Relevant bibliographies by topics / Elite schools

Academic literature on the topic 'Elite schools'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Elite schools"

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Reeves, Aaron, Sam Friedman, Charles Rahal, and Magne Flemmen. "The Decline and Persistence of the Old Boy: Private Schools and Elite Recruitment 1897 to 2016." American Sociological Review 82, no. 6 (October 29, 2017): 1139–66. http://dx.doi.org/10.1177/0003122417735742.

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We draw on 120 years of biographical data ( N = 120,764) contained within Who’s Who—a unique catalogue of the British elite—to explore the changing relationship between elite schools and elite recruitment. We find that the propulsive power of Britain’s public schools has diminished significantly over time. This is driven in part by the wane of military and religious elites, and the rise of women in the labor force. However, the most dramatic declines followed key educational reforms that increased access to the credentials needed to access elite trajectories, while also standardizing and differentiating them. Notwithstanding these changes, public schools remain extraordinarily powerful channels of elite formation. Even today, the alumni of the nine Clarendon schools are 94 times more likely to reach the British elite than are those who attended any other school. Alumni of elite schools also retain a striking capacity to enter the elite even without passing through other prestigious institutions, such as Oxford, Cambridge, or private members clubs. Our analysis not only points to the dogged persistence of the “old boy,” but also underlines the theoretical importance of reviving and refining the study of elite recruitment.
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Amaliyah, Amaliyah. "ELITE SCHOOL POLICIES; SUPERIOR ISLAMIC SCHOOLS." Edukasi Islami: Jurnal Pendidikan Islam 9, no. 02 (August 29, 2020): 410. http://dx.doi.org/10.30868/ei.v9i02.907.

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This study aims to examine the policies of leading schools/madrasas in Indonesia, which have elitist tendencies and become reproductive forces rather than productive forces. This picture is evident from the community's view on identifying rich and poor schools, and even becoming a socioeconomic measure for the community. Furthermore, elite schools are seen as excellent schools that meet the quality standards of their graduates. The emergence of elite Islamic schools is at least motivated by several factors, including factors, ideology, social, historical, and psychology, as a response to problems in Islamic education that are always discussed by the world of education, where the tendency only functions in the spiritual. There are two formulations of this study's problem, namely, how does elitism emerge in leading schools/madrasas? Then, how to reconstruct the leading school/madrasa to guarantee access to education that is equitable for all children of the nation from all walks of life, especially among the poor? The results of this study, first, the elite schools get special treatment from the government by receiving block-grant subsidies and being given the freedom to collect school fees from parents/guardians of students. Second, reconstruction steps are needed to improve the education of the excellent schools/madrasas to be enjoyed equally by the entire community and educate all the nation's children.
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Chua, Vincent, Eik Leong Swee, and Barry Wellman. "Getting Ahead in Singapore: How Neighborhoods, Gender, and Ethnicity Affect Enrollment into Elite Schools." Sociology of Education 92, no. 2 (March 5, 2019): 176–98. http://dx.doi.org/10.1177/0038040719835489.

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Is education the social leveler it promises to be? Nowhere is this question better addressed than in Singapore, the emblematic modern-day meritocracy where education has long been hailed as the most important ticket to elite status. In particular, what accounts for gender and ethnic gaps in enrollment into Singapore’s elite junior colleges—the key sorters in the country’s education system? We consider how the wealth of neighborhoods has combined with the elite status of schools to affect the social mobility of gender and ethnic groups. Analyzing data from 40 years of junior college yearbooks (1971–2010), we find persistent differences in educational opportunity. Women and Malays have historically experienced inequality in Singapore, and their student routes to becoming elites differ markedly. For female students, attending an elite junior college in a wealthy neighborhood is associated with wealthy neighborhoods that have a disproportionate number of elite girls’ secondary schools that feed into the junior colleges. By contrast, for Malays, not attending an elite junior college in a wealthy neighborhood has more to do with wealthy neighborhoods underrepresenting Malays in demographic composition. Elite families thus now include better educated women as well as men, yet Malays still rarely become better educated elites. These results underscore the need to carefully map the complex associations and mechanisms between gender and ethnic categorizations, the status of schools, and the characteristics of neighborhoods.
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Kramer, Rory. "DIVERSIFIERS AT ELITE SCHOOLS." Du Bois Review: Social Science Research on Race 5, no. 02 (September 2008): 287. http://dx.doi.org/10.1017/s1742058x0808017x.

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Lee, Moosung, and Ewan Wright. "Moving from elite international schools to the world’s elite universities." International Journal of Comparative Education and Development 18, no. 2 (May 9, 2016): 120–36. http://dx.doi.org/10.1108/ijced-01-2016-0002.

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Purpose – The purpose of this paper is to explore how elite International Baccalaureate Diploma Programme (IBDP) schools in China function as a channel for international student mobility to leading universities around the world. Design/methodology/approach – To achieve this, the authors conducted a mixed-methods study combining quantitative analysis of 1,622 students’ university destinations and qualitative analysis of interview data from five high performing and high tuition fee IBDP schools in China. Findings – Results indicate that the IBDP in China can be conducive to a form of “elite international student mobility” for some students with 30 percent of participants attending one of the top 50 ranked universities globally. As an explanation, interview data points to the strong reputation of the program, the provision of structured opportunities for students to demonstrate “additional skills,” and the abundant resources of elite schools. Originality/value – The authors provide a critical discussion about the implications of the IBDP’s function for “elite international student mobility” in connection with social contexts surrounding these international International Baccalaureate schools in China. In so doing, the discussion tackles two issues from a critical perspective: the role elite international schools in accelerating educational inequalities and challenges to authentic learning experience when elite schools play the “university admissions game.”
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Wells, Amy Stuart, and Irene Serna. "The Politics of Culture: Understanding Local Political Resistance to Detracking in Racially Mixed Schools." Harvard Educational Review 66, no. 1 (April 1, 1996): 93–119. http://dx.doi.org/10.17763/haer.66.1.274848214743t373.

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In this article, Amy Stuart Wells and Irene Serna examine the political struggles associated with detracking reform. Drawing on their three-year study of ten racially and socioeconomically mixed schools that are implementing detracking reform, the authors take us beyond the school walls to better understand the broad social forces that influence detracking reform. They focus specifically on the role of elite parents and how their political and cultural capital enables them to influence and resist efforts to dismantle or lessen tracking in their children's schools. Wells and Serna identify four strategies employed by elite parents to undermine and co-opt reform initiatives designed to alter existing tracking structures. By framing elite parents' actions within the literature on elites and cultural capital, the authors provide a deeper understanding of the barriers educators face in their efforts to detrack schools.
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Ali, Rabia, and Sheema Khan. "Experiences of Female Teachers in Elite and Non-Elite Private Schools of Pakistan." Pakistan Journal of Women's Studies: Alam-e-Niswan 25, no. 1 (June 28, 2018): 59–77. http://dx.doi.org/10.46521/pjws.025.01.0054.

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This study examines the experiences of female teachers working in private schools in Islamabad, Pakistan. These schools were divided into two categories: elite schools and non- elite schools. This differentiation was made based on fee structure, location of schools and salaries offered to teachers. Thirty-six in-depth interviews were conducted, including 24 interviews from teachers and 12 from school principals. Additionally, the responses of 96 teachers were taken through a survey in the selected schools. The data reveals that female teachers in both elite and non-elite schools encountered numerous constraints. The major issues highlighted by the teachers included low wages, lack of support from administration, disrespectful behaviour from students and job dissatisfaction. The majority considered teaching as a temporary arrangement while they waited for better employment opportunities in other sectors. This study recommends that to rescue the profession of teaching, the state can play a role by safeguarding the rights of teachers. The focus should not be merely on privatization of the education sector but due accountability of private schools is needed not only in terms of quality of education provided, but also workplace ethics and resources provided to teachers.
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Tukvadze, Avtandil A., Irakli Z. Ubilava, Nadezhda V. Shulenina, Helen Z. Gelashvili, and Nana A. Giorgashvili. "The sociology and education of the political elite in post-Soviet Georgia." SHS Web of Conferences 103 (2021): 02015. http://dx.doi.org/10.1051/shsconf/202110302015.

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In this paper, the main reasons that led in the post-Soviet period to the process of replacing the ruling classes with the counter-elite are analyzed. In the study, using the dialectical methodology, the authors identify trends and, following them in a logical chain, explain the order of procedures for political elites’ circulation. This paper also focuses on the education factor, which significantly determines the process of formation and circulation of political elites in post-Soviet Georgia. If, in the Soviet period, one of the criteria for the formation and recruitment of local elites was local education, the trend in this direction in post-Soviet Georgia has been changed significantly. Education gained in Western, EuropeanAmerican universities has been one of the defining factors in the formation and recruitment of political elites by Georgia since its independence. However, in Georgia, mainly in Tbilisi, there are educational centers, socalled “elite schools”, the vast majority of which are attended by children of new Georgians, but according to the criteria of skills, 3-4 percent of schools accept students. This is the first phase of education for junior members of local political and powerful financial groups. The second phase is the migration of graduates of these institutions to higher education institutions of Western countries to get an education. Which makes it easier for returnees to the homeland to integrate into the elite structure. In conclusion, those criteria are set out that are necessary factors for replacing the power elite with the counter-elite.
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Azizah, Nurul. "Tribalisme, Oligarki Kekuasaan dan Dinamika Politik Kekerabatan Dalam Jaringan Pondok Pesantren." Tebuireng: Journal of Islamic Studies and Society 2, no. 1 (December 31, 2021): 30–45. http://dx.doi.org/10.33752/tjiss.v2i1.2211.

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Religious elites have an important role in the democratic system in Indonesia. The involvement of chairmen of Islamic boarding schools (pondok pesantren) in local elections in the context of local dynamics has spawned a network of oligarchic power and dynastic politics. There is an assumption that the participation of the elite of Islamic boarding schools in local politics is considered to be inevitable to the democratic process with the spread of corruption cases, and political nepotism. Actors in dynastic politics use famous figures from the pesantren’s family as a political tool to gain power. Power relations and patron-client relationships in Islamic boarding schools provide great benefits to ensure a candidate is elected in a local election. The purpose of this paper is to analyze the relation between power, oligarchy, and the politics of kinship of the elite boarding school in the dynamics of local politics. This article shows that dynastic politics undermined the pillars of Indonesian democracy. Factors that cause oligarchy in pondok pesantren are populism, power network, and tribalism. These factors are inseparable from the influence of patronage, the power of local elites, and the effort of the elite to build dynastic politics. This article suggests that religious elites within the circle of political dynasties are expected to work professionally, not merely using the pesantren family.
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Dogan, Mattei. "Is there a Ruling Class in France?" Comparative Sociology 2, no. 1 (2003): 17–89. http://dx.doi.org/10.1163/156913303100418708.

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AbstractThe thesis of a ruling class in France, today or yesterday, is not validated by the empirical evidence. The arguments against such a thesis are the following: the overwhelming proportion of elite positions are not transmitted hereditarily; the elite circulation at the highest level is considerable; the professionalization of political careers, which is widespread, is incompatible with the concept of a ruling class; the recruitment of elites is marked by a shift from notables to a meritocracy; the elite configuration consists in multiple spheres and sector partitioning; the selective schools, based on academic competition, generate new elites at each generation; there is fault line between capitalists and the other elite categories; the number of entrepreneurs who have built themselves their company is enormous; the isolation of the cultural elite is astonishing; the subordination of the military elites is an historical fact; the periodical beheading of the ruling elites marks French history. Nonetheless, at the apex of power, a triad, composed of outstanding polictical leaders, of corporate managers and of highers State administrators — called "mandarins" — operates the wheelwork of the heterogeneous and complex French society and State
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Dissertations / Theses on the topic "Elite schools"

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XAVIER, ALICE PEREIRA. "YOUTH ELITE SCHOOLS: A SOCIOLOGICAL ANALYSIS OF THE READING HABITS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14486@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Este trabalho empreende uma análise sociológica dos hábitos de leitura dos alunos de duas instituições, uma confessional e uma pública, consideradas elites escolares, do município do Rio de Janeiro. Com base nas respostas ao survey aplicado em 2004 no contexto da pesquisa Processo de Produção da Qualidade do Ensino. Escola, família e cultura do SOCED, Grupo de pesquisas em Sociologia da Educação, da PUC – Rio investigou-se o conteúdo e o volume de leitura em diferentes fontes a partir da catalogação dos títulos indicados pelos alunos. O trabalho teve continuidade com o encaminhamento da pesquisa para além das homogeneidades, singularidades institucionais e seus efeitos sobre os processos de escolarização. Considerando os hábitos de leitura, a relação com a linguagem e o domínio da norma culta como estruturas componentes do capital cultural valorizado pelas escolas, investigou-se, em uma segunda etapa, a relação dos estudantes com a leitura por meio de suas percepções e impressões, além das práticas pedagógicas desenvolvidas por professores e outros agentes escolares na formação de alunos com altos níveis de engajamento em leitura. Depreende-se da análise que os alunos destas escolas desenvolveram um habitus de leitura amplo e diversificado que engloba gêneros da literatura nacional e estrangeira, destinada a diferentes públicos. O trabalho propõe ainda, a existência de perfis pedagógicos que, de forma diferenciada, influenciam o desenvolvimento de leitores, sua manutenção e desenvolvimento.
This study concerns a sociological analysis about reading habits of the students from two institutions, a confessional (catholic) and a public one, both considered elite schools in the city of Rio de Janeiro. Based on the answers of the survey applied in 2004 and according to the research “Production Process of Education Quality: School, family and culture” from SOCED (a research group in Education Sociology from PUC - Rio University), the content and volume of reading from different sources based on a cataloging of titles listed by the pupils was investigated. The study was continued by taking the research beyond the institutional homogeneities, institutional features and their effects on the educational processes. Considering the students reading habits, their relationship with the language and mastery of standard language as structures that comprise the cultural capital valued by schools, investigation was carried out, in a second stage, of the students relationship with reading through their perceptions and impressions, in addition to the teaching practices developed by teachers and other school staff in training students with high levels of engagement in reading. It appears from the analysis that students of these schools have developed a wide and diverse literacy habitus which includes national and foreign literature genres for different audiences. The study also proposes the existence of educational profiles that, in different manners, influence the readers formation, their maintenance and development.
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Finkelstein, Jonathan David. "Education in Nazi Germany: Ideology, Hitler Youth, and Elite Schools." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1494.

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This thesis focuses on the basics of education in Nazi Germany. A state, which necessitated the need for indoctrination into radical thinking used the schools as a way to promote National Socialism to the country's youth. Consequently, Nazi Party leaders went to great lengths to secure the loyalty of the nation's youth, using education as their main platform.
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Hatch, Jared P. "Fitting in: Exploring the experiences of middle schools students’ transition into an elite international boarding school." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1292916159.

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Rifai, Nurlena. "The emergence of elite Islamic schools in contemporary Indonesia : a case study of Al Azhar Islamic school." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=108895.

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This study addresses the phenomenon of elite Islamic schools in Indonesia by focusing on Al Azhar Islamic High School in Jakarta. Taking as its starting point the evolution and expansion of Islamic educational institutions in contemporary Indonesia, particularly since the 1970s, it examines the emergence of elite Islamic schools and identifies the unique characteristics that attract many urban, middle-class Muslims to send their children to these schools. In addition, this study attempts to address the lack of research on the history of Islamic education in Indonesia between the years 1970 and 2000. A review of past studies demonstrates that this period has not been critically examined enough.
Cette étude adresse le phénomène des écoles islamiques d'élite en Indonésie en focalisant sur l'école islamique secondaire Al Azhar à Jakarta. Partant de l'évolution et l'expansion des institutions éducationnelles islamiques en Indonésie contemporaine, particulièrement depuis les années 70, elle examine la montée des écoles islamiques d'élite et identifie les caractéristiques uniques qui poussent plusieurs musulmans urbains de classe moyenne à envoyer leurs enfants à ces écoles. De plus, cette étude tend à adresser le manque de recherche sur l'histoire de l'éducation musulmane en Indonésie entre les années 1970 et 2000. Un examen des études existantes à ce sujet montre que cette période n'a pas été suffisamment scrutée. [...]
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Herrmann, Brian W. "Critical Discourse Analysis and the Language of Social Justice in Elite High Schools." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104935.

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Thesis advisor: Audrey Friedman
This dissertation investigates the discursive practices of elite high schools and the ways these practices create and preclude opportunities for social justice education. To conduct this critical discourse analysis I drew on the theoretical work of Khan (2011) and Howard (2008) to understand the role of language in the production and maintenance of power and privilege in elite private schools. Furthermore, the literature review on the discourse of social justice informed the selection of initial typologies, which shaped the primary reading of the data. Methodologically, I used Norman Fairclough and James Gee’s tools of critical discourse analyses for the data synthesis and analysis. One overarching questions was considered in this dissertation: As revealed through institutional documents, what are the discursive challenges and opportunities for enacting socially just education within elite high schools? A detailed Systemic Functional Linguistic analysis revealed three major findings. First, students are centered in the text samples and over time students become a larger focus of the discourse. Second, the discourse presents ethical values and knowledge as innate within students. Finally, the language among sample texts conforms over time, becoming less linguistically complex in both topic and construction and thus shifts from a traditionally academic tone to a more familiar tone. Using these findings as a focusing lens, a broader reading and analysis of the complete data set revealed that as discourse associated with discussions of diversity becomes more rigid, formalized, and prevalent in the text samples, institutional questioning and direct calls for social action become less frequent. Furthermore, over time, the discourse is less likely to engage in reflexive questioning and is more likely to engage in self-congratulation. Combined, the detailed linguistic analysis and the broader reading of the collected documents, suggest that the “discourse of social justice” is intertwined with counter discourses of privilege, entitlement, and individualism. Although institutions may currently talk more about issues of diversity and justice, this language functions as yet another measure of student privilege
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Persson, Max. "Playing with power : An ethnographic exploration of habitus formation in Swedish elite schools." Thesis, Stockholms universitet, Sociologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133928.

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This study follows students from two Swedish elite upper secondary schools with different profiles when they participate in a parliamentarian role-play game. The game lacks a teacher authority and is not a graded activity, putting the students in a position where they must negotiate what constitutes winning and losing. The game is used as an ethnographic site to investigate what it means to be a ‘successful’ elite school student and how it is embodied. The aim is to explore concrete processes of habitus formation, extending the knowledge regarding elite socialization in the Swedish case. The findings suggest that the game puts notions of what it means to be a ‘successful’ student to its head, giving rise to conflicts between students from the two differently profiled schools. The conflicts articulate differences between schools within the elite school category with regard to student formation. Further, the game singles out a few students and make them feel entitled to become leaders. The study shows that the intersection of students’ school affiliation, gender and social class background is important in order to understand whether they feel entitled or not, as well to understand their more encompassing experiences in this elite school game.
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Evans, Tina B. "We Wear the Mask: Stories of the Black Girl Middle School Experience in Predominantly White, Elite, Independent Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/893.

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This dissertation examined the experiences of Black middle school girls who attend predominantly white, elite, independent schools in the Greater Los Angeles area. Using Critical Race Theory, Black Identity Theory, and Black Feminism Theory as a conceptual framework, this qualitative research explored the role of race, class, gender, and parental support as contributing factors to the development of participants’ racial consciousness. Utilizing timeline interviews and critical narratives to explore the lived histories of each student and parent participant, data analysis included content coding based on themes that emerged throughout the narrative examination. An analysis of the narratives of student participants revealed the absence of a Black faculty advocate, the burden of microaggressions, and the tension to define what it meant to be Black as important factors in the development of a racial consciousness. Additional findings based on data from the participants’ mothers revealed their reasons for choosing independent schools for their daughters and an emphasis on nurturing Black identity and friendships to help guide them through critical racial experiences. Findings led to important recommendations to improve the educational experiences of Black girls in predominantly white, elite independent schools. These findings also indicated a need for further study of the experiences of the Black girl middle school experience in predominantly white, elite, independent schools.
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Liu, Yufeng 1962. "Private elite education in the People's Republic of China : a case study of Jinghua Private School." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23340.

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China's education has experienced a series of challenges since 1978, when the Chinese Government started to reform its political and economic systems, and implement the so called "open door" policy. In the rapidly changing social context, private education reemerged along with the development of the market economy. Recently, elite private education has caught wide attention in both China and overseas. This research adopts a case study approach to examine the development of private schools in China.
This research is based on an elite private school in Beijing, where the researcher stayed for two weeks in order to collect data. Interviews and observations were conducted and documents were collected focusing on: (1) The background of re-emergence of private schools; (2) Characteristics of the private elite school; (3) The influence of sociopolitical factors on the school's operation and functioning.
This case study provides insight into the present development of private elite education in China, and discusses the implications for educational purpose, quality, and equality.
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Jackson, Tameka R. "The Lived Experience of Economically Disadvantaged, Black Students Attending Predominantly White, Elite Private Boarding Schools." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/cps_diss/51.

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The purpose of this phenomenological study was to explore the lived experiences of economically disadvantaged, Black students attending predominantly White, elite private boarding schools. Data were collected utilizing semi-structured interviews with 9 participants, with each interview lasting approximately 90 minutes. The recursive method of data collection and analysis was informed by six steps outlined by Creswell (1998), as well as Consensual Qualitative Research (CQR) methods (Hill, Thompson, & Williams, 1997). Findings revealed 9 themes associated with participants' experiences: classroom experiences, value of Black peer networks, caught between two worlds, racial perceptions, desire to connect with people of all races, socioeconomic challenges, living away from home challenges, impact of peers on level of success, and significance of relationships with Black faculty. Practice and research implications for Black students attending private school, as well as for private school faculty and administrators, are discussed.
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MacMahon, Anna. "The leadership habitus of principals in elite contexts: an exploration of practice in four schools." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6868.

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The purpose of this study is to describe and compare leadership practices in four elite schools, in order to investigate the relationship between the practices of school leaders, their histories and the contexts in which they lead.
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Books on the topic "Elite schools"

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Koh, Aaron, and Jane Kenway, eds. Elite Schools. New York : Routledge, [2016] | Series: Education in global context: Routledge, 2016. http://dx.doi.org/10.4324/9781315771335.

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Hodges, Persell Caroline, ed. Preparing for power: America's elite boarding schools. New York: Basic Books, 1985.

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Wallace, Jennifer, and Jennifer Feldman. Scholarship Students in Elite South African Schools. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7536-3.

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Neill, Chloe. Firespell (The Dark Elite, #1). New York: Signet Book, 2010.

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Neill, Chloe. Charmfall: A novel of the Dark elite. New York, N.Y: New American Library, 2012.

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The best of the best: Becoming elite at an American boarding school. Cambridge, Mass: Harvard University Press, 2009.

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Bourdieu, Pierre. The state nobility: Elite schools in the field of power. Oxford, [England]: Polity Press, 1996.

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Moore, Wendy Leo. Reproducing racism: White space, elite law schools, and racial inequality. Lanham, Md: Rowman & Littlefield Publishers, 2008.

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Moore, Wendy Leo. Reproducing racism: White space, elite law schools, and racial inequality. Lanham, Md: Rowman & Littlefield Publishers, 2008.

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Bourdieu, Pierre. The state nobility: Elite schools in the field of power. Stanford, Calif: Stanford University Press, 1996.

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Book chapters on the topic "Elite schools"

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Holmqvist, Mikael. "Business School Faculty and Neoliberal Thinking." In Elite Business Schools, 120–32. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003218128-8.

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

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Holmqvist, Mikael. "Affinity." In Elite Business Schools, 83–98. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003218128-6.

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Holmqvist, Mikael. "Admission." In Elite Business Schools, 22–42. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003218128-3.

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Holmqvist, Mikael. "Lifelong Social Relationships and Networks." In Elite Business Schools, 133–53. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003218128-9.

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Holmqvist, Mikael. "Afterword." In Elite Business Schools, 176–78. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003218128-12.

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Holmqvist, Mikael. "Academic Freedom and the Business Community." In Elite Business Schools, 99–119. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003218128-7.

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Holmqvist, Mikael. "Business Schools and the Consecration of Elites." In Elite Business Schools, 170–75. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003218128-11.

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Holmqvist, Mikael. "Elitism and Masculinity." In Elite Business Schools, 154–69. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003218128-10.

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Holmqvist, Mikael. "Consecration, Business Skills, and Leadership." In Elite Business Schools, 43–61. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003218128-4.

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Conference papers on the topic "Elite schools"

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Luca, Sergiu. "The vole of the book in shaping the elite of society." In Simpozionul Național de Studii Culturale, Ediția a 2-a. Institute of Cultural Heritage, Republic of Moldova, 2022. http://dx.doi.org/10.52603/9789975352147.06.

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Annotation: „Tabula rasa” – the theory of the philosopher John Loke represents the man without a book. The importance of the book in the formation of personality is demonstrated by the countless prohibitions of books throughout human history – „blacklists” of forbidden books and burned books. Hence the rhetorical question: – „What is your first book?”, „What books were in your training?”. The book is the source of knowledge that can be passed on to other generations contributing to their formation. Good governance can only be achieved based on qualitative knowledge. The need for elite education has been realized since antiquity. Thus in all societies, the formula of creating special schools for the children of kings and aristocrats was used. The Party High School was created in the Soviet Union for Party Officials because good governance equals the higher level of idealization of the official. Cultural and scientific elites have a role in defending national culture and merit in universal science. The book is an artifact in the demonstration of the existence of a people, and the people who will not have written books will remain out of history.
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Howard, Adam. "Privileged Brotherhoods: Feelings of Belonging and Entitlement Within Elite All-Boys Schools." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686523.

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Jacobs, Charlotte. "Experiences of Hypervisibility and Invisibility for Girls of Color in Elite Independent Schools." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1684598.

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Odim, Chinyere. "Hiding in Plain Sight: The Invisiblized Challenges of Black Girlhood in Elite Independent Schools." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1888452.

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Odim, Chinyere. "Hiding in Plain Sight: The Invisiblized Challenges of Black Girlhood in Elite Independent Schools." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888452.

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Kaltenecker, E., and K. Okoye. "ARE INNOVATION AND INTERNATIONALIZATION INTERTWINED? A QUANTITATIVE STUDY OF THE IMPACT OF THE TYPES OF PROGRAMS IN ELITE BUSINESS SCHOOLS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7115.

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Although relevant pieces of literature discuss innovation in management education and the importance of internationalization of business schools, there is a lack of scholarly articles analyzing the mutual influence between internationalization and innovation in business schools, particularly when considering the types of programs and their location. Henceforth, to fill the identified theoretical gap, this article pursues the following research question: Are innovation and internationalization intertwined in elite business schools? The study follows a two-step methodology in its investigation and experiments. First, we performed a correlational analysis using linear regression (OLS) to determine if there is a relationship between internationalization and innovation of business schools by considering two types of programs: the Global MBA, and the Executive MBA. The results of the OLS method show that there is no correlation between Innovation and Internationalization in the Global MBA programs (p=.546) whereas, there exists a positive correlation between Innovation and Internationalization in Executive MBA (p=.00). Second, we conducted a One-way multivariate analysis of variance (MANOVA) to evaluate the impact of the location of the MBA programs on internationalization and innovation. We found that location presented no significant relationship with internationalization and innovation in the Global MBA program (as their significance levels were p=.483 and p=.490, respectively) and Executive MBA programs (p=.222 and p=.654, respectively). In both cases, these results mean that internationalized or highly innovative programs such as Global MBA and Executive MBA programs can be found all over the world. Thus, we reached two main sets of conclusions. First, innovation and internationalization are uncorrelated in Global MBA programs, whereas both variables (innovation and internationalization) are correlated in Executive MBA programs. For the second set of conclusions, we note that the location of business schools does not impact their internationalization and innovation. Keywords: Educational Innovation, Internationalization, Executive Educatio
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Barrenechea, Ignacio. "Empowering Communities: The Importance of Community-Based Approaches to Service-Learning in Latin American Elite Schools." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681220.

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Ivegesh, A. V., V. I. Naumchuk, and A. V. Ohnystiy. "Peculiarities of the organization of sports training of students in elite schools in Germany and Austria." In DEVELOPMENT OF PHYSICAL CULTURE AND SPORTS AMIDST MARTIAL LAW. Baltija Publishing, 2022. http://dx.doi.org/10.30525/978-9934-26-253-1-2.

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Ydodenko, Elena. "Traditions of educating the British elite through the system of private schools. Experience of cultural comprehension." In Цивилизация знаний: российские реалии. Киров: Межрегиональный центр инновационных технологий в образовании, 2022. http://dx.doi.org/10.52376/978-5-907623-36-1_401.

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Ujakpa, Martin Mabeifam, Mutalya N. Mutalya, Jude Osakwe, Gloria Iyawa, and Emilia N. Shililifa. "School Management Information System (SMIS) for the Elite College." In 2022 IST-Africa Conference (IST-Africa). IEEE, 2022. http://dx.doi.org/10.23919/ist-africa56635.2022.9845593.

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Reports on the topic "Elite schools"

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Abdulkadiroglu, Atila, Joshua Angrist, and Parag Pathak. The Elite Illusion: Achievement Effects at Boston and New York Exam Schools. Cambridge, MA: National Bureau of Economic Research, July 2011. http://dx.doi.org/10.3386/w17264.

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Ge, Suqin, Elliott Isaac, and Amalia Miller. Elite Schools and Opting In: Effects of College Selectivity on Career and Family Outcomes. Cambridge, MA: National Bureau of Economic Research, November 2018. http://dx.doi.org/10.3386/w25315.

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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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Cattan, Sarah, Kjell G. Salvanes, and Emma Tominey. First generation elite: the role of school networks. The IFS, September 2022. http://dx.doi.org/10.1920/wp.ifs.2022.3622.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Yilmaz, Ihsan, and Nicholas Morieson. Religious populism in Israel: The case of Shas. European Center for Populism Studies (ECPS), March 2022. http://dx.doi.org/10.55271/pp0011.

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Since the 1990s, populism has become increasingly prevalent in Israeli politics. While scholars and commentators have often focused on the populist rhetoric used by Benjamin Netanyahu, his is hardly the only manifestation of populism within Israel. For example, Shas, a right-wing populist party which seeks to represent Sephardic and Haredi interests within Israel, emerged in the 1980s and swiftly became the third largest party in the country, a position it has maintained since the mid 1990s. Shas is unique insofar as it merges religion, populism, and Sephardic and Haredi Jewish identity and culture. Indeed, Shas is not merely a political party, but a religious movement with its own schools and religious network, and it possesses both secular and religious leaders. In this article, we examine the religious populism of Shas and investigate both the manner in which the party constructs Israeli national identity and the rhetoric used by its secular and religious leadership to generate demand for the party’s religious and populist solutions to Israel’s social and economic problems. We show how the party instrumentalizes Sephardic ethnicity and culture and Haredi religious identity, belief, and practice, by first highlighting the relative disadvantages experienced by these communities and positing that Israeli “elites” are the cause of this disadvantaged position. We also show how Shas elevates Sephardic and Haredi identity above all others and claims that the party will restore Sephardic culture to its rightful and privileged place in Israel.
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