Journal articles: 'Schools of economics'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Gintis, Herbert. "Review of Hanushek "Making Schools Work"." education policy analysis archives 3 (March 31, 1995): 7. http://dx.doi.org/10.14507/epaa.v3n7.1995.

Full text

Abstract:

Making Schools Work is about the economics of educational policy. The Brookings Institution, publisher of the volume, is among the most respected institutions of economic policy research in the United States. The analysis and recommendations offered by Eric Hanushek, Professor of Economics at the University of Rochester, are based on original research financed by the Pew Charitable Trusts, and carried out by a distinguished group of economists.

APA, Harvard, Vancouver, ISO, and other styles

12

Miller, J. R., and L. Miller. "Principles of Environmental Economics and the Political Economy of West German Environmental Policy." Environment and Planning C: Government and Policy 6, no. 4 (December 1988): 457–74. http://dx.doi.org/10.1068/c060457.

Full text

Abstract:

We begin by recognizing that environmental economics has an influence on environmental policy. We describe two schools of environmental economics: A standard school, an outgrowth of the standard economics paradigm; and an alternative school, one which is more normative in nature, which calls for radical economic change largely through a change in individual values and a transformation of industrial society. The policies and proposals of West German political parties are examined in terms of the principles of these two schools. We conclude that both schools are well represented across the political spectrum, from the fundamentalists in the Greens to the present governing coalition.

APA, Harvard, Vancouver, ISO, and other styles

13

PETERAT, LINDA B. "Home economics education in Canadian schools." Journal of Consumer Studies and Home Economics 10, no. 3 (September 1986): 271–78. http://dx.doi.org/10.1111/j.1470-6431.1986.tb00125.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Dietz, Frank J. "Environmental economics: Two schools of thought." Environmental Politics 2, no. 4 (December 1993): 259–63. http://dx.doi.org/10.1080/09644019308414116.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Sulaiman, Sofyan. "MAZHAB PEMIKIRAN EKONOMI ISLAM KONTEMPORER." Bilancia: Jurnal Studi Ilmu Syariah dan Hukum 13, no. 1 (June 30, 2019): 163–200. http://dx.doi.org/10.24239/blc.v13i1.460.

Full text

Abstract:

Since the 1970s, studies of the Islamic economy have developed rapidly. Various topics around Islamic economics are discussed, ranging from Islamic economic philosophy, Islamic economic system, Islamic criticism of conventional economics, Islamic economic history and thought, to the Islamic financial system. There are several factors that encourage the development of Islamic economic scholarship, some of them are: personal motivation to promote Islamic economics, sponsorship from academic and non-academic institutions as well as organizations, Muslim societies, Muslim student associations, and also the dedication of publishers. As time goes by, Islamic economics bears many figures with various Islamic economic schools. According to the writer's findings there are at least five schools of contemporary Islamic economic thought, they are (1) Baqir al-Sadr, (2) Mainstream, (3) Alternatives, (4) Hamfara, and (5) Murabitun.

APA, Harvard, Vancouver, ISO, and other styles

16

Tambovtsev, V. "Economics and Reforms of Russia’s Education." Voprosy Ekonomiki, no. 3 (March 20, 2005): 4–19. http://dx.doi.org/10.32609/0042-8736-2005-3-4-19.

Full text

Abstract:

The directions of the change of economic mechanism of secondary education in Russia, some results of modern economics and the outcomes of school reforms in a number of foreign countries oriented at increasing competition among schools are considered in the paper. It is shown that expectations of better schooling quality due to economic mechanism change are to a large extent unsound: both theoretical arguments and international experience give evidence of serious risks that schooling quality will decrease as a result of competition among schools.

APA, Harvard, Vancouver, ISO, and other styles

17

Rosanova, N., and E. Savitskaya. "Economics in Business Education." Voprosy Ekonomiki, no. 11 (November 20, 2005): 116–29. http://dx.doi.org/10.32609/0042-8736-2005-11-116-129.

Full text

Abstract:

The article summarizes main achievements in teaching methods of economics that being applied in business schools can help improve efficiency of economic education. More active advanced methods such as case studies, discussions, open essay type questions are used to stimulate analytical way of economic thinking.

APA, Harvard, Vancouver, ISO, and other styles

18

Zuhirsyan, Muhammad. "Membidik Potensi Ekonomi Syariah di Lembaga Pendidikan Pondok Pesantren." Economica: Jurnal Ekonomi Islam 9, no. 2 (December 1, 2018): 319. http://dx.doi.org/10.21580/economica.2018.9.2.2781.

Full text

Abstract:

<p>This study aims to explore Islamic economic empowerment in Islamic boarding schools. Various resources in Islamic boarding schools can be empowered as facilities in implementing and developing Islamic economics. This research method uses a phenomenological qualitative approach that is analytical and inductive descriptive. The object of this study uses several modern boarding schools in Medan, Langkat, Deli Serdang and Serdang Bedagai, North Sumatra. The results show that Islamic economic empowerment can be in the form of application in Islamic boarding schools that can be classified in several ways, including sharia economic principles education, contract and sharia economic cooperation, pesantren accounting and sharia accommodation, culinary and halal tourism. While in the form of sharia economic development, Islamic boarding schools as an institution known for its independence can make Islamic boarding schools as a sharia economic assessment laboratory, form a sharia business forum, become an Islamic economics center and inspire sharia-based economic development. This study uses a phenomenological qualitative approach that is descriptive analytical and inductive in nature by digging data to find the basic things of phenomena, reality and experience.</p><p>Penelitian ini bertujuan untuk menggali pemberdayaan ekonomi syariah di dalam lembaga pendidikan pesantren. Berbagai sumber daya yang ada di dalam pesantren bisa diberdayakan sebagai fasilitas dalam penerapan dan pengembangan ekonomi syariah. Metode penelitian ini menggunakan pendekatan kualitatif fenomologi yang bersifat deskriptif analitis dan induktif. Objek penelitian ini menggunakan beberapa pesantren modern yang berada di Kota Medan, Langkat, Deli Serdang dan Serdang Bedagai, Sumatera Utara. Hasil penelitian menunjukkan Pemberdayaan ekonomi Islam ini bisa dalam bentuk penerapan di dalam pondok pesantren yang dapat diklasifikasi dalam beberapa hal, di antaranya pendidikan prinsip ekonomi syariah, akad dan kerjasama ekonomi syariah, akuntansi pesantren serta penginapan syariah, kuliner dan wisata halal. Sementara dalam bentuk pengembangan ekonomi syariah, pesantren sebagai lembaga yang dikenal dengan kemandiriannya bisa menjadikan pesantren sebagai laboratorium pengkajian ekonomi syariah, membentuk forum bisnis syariah, menjadi islamic ekonomy centre dan inspirator pengembangan ekonomi berbasis syariah. Penelitian ini menggunakan pendekatan kualitatif fenomenologi yang bersifat deskriptif analitis dan induktif dengan menggali data untuk menemukan hal-hal mendasar dari fenomena, realitas maupun pengalaman. </p>

APA, Harvard, Vancouver, ISO, and other styles

19

Waddock, Sandra. "Will Businesses and Business Schools Meet the Grand Challenges of the Era?" Sustainability 12, no. 15 (July 29, 2020): 6083. http://dx.doi.org/10.3390/su12156083.

Full text

Abstract:

Meeting today’s grand challenges means changing the economics paradigm that informs both business practice and business/management education. This paper asks whether business schools meet the challenges of the 21st century and argues not without shifting away from the core—neoliberal—paradigm of economics. This essay makes the following argument. Paradigms shape narratives. Changing core narratives is a powerful lever for transformation. Narratives are constructed of core ideas (memes) that replicate readily from mind to mind. Neoliberalism’s memes are pervasive and highly resonant in business schools. To move towards sustainability, the fundamentals taught in business school need to shift away from neoliberalism’s tenets towards what gives life to economic systems. From a theory perspective, neoliberalism’s lack of attention to social and ecological consequences of economic activity plays a large part in shaping today’s crises, including the pandemic, climate change, and biodiversity loss. A new/next economics paradigm is needed that shifts away from an emphasis on only financial wealth and constant economic growth on a finite plant towards life-centered economies that foster wellbeing and flourishing for all, creating what scholars call collective value. The result of this analysis is a conceptualization supporting new memes that include collaboration and competition, stewardship of the whole system, a cosmopolitan to local sensibility, and recognition of humanity’s deep embeddedness and connection with other people, other beings, and nature. The article concludes that business schools need to meet this challenge head on, changing the fundamentals of what is taught and why.

APA, Harvard, Vancouver, ISO, and other styles

20

Loasby, Brian J., and Stephen Littlechild. "Schools of Thought in Economics 10: Austrian Economics: Volume I." Economic Journal 101, no. 408 (September 1991): 1296. http://dx.doi.org/10.2307/2234448.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Durán-Sandoval, Daniel, and Francesca Uleri. "Definition of Economics in Retrospective: Two Epistemological Tensions That Explain the Change of the Study Object in Economics." Philosophies 9, no. 1 (December 19, 2023): 1. http://dx.doi.org/10.3390/philosophies9010001.

Full text

Abstract:

Throughout history, schools of economic thought have defined political economy—or economics—and its object of study in multiple ways. This paper reflects on the definitions of economics by schools of economic thought and also proposes the concepts of value and scarcity as key concepts to explain the differences between them. The most important findings of the paper are: (a) the ontological and epistemological characteristics of the concept of value and scarcity have shaped the definitions of economics; (b) the boundaries of the study object of economics have been expanded since today’s mainstream economics deals with multiple topics as diverse as crime, education, development, health, etc. However, the methodological tools used in mainstream economics have been narrowed since approaches such as the philosophical, ethical, historical, and institutional approaches have been left behind; (c) the part of reality that mainstream economics can grasp have left behind important issues of the contemporary world, such as gender, social, and environmental issues. A clear understanding of the scope and boundaries of economics could help to define more realistic research questions for economic science, and it would help to define new economic paradigms that address the contemporary issues.

APA, Harvard, Vancouver, ISO, and other styles

22

Zinam, Oleg. "Toward a Normative Economic Metaparadigm." Journal of Interdisciplinary Studies 3, no. 1 (1991): 51–72. http://dx.doi.org/10.5840/jis199131/24.

Full text

Abstract:

This essay proposes the formulation of a metaparadigm encompassing three major aspects of economic science: positive, normative, and applied. Such a metaparadigm represents a broader conceptual framework within which existing paradigms can be placed as special cases for comparative evaluation. The historical development of religions and their influence on economies and economics are legitimate areas of inquiry for positive economics. Yet the Mecca of the religion-based schools of economics is within a normative metaparadigm. Though Christian economics has not attained thus far the status of positive economics, the means to attain this objective are studied within the applied aspect of the proposed metaparadigm.

APA, Harvard, Vancouver, ISO, and other styles

23

MacLeod, W. Bentley, and Miguel Urquiola. "Is Education Consumption or Investment? Implications for School Competition." Annual Review of Economics 11, no. 1 (August 2, 2019): 563–89. http://dx.doi.org/10.1146/annurev-economics-080218-030402.

Full text

Abstract:

Milton Friedman argued that giving parents freedom to choose schools would improve education. His argument was simple and compelling because it extended results from markets for consumer goods to education. We review the evidence, which yields surprisingly mixed results on Friedman's prediction. A key reason is that households often seem to choose schools based on their absolute achievement rather than their value added. We show that this can be rational in a model based on three ingredients that economists have highlighted since Friedman worked on the issue. First, education is an investment into human capital. Second, labor markets can feature wage premia: Individuals of a given skill level may receive higher wages if they match to more productive firms. Third, distance influences school choice and the placements that schools produce. These factors imply that choice alone is too crude a mechanism to ensure the effective provision of schooling.

APA, Harvard, Vancouver, ISO, and other styles

24

Boleslavsky, Raphael, and Christopher Cotton. "Grading Standards and Education Quality." American Economic Journal: Microeconomics 7, no. 2 (May 1, 2015): 248–79. http://dx.doi.org/10.1257/mic.20130080.

Full text

Abstract:

We consider school competition in a Bayesian persuasion framework. Schools compete to place graduates by investing in education quality and by choosing grading policies. In equilibrium, schools strategically adopt grading policies that do not perfectly reveal graduate ability to evaluators. We compare outcomes when schools grade strategically to outcomes when evaluators perfectly observe graduate ability. With strategic grading, grades are less informative, and evaluators rely less on grades and more on a school's quality when assessing graduates. Consequently, under strategic grading, schools have greater incentive to invest in quality, and this can improve evaluator welfare. (JEL D82, I21, I23)

APA, Harvard, Vancouver, ISO, and other styles

25

Duhs, Alan. "Inverting Economic Imperialism: The Philosophical Roots of Ethical Controversies in Economics." Journal of Interdisciplinary Economics 16, no. 3 (April 2005): 323–39. http://dx.doi.org/10.1177/02601079x05001600307.

Full text

Abstract:

Whereas economics is sometimes presented as the social science and indeed as imperialistic social science, the argument here is quite opposite. It is in fact economics itself which has been colonised by one or another political philosophy. Different schools of economic thought rest their foundations in different political and social philosophies, and this causes their proponents to orient their policy recommendations around differing definitions of ‘freedom’, ‘rationality’, ‘equality of opportunity’ and teleology. It is the a prioris of their implicit philosophies which gives distinctive character to their respective economic theories, and which define their approaches to ethical controversies in economics. Three broad schools of thought are identified in what follows. Chicago School economic imperialists base their response to questions of values and ethics in economics on the underlying philosophy of libertarianism. That philosophy is unacceptable to institutionalist economists, however, since for them people are not meaningfully free to do as they please, unless they are already free from various external constraints. A third set of economists, dubbed radicals, reject the conception of the nature of mankind which is implicit in orthodox economics, and consequently adopt a different view towards values and ethics in economics via their commitment to a different understanding of teleology, rationality and the conception of scientific method.

APA, Harvard, Vancouver, ISO, and other styles

26

Walstad, William B., and Ken Rebeck. "Economics Course Enrollments in U.S. High Schools." Journal of Economic Education 43, no. 3 (July 2012): 339–47. http://dx.doi.org/10.1080/00220485.2012.686827.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Brunello, Giorgio, and Massimo Giannini. "Selective Schools." Bulletin of Economic Research 56, no. 3 (July 2004): 207–25. http://dx.doi.org/10.1111/j.1467-8586.2004.00198.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Taghizadeh, Jonas Larsson. "Are students in receiving schools hurt by the closing of low-Performing schools? Effects of school closures on receiving schools in Sweden 2000–2016." Economics of Education Review 78 (October 2020): 102020. http://dx.doi.org/10.1016/j.econedurev.2020.102020.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Susanto, Adi, Nurul Amini, and Retno Subekti. "Implementation of Expectation Value and Variance in Decision-Making with Risk in Economic Learning in High School." Jurnal Ilmiah Profesi Pendidikan 9, no. 2 (May 5, 2024): 962–67. http://dx.doi.org/10.29303/jipp.v9i2.2208.

Full text

Abstract:

Learning outcomes in economics learning at SMA Phase E that are related to material on production activities are that students understand the economic system as a way of organizing various economic activities to meet the various needs of society. Decision-making is commonly found in production activities, and every decision-making process has risks. To overcome this, the concept of probability is needed. Decision-making needs to be taught to students so that they can understand economic activities, which are always dynamic in nature, and the impact of these economic dynamics. Therefore, in learning economics, especially in material on production activities related to decision-making with risk, teachers can start with the theory of expected value and variance so that production activities do not experience losses and can even increase profits. This research aims to explore the relationship between statistical material and economics learning in high school. The research method used is a literature study method and is descriptive-qualitative in nature. The results show that economics teachers in high schools can teach and implement opportunity theory in economics learning in Phase E high schools to equip students to manage various economic activities, especially production activities.

APA, Harvard, Vancouver, ISO, and other styles

30

Ferris *, J. S., and E. G. West. "Economies of scale, school violence and the optimal size of schools." Applied Economics 36, no. 15 (September 2004): 1677–84. http://dx.doi.org/10.1080/0003684042000266856.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Ladd, Helen F. "School Vouchers: A Critical View." Journal of Economic Perspectives 16, no. 4 (November 1, 2002): 3–24. http://dx.doi.org/10.1257/089533002320950957.

Full text

Abstract:

This paper marshals available evidence from both the U.S. and other countries on the effects of private schools, peer effects, and competition to demonstrate that that any gains in overall student achievement from a large scale voucher program are at best likely to be small. Moreover, given the tendency of parents to judge schools in part by the characteristics of a school's students, a universal voucher system would undoubtedly harm large numbers of disadvantaged students. Although the case for a small means tested voucher program is somewhat stronger, it will do little to improve education for low-performing students.

APA, Harvard, Vancouver, ISO, and other styles

32

Monarrez, Tomás, Brian Kisida, and Matthew Chingos. "The Effect of Charter Schools on School Segregation." American Economic Journal: Economic Policy 14, no. 1 (February 1, 2022): 301–40. http://dx.doi.org/10.1257/pol.20190682.

Full text

Abstract:

We examine the impact of the expansion of charter schools on racial segregation in public schools, defined using multiple measures of racial sorting and isolation. Our research design utilizes between-grade differences in charter expansion within school systems and an instrumental variables approach leveraging charter school openings. Charter schools modestly increase school segregation for Black, Hispanic, Asian, and White students. On average, charters have caused a 6 percent decrease in the relative likelihood of Black and Hispanic students being exposed to schoolmates of other racial or ethnic groups. For metropolitan areas, our analysis reveals countervailing forces, as charters reduce segregation between districts. (JEL I21, I24, J15)

APA, Harvard, Vancouver, ISO, and other styles

33

Allen, Rebecca, and Simon Burgess. "Can School League Tables Help Parents Choose Schools?*." Fiscal Studies 32, no. 2 (June 2011): 245–61. http://dx.doi.org/10.1111/j.1475-5890.2011.00135.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Buddin, Richard J., Joseph J. Cordes, and Sheila Nataraj Kirby. "School Choice in California: Who Chooses Private Schools?" Journal of Urban Economics 44, no. 1 (July 1998): 110–34. http://dx.doi.org/10.1006/juec.1997.2063.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Avilova, Tatyana, and Claudia Goldin. "What Can UWE Do for Economics?" AEA Papers and Proceedings 108 (May 1, 2018): 186–90. http://dx.doi.org/10.1257/pandp.20181103.

Full text

Abstract:

Men outnumber women as undergraduate economics majors by three to one nationwide. Even at the best research universities and liberal arts colleges men outnumber women by two to one or more. The Undergraduate Women in Economics Challenge began in 2015 as an RCT with 20 treatment schools and at least 30 control schools to evaluate whether better course information, mentoring, encouragement, career counseling, and more relevant instructional content could move the needle. Although the RCT is still in the field, results from several within treatment-school randomized trials demonstrate that uncomplicated and inexpensive interventions can substantially increase women in economics.

APA, Harvard, Vancouver, ISO, and other styles

36

Fryer, Roland G. "Injecting Charter School Best Practices into Traditional Public Schools: Evidence from Field Experiments *." Quarterly Journal of Economics 129, no. 3 (August 1, 2014): 1355–407. http://dx.doi.org/10.1093/qje/qju011.

Full text

Abstract:

Abstract This study examines the impact on student achievement of implementing a bundle of best practices from high-performing charter schools into low-performing, traditional public schools in Houston, Texas, using a school-level randomized field experiment and quasi-experimental comparisons. The five practices in the bundle are increased instructional time, more effective teachers and administrators, high-dosage tutoring, data-driven instruction, and a culture of high expectations. The findings show that injecting best practices from charter schools into traditional Houston public schools significantly increases student math achievement in treated elementary and secondary schools—by 0.15 to 0.18 standard deviations a year—and has little effect on reading achievement. Similar bundles of practices are found to significantly raise math achievement in analyses for public schools in a field experiment in Denver and program in Chicago.

APA, Harvard, Vancouver, ISO, and other styles

37

Kinash, A. E., and E. A. Kachanova. "The systematization of concepts of economic crisis in schools of economic thought: from the marxian economics to the post-keynesian economics." Management Issues, no. 4 (2018): 64–73. http://dx.doi.org/10.22394/2304-3369-2018-4-64-73.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

ADNETT, NICK, and PETER DAVIES. "Competition between or within schools? Re‐assessing school choice." Education Economics 13, no. 1 (March 2005): 109–21. http://dx.doi.org/10.1080/0964529042000325234.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Mizala, Alejandra, and Miguel Urquiola. "School markets: The impact of information approximating schools' effectiveness." Journal of Development Economics 103 (July 2013): 313–35. http://dx.doi.org/10.1016/j.jdeveco.2013.03.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Das, Sanchita Basu. "The Origins of Development Economics: How Schools of Economic Thought Have Addressed Development?" Asean Economic Bulletin 23, no. 2 (August 2006): 270–71. http://dx.doi.org/10.1355/ae23-2j.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Hart, Cassandra M. D., and David N. Figlio. "School Accountability and School Choice: Effects on Student Selection across Schools." National Tax Journal 68, no. 3S (July 2015): 875–900. http://dx.doi.org/10.17310/ntj.2015.3s.07.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Jurczuk, Anna, Michał Moszyński, and Piotr Pysz. "The Austrian School of Economics and Ordoliberalism – Socio-Economic Order." Studies in Logic, Grammar and Rhetoric 57, no. 1 (March 1, 2019): 105–21. http://dx.doi.org/10.2478/slgr-2019-0007.

Full text

Abstract:

Abstract The scientific aim of the paper is to juxtapose the views on economic order developed by the leading representatives of two schools of liberal thinking – German ordoliberal Walter Eucken and the Austrian economist Friedrich August von Hayek. The first scholar opted for deliberately constructed competitive economic order, the second one advocates for allowing the social institutions to emerge and evolve spontaneously. The analysis proves the similarity of both theories in regard to the significance of principles of an economic order and the importance of competition for maintaining individual freedom. On the other hand some differences in the areas of sources of rules, institutional change, and the role of the state, induce their complementarity. Developing an intellectual basis for economic policy requires an eclectic approach combining two analysed perspectives.

APA, Harvard, Vancouver, ISO, and other styles

43

Cohodes, Sarah R., Elizabeth M. Setren, and Christopher R. Walters. "Can Successful Schools Replicate? Scaling Up Boston’s Charter School Sector." American Economic Journal: Economic Policy 13, no. 1 (February 1, 2021): 138–67. http://dx.doi.org/10.1257/pol.20190259.

Full text

Abstract:

Can schools that boost student outcomes reproduce their success at new campuses? We study a policy reform that allowed effective charter schools in Boston, Massachusetts to replicate their school models at new locations. Estimates based on randomized admission lotteries show that replication charter schools generate large achievement gains on par with those produced by their parent campuses. The average effectiveness of Boston’s charter middle school sector increased after the reform despite a doubling of charter market share. An exploration of mechanisms shows that Boston charter schools compress the distribution of teacher effectiveness and may reduce the returns to teacher experience, suggesting the highly standardized practices in place at charter schools may facilitate replicability. (JEL H75, I21, I28)

APA, Harvard, Vancouver, ISO, and other styles

44

KAHYA AYDIN, Pınar. "Quo Vadis Neoliberalism: A Carefrontation of Veblen, Keynes, and Marx." Fiscaoeconomia 7, no. 1 (January 25, 2023): 724–36. http://dx.doi.org/10.25295/fsecon.1172538.

Full text

Abstract:

Neoliberalism is still main reference point of economic thought in economics departments of universities and hegemonic ideology of policy makers although it comes in harsh criticisms for policy outcomes particularly deepening global inequality from wide range of scholars, journalists and even some policy networks especially after 2008-9 financial crisis. These criticisms are meaningful in terms of questioning neoliberal hegemony even so the motto of neoliberalism which is “there is no alternative” has not been responded as “nope, there is an alternative” yet at least as a counter hegemonic position for global political and economic system. The article sets out to formulate the need of going beyond criticisms and creating a reference toolbox kit to face with neoliberal hegemony. Is it possible to create an alternative method of thought in economics via eliminating deficiencies of particular schools of thought? In particular, is it possible to create a holistic response from different schools of non-mainstream economics focusing on neoliberalism as a concrete case for objection? The answer is yes. In this study, three different schools of economic thought, evolutionary institutionalism, Keynesianism and Marxism are mutually considered and the theoretical possibility of a holistic opposition in different levels is affirmed in a way of their stances in against neoliberalism.

APA, Harvard, Vancouver, ISO, and other styles

45

Ihlanfeldt, Keith. "The deconcentration of minority students attending bad schools: The role of housing affordability within school attendance zones containing good schools." Journal of Housing Economics 43 (March 2019): 83–101. http://dx.doi.org/10.1016/j.jhe.2018.09.007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Harris, Ron. "The Encounters of Economic History and Legal History." Law and History Review 21, no. 2 (2003): 297–346. http://dx.doi.org/10.2307/3595094.

Full text

Abstract:

After the rise to dominance of the neo-classical school in economics in the 1920s and 1930s, legal historians manifested very little interest in economic theory. After the cliometric revolution of the early 1960s, most legal historians expressed declining interest in economic historians. After the rise of Critical Legal History and cultural legal history in the late 1970s and early 1980s, many legal historians showed diminishing interest in the economy. This trend was augmented by the expansion of law and economics as a leading jurisprudence and methodology within the law schools. Most legal historians viewed themselves as part of a camp in the law schools, whether of the humanities oriented scholars, of post modernists, or of critical scholars, who were antagonists of the law and economics camp. These legal historians often identified all economists with law and economics and further disassociated themselves from economic historians. Ironically, the less legal historians consider economic history, economic theory, and the economy itself as relevant to their purposes, the more economic historians are discovering the relevancy of the law and of legal history to theirs. This article suggests to legal historians that the time is ripe to revisit economic history and theory and to reconsider their long-established indifference toward them.

APA, Harvard, Vancouver, ISO, and other styles

47

Kolev, Stefan. "Early Economic Sociology and Contextual Economics: The Weber-Wieser Connection." Journal of Contextual Economics 138, no. 1 (March 1, 2018): 1–30. http://dx.doi.org/10.3790/schm.138.1.1.

Full text

Abstract:

Abstract This paper addresses the parallel emergence of economic sociology within the Younger Historical School and the Austrian School. It reconstructs biographically the relationship of two key economic sociologists: Max Weber (1864&#8211;1920) and Friedrich von Wieser (1851&#8211;1926). Reconstructing Weber&#8217;s interactions with the Austrian economists and the joint pursuit of the research program &#8220;Social Economics&#8221; is illuminating for Weber&#8217;s attitude to economics and helps to correct clichés about the irreconcilability between the schools. For contextual economics, understanding the &#8220;outsourcing&#8221; of contextualism into sociology initiated in the age of Weber and Wieser can be decisive for the future &#8220;re-import&#8221; into economics. JEL Codes: A11, B13, B15, B25, B31, P16, Z13

APA, Harvard, Vancouver, ISO, and other styles

48

Refrigeri, Luca, and Alina Angela Manolescu. "A NEW RELATIONSHIP FOR ECONOMICS AND EDUCATIONAL SCIENCES: FINANCIAL EDUCATION." AGORA INTERNATIONAL JOURNAL OF JURIDICAL SCIENCES 16, no. 1 (September 12, 2022): 57–64. http://dx.doi.org/10.15837/aijjs.v16i1.4949.

Full text

Abstract:

Among the many areas of dialogue between economics and educational sciences, one common object of study has now clearly emerged: economic and financial education, which was created to raise the literacy levels of the adult population and young people. Indeed, more and more decisions in everyday life are linked to economic and financial aspects. The current economic and financial knowledge of the population is not adequate to the needs as it comes mainly from financial socialisation processes; it is instead necessary for schools and not only the banking and insurance world to deal with these new educational processes. However, in order to introduce these topics, schools must train teachers who do not have adequate knowledge. In Romania, this is a recent issue, which is why it was decided to launch a new research project.

APA, Harvard, Vancouver, ISO, and other styles

49

Charron, Donna Card. "Economics in the Medieval Schools. By Odd Langholm." Modern Schoolman 74, no. 1 (1996): 63–67. http://dx.doi.org/10.5840/schoolman19967416.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Hough, J. R. "A Note on Economics of Scale in Schools." Applied Economics 17, no. 1 (February 1, 1985): 142–44. http://dx.doi.org/10.1080/00036848500000012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Schools of economics'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles