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FINETTI, SIMONA. « LA POVERTA' EDUCATIVA : UN'ANALISI IN PROSPETTIVA PEDAGOGICA ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2022. http://hdl.handle.net/10280/118473.
Texte intégralRésumé :
Il sintagma “povertà educativa”, introdotto in Italia da Save the Children nel 2014 e successivamente tradotto dalla stessa onlus come “educational poverty” in ambito internazionale, ha avuto un certo successo sul piano politico e istituzionale nel contesto italiano, contribuendo a catalizzare l’attenzione sulle povertà dei minori e, in particolare, su quelle immateriali. Negli anni è stato utilizzato per designare un complesso insieme di fenomeni, tuttavia dal punto di vista pedagogico è mancata una disamina critica che ne facesse emergere i significati latenti. Pur provenendo dall’ambito delle discipline economico-sociali, il costrutto di “povertà educativa” interpella in modo inequivoco la riflessione pedagogica, riferendosi evidentemente a dimensioni squisitamente pertinenti al mondo dell’educazione. La presente ricerca ne ha ricostruito le origini e ha cercato di delineare direzioni di senso utili alla definizione dello spettro delle diverse “povertà educative” e di possibili modi per prevenirle e contrastarle. Le fonti selezionate attingono a letteratura internazionale aggiornata a dicembre 2021. Ulteriore fonte sono le voci di adolescenti, raccolte durante un esercizio di ricerca qualitativa ispirato al movimento Student Voice e condotto con un approccio di derivazione fenomenologica.The phrase “povertà educativa”, introduced in Italy by Save the Children Italia in 2014 and later translated internationally as “educational poverty” by the same organization, has been successful in Italy both politically and socially, contributing to drawing attention to child poverty and, in particular, to financing prevention projects and enforcement actions against non-material child poverty. Over the years it has been used to denote a complex set of phenomena, however a critical pedagogical examination was missing in order to bring out some of its implicit meanings. Even if it originated from the fields of economics and social sciences, the idea of an “educational” poverty unequivocally challenges the pedagogical reflection, clearly referring to dimensions that are uniquely relevant to the world of education, both in its formal and informal implications. The present research reconstructed its origins and tried to outline meaningful directions for defining both the spectrum of different "educational poverties" and possible ways of preventing and contrasting them. The selected sources were drawn from an international literature updated in December 2021. Furthermore, adolescent voices were collected during a qualitative research exercise inspired by the Student Voice movement and conducted with a phenomenological derivation approach.
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Fenton, Nina. « Minority education in transition : ethnicity, poverty and education in rural China ». Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571654.
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Marketization of the Chinese economy has created wealth and economic opportunities. But it has also created barriers preventing vulnerable gTOUpS from accessing quality education and escaping poverty. This thesis examines the causes of low educational investment by minority ethnic groups in rural China between 1988 and 2002. Information about conditions facing minority groups, including the financing and administration of education, motivates a theoretical model of investment. Characteristics of minority households, such as remote, rural location and low parental education play a role in explaining disadvantage. Low income is both a cause and effect of disadvantage for credit-constrained households. Furthermore, low education has a negative externality on the rewards for education facing other households. Poor 'ethnic capital' and cultural norms regarding enrolment can perpetuate a poverty trap generated by differences in the ways groups form expectations about the behaviour of other group members. The remaining chapters test these hypotheses using rural household data from 1988, 1995 and 2002, and a data-set on academic achievement of children in the final year of compulsory education, collected by the author in a remote minority prefecture. Descriptive regression analysis and decomposition of the differences in educational outcomes between minority and Han groups suggest that low income, relatively high fertility, and low parental education are among the factors driving minority disadvantage. lVIore careful analysis of the effect of income, attempting to control for potential endogeneity, finds the effect to be robust, although differences in income explain far les of the gap in investment than differences in community resources, although it was not possible to control for all potential sources of bias. Higher fertility of minority households may be an important cause of their lower investment. More careful examination of the impacts of fertility finds a significant negative impact of siblings in school and siblings in work, although suitable instrumental variables were not available. Fixed effects regressions, con- trolling for all observed and unobserved household characteristics, revealed that households spend significantly more on more able children and that younger and middle children often lose out. The final chapter reveals that minority students are segregated into lower quality schools, partly because of the high costs of traveling to school from remote locations. This reduces their academic achieve- ment. However, poor achievement of minority students is not fully explained by school choice and observable household characteristics. It is plausible that cul- tural barriers or disengagement from the education system reduce the benefits of education for these children. 2
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Boatman, Marcia. « Academically Resilient Minority Doctoral Students Who Experienced Poverty and Parental Substance Abuse ». ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/133.
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There is a lack of research on the academic resilience of minority, first-generation, online doctoral students (MFOD) who experienced poverty and parental substance abuse (PSA). The purpose of this study was to explore how MFOD who overcame poverty and PSA developed academic resilience. Resilience theory and Kember's model of attrition in online programs provided a conceptual framework for this study. The research questions guiding this qualitative study concerned how MFOD perceive and interpret their academic resilience and protective factors. A purposeful sample of 6 students participated in semistructured interviews. An interpretative phenomenological analysis was conducted, which included a case by case analysis, and a cross-case analysis. Results indicate that academic resilience is perceived as (a) determination, (b) evolving realization of the value of education, (c) paving the way for others, and (d) leveraging strengths to succeed in an online doctoral program. Protective factors are perceived as (a) resilience in adversity, (b) mindset about school, (c) identity resilience, and (d) transformational experiences. The results of this study reveal that the participants learned to see themselves beyond the context of their immediate environments. Positive social change implications include improving existing social policy to aggressively target high-poverty school districts and communities with PSA. More specifically, at-risk minority students would benefit from targeted interventions focused on family engagement in education and school retention.
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Platt, Lucinda. « The experience of poverty : welfare dynamics among children of different ethnic groups ». Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365527.
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Larsson, Anna. « Parent-Child Relations as Protective and Promotive Factors for Ethnic Minority Children Living in Relative Poverty : A systematic literature review ». Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44209.
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Ethnic minority children living in relative poverty are a high-risk group for poor outcomes in all aspects of wellbeing. The relationship and interactions between child and parent are a key part of child development and a platform for providing positive experiences which can benefit a child’s wellbeing. There is therefore a need to identify what facilitates wellbeing for ethnic minority children in low-socioeconomic status families. By focusing on protective and promotive factors encompassing the parent-child relationship, factors can be identified which can use family strengths as a basis for interventions and practice within healthcare, social work and education, which is what this systematic literature review set out to do. Through a diligent search of the literature, 12 articles were identified for review according to the inclusion and exclusion criteria, containing research on African American, Roma, Native American and Hispanic/Latino youth. The results inform how child wellbeing can be facilitated through several parental factors, including parental involvement and support, maternal attachment, paternal warmth and ethnic identity and ethnic socialization. The findings also indicate a need for further studies on paternal influence on wellbeing in especially Native American and Roma youth, as well as the impact of ethnic socialization on youth wellbeing. Parents have an important role to play in child wellbeing and are vital partners alongside the child when planning interventions. Considerations naturally need to be shown for each ethnic minority, the child’s setting and its individual characteristics.
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Freitas, Halley H. Eisner. « Leveling the Playing Field : a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona ». Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228133.
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This dissertation contributes to the educational literature by providing new research on the achievement gap in the Southwest. For this study, a sequential mixed-methods approach was employed. The quantitative research assessed which factors influenced academic achievement among a 2012 high school graduating class (N=2,238) through analyses using correlation, ANOVA and HLM. Additionally, qualitative themes from 15 in-depth ethnographic teacher interviews and 116 teacher surveys from low income schools were triangulated with the quantitative findings to describe the multiple, interconnected factors that affected student achievement from the teacher's viewpoint. The low income schools in this study were defined as `hardship schools' because they had a high percentage of free and reduced lunch participants, a high minority population, low academic achievement, and frequent turnover in the administrative staff. The findings indicated that a statistically significant academic gap existed between high and low income schools. However, the longitudinal student standardized scores from elementary (5th grade) to high school (10th grade) revealed that the gap did not widen over time between high and low income students. Although students from low income schools lacked social capital and other resources available to their wealthier peers, they were still able to make equivalent academic growth, albeit at a lower performance level. It was argued that a pivotal reason that the gap did not widen was due to a dedicated teacher cadre that chose to work in low income middle schools. These teachers expressed a high level of self efficacy and cultural competency and identified with the students and the surrounding community. Their sense of identification came from one of three sources: similar ethnic background, including Latino culture and language; similar socio-economic upbringing, including poverty and the hardships associated with being an economic underclass; and/or cultural competency, where curiosity and love of diversity is emphasized. This identification helped teachers level the playing field by relating to students and making learning relevant to their environment.
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Shepard, Sherry Hall. « The relationship between the effective schools characteristics, collective teacher efficacy, and student achievement in high poverty, high minority populated elementary schools in Mississippi / ». Full text available from ProQuest UM Digital Dissertations, 2005. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1801490531&SrchMode=1&sid=20&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258652800&clientId=22256.
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Thesis (Ph.D.)--University of Mississippi, 2005.Typescript. Vita. Dissertation chair: Dr. Bobbie Smothers "December 2005." Includes bibliographical references (leaves 78-88). Also available online via ProQuest to authorized users.
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Yoon, Sung Young ji. « The Effect of Social Skills on Academic Achievement of Linguistically Diverse Elementary Students : Concurrent and Longitudinal Analysis ». Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/37504.
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Due to the difference in cultures and languages, language minority students, who are mostly immigrant students, are confronted with more demands than are mainstream students (Ogden, Sorlie, & Hagen, 2007). Further, when they are limited in English proficiency (LEP), they tend to perform at lower levels in school and to be at risk of school failure. Based on the previous studies that addressed the importance of students' social skills for school success, this study examined the social development of the language minority immigrant students from kindergarten to fifth grade and investigated the longitudinal effect of their social skills on their academic performance in comparison with the English-speaking mainstream students.
Using a nationally representative database, the Early Childhood Longitudinal Study – Kindergarten Class of 1998-1999 (ECLS-K), this study first investigated the concurrent association between social skills and the academic achievement of fifth-grade students, and the profiles of their social skills during the first six years of schooling to identify the relative importance of various aspects of social skills that are related to academic performance. Next, the language minority student group, which was further divided based on their LEP status at kindergarten, was examined and compared with the mainstream student group with respect to their development patterns and levels of social skills from kindergarten to fifth grade. As a final step, the longitudinal effect of students' social skills on their reading and math performance was estimated and tested using the two-level hierarchical growth model.
The result identified approaches to learning as the most important aspect of social skills related to academic achievement. Language minority immigrant students from families living in poverty displayed extremely unstable development in all aspects of social skills, including their approaches to learning. In addition, the longitudinal effect of the social skills on reading and math performance was significant for all students but larger for the students in poverty regardless of the language minority status. The positive effect of improved social skills was the largest for the group of students who displayed the most unstable social development, which were the language minority immigrant students who did not show LEP at kindergarten and who were living in poverty. This result suggests the needs of students living in poverty, especially language minority students, for relevant supports and intervention.Ph. D.
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Peck, Jennifer. « The Influence of Community Context on Social Control : A Multi-Level Examination of the Relationship between Race/Ethnicity, Drug Offending, and Juvenile Court Outcomes ». Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5099.
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Studies of the association between race/ethnicity and juvenile court outcomes have found that minority youth often receive disadvantaged outcomes compared to similarly situated Whites, and that community context may condition this relationship. Sampson and Laub's (1993) revised conflict perspective is one theoretical model that can potentially explain the social control of youth throughout juvenile justice proceedings. One of the main propositions of Sampson and Laub's (1993) perspective is that communities characterized by underclass poverty and racial inequality will impose greater social control on youth referred to the juvenile court, especially Blacks and youth charged with a drug offense because they are perceived as a threatening population to middle-class values and standards.
The current research drew upon Sampson and Laub's (1993) macrolevel theory of inequality and social control to examine the juvenile court outcomes of White, Black, and Hispanic youth from all counties in a Northeast state from 2000-2010. Hierarchical generalized linear modeling (HGLM) was employed to examine the relationship between disadvantaged community characteristics (underclass poverty, racial inequality, ethnic inequality) and juvenile court outcomes; especially if race/ethnicity, drug offending, and type of drug offense (possession versus distribution) tempered these relationships. The results indicate that disadvantaged community characteristics did not directly impact the social control of youth, but individual and joint effects of race/ethnicity and drug offending resulted in greater social control for Black and Hispanic youth of various drug offending combinations. In particular, the effect of race/ethnicity on social control was greater for Hispanic youth compared to Blacks. Depending on the stage examined, the relationship between race/ethnicity, drug offending, and juvenile court outcomes were conditioned by disadvantaged community characteristics.
Based on the findings, empirical and theoretical implications are provided that focus on the applicability of Sampson and Laub's (1993) perspective to more recent court outcomes, as well as prevention and intervention programs that focus on decreasing the presence of minority youth in the juvenile justice system. Directions for future research are highlighted to provide greater insights into the circumstances surrounding case outcomes and under what situations community context and race/ethnicity matter in the treatment of youth within the juvenile court.
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Castillo, II Ramon Francisco. « Higher Education in Native American Communities : Who Graduates and Why ? » BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2664.
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In this case study, I examine the graduation patterns of students attending Chief Dull Knife College located on the Northern Cheyenne Reservation in Lame Deer, Montana. While comparing the characteristics of students attending this college with that of two-year colleges nationally and tribal schools throughout the nation, we begin to understand the unique situation that this community faces. With the use of logistic and linear regressions, I explored the characteristics of those who graduate and ask the question, who graduates and what makes them unique? This study found that the credits attempted per semester, the number of credits they earned divided by the number of credits they attempted, and the number of semesters enrolled were the most significant factors. Using the information collected from the literature review, this study then used linear regressions to explore the effects of the initial variables on these three significant variables.
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Thomson, Arlene H. « AN INVESTIGATION INTO THE APPARENT OVER-REPRESENTATION OF BLACKS IN EDUCABLE MENTALLY HANDICAPPED PROGRAMS IN K-12 SCHOOLS WITHIN THE 67 FLORIDA PUBLIC SCHOOL DISTRICTS ». Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4378.
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Placement into educable mentally handicapped (EMH) programs is necessary for some students in order to allow them the opportunity to receive an education appropriate for their special needs. Nonetheless, identification as EMH is often perceived as negative and demeaning. Decades of research have substantiated the over-representation of black students into certain categories of special education, including EMH, in comparison to white and Hispanic students. This disparity has raised questions within schools, academe and research communities, and legislative and governing bodies as to the causes, compelling factors, and related variables impacting the phenomenon. This study investigated the apparent over-representation of blacks identified as EMH in the 67 public school districts in Florida in 2001-2002. It also analyzed the effects certain school district characteristics had on the identification of white, black, and Hispanic students as EMH. Analysis of data derived from the Florida Department of Education database for school year 2001-2002 led to the following findings: (1) there was over-representation of blacks in EMH within the 67 public school districts in Florida, since results showed that blacks were identified as EMH 2.5 times more often than whites and Hispanics; (2) socioeconomic status of school districts had a significant effect on the identification of black students as EMH,for example, when the school district was identified as a high socioeconomic status district, there was a greater likelihood that a larger proportion of black students would be identified as EMH; (3) as the wealth of school districts rose, there was a significant likelihood that the proportion of black students identified as EMH would also rise; (4) black students had a greater likelihood of being identified as EMH in suburban school districts; (5) blacks were over-identified in school districts that had 60,000 to 89,000 students; (6) when there was a high percentage of white, full-time, non-instructional staff (80% or more) in school districts, blacks had a greater likelihood of being over-identified as EMH; (7) blacks were three times more likely to be identified as EMH regardless of the type of degrees teachers had; and, (8) as district expenditure per student (FTE) increased, the tendency for over-identification of blacks as EMH decreased. For every variable analyzed, the proportion of black students identified as EMH was significant when compared to the proportions of white and Hispanic students also identified as EMH.Ed.D.
Department of Educational Foundations
Education
Educational Foundations
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Markova, Nora Konstantinova. « Addressing the issue of equity in health care provision during the transition period in Bulgaria ». Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:d9232e82-20fb-4087-a8e7-0aab500b1de3.
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The collapse of the communist regimes in Central and Eastern Europe in 1989-1990 heralded the beginning of an economic transition from central planning to market economies. The subsequent period was marked by malfunctioning of these countries’ social sectors, including their health care systems, raising serious issues of equity. This thesis examines the impact of the transition period and the introduction of social insurance on equity in health care provision in Bulgaria. Equity in health care is investigated with respect to function - i.e. financing (according to ability to pay) and delivery (according to need) - and outcomes - i.e. health status, income inequality and poverty. Differences in health, health care financing and delivery are explored by income, education, ethnic, employment, marital status, age and sex groups. Furthermore, the thesis outlines the impact of health care provision, in particular social insurance, on poverty and health inequalities. The thesis employs empirical analysis based on household data. Its methodology includes concentration and decomposition analysis, and provides new ways of modelling health care financing and delivery, as well as the link between health and health care delivery. The thesis concludes that social insurance does not provide a uniform means of improving equity and that the root cause of the problem lies in the large proportion of out-of-pocket payments and the rather limited size of the health insurance sector. Inequity in health care provision leads to poverty and untreated illness. The data suggests that there are differences between socio-economic groups as regards their likelihood to seek treatment for their ill health, which result in differences in their health status. The social factors that have impacted the most on health are low education and low income.
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Dawisha, Nadia Kathryn. « Framing Disaster : Hurricane Katrina and the National Media ». Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1248401886.
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Moro, Matteo. « Tra beneficenza e mercato : attività assistenziale e creditizia nel Piemonte Orientale dei secoli XV-XVII ». Doctoral thesis, Università del Piemonte Orientale, 2022. http://hdl.handle.net/11579/144700.
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La tesi si propone di ricostruire una geografia dell'assistenzialismo in relazione all'attività di tipo creditizio prestata, tra la fine del Medioevo e il 1713, dai Monti di Pietà e frumentari che operarono all'interno di località comprese in un ampio quadrante territoriale di frontiera, che comprende gran parte del Piemonte Orientale, il Canavese, parte della Provincia di Asti e la Lomellina. Nello specifico, costituiscono oggetto di indagine i Monti di Pietà eretti in Vercelli, Biella, Crescentino, Sordevolo, Novara, Arona, Borgomanero, Orta San Giulio, Omegna, Ivrea, Casale Monferrato, Trino, Felizzano, Alessandria e Vigevano e i Monti frumentari istituiti in Prato Sesia, Rosignano Monferrato, Altavilla Monferrato, Moncalvo, Tonco, Castelspina, Predosa, Castellazzo Bormida, Castelferro, Quargnento, Zeme, Ottobiano, Tromello e Borgo San Martino, dei quali vengono analizzate, attraverso l'adozione di una narrazione cronologica di tipo critico, le vicende istitutive e operative, anche in chiave comparatistica. Particolare attenzione viene dedicata alle seguenti tematiche: le misure di assistenzialismo e di soccorso in favore dei poveri adottate in ambito urbano; il ruolo svolto dalla predicazione minoritica nella promozione
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S
dei Monti di Pietà tra Piemonte e Lombardia nella seconda metà del XV secolo, specialmente in chiave di contrasto alla povertà e all'usura; i rapporti intrattenuti dalle autorità centrali e dalle autorità cittadine con gli ebrei da un lato e con i Monti di Pietà dall'altro; le relazioni instauratesi tra i banchi feneratizi israelitici e i Monti di Pietà e il ruolo da essi ricoperto nell'ambito del mercato del credito e del prestito su pegno; il controllo esercitato dalla Chiesa sull'operato dei Monti in forza della normativa emanata nel contesto della Controriforma; l'impatto delle vicende belliche, delle fasi congiunturali e delle malversazioni sulla governance dei Monti, sull'attività prestata dai medesimi e sulla custodia dei pegni.
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Briney, Carol E. « My Journey with Prisoners : Perceptions, Observations and Opinions ». Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
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PARSONS, PATRICIA ELLEN. « THE EFFECTS OF POVERTY AND MINORITY STATUS ON AMBULATORY CARE USE ». 1988. http://books.google.com/books?id=Gug9AAAAMAAJ.
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Mora, Linda Garcia 1946. « Board/superintendent relationship in a selected urban district serving high-poverty, majority-minority student population ». Thesis, 2005. http://hdl.handle.net/2152/24328.
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The purpose of this study was to determine the influence of the school board/superintendent relationship on academic achievement in one Texas school district that serves high-poverty, majority-minority students. Previous studies identified successful school systems with school boards and superintendents who functioned as a true leadership team. However, previous research focused on school board/superintendent relationship and politics, not student achievement. This case study examined the dynamics of the school board/superintendent relationship and how the dynamics of that relationship influenced the academic achievement of its high-poverty students who were also the majority-minority. The methodology was an intrinsic and qualitative case study which used the constructive perspective and the researcher as the primary instrument for gathering data (Stake, 1988; Patton, 2002). Qualitative data was collected using a loosely structured focus group, individual interviews, and an examination of district documents and records. The research suggests that the dynamics of the school board/superintendent relationship tend to be centered on politics and political power. Politics and political power are impacted by the changing majority/minority composition of the school board, which may lead to instability in the superintendent’s relationship with the board. The research also corroborates previous studies in which effective communication, trust, collaboration, support, and a constant focus on student achievement are the essential building blocks of an effective school board/superintendent relationship. Further, the research supports many other studies which found that the campus principal’s focus on was the catalyst for improved student achievement. Even though educators believe and support the notion that collaborative leadership between the school board and the superintendent is key to the attainment of high academic achievement, this study found there was no apparent effect of the school board/superintendent relationship on the academic achievement of its students. This research has practical implications which may be useful to superintendents and school boards as they face the daily challenges and responsibilities of managing and improving academic achievement.text
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Huang, Yi-Jing, et 黃怡靜. « Poverty family, child minority subsidy and learning performance : A Verification of Practical Effect of Positive Discrimination's Policy ». Thesis, 2015. http://ndltd.ncl.edu.tw/handle/m8vpnd.
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碩士國立東華大學
幼兒教育學系
103
When infants are faced with multiple difficulties in the important enlightenment stage, such as low socioeconomic status, poverty, and weak family structure, they often cannot acquire sufficient family resources. Thus, to a large extent, such children cannot escape poverty in the future, and they may become the victims of class reproduction. Numerous researches at home and abroad also verify that an unfavorable congenital environment will result in infants’ drop in cognitive ability and future academic achievement. Therefore, several governments implement various subsidy policies according to the concept of actively differential treatment, in order to make up for shortcomings; and based on such a concept, the Taiwanese government invests a huge sum of money in the treasury in the hope of eliminating learning gaps in both early childhood and at the higher education stage in the future. In addition, as the expenses of subsidy policies in weak infants often cost a great deal, research on the evaluation of policy effectiveness is quite important, and draws the attention of researchers. However, there are rare researches related to the evaluation of subsidy policy effectiveness in weak infants in Taiwan. The main purpose of this study is to fill such research gap. The retrospective survey data for 876 elementary students in Grade 5 were used to discuss the difference between students’ pre-school cognitive ability and academic achievement at the Grade 5 level in this study. The findings showed that students whose family financial situation is poor, or who have received subsidies for weak infants, have poorer cognitive ability and significantly poor academic achievement. In addition, the education experience of studying in public kindergarten seemingly is not good for students’ academic achievements, which seems to indicate that academic achievement in public kindergarten is inferior to that in private kindergarten. In the end, on one hand, students from poorer families are more inclined to study in public kindergarten in the pre-school stage, and they will have fewer opportunities in education time in kindergarten and after-school learning in talents and skills. On the other hand, parents have no ability to accompany children’s learning or buy books for them, let alone leading children to appreciate literary and artistic activities. Thus, the family education resources are obviously scanty, which will lead to children’s significant difference in cognitive ability when studying in kindergarten, and furthermore, will not achieve good academic performance at the Grade 5 level in the future. The students who receive subsidies as weak students still tend to study in public kindergartens. Before entering elementary school, parents rarely teach children how to learn new knowledge and have no ability to buy books, thus, children’s cognitive ability development is inferior to those without subsidies, leading to children’s poorer academic achievement at the Grade 5 level in future. At the end of this paper, based on the analysis results, this study proposes several introspection and suggestions in terms of pre-school education and welfare subsidy policy for weak groups.
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Chen, Yi-lin, et 陳怡潾. « A Relation between Poverty Alleviation Policy and Economic Development in Ethnic Minority Areas of Mainland China : A Case Study of Guangxi Zhuang Autonomous Region ». Thesis, 2005. http://ndltd.ncl.edu.tw/handle/15581440668364208775.
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Cormier, Bret D. « Deconstructing the deficit-thinking paradigm in district and campus level leadership to close the achievement gap ». Thesis, 2009. http://hdl.handle.net/2152/29586.
Texte intégralRésumé :
District and campus leaders face enormous challenges as they try to address the ever-widening achievement gap. With increased accountability, the achievement gap-- which exists between students of color and students of poverty and their White, middleclass counterparts--is becoming impossible to ignore. Nationally, demographics are shifting toward a society of color and school campuses are following suit. Students are not getting easier to educate. Yet while schools across the nation bemoan their student populations as 'hard to educate,' there are some notable districts consistently having success with these student populations. However, there is almost no research on these schools. Their successes are nearly unknown to the educational world. Therefore, this study sought to examine the practices utilized on these campuses and the role of district and campus leadership in guiding the teachers of these student populations. The theoretical framework was the deficit-thinking paradigm and the Effective Schools Correlates. The study investigated schools that (1) earned high ratings in their state accountability system (2) named Blue Ribbon Schools and (3) were Title I award winning schools because they had gone from low performing schools with few systems in place to high performing schools with many systems in place. The study focused on the Area Superintendent of Area 10 and two elementary principals. This study was a mix method qualitative and quantitative study that involved only one urban school district: Martin Luther King Independent School District, one of the fifteen largest districts in the southwest part of the United States. This was a case study, which is an intensive description and analysis of a phenomenon or social unit such as an individual, group, institution, or community. The case is a bounded, integrated system (Stake, 1995; Merriam, 1998). Data collection included interviews, observations, and a reflective journal. Findings revealed that there are six prongs these schools had in common to go from low performing to high performing schools as well as earn distinction and awards. Acquiring these six prongs is called Creating a Culture of Success for Students of Color and Students of Poverty. There are also six conditions that permeate low performing schools; these schools once had these conditions on their campuses, but overcame them to become high performing. These conditions are called the Labyrinth of Solitude for Students of Color and Students of Poverty. As school districts and schools attempt to create a culture of accountability where high expectations and a sense of urgency prevail--conditions necessary to close the achievement gap and move from the deficit-thinking paradigm and its deleterious impact on achievement toward the Normed-Opportunity Paradigm--universities and school districts can use this research data to help superintendents, central office personnel, campus principals, teachers, as well as prospective teachers and administrators to move schools and school districts forward and help close the achievement gap.text
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FRANCESCA, Grassetti. « NONLINEAR DYNAMICS AND ECONOMIC GROWTH. THE INFLUENCE OF ELASTICITY OF SUBSTITUTION BETWEEN INPUT FACTORS AND DIFFERENTIAL SAVINGS PROPENSITIES ». Doctoral thesis, 2018. http://hdl.handle.net/11393/251177.
Texte intégralRésumé :
Questa tesi analizza le dinamiche qualitative e quantitative del modello di crescita economica Solow-Swan con differenti tassi di risparmio per lavoratori e capitalisti considerando differenti funzioni di produzione, al fine di studiare come le dinamiche di lungo periodo di un’economia sono influenzate dall’elasticità di sostituzione tra i fattori della produzione e da differenti propensioni al risparmio.
Nel primo capitolo è discusso il problema di stabilire una relazione tra elasticità di sostituzione ed i livelli di capitale ed output pro capite quando si considera una funzione di produzione con elasticità di sostituzione variabile. Nel capitolo vengono proposte definizioni di elasticità di sostituzione associata a differenti attrattori ed è introdotto un metodo di misura. L’obiettivo è di comparare modelli dinamici di crescita con funzioni di produzione di tipo VES, sigmoidale o CES. A tal fine, il metodo proposto è applicato al modello di Kaldor considerando una tecnologia VES. Ne emerge che quando le dinamiche sono semplici (convergenza ad un punto fisso), un Paese in cui l’elasticità di sostituzione tra capitale e lavoro è più elevata è caratterizzato da un più alto livello di equilibrio del capitale e dell’output pro capite. Nel caso in cui l’equilibrio di lungo periodo è invece un ciclo o una dinamica più complessa, tale relazione è ambigua.
Nel secondo capitolo è analizzato il modello di Kaldor assumendo che la tecnologia sia descritta dalla funzione di produzione Shifted Cobb-Douglas, una funzione di produzione che, differentemente dalla CES e VES precedentemente considerate in letteratura, permette di analizzare le dinamiche sia delle economie non sviluppate che di quelle in via di sviluppo e delle economie sviluppate. Il modello che ne risulta è descritto da una mappa discontinua con presenza di trappola della povertà. Inoltre fenomeni di multistabilità possono emergere: oltre al “vizioso circolo della povertà”, le dinamiche di lungo periodo possono includere fluttuazioni economiche o convergenza ad un livello positivo di capitale pro capite. Possono inoltre emergere bacini complessi; in tal caso una politica economica finalizzata ad aumentare il capitale pro capite può fallire e l’economia può essere catturata dalla trappola della povertà.
Nell’ultimo capitolo il modello di crescita neoclassico a tempo discreto e con differenti propensioni al risparmio è studiato assumendo la funzione di produzione Kadiala, rilevante dal punto di vista economico per la sua peculiarità di presentare una elasticità di sostituzione simmetrica rispetto al capitale ed al lavoro. Viene mostrato che, se i lavoratori risparmiano più dei capitalisti, il percorso di crescita è limitato ed il limite è indipendente dal tasso di risparmio dei capitalisti. Inoltre, la crescita delle economie non sviluppate è influenzata dal tasso di risparmio dei capitalisti mentre il livello di capitale pro capite delle economie sviluppate è influenzato dalla propensità al risparmio dei lavoratori. Fenomeni di multistabilità possono emergere, pertanto il modello è in grado di spiegare la coesistenza di economie non sviluppate, in via di sviluppo e sviluppate. Fluttuazioni e dinamiche complesse si verificano quando l’elasticità di sostituzione tra i fattori della produzione è minore di uno ed i capitalisti risparmiano più dei lavoratori.