Relevant bibliographies by topics / Schools of economics

Contents

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

Academic literature on the topic 'Schools of economics'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Schools of economics"

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Anderson, Malcolm, and David Johnson. "Economics in Schools." Australian Economic Review 25, no. 3 (July 1992): 59–73. http://dx.doi.org/10.1111/j.1467-8462.1992.tb00590.x.

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Shadmehri, Mohammad Taher Ahmadi, Fazeleh Khadem, and Alireza Ghadimi. "Economic Schools Thought : Mainstream , Orthodox and Heterodox Economics." Kuwait Chapter of Arabian Journal of Business and Management Review 3, no. 12.a (August 2014): 24–30. http://dx.doi.org/10.12816/0018843.

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Vetter, Henrik, Roland Andersson, Anders Olsson, and Avelino Samartin. "The Economics of Schools." Scandinavian Journal of Economics 98, no. 1 (March 1996): 146. http://dx.doi.org/10.2307/3440589.

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Ali Mohammed, Dr Maha Kareem. "Welfare Economics Among the Theoretical Propositions of Economic Schools." INTERNATIONAL JOURNAL OF TRANSFORMATIONS IN BUSINESS MANAGEMENT 13, no. 02 (2023): 01–23. http://dx.doi.org/10.37648/ijtbm.v13i02.001.

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The study aimed at the intellectual and theoretical analysis of the concept of welfare economics and to stand on the theoretical and analytical views and standards on which economic schools, the ideology of social democracy and the theorists of welfare were based on what constitutes welfare and how to achieve it. As for the importance of the study, it is to stand on these theoretical theses of economic schools and their policy to achieve a welfare economy and to know the criteria that provide the ability to measure whether the economic proposals and theses that have been developed have worked to improve the welfare of society. The problem of the study is the difference in the theoretical proposals of the economic schools in their vision to reach the welfare economy and achieve social welfare, and the difference is not a descriptive difference, but it includes different methods in seeing and understanding human behavior, and the most important results of the study are the focus of most contemporary welfare economists on the fact that effective markets do not necessarily achieve the greatest social benefit. Markets are not capable of self-regulation but require the regulatory role of the state. That the mixed ideology is the path to prosperity and glorification, such as social democracy, which was based on a new reform policy and a humancentered boom in the existing institutions. It included specific and measurable goals, such as the fair distribution of income and wealth. Thus, social democracy was unique in reaching and achieving a welfare society through the role of the state and its effective policy, by managing and providing welfare services in a better way, and that this transformation is a measure commensurate with the process of deepening and strengthening democracy. The study presented the most important recommendations to reach to a welfare society, then, the corrective interventional role of the state must be supported along with the work of the market and the adoption of the ideology of social democracy. Governments and institutions in all countries of the world should adopt new ways of thinking and actively participate in creating systems that will achieve real progress towards a more prosperous and prosperous world.
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Hendrianto, Hendrianto, and Ikin Ainul Yakin. "The Diversity of Contemporary Islamic Economic Thoughts of Schools: Baqir As-Sadr, Mainstream and Alternative." AL-FALAH : Journal of Islamic Economics 8, no. 1 (May 26, 2023): 83. http://dx.doi.org/10.29240/alfalah.v8i1.6968.

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Purpose: This study aims to reveal three schools of thought in contemporary times regarding Islamic economic thought in contemporary times, namely the Baqir As-Sadr, Mainstream, and Alternative (critical) schools.Method: This research was conducted with the library (Library Research) data collection using documentation data collection techniques with data analysis, namely content analysis.Findings: The results of this study indicate that contemporary Islamic economics in the first period, the view of the Baqir as-Sadr School, namely Islamic economics is not the same as Islam, Islamic economics must be changed to Iqtishadi, conventional economics needs to be discarded because it is not in accordance with iqtishodi, and the availability of resources is not limited, the two Mainstream schools, that is, not abandoning conventional economics, taking good values from the conventional and then transforming them into sharia, and finally limited resources, the three Alternative schools criticize previous contemporary schools, such as the Baqir As-Sadr school which destroys theories old but still using the old theory. While the Alternative Schools are considered to plagiarize conventional theory, finally Islamic economics needs to be tested for its truth. The three schools provide solutions to contemporary economic progressOriginality: The main contribution in this research lies in disclosing the differences in the three schools of Contemporary Islamic Economics Schools: Baqir As-Sadr, Mainstream, and Alternative
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Walstad, William B. "Economic Education in U.S. High Schools." Journal of Economic Perspectives 15, no. 3 (August 1, 2001): 195–210. http://dx.doi.org/10.1257/jep.15.3.195.

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The teaching of economics at the high school level is vital for increasing basic economic literacy. This assessment of high school economics in the United States covers seven topics: enrollments in courses; course content; the testing of students; achievement in economics courses; economics instruction in related courses; teacher preparation for economics instruction; and the contributions from organizations and economists. Significant improvements are found in the teaching, content, and testing of high school economics over the past two decades, but more work is needed because a formal course in economics is taken by less than half of high school graduates.
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Eltis, Walter, Vernon L. Smith, Samuel Bowles, Richard Edwards, John King, Stephen Littlechild, and K. Alec Chrystal. "Schools of Thought in Economics 7: Experimental Economics." Economic Journal 101, no. 409 (November 1991): 1602. http://dx.doi.org/10.2307/2234917.

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Apple, Michael W. "Economics and inequality in schools." Theory Into Practice 27, no. 4 (September 1988): 282–87. http://dx.doi.org/10.1080/00405848809543366.

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Hind, Ian. "School Global Budgeting in Victorian Government Schools." Australian Economic Review 29, no. 4 (October 1996): 423–30. http://dx.doi.org/10.1111/j.1467-8462.1996.tb00948.x.

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Zhuk, A. A., and A. A. Vaganov. "Competition and Competitive Environment in Historical Schools of Economics." AlterEconomics 21, no. 2 (2024): 253–67. http://dx.doi.org/10.31063/altereconomics/2024.21-2.5.

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This article seeks to identify and systematize interpretations of competition and competitive environment by representatives of the German historical school of economics. It traces the evolution of their views over generations, showing how these views were refined in response to economic development, scientific and technological progress, and doctrines in related disciplines. The German authors’ perspectives emerged as a critique of traditional English classical political economy, reflecting the challenges faced by less industria­lized and economically developed regions in competing with leading economies. Recognizing that the stron­gest would prevail under existing rules, historians focused on factors that could balance the economic dispa­rity. This includes F. List’s “infant industry protectionism” and the calls by W. Roscher and G. Schmoller to consider legal and social factors, as well as L. Brentano’s emphasis on the influence of Christianity. Despite this, early historians like W. Roscher and B. Hildebrand acknowledged the need for free competition as a fundamental driver of economic development, a view supported by later historians such as G. Schmoller, L. Brentano, W. Sombart, and M. Weber. This study aims to fill gaps in understanding the competitive environment, provi­ding scholars with a modern methodological approach to analyzing competition and opening avenues for further research and debate.
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Dissertations / Theses on the topic "Schools of economics"

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Booker, Toby Kevin. "The impact of charter schools in Texas." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1769.

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Marquis, William P. "What schools contribute to education : a comparative study of Catholic and public high school students using a value-added approach." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1265297914.

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Owolabi, Elizabeth Aina. "Home Economics programs in Oyo state secondary schools." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/28194.

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The purpose of this study was to identify the curricula emphases of home economics in Oyo state secondary schools, and to analyze the relationship between subject matter emphasis and selected aspects about teaching and the teacher. Sixty-two home economics teachers in Oyo state, Nigeria, responded to a mailed survey asking them to indicate the degree of emphasis given to 50 topics in five subject matter areas of home economics: Human Development and the Family, Home Management and Family Economics, Foods and Nutrition, Textiles and Clothing, and Housing. The most taught subject matter area was Foods and Nutrition followed by Home Management and Family Economics, Textiles and Clothing, Human Development and the Family, and Housing. A similar rank order was observed for subject matter competence and for preference for teaching subject matter. Scores on the topics within each subject matter area, however, indicated that all of these topics and the subject matter areas were moderately emphasized in the curriculum. The philosophical views of home economics as homemaking education; home economics as household management and home economics as cooking and sewing exist concurrently. Multiple regression analysis was used to examine the relationship between the above five subject matter areas and selected aspects about teaching and the teacher. The results of the multiple regression analysis indicated no significant relationship. Some of the problems facing home economics as a subject in the secondary schools were lack of laboratory space, equipment, finance, and shortage of home economics teachers. Collaborative curriculum development and local co-operative responses may offer the means to overcome the shortage of resources for programs in specific locales. Further research in the form of case studies of successful home economics programs could be informative in understanding better the necessary components which should be fostered in strengthening home economics programs.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Durnford, Alice Blaker. "School management and educational performance an analysis of 14 public schools in the Western Cape." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/5781.

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Education has come to the fore in development policy and as such has sparked a great deal of research on the relative importance of educational inputs. While school resources and family attributes are often the focus of such work, there are a number of papers exploring the significance of the impact of school management on learner test results. However, much of the quantitative research is inconclusive. This is largely due to the non-standardized and subjective measurements of management that have been used. This dissertation proposes the use of the Institutional Analysis and Design framework of Ostrom and colleagues (1990; 1994; 2005; 2009) as a means of benchmarking school management. The core components of the IAD framework are used to create a series of management indices for a sample of schools in the Western Cape. The paper finds, through a series of statistical approaches, that management is a significant input into the school production function and may be more important than other, previously emphasized, inputs.
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Zuze, Tia Linda. "Equity and effectiveness in East African primary schools." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5671.

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Researchers and policy makers agree that studying the relationship between school qualityand academic achievement will benefit public investment in education. An important turningpoint in educational delivery in Africa came during the 1990 World Conference on Educationfor All where renewed commitments to quality basic education were made. Against thisbackground, interest in how African education systems are progressing has increased. Thisthesis contributes to this understanding in three important ways. The first and broadestobjective is to assess the role of comparative studies in setting educational standards. Thesecond relates to how schools within three East African education systems can contribute tothe academic success of students whatever their background. The third is to investigate whichschools most effectively ensure a meaningful educational experience for children who faceeconomic and social hardships. Data are sourced from the second wave of a cross-nationalsurvey of schools in Southern and Eastern Africa. Hierarchical Linear Modelling is used toanalyse data on schools and students in Kenya, Tanzania and Uganda.The results demonstrate that, although valuable for establishing general patterns of effects,comparative studies should be followed by further investigation of the salient issues at workwithin individual countries. Contrary to earlier studies in developing countries, anunambiguous positive relationship between socioeconomic status and student performancewas evident across this region. Compositional, structural and organisational characteristics ofEast African primary schools were found to be related to academic achievement. Academicallysupportive relationships between students and household members benefited studentperformance in Kenya and Tanzania. In line with the school effectiveness theory, resourceavailability proved to be consistently related to educational quality and its equitable distributionin Uganda. An important finding relating to gender was that characteristics of schools thatimproved quality did so more effectively for boys than for girls and therefore increased themale academic advantage. The implication is that the climate for learning in East Africanprimary schools is better suited to educating boys.The study recommends that future surveys pay closer attention to how student attitudes tolearning are shaped so that schools can play a more effective role in motivating students. Totease out exactly how the educational environment influences learning, it is also recommendedthat more longitudinal studies be pursued by the educational research community. That thepace of educational reform is often painfully slow makes the use of longitudinal data to track itscourse all the more necessary.
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Yesilirmak, Muharrem. "Essays on local public goods and private schools." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2424.

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World is becoming more and more fiscally decentralized over time. Share of central government spending in total government spending declined from 75% to 65% between 1975 to 1995 in the world. Motivated by this, this thesis is concerned about two problems related to our current understanding of fiscally decentralized economies. In the first chapter, an explanation is given for the observed household income sorting pattern across municipalities where each municipality provides its own local public good. In the second chapter, an equilibrium existence result is provided for an economy where both local public schools and private schools coexist. In the first chapter, I quantitatively explain the empirical household income distribution across municipalities. In the data, poor and rich households live together with varying fractions in all municipalities although there are large public expenditure differentials. To explain data, I construct a multi-community general equilibrium model at which heterogeneous income households probabilistically choose among communities where municipalities are comprised of several communities. The indivisibility in the choice set of households gives them the incentive to assign non-degenerate probabilities to each community which in turn gives rise to an income distribution resembling to that in data. The calibrated model is then used to analyze two public policies, uniform property tax rate and uniform housing supply across municipalities, with respect to their effects on income sorting. The second chapter provides a median voter theorem for an economy where public and private schools coexist. Since households can opt out of public education, preferences over income tax rates are not single peaked leading possibly to nonexistence of majority voting equilibrium and decisive voter. Because of this, policy analysis of such economies proved difficult. To solve this nonexistence problem, I assume, consistently with empirical evidence, that private schools behave as monopolistically competitive firms with decreasing average costs over enrollment. In my model, there are a finite number of different quality private schools each having a different tuition. Public school spending is financed by income tax revenue collected from all households. The tax rate is determined by majority voting. I argue that preferences over tax rates are single peaked and therefore a majority voting equilibrium exists. Moreover median income household is the decisive voter. These results hold for any income distribution function and any finite number of private schools.
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Hoxby, Caroline Minter. "Markets and schooling : the effects of competition from private schools, competition among public schools, and teachers' unions on elementary and secondary schooling." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/12001.

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Mupier, Robert M. Ramsey David D. "Economic education in the secondary schools of Zaire a problem-driven approach /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510427.

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Thesis (D.A.)--Illinois State University, 1994.
Title from title page screen, viewed March 28, 2006. Dissertation Committee: David D. Ramsey, Michael A. Nelson (co-chairs), Ram D. Singh. Includes bibliographical references (leaves 293-301) and abstract. Also available in print.
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Bettinger, Eric P. (Eric Perry) 1972. "The effects of charter schools and educational vouchers on students." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9008.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Economics, 2000.
Includes bibliographical references (p. 101-104).
This thesis evaluates whether two market-based educational reforms, charter schools and educational vouchers, have led to better student outcomes for both the students who participate them and for students in public schools around them. In Chapter l, I estimate the effects of Michigan charter schools on student achievement for both the students attending them and students at neighboring public schools. Adjusting for previous test scores, I find that charter students do no better and may actually do worse than public school students. I also find that Michigan charter schools have had little or no effect on test scores in neighboring public schools. In Chapter 2, I estimate the effects of Colombia's high school voucher program. Between 1992 and 1997, the Colombian government awarded vouchers to over 100,000 poor students. Most of these vouchers were awarded randomly. Using the randomization to eliminate selection bias, I estimate the effects of the vouchers on participating students. The results suggest voucher winners had higher grade completion, lower repetition rates, a higher probability of taking the college entrance exam, and higher test scores. In Chapter 3, I study the effects of private school scholarships on disadvantaged, elementary students in Michigan. I find that the scholarship did not have a significant effect on the likelihood that a student attends private schools. Students who applied for this scholarship were planning to attend private schools anyway.
by Eric P. Bettinger.
Ph.D.
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Taylor, Stephen. "The performance of South African schools : implications for economic development." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5150.

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Thesis (PhD (Economics)--University of Stellenbosch, 2010.
ENGLSIH ABSTRACT: At the time of South Africa‟s transition to democracy the school system was envisaged to be a powerful vehicle for nation-building and transformation. The chronic low performance of the South African school system has subsequently become the subject of widespread public concern. This thesis examines the distribution of cognitive achievement amongst South African children and the factors influencing it, especially socio-economic status, and asks what the implications of this are for future economic development. The methodologies employed are predominantly quantitative as various sources of data are examined in order to collect evidence pertaining to the question above. Chapter 1 lays down a conceptual framework for understanding the role of schooling in economic development. The point is made that although education is often envisaged as a vehicle for development and mobility out of poverty, the home socio-economic status of children impacts significantly on their educational outcomes. Chapter 2 reviews recent and relevant literature to establish main currents of thinking regarding the influence of socio-economic status on educational outcomes. Chapter 3 follows this with an empirical examination of the influence of socio-economic status on reading achievement amongst South African children. The results indicate that the relationship between socio-economic status and educational achievement in South Africa is particularly strong by international standards. Furthermore, the historical divisions within the school system remain key to understanding continuing inequalities in educational outcomes. The socio-economic status of students is crucial in determining which part of the school system students enter; then for those entering the historically disadvantaged system the chances of achieving high quality educational outcomes are small, regardless of their home background. The main priority in the latter part of chapter 3 and thereafter is the attempt to identify factors that improve cognitive achievement, given the socio-economic context of schools and their students. In chapter 4, this search is taken up by examining a rich collection of data regarding school and teacher practices in South African primary schools. In chapter 5 this is done by analysing trends in the ability of high schools to convert demonstrated grade 8 achievement into matric outcomes. An additional perspective is provided through a comparison of the performance of South Africa‟s independent and public schools in Chapter 6. The final chapter summarises the results from these various approaches and highlights several key areas on which, it is recommended, attempts to improve South Africa‟s schools should focus. These include the management of school resources, teacher work ethic, time management and planning within schools, curriculum coverage, the accuracy of assessment and feedback to students, and parent commitment to education. Improving these areas within the large and struggling part of the South African school system will be decisive for the country‟s economic development.
AFRIKAANSE OPSOMMING: Ten tye van Suid-Afrika se demokratiese oorgang is die skoolstelsel as ʼn sterk instrument vir nasiebou en transformasie gesien. Die kroniese swak vertoning van die Suid-Afrikaanse skoolstelsel het sedertdien tot wye openbare besorgdheid gelei. Hierdie proefskrif ondersoek die verdeling van kognitiewe prestasie onder Suid-Afrikaanse kinders en die faktore wat dit beïnvloed, veral sosio-ekonomiese status, asook die implikasies daarvan vir toekomstige ekonomiese ontwikkeling. Die metodologie wat gebruik word, is hoofsaaklik kwantitatief, want verskeie databronne word ondersoek om getuienis in te win rakende bogenoemde vraagstuk. Hoofstuk 1 stel ʼn konseptuele raamwerk daar om die rol van onderwys in ekonomiese ontwikkeling te verstaan. Die punt word gemaak dat, alhoewel onderwys dikwels as ʼn instrument vir ontwikkeling en uitstyging uit armoede gesien word, die sosio-ekonomiese status van kinders se huislike omgewing hulle onderwysuitkomste beduidend beïnvloed. Hoofstuk 2 bied ʼn oorsig van onlangse en relevante literatuur om die hoofstrome van denke oor die invloed van sosio-ekonomiese status op onderwysuitkomste aan te dui. Hoofstuk 3 volg dit op met „n empiriese ontleding van die invloed van sosio-ekonomiese status op leesvaardigheid onder Suid-Afrikaanse kinders. Die resultate dui daarop dat die verband tussen sosio-ekonomiese status en onderwysuitkomste volgens internasionale standaarde in Suid-Afrika besonder sterk is. Verder is die historiese verdelingslyne binne die skoolstelsel van sleutelbelang om voortgesette ongelykheid in onderwysuitkomste te verstaan. Die sosio-ekonomiese status van studente bepaal grootliks tot watter deel van die skoolstelsel kinders toegang kry. Vir daardie kinders wat in die histories-afgeskeepte deel van die stelsel beland, is die waarskynlikheid van hoë gehalte onderwys klein, ongeag hulle gesinsagtergrond. Die klem in die laaste gedeelte van hoofstuk 3 en daarna val daarop om faktore te identifiseer wat kognitiewe uitkomste verbeter, gegewe die sosio-ekonomiese konteks van skole en studente. In hoofstuk 4 word hierdie speurtog voortgesit deur ʼn ryk verskeidenheid data rakende skole en onderwysers se praktyke in Suid-Afrikaanse laerskole te ondersoek. In hoofstuk 5 word dit gedoen deur ʼn analise van die vermoë van hoërskole om graad 8-vlak prestasie in graad matriekuitkomste te omskep. ʼn Vergelyking van die prestasie van Suid-Afrika se onafhanklike skole met openbare skole in hoofstuk 6 bied verdere perspektief hierop. Die finale hoofstuk som die bevindinge van hierdie verskillende benaderings op en belig sekere sleutelaspekte waarop pogings om Suid-Afrika se skole te verbeter klem behoort te lê. Dit sluit in bestuur van skoolhulpbronne, onderwysers se werksetiek, tydsbestuur en beplanning binne skole, dekking van die kurrikulum, die akkuraatheid van assessering en terugvoer daaroor aan studente, en ouers se betrokkenheid by onderwys. Verbetering op hierdie gebiede binne die groot, sukkelende deel van die Suid-Afrikaanse skoolstelsel sal deurslaggewend wees vir die land se ekonomiese ontwikkeling.
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Books on the topic "Schools of economics"

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Graham, Hall, ed. Schools of thought in economics. Aldershot, England: Edward Elgar, 1992.

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Pietro, Gayle Di. Home economics in secondary schools. Edited by O'Shea Judith and Curriculum Corporation (Australia). Carlton, Vic: Curriculum Corporation, 1996.

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Desrochers, Pierre, Roger Koppl, and Steven Horwitz. Advances in Austrian economics: What is so Austrian about Austrian economics? Bingley, UK: Emerald, 2010.

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Regina, McCormick, ed. Economics: A resource book for secondary schools. Santa Barbara, Calif: ABC-CLIO, 1988.

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Fuller, Neil. Principles of micro economics. Eastham: Tudor, 1991.

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S, Jomo K., and Reinert Erik S. 1949-, eds. The origins of development economics: How schools of economic thought have addressed development. New Delhi: Tulika Books, 2005.

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Iwuji, Eleazar C. Economics: For senior secondary schools in West Africa. London: Macmillan, 1990.

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Douglas, Mair, and Miller Anne 1941-, eds. A Modern guide to economic thought: An introduction to comparative schools of thought in economics. Aldershot, Hants, England: E. Elgar, 1991.

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Zahoor, Naheed. Economics of Muslim managed secondary schools of Delhi. New Delhi: Arise Publishers & Distributors, 2008.

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B, Walstad William, and Soper John Charles, eds. Effective economic education in the schools. [New York, N.Y.]: Joint Council on Economic Education, 1990.

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Book chapters on the topic "Schools of economics"

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Sockwell, W. D. "The Condition of Schools." In Popularizing Classical Economics, 109–13. London: Palgrave Macmillan UK, 1994. http://dx.doi.org/10.1007/978-1-349-23569-8_9.

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Holmqvist, Mikael. "Business, Economics, and the Nobel Prize." In Elite Business Schools, 7–21. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003218128-2.

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Hawkridge, David, John Jaworski, and Harry McMahon. "Economics, Education and Computers." In Computers in Third-World Schools, 314–34. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20793-0_22.

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Ustaoğlu, Murat. "Islamic Economics Thoughts of Schools." In The Palgrave Encyclopedia of Islamic Finance and Economics, 1–10. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-030-93703-4_463-1.

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Mihályi, Peter. "Three Schools of Thought." In International Studies in Economics and Econometrics, 47–108. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2676-2_3.

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Timmermann, Dieter. "Productivity, Effectiveness, Efficiency Basic Concepts of the Economics of Education." In Schools in Transition, 137–59. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-827-3_9.

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Tsoulfidis, Lefteris. "The Return of (New) Keynesian Economics." In Competing Schools of Economic Thought, 363–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-92693-1_16.

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Sindhu Krishnadas, T. "Economics of Unaided Schools in Kerala." In Current Trends in Economics, Business and Sustainability, 152–61. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-3366-2_18.

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Muradian, Roldan, and Sergio Villamayor-Tomas. "Justification and Scope of the Book." In Studies in Ecological Economics, 3–8. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-22566-6_1.

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AbstractAcademic schools are important institutions for consolidating and disseminating ideas. They can be defined as diffused communities held together by a collectively constructed body of knowledge, a shared worldview and a network of social relations. Identifying and delimiting academic schools might be a hard endeavor, since they are embedded in a fluid “state of spirit,” which is context- and time-specific, and not always easy to systematize and communicate. However, we still think that the notion (or metaphor) of “school” still makes sense to characterize the bonding elements that hold together and give coherence to the diverse ideas, debates and approaches represented in this book.
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Wolf, Johannes. "Economic Models or Schools of Economics in Their Historical Development." In Springer Studies in Alternative Economics, 49–53. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43732-9_4.

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Conference papers on the topic "Schools of economics"

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Bucha, Agostinho Inácio, and António Ferreira. "INNOVATE SCHOOLS: THE DIFFERENCE." In 4th International Scientific Conference – EMAN 2020 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eman.2020.163.

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Schools are currently facing considerable challenges, as the paradigm of today`s society is very different from the view for which most education systems were created. It`s beginning from this principle that many schools in Portugal seek to modify, adapt and improve their teaching practices. Another of the principles that guided this study is the search for good examples at European level. It´s important to create an innovative school culture, marked by collaborative work, openness of school to families, the surrounding environment and a commitment to shared leadership that ensures the sustainability of the innovative culture.
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Syahrul, Fariani, Chatarina Umbul Wahyuni, Hari Basuki Notobroto, and Eddy Bagus Wasito. "Reviving School Food Safety Teams at Elementary Schools Based on the Quality of Street Foods." In Indonesian Health Economics Association. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007030203470349.

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Hahm, Dong Woo, and Minseon Park. "A Dynamic Framework of School Choice: Effects of Middle Schools on High School Choice." In EC '22: The 23rd ACM Conference on Economics and Computation. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3490486.3538231.

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Alfirević, Nikša. "Prosocial and Pro-environmental Outcomes of Higher Education in the Post-COVID World." In Challenges in Economics and Business in the Post-COVID Times. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.epf.5.2022.52.

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This presentation seeks to uncover if prosocial and pro-environmental outcomes of higher education in business and economics could be associated with business school activities in the field of Responsible Management Education (RME). These could include the teaching of business ethics, Corporate Social Responsibility and related subjects, as well as business school research and different practical ways of involving business schools in showing their commitment to RME. The presentation focuses on the UN PRME (Principles for Responsible Management Education) and how their implementation could support the prosocial and proenvironmental outcomes of higher education in business and economics. Recent and forthcoming research on the prosocial and pro-environmental outcomes of higher education in business and economics is reviewed, and based on the research results, the question of the 'new normal' in (business) ethics is posed: how should business schools frame their RME-related activities in the world, and to what extent are they currently being re-shaped by the challenges of the COVID pandemic and threats to the global, rules-based international order?
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Purwandari, Septiyati, Ella Minchah Awaliya, and Anisah. "Library Management in the Implementation of School Literacy Movement in Primary Schools." In 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200529.190.

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Mališová, Daniela, and Jana Štrangfeldová. "EVALUATION OF EFFICIENCY IN SECONDARY EDUCATION." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.s.p.2020.111.

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The state of Slovak education is influenced by several negative factors. In terms of human capital, we have seen the decline of pupils for demographic reasons and lack of interest in the work of teachers. This paper aims to evaluate the efficiency of secondary education on the example of selected secondary schools. The main method of the paper is multicriteria analysis. The subject of research is the efficiency of selected secondary schools. The 10 Business Academies attended by pupils aged 15-19 years and established in the Banská Bystrica and Žilina self-governing regions will be the subject of research. For the analysis we use panel data collected for the school years 2013/2014 - 2017/2018. The contribution of the paper is to create an evaluation of the efficiency of the surveyed schools and to propose solutions for schools that achieved below-average results. The findings may serve as a basis for assessing the efficiency of the Business Academies for comparison with competitors, as well as for the founders of these secondary schools.
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Bang Vu, Tam. "Vocational Schools and Regional Development in China." In Annual International Conference on Qualitative and Quantitative Economics Research. Global Science and Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/978-981-08-8957-9_qqe-013.

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Nagy, Judit. "ECONOMICS IN PRIMARY SCHOOLS – AN EMPIRICAL EXPERIMENT FROM HUNGARY." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0622.

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"Accreditation Effect on Quality of Education at Business Schools." In International Conference on Accounting, Business, Economics and Politics. Ishik University, 2018. http://dx.doi.org/10.23918/icabep2018p12.

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Zabat, Mary Jane, Jolly S. Balila, Putu Tommy S. Suyasa, Rostiana, Leonardo Dorado, and Pamela Hendra Heng. "School Culture and Management Functions as Correlated to Teachers’ Job Satisfaction in selected ASEAN Elementary Schools." In International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210805.212.

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Reports on the topic "Schools of economics"

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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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Darity Jr., William, M’Balou M’Balou Camara, and Nancy MacLean. Setting the Record Straight on the Libertarian South African Economist W. H. Hutt and James M. Buchanan. Institute for New Economic Thinking Working Paper Series, May 2022. http://dx.doi.org/10.36687/inetwp184.

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In their stormy response to Nancy MacLean’s book Democracy in Chains, some academics on the libertarian right have conducted a concerted defense of Nobel Laureate James Buchanan’s credentials as an anti-racist, or at least a non-racist. An odd component of their argument is a claim of innocence by association: the peripatetic South African economist and Mont Pelerin Society founding member William Harold Hutt was against apartheid; Buchanan was a friend and supporter of Hutt; therefore, Buchanan could not have been abetting segregationists with his support for public funding of segregationist private schools. At the core of this chain of argument is the inference that Hutt’s opposition to apartheid proves that Hutt himself was committed to racial equality. However, just as there were white supremacists who opposed slavery in the United States, we demonstrate Hutt was a white supremacist who opposed apartheid in South Africa. We document how Hutt embraced notions of black inferiority, even in The Economics of the Colour Bar, his most ferocious attack on apartheid. Whether or not innocence by association is a sound defense of anyone’s ideology or conduct, Hutt, himself, was not innocent of white supremacy.
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Papadopoulos, Yannis. Ethics Lost: The severance of the entrenched relationship between ethics and economics by contemporary neoclassical mainstream economics. Mέta | Centre for Postcapitalist Civilisation, 2021. http://dx.doi.org/10.55405/mwp1en.

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In this paper we examine the evolution of the relation between ethics and economics. Mainly after the financial crisis of 2008, many economists, scholars, and students felt the need to find answers that were not given by the dominant school of thought in economics. Some of these answers have been provided, since the birth of economics as an independent field, from ethics and moral philosophy. Nevertheless, since the mathematisation of economics and the departure from the field of political economy, which once held together economics, philosophy, history and political science, ethics and moral philosophy have lost their role in the economics’ discussions. Three are the main theories of morality: utilitarianism, rule-based ethics and virtue ethics. The neoclassical economic model has indeed chosen one of the three to justify itself, yet it has forgotten —deliberately or not— to involve the other two. Utilitarianism has been translated to a cost benefit analysis that fits the “homo economicus” and selfish portrait of humankind and while contemporary capitalism recognizes Adam Smith as its father it does not seem to recognize or remember not only the rest of the Scottish Enlightenment’s great minds, but also Smith’s Theory of Moral Sentiments. In conclusion, if ethics is to play a role in the formation of a postcapitalist economic theory and help it escape the hopeless quest for a Wertfreiheit, then the one-dimensional selection and interpretation of ethics and morality by economists cannot lead to justified conclusions about the decision-making process.
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Borgès Da Silva, Roxane. COVID-19 : Comprendre et agir sur l’acceptabilité sociale des mesures de santé publique. CIRANO, May 2022. http://dx.doi.org/10.54932/izck1391.

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As of May 14, masks will no longer be required to be worn in indoor public places such as businesses, schools and daycares. It will continue to be required in public transportation, hospitals, medical clinics and CHSLDs. A survey conducted by the Institut national de santé publique du Québec from April 15 to 27 shows that two-thirds of respondents still intend to continue wearing the mask. But in reality, how will Quebecers react? What will be their motivations? How can we ensure that they make informed choices based on their circumstances and the objective risk factors they - and those around them - face? And how do we avoid the ostracization of those who will continue to wear the mask? Research inspired by experimental economics provides insight into the role that awareness and improved knowledge of the real risks associated with COVID-19 can play in people's intentions and reactions following the implementation - or removal - of various measures. This short text presents the results of two experimental studies conducted in the specific context of the reopening of schools in September 2020. These studies allow us to draw two main conclusions about the social acceptability of health measures and individual choices in the face of the pandemic: It is essential to provide valid, accurate, and simple sources of information to inform and reassure the population about the risks of developing COVID-19, without causing "cognitive overload." Simple awareness tools, clear and evidence-based information can have an impact on people's perceptions and choices when it comes to their health or that of their loved ones.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Monnet, Eric, and François R. Velde. Money, Banking, and Old-School Historical Economics. Federal Reserve Bank of Chicago, 2020. http://dx.doi.org/10.21033/wp-2020-28.

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Balza, Lenin, Camilo De Los Rios, and Nathaly M. Rivera. Digging Deep: Resource Exploitation and Higher Education. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004495.

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Do resource-extraction booms crowd out postsecondary education? We explore this question by examining the higher education-related decisions of Chilean high school graduates during the 2000s commodities boom. We find mineral extraction increases a person's likelihood of enrolling in postsecondary technical education while reducing the likelihood of completing a four-year professional degree program. Importantly, effects are heterogeneous across economic backgrounds. The impact on college dropouts is primarily present among students that graduated from public high schools, which generally cater to low-income groups. Our findings show that natural resources may affect human capital accumulation differently across income groups in resource-rich economies.
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Beuermann, Diether, Nicolas L. Bottan, Bridget Hoffmann, C. Kirabo Jackson, and Diego A. Vera-Cossio. Research Insights: Can Education Protect Employment during Times of Economic Disruption? Inter-American Development Bank, October 2021. http://dx.doi.org/10.18235/0003698.

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Women with test scores above a secondary school admission threshold for preferred schools increase their years of education and entrance to university. Men increase neither years of schooling nor university attendance. Females with scores just above an admission threshold are significantly less likely to experience a job loss during the recession than those just below. Moreover, each year of education reduces the probability of job loss. The protective effects of education are related to workers attributes and not to job characteristics or access to childcare. Education, in and of itself, has a protective role during downturns.
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Barseghyan, Levon, Damon Clark, and Stephen Coate. Public School Choice: An Economic Analysis. Cambridge, MA: National Bureau of Economic Research, November 2014. http://dx.doi.org/10.3386/w20701.

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