Relevant bibliographies by topics / PhD schooling

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'PhD schooling'

Author: Grafiati
Published: 5 June 2025
Last updated: 25 June 2025

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Journal articles on the topic "PhD schooling"

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Pérez‐Antón, Miguel, and Angela Hay. "Schooling PhD students in plant development." New Phytologist 226, no. 6 (2020): 1544–47. http://dx.doi.org/10.1111/nph.16509.

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Nabi, Ghulam, Song Wei, Ghulam Ghous, and Nadia Sheikh. "Post PhD Adjustments and Internationalization of Higher Education in China - A Study based on International PhD Students in China." International Journal of Service Science, Management, Engineering, and Technology 7, no. 4 (2016): 37–47. http://dx.doi.org/10.4018/ijssmet.2016100103.

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PhD education plays dominant role in the field of innovation, science, technology and economic development. This is being sponsored by some key scholarship agencies in the world among which Chinese Scholarship Council has emerged one among biggest. This research has been intended to understand the process of selection of PhD awardees and employment adjustment in their home country. An informal interview followed by a 5 point likert scale questionnaire were used to collected data from 200 PhD scholarship awardees in China and indigenous PhDs in Pakistan. This study has identified two main findings, one is the awareness issue about the scholarships availability is a serious issue and the other one is eligibility issue based on the number of schooling years required for PhD admission that may pose serious post PhD adjustment issues. While as a strong coordination gap does exist between Chinese scholarship agencies with other countries. A future research is being suggested to analyze comparative performance between Chinese and non-Chinese Ph.Ds.
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Grandin, T., and S. M. Edelson. "«If you don’t Expose Children, they are not Going to get Interested» Temple Grandin interview." Autism and Developmental Disorders 18, no. 3 (2020): 64–67. http://dx.doi.org/10.17759/autdd.2020180307.

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Present interview of Temple Grandin, PhD in animal science, professor of Colorado State University, given to guest editor of the Journal Stephen Edelson discusses person’s with autism perception of changes in lifestyle associated with the onset of the COVID-19 pandemic. During the interview, Professor Grandin gives advice on the schooling of children with ASD during the transition to distance learning. The questions of employment of people with autism are also proposed — what positions are best for people with ASD, how to get the employer interested in hiring a person with autism.
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Guedes Seccato, Mariana, Juliana Reichert Assunção Tonelli, and Helena Vitalina Selbach. "A panorama of the teaching of additional languages to children in Brazil." Revista Letra Magna 18, no. 29 (2022): 34–46. http://dx.doi.org/10.47734/lm.v18i29.2051.

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Despite not being compulsory, mainly in Brazilian public schools, the offering of an additional language/foreign language (AL/FL), especially English, to Young and Very Young Learners (EYL) has gained prominence over the years. Inscribed in the Applied Linguistics field, the aim of this study is to provide a tentative research panorama on the teaching of AL/FL to Young and very Young Learners. For that, we present the location of the universities, the context of the research and their research methods carried out by means of master’s dissertations and PhD theses presented during the period of 1987 through 2021. Our focus is on the author's motivation for developing the research on the theme. The results indicate that the great majority of the studies were developed by teachers who are teaching AL/FL to children in the early years of schooling and investigated researchers' own practice, being developed for the purpose of undertaking a master's degree. That practice comprises diverse contexts of research and a variety of ages and groups which were either investigated or took part in the master’s and PhD studies.
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Hall, Michael A. "Philip Frank Wareing. 27 April 1914 — 29 March 1996." Biographical Memoirs of Fellows of the Royal Society 45 (January 1999): 507–18. http://dx.doi.org/10.1098/rsbm.1999.0033.

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Philip Wareing was born in Leigh-on-Sea, Essex, and after World War I moved to Benfleet and then to Watford, where he received his schooling. After leaving school he entered the Civil Service and took his BSc at Birkbeck College, University of London, where he studied part-time. After service during World War II in the Royal Electrical and Mechanical Engineers, he took up a post as a demonstrator and then an assistant lecturer at Bedford College, University of London, obtaining his PhD in 1948. In 1950 he moved to the Department of Botany at Manchester and in 1958 he was appointed Professor of Botany in the University College of Wales, Aberystwyth, in which post he remained until his retirement in 1981.
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Torche, Florencia. "Intergenerational Mobility at the Top of the Educational Distribution." Sociology of Education 91, no. 4 (2018): 266–89. http://dx.doi.org/10.1177/0038040718801812.

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Research has shown that intergenerational mobility is higher among individuals with a college degree than those with lower levels of schooling. However, mobility declines among graduate degree holders. This finding questions the meritocratic power of higher education. Prior research has been hampered, however, by the small samples of advanced degree holders in representative surveys. Drawing on a large longitudinal data set of PhD holders—the Survey of Doctorate Recipients—this study examines intergenerational mobility among the American educational elite, separately for men and women and different racial/ethnic groups. Results show substantial mobility among PhD holders. The association between parents’ education and adult children’s earnings is moderate among men and nonexistent among women with doctoral degrees. However, women’s earnings converge to an average level that is much lower than men’s, signaling ‘‘perverse openness’’ for women even at the top of the educational distribution. Among men, there is variation in mobility by race and ethnicity. The intergenerational socioeconomic association is null for Asian men, small for white and black men, and more pronounced for Hispanics. Educational and occupational mediators account for intergenerational association among blacks and whites but not Hispanic men. A doctoral degree largely detaches individuals from their social origins in the United States, but it does not eliminate all sources of inequality.
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Timsina, Tatwa P. "Quality Assurance of Academic Organisations – A Comparative Study of ISO 9001, ISO 21001 and QAA (UGC Nepal)." Journal of Advanced Academic Research 9, no. 1 (2022): 34–56. http://dx.doi.org/10.3126/jaar.v9i1.44049.

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With the establishment of the first school in 1853, the era of modern education began in Nepal. Though it was aimed only for the members of the ruling families and their courtiers, it attracted the interest of the ordinary people as well. After about 100 years later, schooling for the general people began in 1951 after the over throw of autocratic regime. Even after these seven decades of educational history, the quality of education system in Nepal is still poor. After the introduction of the private education system, the gap between poor and rich in terms of education has widened. Like in many countries, School Education in Nepal comprises Primary Level, Middle School/Lower Secondary Level (SLC), High School/ Secondary Level and +2/ Higher Secondary Level. Bachelor's/Undergraduate Level, Master's Level/Graduate/Degree Level, Post Graduate, MPhil Level and PhD Doctoral Level are the part of Higher Education system.
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Cruz, Maria João, and Guilhermina Lobato Miranda. "The Contribution of Digital Technologies to the Involvement of Parents in School Life of Their Children." International Journal of Technology and Human Interaction 15, no. 2 (2019): 29–40. http://dx.doi.org/10.4018/ijthi.2019040103.

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Using digital technologies as a means to promote parental involvement has been a practice used in projects in different countries. Parental involvement has been studied as a factor contributing to the academic achievement of learners, although some ethnic minorities face barriers to this involvement. This article presents the current state of a research, carried out in the context of a PhD. It used the digital technologies that are present at schools, as a privileged means of training parents of African minorities in the scope of the language of schooling, in order to support their involvement in the school life of their children. The authors used an action-research methodology with a variety of data collection instruments: biographical interviews, naturalistic observation, research diary and field notes. The results show that parents became more involved in their children's school activities and began to better understand their lives inside school.
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Duggan, Shane B. "Becoming ‘I’." Narrative Inquiry 23, no. 1 (2013): 214–26. http://dx.doi.org/10.1075/ni.23.1.11dug.

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This article draws upon the orientation ‘blog’ posts from a current PhD study focusing on identity formation in young people undertaking their final year of secondary schooling within the Victorian Certificate of Education (VCE). It critically investigates how participants define the ‘purpose’ of their engagement with the study and the subjectivities they employ in those interactions. The online blogs designed for this study are intended to create a space in which participants are able to act a-synchronously and discuss their ‘day-to-day’ experiences of the VCE. A key focus of this paper is to explicate the nature of this activity as performative, that is, participants contributing to blogs actively consider the nature of their engagement and construct an implicit ‘Other’ — a relationship that is informed by the purpose for participating in the research. Utilising Deleuze’s concept of ‘becoming’ (1987) along with a narrative methods framework (Riessman, 2008), it investigates the concept of ‘Other’ and will trace the process of ‘becoming storyteller’ as an active performance in Blog participation.
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Kasparkova, Alena, and Kamila Etchegoyen Rosolová. "Supporting Academic Writing and Publication Practice: PhD Students in Engineering and their Supervisors." Journal of Academic Writing 10, no. 1 (2020): 221. http://dx.doi.org/10.18552/joaw.v10i1.614.

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Supporting Academic Writing and Publication Practice: PhD Students in Engineering and their Supervisors
 This poster documents the bottom-up efforts leading to the establishment of an academic writing support program for doctoral students at an engineering university in the Czech Republic (CR).
 To defend their dissertation, by law Czech doctoral students have to have published their research. Moreover, many faculties require their doctoral students to publish in prestigious English-medium journals, which is a challenge even for the students’ supervisors. Although publication requirements prior to dissertation defence are becoming common in many countries (Kamler and Thompson, 2014; Kelly, 2017), Czech students often face a challenge of writing in the absence of any prior writing support, where insufficient knowledge of English only adds an extra hurdle to the already difficult task of argumentation absent in Czech schooling. CR has a comparatively high number of doctoral students, but also alarmingly high drop-out rates with more than 50% students not finishing their studies (Beneš et al., 2017). In part, this is due to the students’ difficulties to publish (National Training Fund, 2019). This challenge could be addressed with systematic writing development, but Czech educators and dissertation supervisors are not commonly aware of composition being teachable as we learned from our preliminary study on writing support in doctoral programs in several Czech universities (Rosolová & Kasparkova, in press). While supervisors and university leaders tended to see writing development as a responsibility of the students, the doctoral students were calling for systematic support. 
 We strive to bring attention to the complexity of writing development and introduce a discourse on academic writing that conceives of academic writing as a bundle of analytical and critical thinking skills coupled with knowledge of rhetorical structures and different academic genres. We show how these skills can be taught through a course drawing on the results from a needs analysis survey among engineering doctoral students, the target population for this course (for more information on the survey, see Kasparkova & Rosolová, 2020). In the survey, students expressed a strong interest in a blended-learning format of the course, which we base on a model of a unique academic writing course developed for researchers at the Czech Academy of Sciences, but not common in Czech universities. Our course is work in progress and combines writing development with library modules that frame the whole writing process as a publication journey ranging from library searches, to a selection of a target journal and communication with reviewers. Because we are well aware that a course alone will not trigger a discourse on writing development in Czech higher education, we also plan on involving a broader academic community through workshops for supervisors and a handbook on teaching academic writing and publishing skills for future course instructors.
 Colleagues at EATAW 2019 conference commented on the poster sharing their difficulties from the engineering context and for instance suggested a computer game to engage engineers. This resonated with our plan to invite our engineers into the course through a geo-caching game – for more, see Kasparkova & Rosolová (2020).
 References 
 Beneš, J., Kohoutek, J., & Šmídová, M. (2017). Doktorské studium v ČR [Doctoral studies in the CR]. Centre for Higher Education Studies. https://www.csvs.cz/wp-content/uploads/2018/10/Doktorandi_final_2018.pdf
 Rosolová, K. E., & Kasparkova, A. (in press). How do I cook an Impact Factor article if you do not show me what the ingredients are? Educare. https://ojs.mau.se/index.php/educare
 Kamler, B., & Thomson, P. (2014). Helping Doctoral Students Write (2nd edition). Routledge.
 Kasparkova, A., & Rosolová, K. (2020). A geo-caching game ‘Meet your Editor’ as a teaser for writing courses. 2020 IEEE International Professional Communication Conference (ProComm), Kennesaw, GA, USA, 2020, pp. 87-91. https://doi.org/10.1109/ProComm48883.2020.00019
 Kelly, F. J. (2017). The idea of the PhD: The doctorate in the twenty-first-century imagination. Routledge.
 National Training Fund. (2019). Complex study of doctoral studies at Charles University and recommendations to improve the conditions and results. Report for the Charles University Management. Prague.
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Dissertations / Theses on the topic "PhD schooling"

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Goodyear-Kaʻōpua, Jennifer Noelani. "Kū i ka māna : building community and nation through contemporary Hawaiian schooling /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2005. http://uclibs.org/PID/11984.

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McDuffie, Kay Frances Ward Crumpler Thomas P. "Private schooling research examination of a christian academy /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390285861&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1203093443&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.<br>Title from title page screen, viewed on February 15, 2008. Dissertation Committee: Thomas P. Crumpler (chair), Adel T. Al-Bataineh, Carol Camp Yeakey, Mary Murray Autry. Includes bibliographical references (leaves 159-176) and abstract. Also available in print.
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Desmond, Fadia Hefni. "Back on track : the transition of underrepresented minority students from undergraduate schooling, through postbaccalaureate education and into medical school /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.

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White, Julia M. "Slovakia's litmus test : policy, prejudice, and resistance in the schooling of Romani children /." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1342741541&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.

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Zhang, Li. "Numerical studies of hydrodynamics of fish locomotion and schooling by a vortex particle method." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1779690421&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Barajas-López, Filiberto. "Between the border of hope and despair immigrant student narratives on schooling and mathematics learning /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930322311&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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ZANTEDESCHI, Federica. "Capitale Sociale e vitalità scolastica.Una ricerca etnografica in contesti educativi." Doctoral thesis, Università degli Studi di Verona, 2010. http://hdl.handle.net/11562/343960.

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Osservare e riportare le diverse forme di capitale sociale che si attivano all’interno degli ambienti scolastici è stato l’obiettivo del lavoro che viene qui presentato, che vuole proporre una prospettiva di ricerca nuova dalla quale poter ripensare il mondo e il modo di fare educazione e formazione in un’ottica di valorizzazione delle relazioni e dei legami sociali. La presente ricerca raccoglie i contributi teorici dei primi studiosi che si sono occupati del tema e che hanno rilevato l’importanza del capitale sociale come risorsa per il mondo dell’educazione; essa riporta anche gli studi più recenti di autori che hanno svolto ricerche in ambienti educativi sia in Italia sia in America. L’obiettivo è quello di evidenziare l’importanza di questo concetto per i contesti scolastici, che in Italia, così come avviene in altri paesi europei, stanno attraversando in questi anni un periodo di crisi profonda, di sfiducia e di perdita di autorità. Le recenti analisi sul capitale sociale rappresentano una prospettiva nuova dalla quale guardare i mondi dell’educazione e della formazione e suggerisce nuovi ambiti di applicazione e di studio alle scienze pedagogiche. Il presente contributo, attraverso l'uso della metodologia etnografica applicata allo studio di due contesti scolastici di Verona, una città nel nord Italia, rappresenta un esempio di approccio qualitativo allo studio del tema.<br>This work focuses on the concept of social capital applied to educational contexts. The theoretical framework refers to the first American scholars who highlighted the importance of social capital as a resource for the educational world, but also takes into account the current trends followed by authors who deal with the topic, both in Italy and in America. The aim is to stress the importance of this concept in the context of schooling, which in Italy, as in other European countries, is going through years of deep crisis, distrust and loss of authority. The analysis of social capital represents therefore a new perspective from which one can look at the worlds of education and training, suggesting new fields of application and study of pedagogy. This contribution, using the ethnographic method for the analysis of the current situation and for the historical reconstruction of two school contexts in the Northern Italian city of Verona, is an example of qualitative approach to the study of social capital.
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Zarate, Maria Estela. "When grades don't matter comparing schooling and family experiences of college and non-college Latinas and Latinos /." Diss., Restricted to subscribing institutions, 2005. http://proquest.umi.com/pqdweb?did=954008501&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Wells, Lauren Michelle. "At the front of the bus a community based perspective of the community, issues, and organizing efforts to improve public schooling in Newark, New Jersey /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1779835571&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Terry, Clarence La Mont. "An exploration of the impact of critical math literacies and alternative schooling spaces on the identity development of high school-aged black males in South Los Angeles." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1970606961&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Books on the topic "PhD schooling"

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Hoffman, Christopher. Kindergarten Dude: 8. 5x11 120 Page Matte Covered Composition Notebook. Back to School Notebook and Journal for Preschool, Kindergarten, Elementary School, Grade School. Note Pad, Diary, Sketch Book, Home Schooling. Independently Published, 2021.

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Hoffman, Christopher. Second Grade Dude: 8. 5x11 120 Page Matte Covered Composition Notebook. Back to School Notebook and Journal for Preschool, Kindergarten, Elementary School, Grade School. Note Pad, Diary, Sketch Book, Home Schooling. Independently Published, 2021.

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Hoffman, Christopher. Third Grade Crew: 8. 5x11 120 Page Matte Covered Composition Notebook. Back to School Notebook and Journal for Preschool, Kindergarten, Elementary School, Grade School. Note Pad, Diary, Sketch Book, Home Schooling. Independently Published, 2021.

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Hoffman, Christopher. Fifth Grade Squad: 8. 5x11 120 Page Matte Covered Composition Notebook. Back to School Notebook and Journal for Preschool, Kindergarten, Elementary School, Grade School. Note Pad, Diary, Sketch Book, Home Schooling. Independently Published, 2021.

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Hoffman, Christopher. Fourth Grade Crew: 8. 5x11 120 Page Matte Covered Composition Notebook. Back to School Notebook and Journal for Preschool, Kindergarten, Elementary School, Grade School. Note Pad, Diary, Sketch Book, Home Schooling. Independently Published, 2021.

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Hoffman, Christopher. First Grade Squad: 8. 5x11 120 Page Matte Covered Composition Notebook. Back to School Notebook and Journal for Preschool, Kindergarten, Elementary School, Grade School. Note Pad, Diary, Sketch Book, Home Schooling. Independently Published, 2021.

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Hoffman, Christopher. Love - Second Grade: 8. 5x11 120 Page Matte Covered Composition Notebook. Back to School Notebook and Journal for Preschool, Kindergarten, Elementary School, Grade School. Note Pad, Diary, Sketch Book, Home Schooling. Independently Published, 2021.

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Hoffman, Christopher. Third Grade Crew: 8. 5x11 120 Page Matte Covered Composition Notebook. Back to School Notebook and Journal for Preschool, Kindergarten, Elementary School, Grade School. Note Pad, Diary, Sketch Book, Home Schooling. Independently Published, 2021.

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Hoffman, Christopher. First Grade Dude: 8. 5x11 120 Page Matte Covered Composition Notebook. Back to School Notebook and Journal for Preschool, Kindergarten, Elementary School, Grade School. Note Pad, Diary, Sketch Book, Home Schooling. Independently Published, 2021.

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Hoffman, Christopher. Second Grade Squad: 8. 5x11 120 Page Matte Covered Composition Notebook. Back to School Notebook and Journal for Preschool, Kindergarten, Elementary School, Grade School. Note Pad, Diary, Sketch Book, Home Schooling. Independently Published, 2021.

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Book chapters on the topic "PhD schooling"

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Nicolau, Lurdes. "Roma at School: A Look at the Past and the Present. The Case of Portugal." In Social and Economic Vulnerability of Roma People. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_10.

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AbstractThe schooling process has become more widespread among the Portuguese Roma population since 1974, with the end of the Estado Novo dictatorship and the establishment of democracy. Nevertheless, the Roma nomadism or semi-nomadism, financial shortcomings and the absence of social/cultural/family stimuli are some of the reasons that explain their low school attendance rates. Only in the last decades has such attendance increased, as a result of the implementation of several public policies, particularly of the Social Integration Income. This social policy, implemented in 1996, introduced important changes in this population, especially in areas such as schooling, personal hygiene, housing, health, or sedentism.Recent research has shown an increase in the educational level of the Roma population, but school dropouts and failure remain high. This tendency was also studied in the northeast of Portugal, in a PhD thesis about the relationships between the Roma and school. In the present research work, a qualitative methodology was adopted, using direct and participant observation, as well as interviews to some Roma parents and non-Roma teachers. Both groups emphasize the main difficulties of Roma children at school.The conclusions show that several factors affect these students’ schooling nowadays, especially poor housing conditions, parents’ illiteracy or low schooling, lack of daily study monitoring at home, absence of models in their environment, non-attendance of pre-school, and discrimination against them.
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Grądzki, Waldemar. "Portal edukacyjny szansą rozwoju zdalnej edukacji." In Funkcjonowanie dziecka we współczesnym świecie. Współpraca z rodziną. Wyzwania, zagrożenia, perspektywy. Wydawnictwo Wyższej Szkoły Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie, 2021. http://dx.doi.org/10.13166/wsge/ped/lowu2257.

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This article is an attempt at a polemic with selected, published positions of the Polish world of science, which deny the importance of the growing role of IT solutions in modern education, and their representatives still believe that the current system of transferring knowledge using traditional methods (Herbart School) is the only correct one. As early as the early twentieth century, the eminent reformer of American schooling, John Dewey, wrote that „if we teach today’s students as we taught yesterday, we rob them of the future”. The issues discussed concern both the results of the author’s own research on the digitization of Polish schools, as well as a literature review of the OECD, BECTA, Ken Robinson and the Educational Research Institute of the Ministry of National Education in terms of the effects of using information and communication technologies in education.
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Siegel, Bryna. "Forks in the Road: The Elementary School Years and Beyond." In The World of The Autistic Child. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195076677.003.0014.

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Abstract Language instruction is usually the primary focus of the first few years of an autistic child’s educational program. As we’ve seen in the preceding chapter, all of the various language activities that can be done in school can also be done at home—and in fact should be done at home. There are other skills that some autistic children learn mostly at school; these include learning to read, do math, and other regular academic tasks. For some other autistic children though, those with the more marked cognitive impairments, schooling consists of a focus on learning to be more independent in the functions of everyday living. In this chapter, we’ll discuss how both these sets of skills are taught to children with autism and PDD.
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A. Hunter, Philippa. "Disrupting Certainties: History Education for Informed Lived Citizenships." In Teacher Education [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.95821.

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How might teacher education engage pre-service teachers with unfamiliar voices and historical representation in an age of diversity, and view history as a critical project for young citizens? This context is situated in an Aotearoa New Zealand university’s initial teacher education (ITE) secondary programme. As a history educator, I negotiate multiple sites’ cultural practices and legacies of doing and being. I juggle professional, curriculum and assessment discursive practices and teachers’ certainties about their history programmes. This involves history theorising, scholarship and expectations. Tensions exist in relation to ‘sacred’ history contexts and knowledge claims embedded in curriculum and assessment standards that act to lessen possibilities of critical approaches. Critical pedagogy informs my stance that young citizens need to be confident and informed about their identity/ies and lived pasts to question what counts as knowledge and in whose interests this knowledge serves. Problematised history pedagogy (PHP) research aimed to disrupt pre-service teachers’ normative discourses. Emergent findings have subsequently shaped my history programme’s pedagogic approaches and evidence-informed assessment. Recent scholarly and public interest in histories that ‘play out’ in Aotearoa New Zealand’s present, serve to refocus history in ITE and schooling spaces to disrupt pedagogic certainties and exclusive notions of citizenship.
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"Yehuda Bauer." In Wrestling with God, edited by Steven T. Katz, Shlomo Biderman, and Gershon Greenberg. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195300147.003.0023.

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Abstract Yehuda Bauer was born in Prague, Czechoslovakia, in 1926 to secular parents. After receiving his first schooling in Prague, he emigrated with his family to Palestine in 1939,just before the outbreak of World War II. After the end of the Holocaust, he left Israel to study at the University of Wales in Cardiff from 1946 to 1950. After receiving his B.A., he returned to Israel and continued his studies at Hebrew University, receiving his Ph.D. from that institution in 1960. After completing his studies, he joined the faculty of the Institute for Contemporary Jewry at Hebrew University. In 1977, he was appointed to the chair in Holocaust studies and also served as the academic chairman of the Institute for Contemporary Jewry between 1978 and 1995. He has held many additional distinguished academic positions, including serving as a visiting professor at the University of Honolulu in 1992, at Yale in 1993, and at Clark University in 2000. In 1998, he addressed the German Bundestag on Holocaust Memorial Day and in that same year received Israel’s highest public academic honor, the Israel Prize. In addition, he served for many years as chair of the International Institute for Holocaust Research at Yad Vashem, Israel’s national institute for remembrance and research relating to the Holocaust. He has published eleven English–language books related to the Holocaust and many additional studies on the Shoah in Hebrew.
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Reports on the topic "PhD schooling"

1

Flabbi, Luca, and Mauricio Tejada. Gender Gaps in Education and Labor Market Outcomes in the United States: The Impact of Employers` Prejudice. Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0011443.

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Abstract:
This paper makes three contributions to the existing literature. First, it provides descriptive evidence on gender differentials by education level in the US labor market over the last twenty years. Second, it uses the structural estimation of a search model of the labor market to identify and quantify the impact of employers' prejudice on labor market gender differentials. Third, it connects both the descriptive and the analytical findings to recent policy interventions in the US labor market and presents some policy experiments. The results show that prejudice may still have a role in explaining the evidence on gender differentials and there is at least one scenario where the possibility of the presence of prejudiced employers in the labor market has substantial effects. In particular, it is responsible for the reversal of the returns to schooling ranking in recent years and it may explain up to 44% of the gender wage gap of the top education group (Master and PhD) in 2005. Since prejudice is still important, policy interventions may be effective in attaining both efficiency and welfare gains. The paper is in favor of implementing an affirmative action policy because it is frequently able to close the gender gap without reducing overall welfare and because it is effective in targeting the group that should take center stage in the future debate about gender differentials: high-skilled, high-earners workers, who also have family responsibilities.
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2

Country Program Evaluation: Costa Rica (2006-2010). Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0010506.

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Abstract:
The Bank's country strategy with Costa Rica 2006-2010 correctly identified the country's main development challenges in 2006 (the baseline used by the Bank to prepare the strategy): the difficulty of forging linkages between the most dynamic sectors and the rest of the economy as a result of differences in productivity, the lack of infrastructure,asymmetries in the business climate, and problems of access to financing; the widening gap between the demands of the more dynamic labor markets and the education system's capacity to provide those workers; and weakening of the government's capacity to finance investments as a result of a low tax burden and expenditure rigidities. Those challenges are contained in the six primary development constraints identified by the Government of Costa Rica in its Plan Nacional de Desarrollo [National Development Plan] 2006-2010 (PND) and are validated by the Office of Evaluation and Oversight (OVE) using reports prepared by the Programa Estado de la Nación [State of the Nation Plan] and diagnostic assessments made by other authors: (i) inability to reduce the poverty rate in prior years and an increase in levels of inequality; (ii) inability of the economy to produce a sufficient number of formal, well-paid jobs; (iii) slow growth in years of schooling of the population and low enrollment in senior high school; (iv) deterioration of the public safety situation and an increase in crime and drug trafficking; (v) limited effectiveness of the government¿s actions; and (vi) poor condition of the country's transportation infrastructure. This evaluation assesses the degree to which the IDB was successful in supporting these objectives.
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