Dissertations / Theses: 'Secondary Economics Education'

1

Pong, Wing-yan. "The impact of the change in the advanced level economics syllabus on the teaching and learning of economics." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18034949.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Jephcote, Martin J. "Negotiating the secondary school curriculum : economics education for all." Thesis, Cardiff University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272294.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Bricker, Jesse. "Three essays in labor economics." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Hong, Chan Tsui-wah. "A critical study of the economics curriculum at certificate level in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B3862722X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Pratt, Brenda M. "Home economics subject development in the context of secondary education." Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/859/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

Sober, Tamara Leigh. "Wise Choices? The Economics Discourse of a High School Economics and Personal Finance Course." Thesis, Virginia Commonwealth University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620921.

Full text

Abstract:

Today’s high school students will face a host of economic problems such as the demise of the social safety net, mounting college student debt, and costly health care plans, as stated in the rationale for financial literacy provided by the Council for Economic Education’s National Standards for Financial Literacy. These problems are compounded by growing income and wealth inequality and the widespread influence of neoliberal ideology. Although one of the major goals of economics education is to teach students to make reasoned economic choices in their public and private lives and provide the skills to solve personal and social economic problems, little empirical research has been conducted on how these goals are addressed. Secondary economics education research has primarily focused on measuring students’ grasp of neoclassical economics while a separate body of literature provides theoretical critiques of that approach. This study responds to the gap presented by these separate camps by capturing the economics discourse of a high school economics and personal finance course in relation to the role of economic decision-making in a democracy, and the space to hold values discussions. Using case study methodology that included analysis of student and teacher interviews, classroom observations, the standards and official curriculum, lesson plans, and student-produced documents, the study provides deep, context-dependent knowledge about how the official curriculum is manifest in the classroom.

Findings reveal that the role of economic decision-making and values discussions were given very little space. The discourse was heavily focused on the acceptance of the science and mastery of technical knowledge about personal finance for the dual purposes of preparing students to succeed on the W!SE Financial Literacy Certification Test and preparing students to navigate and succeed in a fixed economic reality firmly committed to neoclassical economics. The role of economic decision-making was diminished by the foregrounding of financial literacy over economics, which served as a mechanism of power to send the silent message that economic circumstances (such as wealth inequality) change through individual choices and that economic and social phenomena can be understood and addressed through the application of technical approaches.

APA, Harvard, Vancouver, ISO, and other styles

8

Augurzky, Boris. "Evaluation strategies in labor economics an application to post-secondary education /." [S.l. : s.n.], 2000. http://deposit.ddb.de/cgi-bin/dokserv?idn=961753684.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Pong, Wing-yan, and 龐永欣. "The impact of the change in the advanced level economics syllabus on the teaching and learning of economics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955605.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Chae, Jung-Hyun. "Assessment of Korean secondary school home economics curriculum with implications for change /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487862972137299.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Nazeer, Abdulla. "Teaching economics at secondary school level in the Maldives : a cooperative learning model /." The University of Waikato, 2006. http://hdl.handle.net/10289/2540.

Full text

Abstract:

The dominant approach to the study of economics at secondary school level in the Maldives is teacher-centred methods based on behaviourist views of teaching and learning. Despite considerable research on the benefits of cooperative learning in economic education at the post-secondary level, very limited research has been conducted in secondary school classrooms in order to find ways of improving teaching and learning of economics. The purpose of this study was to enhance the teaching and learning of economics at secondary schools in the Maldives by trialing a cooperative learning model to enhance economics teachers' awareness of the impact that cooperative learning might have on student learning. This study explored a cooperative learning approach to teaching and learning economics in secondary schools and investigated teachers' and students' perceptions of cooperative learning. Some elements of both ethnographic and grounded theory methodologies were employed and specific data collection methods included workshops, classroom observations, interviews, video tapes and student questionnaires. Nine teachers and 232 students were involved in this study. The research was conducted in three stages (pre-intervention, workshops to train the participants, and post-intervention) over a period of three months in three selected schools in Male', the Maldives. Four research themes were derived from the analysis of both pre and post intervention data. These themes were teaching issues, learning issues, cooperative learning implementing issues, and students' and teachers' reactions to cooperative learning. In the pre-intervention phase, the teachers taught in a traditional manner, but after the intervention they incorporated elements of cooperative learning method to teach economics in their selected classes. The overall findings showed a considerable change in teachers' and students' attitudes and perceptions about traditional teacher-centred methods towards more student-centred methods of cooperative learning. It was evident that both teachers and students perceived cooperative learning to be an effective method of teaching. For example, the findings revealed that both teachers and students understood and could see the benefits that cooperative learning offered to the teaching and learning of economics. The students indicated that they liked working in groups and appreciated getting help from other students. In addition, the results revealed that students' interactions and involvement in classroom activities, as well as interest and motivation to learn economics, increased during the implementation of the cooperative learning model. Furthermore, this study found a mismatch between home and the traditional teacher-centred school culture in the Maldives. In contrast, the findings suggest that the principles of cooperative learning match well with the cultural values of Maldivian society. Consequently, a revised model of cooperative learning is presented that includes the aspects of culture. Jordan (1985) argued that educational practices must match with the children's culture (p. 110) and thus culturally responsive teaching can help to minimise confusion and promote an academic community of learners that enables students to be more successful learners (Gay, 2000). This study suggests that training teachers and students for cooperative learning is salient for effective implementation of cooperative learning for a positive influence on students' learning and teachers' pedagogy. However, further research should be conducted to examine other aspects of teaching and learning which may also enhance this relationship.

APA, Harvard, Vancouver, ISO, and other styles

12

Gisanabagabo, Sebuhuzu. "Investment in secondary and tertiary education for economic growth: lessons for Rwanda from selected less developed countries." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6591_1190370240.

Full text

Abstract:

This research explored two interrelated issues in development economics. FIrstly, it investigated the importance of secondary and tertiary education for long-run growth of low-income economics. Secondly, it examined possible ways to invest in these higher levels of education. It draws on insights on these two issues to highlight lessons for Rwanda where policy makers have set out plans to build a knowledge economy in which science and technology would form the basis of the modern enterprise.

APA, Harvard, Vancouver, ISO, and other styles

13

Mehaffey, Mary Messer. "The relationship between a locality's fiscal capacity and its per-pupil expenditure in the Commonwealth of Virginia as a result of the 1988 funding formula change." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618827.

Full text

Abstract:

For the first time in 15 years in the Commonwealth of Virginia, a major restructuring in the elementary and secondary education finance formula was enacted during the 1988 General Assembly and revenue for education was increased by {dollar}576 million for the upcoming biennium. The overriding purpose of these modifications was to reduce disparities between more and less affluent school systems. The problem of educational disparity is not unique to Virginia. Over the last 20 years, between 60 and 70 individual pieces of litigation have been filed, contesting the constitutionality of public school finance systems in 41 of the United States. In 1990 alone, state courts found three states' education funding formulae to be in violation of those states' constitutions, and the state of Kentucky called for the restructuring of the entire system of public education. The Coalition for Equity in Education Funding filed suit against the Commonwealth of Virginia in the circuit court for the city of Richmond on June 12, 1992. The suit, which was filed on behalf of 31 local school boards and students in those school divisions, asked the court for a judgment declaring that the current system of funding public elementary and secondary schools to be declared unconstitutional because it denies children from less affluent school divisions an educational opportunity that is equal to that of children who attend public school in wealthier divisions in the Commonwealth of Virginia.;The purpose of this study is to analyze the Virginia school finance system in order to determine: (1) whether disparities in revenue for education have been reduced between pupils in high and low fiscal capacity school divisions as a result of the 1988 changes in the financing system in education, and (2) if the relationship between a locality's fiscal capacity and its educational expenditure has changed subsequent to the 1988 Virginia General Assembly's restructuring of the school financing system.;Five research questions were investigated using a correlational methodology. Upon analyzing the data, the following are some of the conclusions drawn: (1) When range was used, the disparity increased between 1988 and 1992; (2) A high positive correlation does exist between ability-to-pay as measured by the composite index and total per pupil expenditure; and (3) A high positive correlation does exist between per pupil expenditure from local funds and total per pupil expenditure. Recommendations are made for future research.

APA, Harvard, Vancouver, ISO, and other styles

14

Turgeson, Susan. "The opportunities and challenges of distance education in secondary family & consumer sciences programs." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007turgesons.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

El-Hodiri, Nagla'a. "An analysis of high school tracking and its effects on labor market outcomes." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280010.

Full text

Abstract:

The process of accumulating human capital formally begins when individuals enter the education system. It is widely accepted that tracking students plays an important role in human capital production. This dissertation focuses on the practice and consequences of tracking students at the high school level. I use a variety of methods to analyze how students are assigned to tracks, the effects of tracks on the human capital stock, the flow of services from that stock, and to explore whether tracking affects the decision to drop out of high school. The analysis provides new perspectives in the economics of human capital and has important implications for education policy. Although tracking students by perceived ability is a long-standing practice, its merits have been hotly debated over the years. Chapter 3 explores one of the four tenants of tracking, whether or not it is a fair and accurate process. I analyze the possibility of racial or gender discrimination in track assignment and find that there is evidence of some racial discrimination in the case of African Americans and Latinos. The evidence of discrimination leads me to question whether tracking is indeed an accurate process. This has direct implications for education policy, as accuracy in track assignment is critical for the pedagogical goals of tracking. Chapter 4 considers whether or not tracking students in high school affects their productivity, as measured by their wages, once they enter the labor force. I present the school and work profiles of individuals in the different tracks, develop several stylized facts, and analyze the effect of tracking on the wage rate. I conclude that the value of an additional year of schooling is different across tracks. The decision to drop out of high school is both a private decision and a social decision. In chapter 5, I examine how peer effects can influence the decision to drop out for both high ability and low ability students. The model and evidence suggest that students already at risk for dropping out might be more likely to do so if they are placed in a track with similarly at-risk students.

APA, Harvard, Vancouver, ISO, and other styles

16

Stenberg, Laurie Ann. "Factors associated with the professional socialization relationships of secondary male and female home economics educators /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712158106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Hong, Chan Tsui-wah, and 康陳翠華. "A critical study of the economics curriculum at certificate level in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3862722X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Long, Keith William. "The teaching of economics : an investigation into the aims, texts, and assessment of the senior secondary economics curriculum in Western Cape schools." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/17357.

Full text

Abstract:

Bibliography: pages 319-332.
This study concerns the economics curriculum in schools in the Western Cape as defined by syllabus aims, textbooks, and the Senior Certificate examination. The research for it was conducted by means of a teacher survey in secondary schools of the Department of Education and Culture, House of Assembly, Cape Education Department (CED); and the Department of Education and Culture, House of Representatives (HOR) in the Western Cape. This includes an analysis of the textbooks currently prescribed for economics, and an analysis of past Senior Certificate examination papers. The dissertation commences with a description of the existing curriculum and its setting in the context of Christian National education (CNE). This is followed by discussion of the philosophy of economics education as practised in the west, in order to view the South African economics curriculum against this background. The main aims of the present syllabus are discussed in terms of textbooks, teacher opinion, and the Senior Certificate examination. These aims concern the Christian character of economics, economics and Afrikaner nationalism, economics and capitalist values, as well as the vocational and formative value of economics. They are considered central to an understanding of how classroom economics has been affected by CNE, apartheid doctrine, and Afrikaner master symbols. This is followed by an investigation into the operation of the specific objectives of the syllabus and classroom practice of economics. These are described in terms of three groups of questions which formed part of the teacher survey. The questions addressed issues of teaching aimed at engendering interest in current economic events and the application of theory in the analysis and interpretation thereof; the purpose of economics teaching; and the importance and influence of content, textbooks and examinations in classroom economics. The content of the 1983 core syllabus is further considered in the light of teachers' responses to it and the opinions gained from the teacher survey are used in the final chapter as part of the basis of recommendations for remaking the content of the economics curriculum. Proposals are made for the remaking of the economics curriculum in the future on the basis of: the aims in terms of "economic literacy"; classroom practice and teaching trends in terms of "process learning"; and the content of classroom economics on the basis of "citizenship".

APA, Harvard, Vancouver, ISO, and other styles

19

Robbins, Susan Mary. "Teaching and contextual factors influencing student decision making and problem solving abilities in secondary home economics classes /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401442932.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Ryu, Sang-Hee. "Curriculum orientations and professional teaching practices reported by Korean secondary school Home Economics teachers and teacher educators /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951907960049.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Ortega, Hesles Maria Elena. "School Choice and Educational Opportunities: The Upper-Secondary Student-Assignment Process in Mexico City." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461054.

Full text

Abstract:

Many education systems around the world use a centralized admission process to assign students to schools. By definition, some applicants to oversubscribed schools are not offered admission to their most-preferred school. Thus, one naturally asks whether it makes a difference to applicants’ educational opportunities and outcomes which schools they apply to, are offered admission to, and eventually enroll in. Each year in Mexico City, about 300,000 teenagers apply for a seat at one of the nearly 650 public upper-secondary schools. In this centralized, merit-based admission process, applicants are assigned to a school based on entrance examination score and their ranked list of school choices, subject to school capacity constraints. In this dissertation, I include two papers assessing data from the upper-secondary application cohorts in Mexico City from 2005 to 2009. In the first paper, I find evidence of socio-economic stratification across schools. I also find dissimilarities in the application behavior of individuals according to their socio-economic background, even for those with high achievement levels. Based on qualitative and quantitative data from a small sample of applicants, I suggest that in addition to differences in economic resources, asymmetries in access to information might help to explain disparities in the application behavior of individuals from different socio-economic backgrounds. In the second paper, I capitalize on the natural experiment created at each oversubscribed public upper-secondary school in Mexico City by the imposition of exogenous admission cut-off scores. Using a regression-discontinuity design, I estimate that, on average, upper-secondary applicants who score just above the admission threshold for a more competitive school (i.e. a school with higher cut-off score and higher average examination scores) have lower probability of graduating on time and within 5 years than do applicants who scored just below the admission threshold. Given the high take-up rates of the offers of admission, I find that the effects for enrollment in a more competitive school are only slightly larger than they are in their analogous reduced-form estimates. In addition, I show that effects differ across the distribution of admission cut-off scores and for applicants with selected socio-demographic characteristics who scored just above the admission threshold.
Quantitative Policy Analysis in Education

APA, Harvard, Vancouver, ISO, and other styles

22

Sober, Tamara L. "Wise Choices? The Economics Discourse of a High School Economics and Personal Finance Course." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/5033.

Full text

Abstract:

Today’s high school students will face a host of economic problems such as the demise of the social safety net, mounting college student debt, and costly health care plans, as stated in the rationale for financial literacy provided by the Council for Economic Education’s National Standards for Financial Literacy. These problems are compounded by growing income and wealth inequality and the widespread influence of neoliberal ideology. Although one of the major goals of economics education is to teach students to make reasoned economic choices in their public and private lives and provide the skills to solve personal and social economic problems, little empirical research has been conducted on how these goals are addressed. Secondary economics education research has primarily focused on measuring students’ grasp of neoclassical economics while a separate body of literature provides theoretical critiques of that approach. This study responds to the gap presented by these separate camps by capturing the economics discourse of a high school economics and personal finance course in relation to the role of economic decision-making in a democracy, and the space to hold values discussions. Using case study methodology that included analysis of student and teacher interviews, classroom observations, the standards and official curriculum, lesson plans, and student-produced documents, the study provides deep, context-dependent knowledge about how the official curriculum is manifest in the classroom. Findings reveal that the role of economic decision-making and values discussions were given very little space. The discourse was heavily focused on the acceptance of the science and mastery of technical knowledge about personal finance for the dual purposes of preparing students to succeed on the W!SE Financial Literacy Certification Test and preparing students to navigate and succeed in a fixed economic reality firmly committed to neoclassical economics. The role of economic decision-making was diminished by the foregrounding of financial literacy over economics, which served as a mechanism of power to send the silent message that economic circumstances (such as wealth inequality) change through individual choices and that economic and social phenomena can be understood and addressed through the application of technical approaches.

APA, Harvard, Vancouver, ISO, and other styles

23

Stewart, Morgan. "An Economic Study of the Influencial Factors Impacting the College Readiness of Secondary Students." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1807.

Full text

Abstract:

For many young individuals in their junior year of high school the pressures of getting into the desired secondary education institution of their choice is a nerve-wrecking task. For months they prepare to study for standardized tests and compile their greatest achievements to prove they are worthy enough to be accepted in to these prestigious universities. However, preparation for college starts way before the application season. It leads one to wonder what influential factors surrounding them could affect their odds of being successful in college once they are accepted. This study examines the influential factors that effect a student’s college readiness. The factors tested will be student’s parent income, total enrollment of the high school, total number of high school days in a year, average class size in the high school, and the teacher quality of that high school. A multiple regression will be used to test these independent variables against the high school graduate ready for college percentage for each high school. The slope parameters of the model will be tested through t-tests, p-values, and f-tests. The sample size will consist of Illinois High Schools who have completed an Illinois High School Report Card required by the No Child Left Behind law. In addition, a ten question survey will be dispersed to a population of fifty college students at SIU focusing on factors they believe have been influential on their college success. This study will aim to improve the understanding of all the factors that go into equipping high school students for a milestone that can ultimately affect their economic outcomes in life.

APA, Harvard, Vancouver, ISO, and other styles

24

Chan, Chi-lok. "Medium of instruction and students' learning approaches in the subject economics at the post-secondary level." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31963614.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Ha, Joung Yeob. "LEGAL ACCESS TO ALCOHOL AND ACADEMIC PERFORMANCE: EVIDENCE FROM MIAMI UNIVERSITY." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1501219488946778.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Yiu, Ming-tak James. "A study of curriculum change in Hong Kong : the case of advanced level economics /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18939430.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Lillrank, Erik, and Fredrik Nilsson. "Job Market Signalling in the European labour market : Exploring the relationship between tertiary education access and participation in secondary level schooling." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-435893.

Full text

Abstract:

This study re-examines a theoretical scenario introduced by Kelly Bedard in which increased university access leads to an increase in high school dropouts due to the decreased wage premium of a high school diploma caused by talent departing to higher education. The goal for this empirical study is to expand upon the theoretical framework introduced by Bedard in order to determine whether job market signalling is present in the European labour market. In line with Bedard, we theorise that if signalling holds true, secondary education graduates will decrease when access to tertiary education increases. To test this we construct 3 linear regression models to analyse a panel data set constructed of data gathered by Eurostat. Our research question is: Does increased enrolment in tertiary education have a negative effect on participation in secondary education? Our results differ from earlier studies as they indicate that increased enrolment in European tertiary education correlates with increased participation in secondary education. Ergo, we do not prove the presence of signalling in the European labour market. Our results support continued policy efforts with the aim of increasing participation at all levels of education as we find no evidence of a trade-off between university access and secondary schooling graduate rates.

APA, Harvard, Vancouver, ISO, and other styles

28

Chan, Wai-yu Ada, and 陳慧茹. "Curriculum continuity in Hong Kong secondary school economics: perception of teachers and students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30234736.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Williams, David Andrew. "What has been the impact of re-sitting AS-Level examinations in Economics and Business Studies on students at a boys’ independent school in the West Midlands?" Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2803/.

Full text

Abstract:

This dissertation examines the impact that AS-level re-sits have had on a selective independent boys’ school in the West Midlands, which in the interest of anonymity is referred to throughout as ‘School X’. Significantly, and as reflected in the title for this dissertation, unlike the vast majority of secondary schools, A2-level examinations at School X are not sat by students until the final summer of the two year course; therefore, re-sits at this level are not possible. The opening chapter provides an outline of how the introduction of unlimited re-sits can be perceived as being a logical progression as one of a number of developments in the A-level qualification, especially over the past two decades or so, which have invariably contributed to higher pass rates and levels of attainment, as measured by its six point (‘A’ to ‘U’) grading system. In the next chapter, secondary research has been divided into two sections. The first considers the robustness of the qualification, which has existed for well over half a century and the extent to which its survival has reflected the interests of the key stakeholders who have benefited from its reputation as the nation’s educational ‘gold standard’. On one hand, the introduction of re-sits itself can be understood as one in a relatively long line of incremental changes in the structure of A-level, which have helped to prolong its shelf-life by making it a more accessible and quantifiably successful qualification. On the other, this can be contrasted against the extent to which the opportunity for students to re-sit might have contributed to, arguably, the implosion of the qualification in its Curriculum 2000 form, as pass rates nudge towards 100 per cent, and the subsequent need for either its fundamental restructuring or abandonment altogether. The second section examines literature which is relevant to supporting a challenge against the popular notion that a modular course such as A-level contains few, if any, characteristics which are embodied in the ‘elements’ of a formative approach to teaching and learning as outlined by the Organisation for Economic Co-operation and Development (OECD, 2005, p.15). A case is subsequently made for how a course which allows unlimited re-sits and where candidates have access to their marked scripts, still provides opportunities for interaction between teachers and students which are not normally associated with summative forms of assessment in the learning process. Chapter three explains how primary data were gathered through various techniques, including an approach that involved a mixture of a structured group interview and self-completion questionnaire, which two broad categories of students at School X participated in over a two year period. One of these consisted of students studying either A-level Business Studies or Economics (and in a few cases, both subjects). The other consisted of ‘pre-Alevel’ students, back in school at the end of the summer term after sitting their GCSEs, for a few ‘taster lessons’ in their chosen subjects for A-level. A combination of questions which elicited both quantitative and qualitative responses was used in this instrument of research which represented something of an unconventional approach to methodology, but it proved to be an appropriate technique for efficiently amassing data from scores of students each year, at various stages in their post-16 studies. Interviews were also conducted with numerous members of the teaching profession, mainly, but not exclusively, at School X and for the purpose of comparison with similar institutions, three discussions took place on an annual basis with staff from other independent schools, guided by me on a ‘focus group’ basis. Supplemented by information from examination performance documents produced by senior management at School X, commercial publications, the examination boards themselves and a variety of governmental and quasi-governmental sources, this allowed me to adhere to a ‘data triangulation’ approach, as classified by Denzin (1988) and summarised by Robson (2002, p.175), which “help[ed] to counter…the threats to validity.” The one-to-one interviews on the other hand became more tightly structured with each round, to reflect the sharper objectives for the dissertation which emerged over time and were thus orientated towards a ‘within-method triangulation’ approach (Denzin, 1988). Turning more specifically, in chapter four, to the main objectives of the study, the analysis of results and findings from my empirical research attempts to establish the main motives for re-sitting A-level Economics and Business Studies, as well as the costs and benefits of so doing. The latter objective primarily concerns students, but other factors, such as the impact on the teaching process, are also examined. Chapter five considers the future role of A-level re-sits in the context of the restructuring of the qualification from September 2008 and the alternatives in the post-16 curriculum that exist. The study concludes with a brief, reflective chapter, on how re-sits can contribute to teaching and learning.

APA, Harvard, Vancouver, ISO, and other styles

30

Shapiro, Bradley Thomas. "Ability Tracking and Class Mobility in High School Mathematics: The Case of Low Achievers." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/32393.

Full text

Abstract:

The goal of this paper is to evaluate commonly held criticisms of the practice of ability tracking in high school mathematics. To do so, I employ data from the National Education Longitudinal Study of 1988 and follow-ups to model classroom selection and education production. This paper will focus only on the causes and effects of tracking on students who were tracked as low-ability in eighth grade. From this, we can see how many students, if any, switched out of the low-ability track by tenth grade and how various switches have affected their test scores in mathematics. I find that students exercise mobility between ability-tracks as late as tenth grade and that ability-track placement is largely determined by test scores. In addition, I find evidence that there would be minimal, if any, test score improvement among low-ability students if they were all moved to a class of heterogeneous ability.
Master of Science

APA, Harvard, Vancouver, ISO, and other styles

31

Yiu, Ming-tak James, and 姚鳴德. "A study of curriculum change in Hong Kong: the case of advanced level economics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959155.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Chung, Pui-han Echo, and 鍾佩嫻. "Evaluation on the implementation of environmental education in home economics in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B4212864X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Ignell, Caroline. "Exploring changes of conceptions, values and beliefs concerning the environment : A longitudinal study of upper secondary school students in business and economics education." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-147639.

Full text

Abstract:

This thesis examines students’ understanding of economic aspects of global environmental problems. The first aim is to identify and characterise changes in business and economics students’ conceptions of negative environmental effects and pricing goods and services. The second aim is to identify and characterise changes in students’ values, beliefs and personal norms regarding effective solutions to climate change problems. Three studies were carried out with students in Swedish upper secondary schools. The first study used an open-ended questionnaire and is presented in Article I. The second and third studies drew on a longitudinal study, using both qualitative and quantitative research methods and results are presented in Article II and Article III. Article I shows that students’ awareness of environmental issues varies in relation to the type of good. Some goods are seen as more harmful to nature than others, for example, jeans were not perceived as environmentally negative while beef burgers and travel services were to some extent. This indicates that environmental references are often characterised through perceptible aspects of goods’ production i.e. being more expensive because of environmentally friendly production. Furthermore, some understanding of negative externalities was revealed. Interestingly, when value aspects of how prices should be set students more frequently refer to environmental impact. Article II describes changes in students’ price and environmental conceptions over the course of a year. It identifies the fragmentary nature of students’ every-day thinking in relation to productivity, consumer preference and negative externalities. Differences in conceptions of how prices are linked to negative impact is characterised in terms of basic, partial and complex understandings of productivity as well as basic and partial understandings of consumers’ influences. Partial conceptions are seen as students’ conceptions in a process of change towards a more scientific understanding of price and negative environmental impact. Most interestingly, the results show that more than one aspect of environmental impact and pricing are simultaneously relevant. This is highlighted by a change from views putting productivity at the centre for how prices are set to include consumers’ preferences when judgmentally describing how prices should be set. The results conclude that students show a broader content knowledge regarding pricing and the environment when including normative preferences. Article III explores changes in students’ value orientations, beliefs regarding efficient solutions to climate change and norms for pro-environmental actions. Small changes are observed regarding the three constructs. Value changes are reported in terms of a small average increase in importance of altruistic, biospheric and egoistic orientations while common individual changes are shown in shifts between weak and strong values. Beliefs regarding efficient climate change solutions are taxes and legislations while changes in market prices are perceived as being least effective. The findings show no direct relations between values and norms hence change in norms is associated with values through changes in beliefs.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.

APA, Harvard, Vancouver, ISO, and other styles

34

Hasselqvist, Haglund Anna. "Public secondary school mergers as a desegregation method in Swedish municipalities : Investigating their impact on student’s academic performance and choice of school." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355283.

Full text

Abstract:

In recent years several municipalities in Sweden have merged their public secondary schools. This has been considered a type of initiative that intends to reduce youth segregation and discrepancies in school quality. This thesis examines in what ways the merging of all public secondary schools in a municipality affects the students’ academic performance and their choice to enroll in the publicschool sector. To do so I use municipality-level aggregate data from the Swedish National Agency for Education on 9th grade students’ academic outcomes and the share of 7th graders enrolled in the public schools. I employ a difference-in-difference approach to estimate the reduced form effect of the school mergers. The control group used in the baseline estimation includes all municipalities that had a constant number of public secondary schools during the time period of my study. I move on to use propensity score matching in order to create a more comparable control group. I then estimate a difference-in-difference regression with match-fixed effects. The results show that the mergers have a negative effect on the municipality-level average GPA. In addition, the municipalities where the mergers have been implemented experience a reduction in the share of students that pass all 9th grade subjects as well as an increase in the share of students who do not have sufficient grades to continue to upper secondary school. The school mergers caused the share of 7th graders enrolled in the publicschool sector to decrease by approximately 10 percentage points. These results indicate that the public secondary school merger is not a panacea for improving student outcomes.

APA, Harvard, Vancouver, ISO, and other styles

35

Svarlien, Corinna M. "The Influence of Economic Ideologies on U.S. K-12 Education Policy: Testing, Markets, and Competition." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/853.

Full text

Abstract:

The Elementary and Secondary Education Act (ESEA) was first passed in 1965 and has since been reauthorized several times, including as No Child Left Behind in 2001 and the Every Student Succeeds Act of 2015. The ESEA seeks to address the needs of low-income students; however, decades of reform efforts and government reports documenting inequality have done little to close gaps in educational resources or outcomes for marginalized groups. Accountability systems based on standardized testing are seen by policymakers on the Left and Right as the best way to improve education for marginalized groups, improve students’ economic preparedness, hold schools accountable for the funds they spend, and maintain an objective meritocracy. This paper argues that testing is a flawed tool to achieve the goal of education equality as accountability systems rely on flawed assumptions influenced by conservative and neoliberal economic ideologies.

APA, Harvard, Vancouver, ISO, and other styles

36

Calloway, Joanne Jewell. "THE EFFECTIVENESS OF NUTRITION EDUCATION USING A COMPUTERIZED DIET ANALYSIS PROGRAM WITH SEVENTH GRADE STUDENTS AT COOLIDGE CENTRAL SCHOOL (HOME ECONOMICS, METHODOLOGY, MEDIA)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275323.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Kieninger, Katherine. "Examining Social Studies Teacher Candidates' Economic Pedagogical Content Knowledge." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627310475354062.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Shommo, Mahasin Ibrahim. "A review of the role of problem solving and other critical thinking skills in the secondary home economics curriculum of the Sudan with an empirical study of the in-service training of teachers." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:3806.

Full text

Abstract:

Chapter I summarises the development of the Critical Thinking (CT) movement and previous studies of developing Critical Thinking Skills (CTSs), with particular focus on the methods used in teaching them in the Home Economics (HE) context. One method, Problem-Solving (PS)o was chosen to teach CTSs in Sudanese secondary schools for girls. A four-day in-service training course in teaching PS was conducted with all the HE teachers of Omdurman.To investigate the effect of teaching PS on students' learning in HE lessons, achievement tests were developed on 3 HE topics and were conducted on 234 students. Tests on the first two topics were conducted before and after the in-service course. T-test analysis was conducted on the mean scores of the results obtained, to compare students' learning of HE on the two occasions. it was found that the differences between the mean scores of the tests conducted prior to the in-service course and those carried out after it, were very highly significant, in favour of teaching PS-style lessons. A test on the third topic was conducted on all groups of students to investigate differences between classes.To show how trained teachers implemented the PS techniques acquired during the In-service course, a diary study was conducted on the three topics taught.Questionnaires were developed and administered to the teachers who participated in the In-service course to find out their opinions about the experience of teaching PS, both in the in-service course and In their own classes. Teachers' views were also obtained by means of semi-structured interviews.The findings of the study support the use of PS method in teaching HE. Some implications of the findings for the development of initial and in-service teacher training, as well as curriculum modification In Sudanese secondary HE education are highlighted, and suggestions made for further research.

APA, Harvard, Vancouver, ISO, and other styles

39

Resar, Peter. "Gymnasieelevers kunskap om kost och hälsa : Upper secondary school student’s knowledge about diet and a healthy lifestyle." Thesis, Karlstad University, Faculty of Social and Life Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1250.

Full text

Abstract:

Abstrakt

Syftet med studien har varit att undersöka vad eleverna har lärt sig om kost och hälsa på högstadiet inom ämnena idrott och hälsa samt hem och konsumentkunskap. Undersökningen gjordes med hjälp av enkäter som omfattade totalt 55 elever. Under min utbildning till lärare inom idrott och hälsa samt hem och konsumentkunskap har jag sett att övervikt och ohälsa blir ett allt större problem bland våra ungdomar. Som i sin tur kan leda till dålig självkänsla, utanförskap och en dålig hälsa hos eleverna. Resultatet visade att uppfattningen om den egna kunskapen och den verkliga kunskapen om kost och hälsa var bra hos majoriteten av eleverna. Många elever uppgav att det som påverkat dem mest till deras kostvanor var föräldrarna. Undersökningen visade även att majoriteten av eleverna är medvetna om hur de ska leva ett hälsosamt liv, tyvärr så är det bara drygt hälften som gör det. Mina förhoppningar är att den här undersökningen kommer att vara till hjälp för mig i mitt kommande yrkesliv som lärare.

Abstract

The purpose of this study has been to find out the learning grade of healthy living and diet among young people. Whit this study i tried to get as much information as possible about how much students in upper secondary school has learnt from physical education and home economics. The study was made as a questionnaire where 55 students answered the questions that i had made with the background of my knowledge. During my education to become a teacher I’ve understood that overweight and an interest for a good way of living has gone all worse among youth. This problem could result in bad confidence and psychical problems for the person it involves. The results proved nothing less than that the majority of the students had good knowledge about a healthy way of living. The examination proved that parents are most responsible for what the kids choose to eat. It also proved that almost all students knows the way of a good healthy lifestyle, but only half of the majority goes for the good lifestyle, the other half unfortunately goes for the unhealthy lifestyle. My expectations of this examination are; that it will help me in my future roll as a becoming teacher.

APA, Harvard, Vancouver, ISO, and other styles

40

Irvin, Jay. "Per Pupil Expenditure, Graduation Rates, and ACT Scores in Tennessee School Districts." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3306.

Full text

Abstract:

The purpose of this study was to investigate and identify possible relationships between academic achievement, as measured by high school graduation rate and ACT composite scores of individual school districts within the state of Tennessee, and the per-pupil expenditure of each district. Research was conducted to determine whether a significant difference existed in academic achievement measures (high school graduation rate, ACT composite score) among school districts in the state of Tennessee that were classified as above average, average, and below average in relation to their per-pupil expenditure (PPE) in the 2013-2014, 2014-2015, and 2015-16 school years. Ex post facto data were collected from the Tennessee Department of Education website. All pertinent school district information reported appeared on the Tennessee State Report Card website. This publicly reported and available data were collected by accessing the Tennessee State Report Card website. The researcher recorded data related to each school district that reported data in all three of the following categories: per-pupil expenditure, graduation rates, and ACT composite scores. This study examined the relationship of graduation rates to per-pupil expenditure in the 2013-2014, 2014-2015, and 2015-2016 school years. The results indicated that the high school graduation rates during the 2013-2014 and 2014-2015 school year were not significantly affected by per-pupil expenditure. However, significance was found regarding high school graduation rates in the 2015-2016 school year (p =.016). There was a significant difference in the means between the bottom-third (93.537%) and the top-third (90.422%) of per-pupil expenditure levels during the 2015-2016 school year, with the top-third having significantly higher graduation rates. This study also examined the relationship of ACT composite score to per-pupil expenditures in the 2013-2014, 2014-2015, and 2015-2016 school years. The results for all of the research questions indicated that the ACT composite score during all years was not significantly affected by per-pupil expenditure.

APA, Harvard, Vancouver, ISO, and other styles

41

Chan, Chi-lok, and 陳志樂. "Medium of instruction and students' learning approaches in the subjecteconomics at the post-secondary level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963614.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Fok, Po-yan, and 霍寶欣. "Can a constructivist learning environment enhance a deep approach to learning?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962956.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Werhan, Carol R. "Why Men Enter the Gendered Profession of Family and Consumer Sciences Education: An Exploratory Case Study." Akron, OH : University of Akron, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1225220598.

Full text

Abstract:

Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2008.
"December, 2008." Title from electronic dissertation title page (viewed 12/28/2008) Advisor, Susan Olson; Committee members, Sharon Kruse, Virginia Gunn, Richard Glotzer, Renee Mudrey-Camino; Department Chair, Bridgie A. Ford; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

44

Hamburg, Maryanna P. "Financial Mathematical Tasks in a Middle School Mathematics Textbook Series: A Content Analysis." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258164585.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Wong, Wai-man, and 黃慧文. "The implementation of project-based learning in economics at certificate level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37343026.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Brüggen, Laura. "In times of social upheaval, can teachers be the advocates of change? : An investigation into the education on sustainable clothing consumption at Swedish upper secondary schools." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-22057.

Full text

Abstract:

Consumers can shape social environments through their clothing and thereby influence the perception of clothing consumption. However, the human desire of belonging and connectedness within a consumer culture has led to the severity of overconsumption. This is particularly apparent in the dynamic and trend-sensitive field of clothing. Such acts of consumption have a strong impact on the transformation of the Earth’s climatic condition. Nevertheless, global environmental issues are often an elusive picture of the climate crisis what makes it difficult for individuals to associate own lifestyles to it. To combat this dissonance and with Generation Z as the consumers of change, this study focuses on teachers of upper secondary schools and the ways they can be supported in the education on sustainable clothing consumption. For this, eight specific categories of investigation have been crystallised through the data collection, such as sustainable development, teaching and transdisciplinarity, sustainable clothing consumption, lifestyles, social anxiety, overconsumption, mindfulness and teaching materials for sustainable clothing consumption. Within those categories, teachers provided their understanding of how sustainable development is implemented in the Swedish education system and how sustainable clothing consumption could interlink individual contributions to environmental issues. A desired collective shift is facilitated through knowledge development that on the one hand is significant in the students’ perspective but on the other hand is also relevant for teachers within their proficiency and beyond. With a resulting concept of education on sustainable clothing consumption and transdisciplinary teaching, teachers shall be aided in their duty to encourage their students to become responsible citizens.

APA, Harvard, Vancouver, ISO, and other styles

47

Julius, Collen Andrew. "'n Ondersoek na ekonomiese- en bestuurswetenskappe as leerarea in die senior fase van die skoolkurrikulum." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71778.

Full text

Abstract:

Thesis (MEd)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The Economic and Management Sciences (EMS) learning area is part of the current National Curriculum Statement (NCS) and includes learning content from subjects such as Accounting, Business Studies and Economics to prepare learners for the Further Education and Training (FET) phase (Grade 10–12). The learning content is divided into four learning outcomes, namely “The economic cycle”, “Sustainable growth and development”, “Managerial, consumer and financial knowledge and skills” and “Entrepreneurial knowledge and skills”. This study investigates EMS as learning area, and more specifically senior-phase EMS teachers’ experience of teaching this learning area. EMS teachers are expected to provide equal teaching of all four learning outcomes of the current NCS, as well as the three topics of the future Curriculum and Assessment Policy Statement (CAPS), namely “The economy”, “Financial literacy” and “Entrepreneurship”. Previous studies have shown that EMS teachers face many challenges, including that not all of them have sufficient knowledge and understanding of the content of the learning area. Apart from these challenges, it was also found that teachers do not strictly comply with the policy prescripts in terms of teaching and assessment, as Accounting is given priority in the EMS classroom. Therefore, this study explores the aforementioned challenges in order to ascertain how EMS teachers experience the teaching of the learning area. The establishment of teacher learning communities for novice EMS teachers was also investigated. The research was undertaken within the methodological paradigm as a qualitative investigation. Data were collected by means of semi-structured interviews with mainly Grade 9 EMS teachers. The approach is interpretivist and the research design is phenomenological. Five respondents were purposefully selected based on the value that they were able to add in terms of their unique contexts, their qualifications and teaching experience. An important finding of the study was that the experience of EMS teachers was generally positive, given all the challenges they faced, such as the disparity between policy and practice, as well as often having to rely on insufficient, irrelevant and outdated EMS learning and teaching support material (LTSM). The researcher recommends that EMS teachers teach the learning area in consultation with their counterparts elsewhere in order to improve their teaching experience in respect of this learning area.
AFRIKAANSE OPSOMMING: Die leerarea Ekonomiese- en Bestuurswetenskappe (EBW) maak deel uit van die huidige Nasionale Kurrikulumverklaring (NKV) en bestaan uit die leerinhoud van vakke soos Rekeningkunde, Besigheidstudies en Ekonomie ter voorbereiding vir die voortgesette onderwys en opleiding- (VOO-) fase (graad 10–12). Hierdie leerinhoud word afgebaken in vier leeruitkomste, naamlik “Die ekonomiese kringloop”, “Volhoubare groei en ontwikkeling”, “Bestuurs-, verbruikers- en finansiële kennis en vaardighede” en “Entrepreneurskennis en -vaardighede”. Hierdie studie ondersoek EBW as leerarea en meer bepaald hoe EBW-onderwysers in die senior fase die onderrig van dié leerarea beleef. EBW-onderwysers is veronderstel om die leerders in hulle klas ewe goed in ál vier leeruitkomstes van die huidige NKV, maar ook in die toekomstige Kurrikulum- en Assesseringsbeleidsverklaring (KABV) se drie onderwerpe, “Die ekonomie”, “Finansiële geletterdheid” en “Entrepreneurskap”, te onderrig. Verskeie studies het al beklemtoon dat die EBW-onderwyser met verskeie uitdagings te kampe het, wat insluit dat nie almal oor genoegsame kennis en begrip van die inhoud van die leerarea beskik nie. Benewens hierdie uitdagings het dit ook aan die lig gekom dat onderwysers nie streng volgens die beleidsvoorskrifte oor onderrig en assessering werk nie, maar merendeels op die onderrig van Rekeningkunde konsentreer. Hierdie studie ondersoek dus voormelde uitdagings ten einde onderwysers se belewing van die leerarea te bepaal. Die vestiging van onderwyserleergroepe vir nuweling-EBW-onderwysers is ook ondersoek. Die navorsing is binne die metodologiese paradigma wat kwalitatief is, onderneem. Data is met behulp van semi-gestruktureerde onderhoude en hoofsaaklik graad 9-EBW-onderwysers ingesamel. Die benadering is interpretivisties en die navorsingsontwerp is fenomenologies. Vyf deelnemers is doelbewus gekies op grond van die waarde wat hulle aan die hand van hul eiesoortige kontekste, kwalifikasies en onderrigervaring kon toevoeg. ’n Belangrike bevinding van die studie is dat EBW-onderwysers die leerarea oorwegend gunstig beleef, gedagtig aan die talle uitdagings waarvoor hulle te staan kom, naamlik beleid en praktyk wat nie noodwendig ooreenstem nie, en dikwels ook irrelevante, onvoldoende en verouderde leer-, onderrig- en ondersteuningsmateriaal (LOOM) vir die onderrig van EBW. Die navorser beveel aan dat EBW-onderwysers die leerarea in oorleg met hul eweknieë elders onderrig ten einde hul onderrigbelewing van die leerarea te verbeter.

APA, Harvard, Vancouver, ISO, and other styles

48

Levy, Rachel A. "The Intersection of Economic Disadvantage and Race and the Expanded Role of Parent-Led School-Supporting Nonprofit Organizations in K-12 Public Schools in the Richmond, Virginia, Metropolitan Area: A Mixed Methods Approach." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5566.

Full text

Abstract:

Nongovernmental actors have long been involved in the funding of U.S. K-12 public schools. With recent cuts to state funding to public education, however, groups called school-supporting nonprofits (Nelson & Gazley, 2014) have taken on a much larger role in school funding. Nonacademic, volunteer, parent-led groups such as parent teacher associations (PTAs), parent teacher organizations (PTOs), and booster clubs, especially, have grown in number and in amount of revenues raised, and are funding core school needs and functions. This situation confuses obligations of public institutions, undermines equity, and complicates the role of educational leaders. This mixed-methods study explores the influence of school-supporting non-profit organizations (SSNPs), in the suburban districts in the Richmond, VA quad-county metropolitan area. The focus of the current study is on the intersection of student economic disadvantage and race/ethnicity with the presence and types of SSNPs, their volunteer capacity and activities, and their financial capacity and impact. This study further examines why and how SSNPs exist as they do and how educational and nonprofit leaders manage their roles. Results show meaningful differences between groups in almost every variable, showing socioeconomic and racial disparities exacerbated by parent-led SSNP organizations. SSNPs at the most affluent schools with the most White and Asian students justify their work by touting the benefits to SSNP members’ children, explaining that the raising of funds and providing of volunteer staffing is both a virtuous activity and needed for the schools they support to function. Educational leaders must share power with these groups. This phenomenon raises questions about the purpose of SSNPs as civic and nonprofit organizations, exacerbates already inequitable availability of educational opportunities and resources across schools, and threatens the public nature of public education. While many policy remedies for this problem exist, a priority is more public revenues and funding of public schools.

APA, Harvard, Vancouver, ISO, and other styles

49

Kurdi, Heba. "The impact of minimum wages on the incentives of education for the youth." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67217.

Full text

Abstract:

The purpose of this thesis is to investigate the incentives regarding the education decisions, resulting from a minimum wage over the period 2005-2014. The question is investigated by comparing the changes in the wage dispersion and upper secondary graduation rate in 17 OECD countries. And then, by comparing the changes in the bites of the minimum wage and educational attainment for upper secondary students in 11 OECD countries, where minimum wages are regulated by law. The majority of previous research seem to point out a negative educational effect of minimum wages. However, this paper finds no evidence that increasing the minimum wage can decrease the high school graduation rate. A possible explanation is that the correlation between the higher employment prospect and educational attainment can create incentives for young individuals to undergo education. This study seems to be the first to investigate the educational effects of minimum wages using internationally comparative data.

APA, Harvard, Vancouver, ISO, and other styles

50

Andersson, Ewa, and Tomas Grysell. "Nöjd, klar och duktig : Studenter på fem utbildningar om studieframgång." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16565.

Full text

Abstract:

This thesis addresses the significance of the concept of study success in higher education from the perspective of students at five university programs; Business Administration and Economics, Engineering Physics, Medical Education, Social Work and Teacher Education for Upper Secondary Level. The thesis is based on data from three studies conducted between, spring 1993 and autumn 1996. A questionnaire was distributed to all the students enrolled in autumn 1992 to the five programs, regarding students' paths to the university, how they perceived their university studies, and their plans for the future. Fifty-nine of the students were then selected from the five university programs and interviewed on two different occasions. The first interview, conducted mainly during the autumn term of 1993, focused on the respondent's path to the university studies and on different aspects of their lives as students. For a majority of the students, the second interview was conducted about one year later. This interview focused on how the students perceived study success: what was considered to be a good study result, and the characteristics of successful and unsuccessful students. The students were also asked to describe an occasion when they felt successful and unsuccessful, respectively. The results indicate that there is little congruence between the students' perception of study success and that expressed in many public reforms and policies in Sweden. Furthermore, there are both similarities and differences in students' views across the programs. The students at the five programs seemed to relate study success mainly to aspects of Achievement, Process/Strategy, and Comprehension, while aspects related to Personal Growth or Future/Occupation were rarely mentioned. When comparing students' views in the five university programs, the results indicate that an Achievement oriented view dominated among the students in Business Administration and Economics, and Engineering Physics. The students in Engineering Physics and Social Work were more oriented towards Process or Strategy aspects of study success than the students in the other programs. Personal Growth was emphasised as an important aspect only by the Social Work students. Furthermore, students in Social Work and Medical Education were more oriented towards Comprehension than the others. The students in Medical Education and Teacher Education related study success to Future/Occupation to a higher degree that the others. The views on study success seem mainly to be related to aspects in the learning environment, in particular the way the university studies are organised, the examination and grading system, and the contact with the profession. Different recruitment patterns, and the impact of upper secondary education may also be of importance. Influences from the students' prior experiences and their life outside their studies cannot be excluded. Furthermore, the results indicate gender differences. The women seem to view study success in terms of Comprehension, while the men are more oriented towards Achievement. An additional analysis within the categories indicated that the male students seemed to be more self-confident and self-reliant while the female students expressed a more pessimistic view. Furthermore, while the male students view an unsuccessful student only in relation to the individual in question, the female students' view involved the negative consequences of the student's behaviour for other people.
digitalisering@umu

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Secondary Economics Education'

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