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Journal articles on the topic 'Education/Schooling'

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Published: 9 March 2023
Last updated: 10 March 2023

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1

Shujaa, Mwalimu J. "Education and Schooling." Urban Education 27, no. 4 (January 1993): 328–51. http://dx.doi.org/10.1177/0042085993027004002.

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2

Cookson, Peter W., and Robert G. Burgess. "Education, Schools, and Schooling." Contemporary Sociology 16, no. 3 (May 1987): 436. http://dx.doi.org/10.2307/2070375.

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3

Harley, Anne. "Post-Schooling People's Education." Education as Change 19, no. 2 (May 4, 2015): 58–81. http://dx.doi.org/10.1080/16823206.2015.1085612.

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4

Burchell, Bebb. "Urban Schooling: whither education?" Policy & Politics 17, no. 1 (January 1, 1989): 1–10. http://dx.doi.org/10.1332/030557389783219479.

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5

Schostak, John. "Schooling and Education after Neoliberalism." Power and Education 4, no. 3 (January 2012): 251–56. http://dx.doi.org/10.2304/power.2012.4.3.251.

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6

Campbell, Robin. "Primary education or primary schooling?" Education 3-13 33, no. 1 (March 2005): 3–6. http://dx.doi.org/10.1080/03004270585200021.

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7

Roth, Wolff‐Michael. "Taking science education beyond schooling." Canadian Journal of Science, Mathematics and Technology Education 2, no. 1 (January 2002): 37–48. http://dx.doi.org/10.1080/14926150209556497.

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8

Pitman, Mary Anne. "Compulsory Education and Home Schooling." Education and Urban Society 19, no. 3 (May 1987): 280–89. http://dx.doi.org/10.1177/0013124587019003005.

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9

Kim, Young-Joo. "Catholic schooling and further education." Economics Letters 114, no. 3 (March 2012): 346–48. http://dx.doi.org/10.1016/j.econlet.2011.09.010.

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10

Schrag, Francis. "Postsecondary Schooling Education for All." Philosophy of Education 63 (2007): 383–91. http://dx.doi.org/10.47925/2007.383.

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Norris, Trevor. "Consuming Schooling: Education as Simulation." Philosophy of Education 63 (2007): 162–71. http://dx.doi.org/10.47925/2007.162.

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12

Avila, Rolando, and Anita Pankake. "Lincoln and Education." NETSOL: New Trends in Social and Liberal Sciences 5, no. 2 (December 10, 2020): 30–45. http://dx.doi.org/10.24819/netsol2020.06.

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The current norm of compulsory formal schooling includes a system in which schools teach state mandated curriculum, parents are held legally responsible to assure their children attend school until they reach a certain age, and students are confined within set class meeting times and set locations during their schooling years. The two terms, education and schooling, have been increasingly used synonymously. Our assertion here is that education is a more inclusive term than schooling. More importantly, using Abraham Lincoln as a biographical model, we argue that a good education can be achieved in different ways.
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13

RAHMAN, Abdul, Nursini NURSINI, Abd Rahman RAZAK, and Anas Iswanto ANWAR. "EDUCATION OUTCOME IN EASTERN INDONESIA THROUGH EDUCATION EXPENDITURE." ICCD 3, no. 1 (October 27, 2021): 321–31. http://dx.doi.org/10.33068/iccd.vol3.iss1.370.

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There is a very urgent need to invest in education in the human capital of a nation, so the role of government is needed to ensure the capacity and possibility to access education. Therefore, adequate funding should encourage education outcome, as evidenced by the enrollment rate, expected length of schooling and average length of schooling. This study aims to determine the effect of education and health spending, fiscal decentralization, GRDP per capita (control variable) on education outcome. This study uses secondary data with panel data from 16 provinces in eastern Indonesia. The data analysis technique used is the structural equation model (SEM) with Rstudio software. The results of this study indicate that; (1) At the level of primary education and the expected duration of schooling, education expenditure has a positive and significant effect on school performance, while the level of education of the middle, high school and the duration expected schooling have no effect. (2) Health expenditure has a positive and significant effect on education outcome; (3) Fiscal decentralization has a positive and significant impact on school participation rates at primary level, for primary and middle school levels and the average length of schooling is not significant, but different from secondary level it has a negative impact and significant effect, while the expected length of schooling is not significant (4). The GRDP per capita has a positive and significant effect on education outcome, except that the school participation rate at the elementary level is not significant.
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14

Cabral Félix de Sousa, Isabela. "Concepts of Education and Education for Women Clients of a Health Center in Rio De Janeiro." education policy analysis archives 14 (September 5, 2006): 22. http://dx.doi.org/10.14507/epaa.v14n22.2006.

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Educational and Schooling Concepts of Client Women at a Public Health Clinic in Rio De Janeiro: This work has the objective to evaluate concepts of education and schooling reported by women attending a Public Health Clinic in Rio de Janeiro, Brazil. Using a qualitative research methodology, the selection of women for 60 interviews followed two criteria of maximum variation in the sampling for both the hour of the interview as well as the age of the women. The results indicate that these women had little schooling and a few if any opportunity to take part of educational non-formal courses. The concepts of education and schooling were divided into the following categories: adequate social behavior, value, professional development, health and lack of schooling. This research concludes that it is pressing to develop educational projects taking into account what is significant from these women's perspective in regard to education and schooling, what would be decisive to promote their citizenship. Key words: formal education, non-formal education, informal education, women and citizenship
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15

Grant, Barry. "Education without Compulsion: Toward New Visions of Gifted Education." Journal for the Education of the Gifted 29, no. 2 (December 2005): 161–86. http://dx.doi.org/10.1177/016235320502900203.

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The aim of this paper is to induce doubt about the ethical rightness of compulsory education laws and inspire educators to imagine and begin to make a world in which there are many different forms of gifted education. The paper does this in three ways. It paints a polemical picture of gifted education as a minor variation on public schooling and describes the contradictions and limitations this entails. It presents a short history of education in the United States to support the claim that compulsory schooling aims to shape the character of children in the interests of religion, government, corporations, and other groups. It argues that compulsory schooling is inconsistent with the liberal democratic value of the right to self-determination. The paper also offers a conception of education for self-development as one vision of what gifted education could be were it freed from the strictures of compulsory schooling.
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16

Kirk, David, and Barbara Spiller. "Schooling the Docile Body: Physical Education, Schooling and the Myth of Oppression." Australian Journal of Education 38, no. 1 (April 1994): 78–95. http://dx.doi.org/10.1177/000494419403800105.

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There is a popular perception of physical education in Australian schools as an oppressive practice. In this paper, we attempt to qualify this myth of oppression and extend some of the arguments surrounding it. First, we build on some of Foucault's arguments to show how children's bodies were worked on in Victorian elementary schools in pursuit of the twin aims of docility-utility, a key requirement of capitalist Australia. Second, we point out that the disciplinary practices which constituted early physical education were in themselves a central part of the notion of schooling. Our argument is that schooling was primarily concerned with fostering economically productive citizens. This form of physical education and notion of schooling were available to Australian educators at this time as a result of the disembedding of social practices, driven by the increasing use of clock time, the arrival of print, the invention of childhood, and the objectification of the human body.
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17

Holos, Hanna. "SCHOOLING AND VALUE EDUCATION: JAPANESE EXPERIENCE." Young Scientist 1, no. 65 (January 2019): 43–50. http://dx.doi.org/10.32839/2304-5809/2019-1-65-11.

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18

Epstein, Debbie, Sarah O'Flynn, and David Telford. ""Othering" Education: Sexualities, Silences, and Schooling." Review of Research in Education 25 (2000): 127. http://dx.doi.org/10.2307/1167323.

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19

노철현. "Education=Schooling, Is It a Myth?" Korean Journal of Elementary Education 24, no. 4 (December 2013): 1–17. http://dx.doi.org/10.20972/kjee.24.4.201312.1.

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20

Sharma, Navneet, and Showkat Ahmad Mir. "Decolonizing education: Re-schooling in India." Sinéctica, Revista Electrónica de Educación, no. 52 (January 1, 2019): 1–10. http://dx.doi.org/10.31391/s2007-7033(2019)0052-007.

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21

KIKKAWA, Toru. "“Differentiation of Schooling” and Mother's Education." Kazoku syakaigaku kenkyu 21, no. 1 (2009): 61–64. http://dx.doi.org/10.4234/jjoffamilysociology.21.61.

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22

Shim, Woojin. "Deconstruction of Schooling and language education." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 5 (March 15, 2019): 763–83. http://dx.doi.org/10.22251/jlcci.2019.19.5.763.

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23

Tooley, James. "Education: Privatisation of Schooling, Chinese Style." Economic Affairs 20, no. 1 (March 2000): 57. http://dx.doi.org/10.1111/1468-0270.00211.

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24

Pini, Barbara, Suzanne Carrington, and Lenore Adie. "Schooling elsewhere: rurality, inclusion and education." International Journal of Inclusive Education 19, no. 7 (October 14, 2014): 677–84. http://dx.doi.org/10.1080/13603116.2014.964489.

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25

Blanchard, Jessica. "Schooling and Education as Political Acts." Multicultural Perspectives 8, no. 3 (July 2006): 59. http://dx.doi.org/10.1207/s15327892mcp0803_11.

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26

Fuchs, Hans W., and Lutz R. Reuter. "Education and schooling in East Germany." International Journal of Educational Development 24, no. 5 (September 2004): 529–37. http://dx.doi.org/10.1016/j.ijedudev.2004.03.005.

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27

Bell, Brian, Rui Costa, and Stephen Machin. "Crime, compulsory schooling laws and education." Economics of Education Review 54 (October 2016): 214–26. http://dx.doi.org/10.1016/j.econedurev.2015.09.007.

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28

Brelsford, Theodore. "Religious Education Beyond the Schooling Model." Religious Education 100, no. 4 (October 2005): 357–61. http://dx.doi.org/10.1080/00344080500308371.

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29

Fukumura, Koichi. "Effects of education externalities on schooling." Economic Modelling 60 (January 2017): 39–50. http://dx.doi.org/10.1016/j.econmod.2016.08.021.

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30

McCoy, Meredith L., and Matthew Villeneuve. "Reconceiving Schooling: Centering Indigenous Experimentation in Indian Education History." History of Education Quarterly 60, no. 4 (November 2020): 487–519. http://dx.doi.org/10.1017/heq.2020.53.

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Federal agents, church officials, and education reformers have long used schooling as a weapon to eliminate Indigenous people; at the same time, Indigenous individuals and communities have long repurposed schooling to protect tribal sovereignty, reconstitute their communities, and shape Indigenous futures. Joining scholarship that speaks to Indigenous perspectives on schooling, this paper offers seven touchpoints from Native nations since the 1830s in which Indigenous educators repurposed “schooling” as a technology to advance Indigenous interests. Together, these stories illustrate the broad diversity of Native educators’ multifaceted engagements with schooling and challenge settler colonialism's exclusive claim on schools. Though the outcomes of their efforts varied, these experiments with schooling represent Indigenous educators’ underappreciated innovations in the history of education in the United States.
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31

Corrigan, Philip, and Bruce Curtis. "Education, Inspection and State Formation: A Preliminary Statement." Historical Papers 20, no. 1 (April 26, 2006): 156–71. http://dx.doi.org/10.7202/030937ar.

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Abstract This paper attempts to draw the attention of sociologists and historians of education to the matter of the form of public schooling. A review of competing models of educational development current in the literature shows that neither pays attention to public schooling as a form of state provided and regulated schooling. Current models thus neglect the implication of schooling in the organization of patterns of government. The article argues that public schooling came to be normalized as what education really was (or should be). To pursue this argument it investigates the inspective function as one of the key processes whereby public schooling was administered into dominance. While the discussion centres on North American experience, English material is also discussed in an effort to locate the construction of the educational state in its broader context.
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32

Unterhalter, Elaine. "The Capabilities Approach and Gendered Education." Theory and Research in Education 1, no. 1 (March 2003): 7–22. http://dx.doi.org/10.1177/1477878503001001002.

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This article examines Amartya Sen's writings on the capabilities approach and education. Sen sometimes suggests a loose association between education and schooling. Elsewhere he concludes that one can read off the outputs of schooling as an indication of capabilities and an enhancement of freedom. While the capability approach provides a valuable way beyond human capital theorizing about education, Sen's writing fails to take account of the complex settings in which schooling takes place. Sometimes schooling does not entail an enhancement of capabilities and substantive freedom. South African policy responses to the HIV/AIDS epidemic highlight how using the capability approach to evaluation without paying attention to conditions of gender and race inequality yield only half the picture.
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33

Elsayed, Mahmoud A. A. "Keeping Kids in School: The Long-Term Effects of Extending Compulsory Education." Education Finance and Policy 14, no. 2 (March 2019): 242–71. http://dx.doi.org/10.1162/edfp_a_00254.

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This paper uses a natural experiment from Egypt to examine the effect of extending compulsory schooling on long-term educational and labor market outcomes. Beginning in school year 2004–05, the Egyptian government extended primary education from five to six years, moving from an eight-year compulsory schooling system to a nine-year system. Using a regression discontinuity design, I examine whether the compulsory schooling expansion affects years of schooling, literacy and cognitive skills, post-primary attendance, and labor market outcomes of individuals born just around the 1992 school entry cutoff. The results suggest that an extra year of compulsory education increases total years of schooling by 0.6 to 0.8 years. This effect, however, is concentrated among male individuals. In particular, I find that the school reform increases the schooling gap between male and female students by somewhere between 0.30 and 0.48 years. I also find no effect of expanding compulsory education on individuals’ literacy skills, schooling beyond the primary education level, or labor market outcomes. There is some evidence, however, that the school reform has improved reading and self-reported writing skills among male individuals.
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34

Colbu, Ştefan. "Christian Education – Between Schooling, Adult Education and Lifelong Learning." Procedia - Social and Behavioral Sciences 142 (August 2014): 279–84. http://dx.doi.org/10.1016/j.sbspro.2014.07.630.

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35

Reinhiller, Noell, and Gloria Jean Thomas. "Special Education and Home Schooling: How Laws Interact with Practice." Rural Special Education Quarterly 15, no. 4 (December 1996): 11–17. http://dx.doi.org/10.1177/875687059601500403.

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Home schooling has been part of the American education system since this country's beginning. In reviewing the history of home schooling and accompanying legislative action, there is a definite trend by state legislatures to liberalize laws related to home schooling. Students with disabilities, however, pose significantly greater challenges for parents who choose home schooling and have created a new area of litigation in the last 20 years. After summarizing statutes in the rural states of North Dakota and Minnesota, this article discusses several cases to illustrate the refinement of the interpretation of the intersection of home schooling and special education. Implications and recommendations for practice are included.
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36

Grubb, Farley. "Educational Choice in the Era Before Free Public Schooling: Evidence from German Immigrant Children in Pennsylvania, 1771–1817." Journal of Economic History 52, no. 2 (June 1992): 363–75. http://dx.doi.org/10.1017/s0022050700010792.

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Education clauses in 3,478 immigrant servant contracts are used to measure the incidence of schooling versus informal instruction by location, age, and sex. The proportion of servants receiving education was high, over 20 percent being taught outside of schools. Education expanded between 1770 and 1800 through a net increase in schooling rather than because of a substitution of schooling for informal instruction. In the 1770s formal schooling in rural areas lagged behind that in urban, but achieved parity by 1800. Little difference in education was found based on gender.
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37

Baker, David P., Motoko Akiba, Gerald K. LeTendre, and Alexander W. Wiseman. "Worldwide Shadow Education: Outside-School Learning, Institutional Quality of Schooling, and Cross-National Mathematics Achievement." Educational Evaluation and Policy Analysis 23, no. 1 (March 2001): 1–17. http://dx.doi.org/10.3102/01623737023001001.

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The growth of structured, outside-school activities for improving students’ mathematics achievement is an enduring feature of modern schooling with major policy implications. These "shadow education " activities mimic, or shadow, formal schooling processes and requirements. Using extensive cross-national data from the Third International Mathematics and Science Study, we examine shadow education as a macro-phenomenon of modern schooling through its (a) prevalence, (b) strategies for use, and (c) associated national characteristics. We find that shadow education is prevalent worldwide, but that there is consider­able cross-national variation in its use. Contrary to findings from single country studies, we find most shadow education is remedial in nature. We then test hypotheses concerning the national origins of shadow education and its impact on nations’ production of mathematics achievement. Our results show that institutional factors of education, including limited access and lower levels of funding, drive the use of shadow education, instead of high-stakes testing and national achievement incentives. We conclude by discussing implications for both educational policy and theory regarding the degree to which institutional­ization of mass schooling increasingly dominates contexts of schooling.
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38

Mukhopadhyay, Ujjaini. "Gender Gap in Schooling and Wages: Effects of Foreign Capital and Education Subsidies." Review of Economics 73, no. 2 (August 1, 2022): 131–57. http://dx.doi.org/10.1515/roe-2021-0043.

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Abstract The paper develops a two-sector full employment general equilibrium model with endogenous schooling decisions. It aims to evaluate the effects of educational demand management policies on gender inequality in schooling and wage inequality. The results point towards the role of social norms in shaping parental discrimination against girls’ education, which accentuates gender gap in schooling due to gender-neutral education subsidy and rise in household income induced by foreign capital inflow. The two policies are favourable for gender wage gap if the agricultural sector is more female labour intensive than the manufacturing sector and returns to schooling are considerably higher for women than men. However, gender targeted education subsidy policies are in general beneficial with respect to both gendered schooling and wages. The paper contributes to the literature by identifying the role of factor intensity conditions and gender differentiated returns to education on the gendered schooling and labour market outcomes of demand side interventions in education. It also provides theoretical explanations to diverse impacts of these policies and suggests appropriate policy recommendations.
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39

Helios, Joanna. "Edukacja domowa – kilka uwag w kontekście dyskursu o edukacji demokratycznej." Filozofia Publiczna i Edukacja Demokratyczna 3, no. 2 (July 14, 2018): 180–98. http://dx.doi.org/10.14746/fped.2014.3.2.22.

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The article presents home teaching in the context of the discourse on democratic education. The author discusses two problems: first, the role of home schooling in the context of compulsory schooling and the right to education; secondly, the legal aspects of home schooling.
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40

Harber, Clive, and Noriko Sakade. "Schooling for violence and peace: how does peace education differ from ‘normal’ schooling?" Journal of Peace Education 6, no. 2 (July 23, 2009): 171–87. http://dx.doi.org/10.1080/17400200903086599.

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41

Sridadi, Ahmad Rizki, and Gigih Prihantono. "Gender Inequality in Wage Rate in Indonesia." International Journal of Business and Management 13, no. 3 (February 25, 2018): 160. http://dx.doi.org/10.5539/ijbm.v13n3p160.

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Education is an indicator of advanced development, as education produces high quality human resources. However, the existence of gender gap in society causes low participation of women in education compared to men. This phenomenon happens due to various factors such as government policy, socio-economic, and culture. As such, this study aims to estimate the rate of return of gender-based school in Indonesia using Mincer earnings function. This study uses database Indonesia Family Life Survey (IFLS) 4 and 5. The two-step Heckman model of ordinary least square (OLS) is used for data analysis. The findings of this study are as follows. First, return to schooling is higher for male than female, for both service and manufacturing industries. Second, years of schooling, years of schooling interaction with manufacturing industril, years of schooling interaction with in service industril, the squared years of schooling interaction with manufacturing industril, the squared years of schooling interaction with service industril, gender interaction with service industril, gender interaction with manufacturing industril and urban/rural location are significantly influence return to schooling. While, squared years of schooling is not significantly influence return to schooling.
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42

Öztürk, İbrahim H. "Book Review: Democracy, Schooling and Political Education." Research in Educational Policy and Management 3, no. 2 (December 21, 2021): 73–77. http://dx.doi.org/10.46303/repam.2021.7.

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This paper reviews the book Democracy, Schooling and Political Education, written by Colin Wringe (published in 2012 by Routledge, first ed. in 1984, 126 p.). Although, the book was written in the last quarter of the 20th century towards the end of the cold war period, it is highly up-to-date in terms of the topic it covers. Wringe’s work addresses the teachers and other professionals in education, and also all who are interested in relationship between education and democracy, without a strong background in the field.
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43

Kvale, Steinar. "Danish Ph.D.-education between schooling and apprenticeship." Nordic Studies in Education 23, no. 04 (November 2, 2003): 184–96. http://dx.doi.org/10.18261/issn1891-5949-2003-04-02.

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44

Mavisakalyan, Astghik. "Immigration, Public Education Spending, and Private Schooling." Southern Economic Journal 78, no. 2 (October 2011): 397–423. http://dx.doi.org/10.4284/0038-4038-78.2.397.

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45

Dentan, Robert Knox, and Juli Edo. "Schooling vs. Education, Hidden vs. Overt Curricula." Moussons, no. 12 (December 1, 2008): 3–34. http://dx.doi.org/10.4000/moussons.1533.

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46

Walton, Flavia R., Valerie D. Ackiss, and Sandra N. Smith. "Education Versus Schooling--Project LEAD: High Expectations!" Journal of Negro Education 60, no. 3 (1991): 441. http://dx.doi.org/10.2307/2295495.

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47

Stephens, Melvin, and Dou-Yan Yang. "Compulsory Education and the Benefits of Schooling." American Economic Review 104, no. 6 (June 1, 2014): 1777–92. http://dx.doi.org/10.1257/aer.104.6.1777.

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Causal estimates of the benefits of increased schooling using US state schooling laws as instruments typically rely on specifications which assume common trends across states in the factors affecting different birth cohorts. Differential changes across states during this period, such as relative school quality improvements, suggest that this assumption may fail to hold. Across a number of outcomes including wages, unemployment, and divorce, we find that statistically significant causal estimates become insignificant and, in many instances, wrong-signed when allowing year of birth effects to vary across regions. (JEL H75, I21, I28, J24, N31, N32)
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48

Lister, Ian. "Education and Schooling in Post‐industrial Society." British Journal of Sociology of Education 10, no. 4 (December 1989): 501–6. http://dx.doi.org/10.1080/0142569890100410.

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49

Williams, Benjamin J. "Critical pedagogy, physical education and urban schooling." Critical Studies in Education 55, no. 3 (May 14, 2014): 390–91. http://dx.doi.org/10.1080/17508487.2014.913532.

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50

Bottery, Mike. "Education, Dissent, and the Internationalisation of Schooling." Westminster Studies in Education 15, no. 1 (January 1992): 69–78. http://dx.doi.org/10.1080/0140672920150107.

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