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Articles 1 - 8 of 8
Full-Text Articles in Entire DC Network
What Comes First, Agricultural Growth Or Democracy?, Lilyan E. Fulginiti
What Comes First, Agricultural Growth Or Democracy?, Lilyan E. Fulginiti
Lilyan E. Fulginiti Publications
Today, the international community faces two major development challenges, how to ignite growth and how to establish democracy. Economic research has identified two plausible hypotheses regarding this association. The first hypothesis emphasizes the need to start with democracy and institutions that secure property rights. The second hypothesis emphasizes the need to start with physical and human capital accumulation. In this paper we discuss some of the econometric evidence on the relationship between institutions, human capital, and agricultural productivity growth across developed and developing countries with the objective of finding support for one or the other hypothesis. We use Barro type …
What Comes First, Agricultural Growth Or Democracy?, Lilyan E. Fulginiti
What Comes First, Agricultural Growth Or Democracy?, Lilyan E. Fulginiti
Department of Agricultural Economics: Faculty Publications
Today, the international community faces two major development challenges, how to ignite growth and how to establish democracy. Economic research has identified two plausible hypotheses regarding this association. The first hypothesis emphasizes the need to start with democracy and institutions that secure property rights. The second hypothesis emphasizes the need to start with physical and human capital accumulation. In this paper we discuss some of the econometric evidence on the relationship between institutions, human capital, and agricultural productivity growth across developed and developing countries with the objective of finding support for one or the other hypothesis. We use Barro type …
Educating The Whole Child: The Real Story Of Wholeness And Belonging, Stephanie Pace Marshall
Educating The Whole Child: The Real Story Of Wholeness And Belonging, Stephanie Pace Marshall
Publications & Research
In her 2008 keynote address to the Massachusetts ASCD, Dr. Stephanie Pace Marshall outlines why we--as leaders, storytellers and mapmakers--must ensure that the story, map, and landscape of schooling does not constrain our children’s potentials, silence their spirit, demean their passion, ridicule their dreams, or deny them access to wisely learn whatever it is that they want to know.
Beyond Competition--Innovation For A Sustainable Future, Stephanie Pace Marshall
Beyond Competition--Innovation For A Sustainable Future, Stephanie Pace Marshall
Publications & Research
Dr. Marshall outlines her belief that the current context and conditions of schooling are far too constrained, prescribed and risk-averse for our children’s imagination, and as a result, actually mitigate against innovative thinking and creative and collaborative problem-solving. Authentic learning is a live encounter. She feels that we cannot mandate, punish or test our children into greatness and provides recommendations for educational transformation--not reform--to design the educational experiences needed by today's children.
The Purpose Of Schooling: Beliefs And Practices Of Educators In British Schools, Jessica Gilleylen, Jamie Hoogasian, Rachel Hunt, Elizabeth Johnson, Amanda Kristie, Jessica Landolfi, Mark Mishriky, Tara Murphy, Lauren Preleski, Jennifer Rigano, Elizabeth Schall, Lauren Zafrin
The Purpose Of Schooling: Beliefs And Practices Of Educators In British Schools, Jessica Gilleylen, Jamie Hoogasian, Rachel Hunt, Elizabeth Johnson, Amanda Kristie, Jessica Landolfi, Mark Mishriky, Tara Murphy, Lauren Preleski, Jennifer Rigano, Elizabeth Schall, Lauren Zafrin
TERC Documents
The overall purpose of this study was to explore what British teachers consider to be the purposes of schooling and how their beliefs impacted their classroom practice. The principal aims of the British National Curriculum informed this study, thus we examined teacher perceptions of schooling along a continuum, from academic to personal/social education. Research methodology included the use of teacher surveys, semi-structured interviews, and classroom observations in four different London schools (two elementary, two secondary). Each London school was ethnically and linguistically diverse and primarily served an economically disadvantaged student population. Our research suggests that overall, an emphasis on standardized …
The Class Size Controversy, Ronald G. Ehrenberg, Dominic J. Brewer, Adam Gamoran, J. Douglas Willms
The Class Size Controversy, Ronald G. Ehrenberg, Dominic J. Brewer, Adam Gamoran, J. Douglas Willms
Ronald G. Ehrenberg
[Excerpt] When we ask whether class size matters for achievement, it is essential to ask also, how class size matters. This is important for three reasons. First, if we can observe not only achievement differences, but also the mechanisms through which the differences are produced, this will increase our confidence that the differences are real, and not an artifact of some unmeasured or inadequately controlled condition. Second, the effects of class size may vary in different circumstances, and identifying how class size affects achievement will help us to understand why the effects of class size are variable. Third, the potential …
Alumnos Transnacionales: Las Escuelas Mexicanas Frente A La Globalización, Víctor Zúñiga, Edmund T. Hamann, Juan Sánchez García
Alumnos Transnacionales: Las Escuelas Mexicanas Frente A La Globalización, Víctor Zúñiga, Edmund T. Hamann, Juan Sánchez García
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Counter to the expectations that Mexico-U.S. migration is one-way, adult, and from Mexico to the United States, this Spanish-language book includes nine chapters describing various facets of the lives and educational circumstances of students encountered in Mexican schools who have previously attended U.S. schools. Data were derived from written questionnaires from a sample of more than 24,000 students in the Mexican states of Zacatecas and Nuevo León, of whom 632 had U.S. school experience and/or a U.S. birthplace and thereby American citizenship, and from more than 125 interviews with transnational students and their teachers. This study variously considers transnational students' …
Marriage Considerations In Sending Girls To School In Bangladesh: Some Qualitative Evidence, Sajeda Amin, Lopita Huq
Marriage Considerations In Sending Girls To School In Bangladesh: Some Qualitative Evidence, Sajeda Amin, Lopita Huq
Poverty, Gender, and Youth
This working paper analyzes parents’ decisions about girls’ schooling in the context of marriage through in-depth exploration of case studies in two rural areas of northern Bangladesh. The villages are sites of a long-term community study from 1991 and 2002, a time when significant changes were underway, partly as a result of new school incentive programs introduced in 1994. The data show that the rise of dowry demands, a relatively recent practice that is barely a generation old among Muslims in these areas, asserts an important and independent influence on marriage decisions and indirectly influences decisions about schooling. The influence …