and Christopher Candelaria. "Get Real! Inflation Adjustments of Educational Finance Data." Educational Researcher 49, no. 1 (December 3, 2019): 71–74. http://dx.doi.org/10.3102/0013189x19890338.

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Use of education finance data is ubiquitous. Yet, because the academic calendar circumscribes two calendar years, researchers have linked the Consumer Price Index (CPI) to three different dates: fall, spring, and academic fiscal years. We demonstrate that linking the CPI to these different academic years results in identifying different trends in U.S. educational spending during the Great Recession. Descriptive inferences should not be sensitive to researcher discretion about merge years. We provide an easy-to-use software package to facilitate implementation of National Center for Education Statistics guidelines in the hope that future analyses of education finance data will explicitly and consistently apply inflation adjustments.

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18

Hinchliffe, Keith. "Federation and educational finance: Primary schooling in Nigeria." International Journal of Educational Development 9, no. 3 (January 1989): 233–42. http://dx.doi.org/10.1016/0738-0593(89)90054-0.

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19

Brown, Stephen I. "Educational Finance Equity: Recent Developments in State Courts." NASSP Bulletin 75, no. 531 (January 1991): 80–85. http://dx.doi.org/10.1177/019263659107553112.

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20

Rietz, Robert, Michael Maves, Frederick Pevow, L. B. Tubergen, and Cedric Quick. "Understanding Basic Personal Finance Terminology." Otolaryngology–Head and Neck Surgery 112, no. 5 (May 1995): P87. http://dx.doi.org/10.1016/s0194-5998(05)80203-7.

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21

Koski, William S., and Henry M. Levin. "Twenty-Five Years after Rodriguez: What Have We Learned?" Teachers College Record: The Voice of Scholarship in Education 102, no. 3 (June 2000): 480–513. http://dx.doi.org/10.1177/016146810010200301.

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Twenty-five years ago, the landmark Supreme Court decision in San Antonio Independent School District v. Rodriguez effectively closed the door on educational finance equity litigation in the federal courts. In that case, the high court ruled that despite the glaring disparity in funding between school districts in the San Antonio metropolitan area, the United States Constitution does not require that funding among school districts be equalized. Rodriguez was hardly the last word in school finance litigation, however, as educational finance reform advocates have turned to state courts and constitutions to bring about reform under theories of equity and adequacy in school funding. Using the twenty-fifth anniversary of Rodriguez as a milestone for reflection, this article examines three central assumptions that undergird the Rodriguez decision and fuel the unabated litigation over educational finance schemes: that dollars make a difference in educational outcomes, that courts and policy makers can develop standards for what is an “adequate” education, and that litigation will lead to equity in educational finance.

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22

Walstad, William B. "Economic Understanding in US High School Courses." American Economic Review 103, no. 3 (May 1, 2013): 659–63. http://dx.doi.org/10.1257/aer.103.3.659.

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The effects of courses on student achievement are studied using 2006 data from the National Assessment of Educational Progress (NAEP) in economics. A regression analysis showed expected and significant achievement differences by course, with the highest scores in advanced economics, followed by general economics. Courses in business and personal finance were not substitutes for advanced or general economics courses. A probit analysis showed that students taking economics courses relative to personal finance courses are significantly more likely to think their courses helped them understand the US economy, the international economy, and current events--but not how to manage personal finances.

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23

Bartlett, Jennifer A. "Book Review: Encyclopedia of Education Economics & Finance." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 73. http://dx.doi.org/10.5860/rusq.55n1.73a.

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Comprehensive studies of educational systems in an economic and social sciences context are relatively recent. The 1966 Equality of Educational Opportunity report (also known as the Coleman Report) addressed the availability of equal educational opportunities to children of different races, religions, and national origins in response to the Civil Rights Act of 1964. This was an early example of social science research being used to influence national policy. Since then, educational finance research has blossomed into an area of study that influences decision makers at the national, state and local levels in resource allocation, assessment, and school organizational and restructuring policies.

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24

Cardon-Quint, Clémence, and Johannes Westberg. "Educational Finance in France and Sweden: A Historiographical Overview." Nordic Journal of Educational History 8, no. 2 (March 24, 2022): 1–38. http://dx.doi.org/10.36368/njedh.v8i2.289.

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25

Wyckoff, James H., and Michelle Naples. "Educational finance to support high learning standards: a synthesis." Economics of Education Review 19, no. 4 (October 2000): 305–18. http://dx.doi.org/10.1016/s0272-7757(00)00005-4.

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26

Suyetin, Alexander, Sergei Suyetin, and Mikhail Zharikov. "Contemporary educational techniques of studying finance and financial markets." SHS Web of Conferences 29 (2016): 02038. http://dx.doi.org/10.1051/shsconf/20162902038.

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27

Стецюнич, Юлия Николаевна, and Андрей Александрович Зайцев. "Fundraising as Additional Source of Finance for Educational Organizations." ЖУРНАЛ ПРАВОВЫХ И ЭКОНОМИЧЕСКИХ ИССЛЕДОВАНИЙ, no. 3 (September 29, 2022): 275–79. http://dx.doi.org/10.26163/gief.2022.39.64.041.

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В статье рассматривается возможность поиска финансовых ресурсов для реализации инициатив образовательной организации за счет средств фандрайзинга, анализируется сложившаяся практика фандрайзинга в РФ, рассматривается технология фандрайзинга и необходимость формирования специальных компетенций сотрудникам образовательной организации для осуществления фандрайзинговых операций. We look at the possibility of finding financial resources to implement of educational organization’s initiatives via fundraising. The current practice of fundraising in the Russian Federation is analyzed; we consider the fundraising technology and the need to develop special competences in employees of educational organizations to carry out fundraising operations.

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28

Acharya, Gyanu. "Impact of Micro-finance on Educational Change of Women." Education and Development 30, no. 1 (December 31, 2020): 190–202. http://dx.doi.org/10.3126/ed.v30i1.49523.

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Women cooperatives have been established to provide the poor women with the financial support in order to transform their socio-economic status. The present study has attempted to find out the educational changes among the client women in the study area after the intervention of women cooperatives. This study had adopted descriptive and analytical research design and mixed method – whereby the client women of Women Cooperative SocietyLimited, Thankot Branch were taken as population and 62 of them were sampled for data were collection. The primary data were collected through a set of questionnaires, and for secondary data, different documents of WCS's central branch and Thankot branch, Central Bureau of Statistics, Ministry, research reports, relevant books and journals were consulted. From the study it was found that socio-economic status of poor women was changed through WCS micro-finance programme. The result also showed that saving and income were increased to 17.74 percent and 10.72 respectively. Education and literacy level of households are changed by 35% and 8% respectively.

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29

Gomes, Francisco, Michael Haliassos, and Tarun Ramadorai. "Household Finance." Journal of Economic Literature 59, no. 3 (September 1, 2021): 919–1000. http://dx.doi.org/10.1257/jel.20201461.

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Household financial decisions are complex, interdependent, and heterogeneous, and central to the functioning of the financial system. We present an overview of the rapidly expanding literature on household finance (with some important exceptions) and suggest directions for future research. We begin with the theory and empirics of asset market participation and asset allocation over the life cycle. We then discuss household choices in insurance markets, trading behavior, decisions on retirement saving, and financial choices by retirees. We survey research on liabilities, including mortgage choice, refinancing, and default, and household behavior in unsecured credit markets, including credit cards and payday lending. We then connect the household to its social environment, including peer effects, cultural and hereditary factors, intra-household financial decision-making, financial literacy, cognition, and educational interventions. We also discuss literature on the provision and consumption of financial advice. (JEL D15, G41, G50, J26, Z13)

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30

Black, Carolyn. "Finance Education." Industry and Higher Education 14, no. 5 (October 2000): 305–16. http://dx.doi.org/10.5367/000000000101295219.

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The author proposes that finance educators should adopt an experiential approach to finance education in order to enhance finance graduates' interpersonal, problem-solving and critical thinking skills. The application of Kolb's experiential learning cycle to the finance discipline reveals the need for educators to consider different learning styles when designing papers. In order to incorporate multiple learning styles into the learning experience, a learning matrix is developed to match learning activities explicitly to a specified range of educational objectives for each major teaching concept. The experiential approach and the use of learning matrices are discussed in the context of a graduate-level open-learning finance paper at Massey University, New Zealand. The model is sufficiently generic to be used in a variety of disciplines, and offers educators a methodology for the design of experiential papers through which students can experience a wide range of learning skills and enhance their education.

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31

Zagalaz Jiménez, José Ramón, and Inmaculada Aguiar Díaz. "Educational level and Internet banking." Journal of Behavioral and Experimental Finance 22 (June 2019): 31–40. http://dx.doi.org/10.1016/j.jbef.2019.01.004.

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32

Picus, Lawrence O., and Allan R. Odden. "Reinventing School Finance: Falling Forward." Peabody Journal of Education 86, no. 3 (July 2011): 291–303. http://dx.doi.org/10.1080/0161956x.2011.578986.

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33

Steffy, Betty E. "Educational Reform: Who Benefits." Journal of School Leadership 4, no. 3 (May 1994): 330–40. http://dx.doi.org/10.1177/105268469400400305.

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This article uses the Blau and Scott concept of cui bono to describe who has benefitted from the Kentucky Education Reform Act (KERA) enacted in April, 1990. Rank and file participants are defined as the certified and classified staff; owners or managers of the organization become the administration, school district/board, and legislature; the clients become the students and the public-at-large becomes the general citizens of the state. The analysis reviews the curriculum, governance, and finance initiatives in the reform.

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34

Hinojosa, David G. "New Mexico’s 2019 School Finance Reforms and The Essential Building Blocks for State School Finance." Association of Mexican American Educators Journal 13, no. 3 (December 18, 2019): 18. http://dx.doi.org/10.24974/amae.13.3.451.

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This article discusses the State of New Mexico’s school finance reforms during the 2019 legislative session and the relationship of those reforms to The Essential Building Blocks for State School Finance. The Essential Building Blocks is a 2018 report written by the author for the Learning Policy Institute that provides essential, research-based guidance to policymakers and advocates who write school finance laws to ensure more equitable school finance policies. The legislative reforms follow a state court victory in 2019 by plaintiff families and school districts suing the state on school finance and educational opportunity claims in Martínez v. State of New Mexico and Yazzie v. State of New Mexico. The author examines how the Legislature’s efforts measure up against the guidance articulated in The Essential Building Blocks. The author also interviews the Gallup-McKinley County Schools superintendent to assess the reforms and how they relate to realizing educational opportunity for all students as described in The Essential Building Blocks. The author concludes that while the state made some progress in its school finance reforms, the absence of a strategic, holistic plan grounded in equity will likely leave the state’s underserved children without the educational opportunities they need to succeed. If the state’s leadership can match its strong principles and goals of equity and multiculturalism with a formidable school finance system that appropriately invests in its students and educators as reflected in The Essential Building Blocks, the state will be poised to realize equity and opportunity for all students.

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35

Sale, Tim, and Benjamin Levin. "Problems in the Reform of Educational Finance: A Case Study." Canadian Journal of Education / Revue canadienne de l'éducation 16, no. 1 (1991): 32. http://dx.doi.org/10.2307/1495215.

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36

McClure, Maureen. "Reframing Education Finance: Super Wickedness, Silver Bullets, and Educational Inheritance." Voices of Reform: Educational Research to Inform and Reform 1, no. 1 (September 15, 2018): 91–98. http://dx.doi.org/10.32623/1.00008.

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37

Slavin, Robert E. "Statewide Finance Reform: Ensuring Educational Adequacy for High-Poverty Schools." Educational Policy 8, no. 4 (December 1994): 425–34. http://dx.doi.org/10.1177/0895904894008004006.

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38

Farook, Sayd, and Mohammad Omar Farooq. "Sharīʻah Governance , Expertise and Profession : Educational Challenges in Islamic Finance." ISRA International Journal of Islamic Finance 5, no. 1 (June 2013): 137–60. http://dx.doi.org/10.12816/0002761.

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39

SUMARTO, SUMARTO, Nanang FATTAH, SURYANA SURYANA, and ABUBAKA ABUBAKA. "Policy Studies of Educational Finance for Teacher Education in Indonesia." Journal of Advanced Research in Law and Economics 9, no. 6 (November 2, 2019): 2163. http://dx.doi.org/10.14505//jarle.v9.6(36).31.

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This paper is about policies on educational finance for teacher education in Indonesia. The author looks at how financing education has been conducted in Indonesia more so for the higher education sector. It is believed that the quality of education will highly depend on the amount of funds allocated. The paper explores how this has been done in the last few years within Indonesia.

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40

Dhaliwal, Gurpreet, and Calvin L. Chou. "A Brief Educational Intervention in Personal Finance for Medical Residents." Journal of General Internal Medicine 22, no. 3 (January 17, 2007): 374–77. http://dx.doi.org/10.1007/s11606-006-0078-z.

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41

Jaya, Togi Van, Nathanael Sitanggang, and M. Joharis Lubis. "Management Financing In Improving The Quality Of Education." Jurnal At-Tarbiyat: Jurnal Pendidikan Islam 5, no. 2 (November 15, 2019): 212–27. http://dx.doi.org/10.37758/jat.v5i2.420.

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This study aims to determine the management of education financing in relation to efforts to improve the quality of education. This study focuses on the study of how the influence of financial management of education on quality of educationof the PKBM PELITA, Deli Serdang Regency. This research uses qualitative methods based on descriptive studies. Data collection techniques using observation, interviews, and documentation studies. Data analysis was performed using the Miles and Huberman model stages, namely data reduction, data presentation, and conclusion drawing. The data validity test used triangulation and member crosscheck. The results showed that the management of educational finance had been done well 1) the process of budgeting according to the procedure; 2) sources of finance obtained from several sources of funds; 3) the constraining factor in the management of educational finance belongs to the flow of disbursement of funds long enough; 4) supervision and accountability in the educational finance is going well; and 5) Foundations, principals, vice principals, treasurers, school committees, teachers and UPTD Education involved in the education finance management process

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42

Wong, Rachel, Patricia Ng, John Bonino, Alda Maria Gonzaga, and Alexandra E. Mieczkowski. "Financial Attitudes and Behaviors of Internal Medicine and Internal Medicine–Pediatrics Residents." Journal of Graduate Medical Education 10, no. 6 (December 1, 2018): 639–45. http://dx.doi.org/10.4300/jgme-d-18-00015.1.

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ABSTRACT Background Residents graduate from medical school with increasing levels of debt and also may possess poor financial knowledge and practices. Prior studies have assessed resident financial knowledge and interest in financial education, yet additional information regarding their attitudes about personal finance and financial planning could be essential for the development of relevant curricula. Objective We assessed baseline financial attitudes and planning behaviors of internal medicine and internal medicine–pediatrics residents in 3 geographically diverse academic programs. Methods A modified version of the Financial Industry Regulatory Authority National Financial Capability survey was administered anonymously to residents in 3 programs in spring 2017. Outcomes included levels of educational debt, positive financial planning behaviors, perception of finances and debt, and education about personal finance. Results Response rate was 62% (184 of 298). Rates of educational debt were high, with 81% (149 of 184) of respondents reporting educational debt, and the majority owing more than $100,000. Residents' financial practices were variable, and residents could be grouped into 1 of 3 categories—concerned-engaged, concerned-unengaged, and unconcerned-unengaged—based on their engagement with debt and financial management. Residents with high debt (> $250,000) had a bimodal distribution of respondents who strongly agreed and those who strongly disagreed they were concerned about debt. Conclusions Resident financial attitudes and practices are variable, ranging from highly engaged residents actively managing their financial wellness to unengaged residents who have low concern, despite high educational debt.

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43

Testón Franco, Nancy, Jair Emmanuel Onofre Sánchez, and Ernesto R.Ahumada López. "Educational tourism." Journal of Administrative Science 4, no. 7 (July 5, 2022): 26–31. http://dx.doi.org/10.29057/jas.v4i7.8926.

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Educational Tourism is a mode of travel to various destinations aimed at acquiring knowledge and experiences of an educational, professional or personal nature in areas such as history, culture, social or language learning. The concept of educational tourism involves all academic activities, training and vocational training, which are carried out through mobility or exchange of students, employees, teachers, researchers among others who are interested in acquiring knowledge in a different place of residence, with the aim of training to acquire experiences, knowledge of customs, traditions, cultural heritage involving different teaching methods. The programs and examples in other countries were taken as a theoretical review to then identify the educational tourist potential of the state of Hidalgo. The methodology is based on a descriptive method, a qualitative approach and the current situational. This first stage identifies conceptualization, background, programs and tourist importance in Mexico.

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44

Key, Logan. "State Education Finance and Governance Profile: Alabama." Peabody Journal of Education 85, no. 1 (February 2, 2010): 49–53. http://dx.doi.org/10.1080/01619560903523748.

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45

Zhang, Chi. "State Education Finance and Governance Profile: Arkansas." Peabody Journal of Education 85, no. 1 (February 2, 2010): 54–57. http://dx.doi.org/10.1080/01619560903523763.

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46

Canon, Katherine. "State Education Finance and Governance Profile: Delaware." Peabody Journal of Education 85, no. 1 (February 2, 2010): 58–60. http://dx.doi.org/10.1080/01619560903523789.

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47

Wright, Rebecca. "State Education Finance and Governance Profile: Florida." Peabody Journal of Education 85, no. 1 (February 2, 2010): 61–65. http://dx.doi.org/10.1080/01619560903523797.

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48

Iosava, Lela. "State Education Finance and Governance Profile: Georgia." Peabody Journal of Education 85, no. 1 (February 2, 2010): 66–69. http://dx.doi.org/10.1080/01619560903523805.

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49

Schimpff, Hunter. "State Education Finance and Governance Profile: Kentucky." Peabody Journal of Education 85, no. 1 (February 2, 2010): 70–73. http://dx.doi.org/10.1080/01619560903523839.

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50

Shaikh, Naveed A. "State Education Finance and Governance Profile: Louisiana." Peabody Journal of Education 85, no. 1 (February 2, 2010): 74–76. http://dx.doi.org/10.1080/01619560903523847.

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