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Relevant bibliographies by topics / Popular culture in education

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Academic literature on the topic 'Popular culture in education'

Author: Grafiati

Published: 29 July 2024

Last updated: 30 July 2024

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Journal articles on the topic "Popular culture in education"

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Giroux, Henry A. "Education and popular culture." Επιστήμη και Κοινωνία: Επιθεώρηση Πολιτικής και Ηθικής Θεωρίας 29 (August 7, 2015): 1. http://dx.doi.org/10.12681/sas.862.

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Στο κείμενο αοτό υποστηρίζεται ότι η κριτική παιδαγωγική πρέπει να εφαρμοστεί μέσα στα πλαίσια μιας πληρέστερης κατανόησης της πολιτικής διάστασης της εκλαϊκευμένης κουλτούρας. Αναλύονται τόσο οι συντηρητικές όσο και οι ριζοσπαστικές προσεγγίσεις της κουλτούρας αυτής και, με επιχειρήματα από τον Gramsci αλλά και τον Foucault, παρατίθενται προτάσεις για τον επαναπροσδιορισμό της ως πεδίο αγώνα και κυριαρχίας. Το καταληκτικό επιχείρημα είναι ότι ο παιδαγωγός, εάν επιδιώκει μια παιδαγωγική που απαιτεί κάποια άρθρωση γνώσης και απολαύσεων -αναπόσπαστες στην καθημερινή μαθητική ζωή-, οφείλει να αντιμετωπίζει την εκλαϊκευμένη κουλτούρα και την κοινωνική διαφορά ως το πεδίο στο οποίο καλείται να συναντήσει τους μαθητές του σε μια επικριτική και ενδυναμωτική παιδαγωγική συνάντηση.

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Gingell, J., and E. P. Brandon. "Popular Culture." Journal of Philosophy of Education 34, no. 3 (August 2000): 461–85. http://dx.doi.org/10.1111/1467-9752.00187.

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Moran, Barbara B. "Popular Culture and Library Education." Journal of Education for Library and Information Science 26, no. 1 (1985): 25. http://dx.doi.org/10.2307/40323181.

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Morgan, John. "Popular Culture and Geography Education." International Research in Geographical and Environmental Education 10, no. 3 (September 2001): 284–97. http://dx.doi.org/10.1080/10382040108667446.

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Strelitz, Larry. "Popular culture and media education." Communicare: Journal for Communication Studies in Africa 13, no. 1 (November 7, 2022): 64–75. http://dx.doi.org/10.36615/jcsa.v13i1.1974.

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Stevenson, Gordon. "Popular Culture Studies and Library Education." Journal of Education for Library and Information Science 41, no. 1 (2000): 15. http://dx.doi.org/10.2307/40324084.

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Daliot‐Bul, Michal. "Mirror images: popular culture and education." Journal of Peace Education 8, no. 1 (April 2011): 82–84. http://dx.doi.org/10.1080/17400201.2011.552267.

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Davies, Julia. "Young people, popular culture and education." Educational Review 64, no. 1 (February 2012): 129–30. http://dx.doi.org/10.1080/00131911.2011.619841.

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DOLBY, NADINE. "Popular Culture and Democratic Practice." Harvard Educational Review 73, no. 3 (September 1, 2003): 258–84. http://dx.doi.org/10.17763/haer.73.3.l225466l06204076.

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In this introduction to the study of popular culture in education, Nadine Dolby offers an insightful review of the literature informing this work. Her essay sets the tone and theme for this Special Issue, and begins to address why educators and educational researchers should pay particular attention to popular culture. Discussing the relevant literature and introducing readers to historical debates in the field, Dolby distinguishes between various understandings of popular culture and approaches to studying its relationship to education. Ultimately, Dolby argues, the importance of popular culture and its connection to education lies in the role it plays as a site for engaging in the process of democratic practice. She encourages educators to engage young people in a deep exploration of the multiple dimensions of popular culture and the public sphere, and highlights examples of this kind of engagement.

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Nichols, Mary P. "A defense of popular culture." Academic Questions 13, no. 1 (March 2000): 73–78. http://dx.doi.org/10.1007/s12129-999-1045-z.

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Dissertations / Theses on the topic "Popular culture in education"

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Hoechsmann, Michael. "Consuming school in the 90s, youth, popular culture and education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0009/NQ35187.pdf.

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Mayhew, Margaret 1936. "Modelling subjectivities: life-drawing, popular culture and contemporary art education." Phd thesis, Department of Gender and Cultural Studies, 2009. http://hdl.handle.net/2123/7735.

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Mayhew, Margaret. "Modelling Subjectivities: Life Drawing, Popular Culture and Contemporary Art Education." Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/9542.

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This thesis examines life-drawing as a social, cultural and aesthetic practice. It is principally concerned with the changes occurring within life-drawing classes since the mid twentieth century; and how life drawing has spread from being a highly regulated practice confined to art institutions to proliferating among a variety of recreational, semi-professional and pedagogical settings. It is also critically concerned with the discourses surrounding life-drawing, and how these discourses permeate the spaces and practices within life classes. This thesis is concerned with the blind spots in vision, the invisible spaces in the life-room, and how life-drawing as a social practice mediates and manages the imaginary spaces between all participants; spaces of desire, aspiration, alienation and agency. In examining life drawing as a constellation of discourses, aspirations and behaviours, occurring across a number of social and cultural fields, this thesis moves t hrough a number of critical disciplines. The interdisciplinary research involved in this thesis, has involved the development of a number of critical methodologies derived from cultural studies and feminist art theory, and redeployed in a critical examination of life drawing, as a social practice, as a discursive field, and as a compelling and troubling site for inter-subjective encounters. The research for this thesis has been fuelled by the author's experiences as a visual artist and artists’ model in Sydney, and informed by extensive participant observation of life-drawing classes in Australia and internationally. The research consisted of interviews with over fifty participants, comprising artists’ models, artists and senior art-educators, from Sydney, New York, Paris, and the United Kingdom. This thesis develops an account of life-drawing as a performative practice, enabling life classes to exist as liminal spaces where the boundaries between art and sex, education and recreation, and between various cultural mili! eus clai ming and affiliation with ‘high’ art are actively produced and contested. Most critically, this thesis demonstrates the necessity and possibility for the socially reflexive grounding of critical examinations of contemporary art practice. In consciously examining the tacit values aligned with institutionalised categories of art practice and examining the claims, discourses and practices within a range of professional, paraprofessional and amateur art settings, this thesis develops a rigorous interdisciplinary account of how life drawing is experienced, and how a critical understanding of art as a social and cultural practice is necessary to any appreciation of contemporary art and visual culture.

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Ransdell, Diane Renee. "A cultural approach to ESL composition: Using popular culture to teach rhetorical conventions." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289200.

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For English as a Second Language students, learning to write academically effective essays is an immense challenge because the students must obey linguistic conventions, write for an unfamiliar audience, and employ rhetorical strategies that the audience expects. In composition programs the special challenges that ESL students face are sometimes overlooked. In this dissertation I provide a rationale for developing ESL composition programs and concrete strategies for doing so. To account for, understand, and accommodate rhetorical expectations for American academic audiences, ESL students need information that acts as an interface between conventions in their countries and the conventions American academic readers expect. The study of popular culture allows ESL students to develop such information by helping them decipher aspects of the culture they are living in. Popular culture texts reflect everyday uses of language and commonly held views because they are produced for general American audiences. They reflect widely accepted rhetorical strategies because audiences demand that texts be written according to their expectations. The process of studying popular culture is liberating for ESL students because it integrates learning about academic essay writing with broader cultural concerns. I concentrate on three genres of popular culture texts: ads, because their use of rhetorical appeals is so clear and because their content suggests American values; formula fictions, because they portray popular role models and follow readers' expectations; and news articles, which show examples of discursive domains and structural conventions. I also make suggestions for using contrastive analyses to help students perceive differences and similarities in cultural expectations, and I demonstrate partial results through research and samples from student writing. By incorporating popular culture texts into the ESL composition curriculum, we help students learn to communicate their ideas in practical, accessible ways. It is by actively targeting American culture as a focus of study and helping students develop tools to analyze popular culture materials on their own that we can make effective changes in composition programs for ESL students.

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Gustafsson, Malin, and Linn Rix. "Contemporary Popular Culture for Educational Purposes – Teaching English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34842.

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The purpose of this dissertation is to examine four teachers’ of English perceptions of the use of CPCE in their teaching. When reading the control documents of the Swedish school, indications pointing towards the use of CPCE texts in teaching were found. Therefore we took an interest in finding out how teachers choose to implement CPCE in their teaching. We have combined the methods of semi structured qualitative interviews and the use of a focus group to gather the data needed. Our main findings consist of how the concept of popular culture is understood by our informants. They find the concept vast as it entails such a broad variety of texts such as TV shows, film, the Internet, magazines and literature. Teachers select appropriate CPCE materials with regards to their pupils’ preferences. However, our findings of how these materials are implemented in their teaching of English vary and are to be considered limited.

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Jamison, Sally. "Popular culture and literacy learning negotiating meaning with everyday literacies /." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Jamison_S%20MITthesis%202007.pdf.

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Hahn, Laura K. "A Generic Analysis of the Rhetoric of Humorous Incivility in Popular Culture." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391683148.

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Passero, Thomas. "Using popular culture to teach the community college business curriculum: A comparative study." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310182818.

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Smiley, Kathlyn Elaine. "Freshmen weight gain: The convergence of popular culture, college transition and nutrition education." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186798.

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The Freshmen Weight Gain is the weight freshmen expect to gain their first year at college. The Freshmen Weight Gain has not been proven by standard research methods, however, students perceive it to be a real phenomena. Students concerned about the Freshmen Weight Gain may try to prevent it by using pathological dieting practices that are damaging to their physical and emotional health. Students who have existing body image/weight concerns may be at higher risk for developing an eating disorder. Standard weight management techniques do not appear to decrease students' concern for getting the Freshmen Weight Gain. An ethnographic study with thirty-nine freshmen living on campus at a large southwestern public university was conducted to develop a students' explanatory model for the Freshmen Weight Gain. Students described coming to college with limited knowledge about the freshmen culture and that there were limited external controls, rituals and role models to guide their behavior during their freshmen year. Students described that many of the normal changes in adjusting to college create lifestyle behaviors that leading to feeling out of control. Students described the stress of college transition coupled with experimentation results in their making lifestyle changes contributes to feeling out of control and needing some means to making boundaries with food and alcohol. Students also describe college food service to be partially responsible for the Freshmen Weight Gain, regardless of the quality of the individual school's food service system and in spite of the students learning to make healthy choices is presented. Thematic and narrative analysis revealed that students use the Freshmen Weight Gain to provide external controls that they need to decrease their stress. Theoretical support for the author's premise regarding the role of the Freshmen Weight Gain in the freshmen culture. Recommendations for further research to further assess the students' explanatory model for the Freshmen Weight Gain and recommendations to residence life, student health service and university administrative professionals concerning means for improving the students' college transition and food choices are presented as well.

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Taggesell, Richard Patrick. "Popular culture in the language arts classroom a survey /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Taggesell_RPMIT2010.pdf.

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Books on the topic "Popular culture in education"

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Diana, Silberman-Keller, ed. Mirror images: Popular culture and education. New York: P. Lang, 2008.

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1811-1876, Randall Henry Stephens, ed. Mental and moral culture, and popular education. New York: C.S. Francis, 1985.

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Adam, T. R. The museum and popular culture. Ann Arbor, Mich: University Microfilms International, 1989.

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1935-, Farber Paul, Provenzo Eugene F, and Holm Gunilla, eds. Schooling in the light of popular culture. Albany: State University of New York Press, 1994.

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Torrijo, Manuel López. La educación en la mentalidad popular. Valencia: Universitat de València, 1997.

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1952-, Steinberg Shirley R., and Cornish Lindsay 1979-, eds. Taboo: Essays on culture & education. New York: Peter Lang, 2010.

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Nascimento, Claudio. Ensaios sobre autogestão e educação popular. Marília, SP: Lutas Anticapital, 2020.

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Centro Internacional de Estudios Superiores de Comunicación para América Latina., ed. Educación popular en América Latina. Quito, Ecuador: CIESPAL, 1986.

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Fisher, Roy. Education in popular culture: Telling tales on teachers and learners. New York: Routledge, 2008.

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1969-, Hart Thomas E., and Friedrich Nietzsche Society Conference, eds. Nietzsche, culture and education. Farnham, Surrey: Ashgate, 2009.

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Book chapters on the topic "Popular culture in education"

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Dahlgren, Robert L. "Education and Popular Culture Narratives." In From Martyrs to Murderers, 13–30. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-965-2_2.

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Bantock, G. H. "Some aspects of popular culture." In Culture, Industrialisation and Education, 44–70. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003127697-3.

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Gause, C. P. "Technology, Diversity, and Popular Culture." In Diversity, Equity, and Inclusive Education, 27–39. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-424-9_3.

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Pennycook, Alastair. "3. Nationalism, Identity and Popular Culture." In Sociolinguistics and Language Education, edited by Nancy H. Hornberger and Sandra Lee McKay, 62–86. Bristol, Blue Ridge Summit: Multilingual Matters, 2010. http://dx.doi.org/10.21832/9781847692849-005.

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Greenberg, Martin Alan, and Beth Allen Easterling. "Police Academies in Popular Culture." In Reframing Police Education and Freedom in America, 256–74. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003307396-15.

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Lewis, Belinda, and Jeff Lewis. "Entertainment-Education: Storytelling and Popular Culture." In Health Communication, 153–74. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-47864-1_9.

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Dukut, E. M. "Archiving local culture through transnational popular culture research." In Innovation on Education and Social Sciences, 197–200. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003265061-25.

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Wexler, Philip, Rebecca Martusewicz, and June Kern. "Popular Education Politics." In Critical Pedagogy and Cultural Power, 227–43. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18562-7_12.

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Griffiths, John. "Board of Education, Handbook of Suggestions (London: HMSO, 1937), pp. 416–419." In Empire and Popular Culture, 322–24. London: Routledge, 2021. http://dx.doi.org/10.4324/9781351024822-48.

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Haworth, Robert. "A Crass Course in Education." In Spinning Popular Culture as Public Pedagogy, 107–15. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-848-8_10.

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Conference papers on the topic "Popular culture in education"

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Pavlichenko, Irina. "The libraries’ communicating popular scientific knowledge." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-178-181.

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The author examines how the public libraries could promote scientific knowledge. M. Lermontov Interdistrict Centralized Library System develops programs targeted at different population groups. The project activity is being accomplished in partnership with academic and research institutions, and universities.

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Dubovitskaya, Maria, and Sofya Kamalova. "RECOGNIZING FUNCTIONS OF STEREOTYPING IN POPULAR CULTURE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0767.

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Priyatna, Aquarini, Lina Meilinawati Rahayu, and Mega Subekti. "The Representation of Mothers in Popular Culture." In 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.009.

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Xu, Yadi. "Public Pedagogy, Popular Culture and Feminine Consciousness Awakening." In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.197.

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Eroğlu, Feyzullah, and Esvet Mert. "A Research on the Relationship between Preferred Music Type and Entrepreneurship Tendency." In International Conference on Eurasian Economies. Eurasian Economists Association, 2017. http://dx.doi.org/10.36880/c08.01858.

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Cultural systems are grouped into high culture, folk culture and popular culture. High cultural, scientific, philosophical, aesthetic information, etc. Folk culture is based on folklore information from the past day. Popular culture represents the degraded and dissolved state of traditional cultures, various subculture areas, which have failed after modernization efforts. The aim of the study is to reveal the influence of young musical genres on the entrepreneurial tendencies. The first method used in the research is the questionnaire survey for senior students studying in the university business and economics. According to the survey data, questionnaires were distributed out of a total of 350 students, only to the evaluation of the survey of 311 eligible. The most important findings of the research can be summarized as follows. While 6,1% of the "youth of higher education" who participated in the survey preferred "high culture product" music; 10,6% were "folk culture products" music; and 83,3% preferred "popular culture product" music. The "entrepreneurship tendencies", which are the main aim of the subjects of "education for young people" receiving basic courses in economics and business administration, were found to be 131,5 (Min 36, Max.180). According to the research findings, in the direction of the basic assumption of the study, "entrepreneurial tendencies" of students who prefer music, which is a high cultural product, are higher than others. The sort of "entrepreneurial tendencies" is followed by popular genres and popular music genres.

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MOKAN-VOZIAN, Ludmila. "Valorization of culture and popular traditions within the school disciplines." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v3.25-03-2022.p257-260.

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The culture of contemporary society is interethnic. It is impossible to live in today‘s society without knowing the culture of your own people and other ethnicities, and at the same time being a successful person. The basis for studying the culture of the people is the interconnection and interaction with other cultures. The education of the younger generations is inconceivable without taking into account the origins of national culture and popular traditions. The achievements of pedagogical thinking at national and global level in this aspect are very important, as the issue of the influence of popular traditions and customs on the formation of personality is directly related to the development of society.

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Hu, Yang. "Study On Popular Culture Contacts and Traditional Cultural Identity in the Youth Group." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.16.

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Cai, Huaming. "Influence of Popular Music on Mass Culture in Contemporary China." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.144.

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Gao, Shunqi. "Cultural Reflection on Ideological and Political Education in Universities under the Background of Popular Culture." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.77.

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Chairunnisa, Baiq Clara Dita, and Ade Solihat. "Henna Art in Global Era: From Traditional to Popular Culture." In Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.41.

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Reports on the topic "Popular culture in education"

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White, Lauren. Managed Retreat: An Introduction and Exploration of Policy Options. American Meteorological Society, October 2022. http://dx.doi.org/10.1175/managed-retreat-2022.

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As sea levels rise, 100-year floods occur more frequently than ever, and permafrost melts at unprecedented rates, these phenomena (and others) inflict change in our environment that may necessitate action. Proactive measures against environmental threats include protection, accommodation, and relocation. Protective and accommodating actions such as building sea walls and elevating structures can often be sufficient, but some communities may be at greater risk for hazards. Managed retreat is a tool for community adaptation to repeated environmental threats that involves the physical relocation of people, structures, and infrastructures away from areas exposed to repeat hazards. Though conversations surrounding managed retreat are becoming more commonplace in academic literature and public policy vernacular, the practice has been around for decades, as explained in the case studies at the end of this document. Managed retreat is not particularly a popular choice: much of our human experience is tied to the place where we live, our neighbors, shared location-based history and culture, and a sense of belonging. There are four main goals for this document: 1) to provide relevant, useful, introductory information to demystify retreat for decision-makers; 2) to encourage and enable conversations around this adaptive strategy; 3) to promote a framework of continual education and emphasize that progress on managed retreat is grounded in iterative processes instead of a one-time activity; and 4) to provide a range of potential actionable next steps tailored to community and local audiences.

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bin Ahsan, Wahid, Imran Hossain, Habibur Rahman, Nasir Uddin, Kazi Harunur Rashid, Shahariar Ratul, Zannatul Ferdous, Fariha Islam, and Abu MD Ehsan. Global Mobile App Accessibility: A Comparative Study of WCAG Compliance Across 12 Countries. Userhub, April 2024. http://dx.doi.org/10.58947/mxrc-rzkh.

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This study assesses the accessibility of mobile applications across twelve countries, including the USA, Vietnam, Turkey, Ireland, and South Korea. Our evaluation of 60 popular apps reveals a widespread failure to meet the Web Content Accessibility Guidelines (WCAG), with Vietnam exhibiting the highest average of 41.2 violations per app. These violations were particularly prevalent in essential areas such as touch target size and color contrast, critical for users with visual and motor impairments. Despite robust accessibility laws such as the Americans with Disabilities Act (ADA) in the USA and the European Accessibility Act (EAA) in the EU, our findings indicate a significant gap between these legal frameworks and their practical application. Our study highlights the urgent need for a multifaceted approach that includes strict enforcement, enhanced developer education with a focus on cross-cultural accessibility, and international cooperation. This research underscores the importance of integrating accessibility as a core component of digital infrastructure development to ensure mobile applications are truly accessible to all users.

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Haynes-Clark, Jennifer. American Belly Dance and the Invention of the New Exotic: Orientalism, Feminism, and Popular Culture. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.20.

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Connett, Dian. The Culture of an Alternative Education Program: A Participant Observational Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1200.

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Da Matta, Roberto. Understanding Messianism in Brazil: Notes from a Social Anthropologist. Inter-American Development Bank, September 1996. http://dx.doi.org/10.18235/0007921.

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Berrian, Brenda F. Chestnut Women: French Caribbean Women Writers and Singers. Inter-American Development Bank, July 2001. http://dx.doi.org/10.18235/0007945.

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Kuznetsova, Lyudmila. DEVELOPMENT OF CULTURE OF HEALTH AND PHYSICAL EDUCATION OF STUDENTS IS A PRIORITY GOAL OF EDUCATION SYSTEM. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, December 2013. http://dx.doi.org/10.14526/41_2013_13.

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Kohler, Peter, Pearl McElfish, Christopher Long, Karen Yeary, Zoran Bursac, Marie-Rachelle Narcisse, Holly Felix, et al. Developing and Testing a Type 2 Diabetes Education Program Adapted for Marshallese Culture. Patient-Centered Outcomes Research Institute® (PCORI), May 2020. http://dx.doi.org/10.25302/04.2020.ad.131007159.

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McEwan, Patrick J. Cost-Effectiveness Analysis of Education and Health Interventions in Developing Countries. Inter-American Development Bank, December 2011. http://dx.doi.org/10.18235/0008981.

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Abstract:

High-quality impact evaluations, including randomized experiments, are increasingly popular, but cannot always inform resource allocation decisions unless the costs of interventions are considered alongside their effects. Cost-effectiveness analysis is a straightforward but under-utilized tool for determining which, of two or more interventions provides a (non-pecuniary) unit of effect at least cost. This paper reviews the framework and methods of cost-effectiveness analysis, emphasizing education and health interventions, and discusses how the methods are applied in the literature.

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Reeves-DeArmond, Genna. Infusing popular culture into the museum experience via historic dress: Visitor perceptions of Titanic’s Rose as a living history interpreter/character. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-779.

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