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Добірка наукової літератури з теми "Money education from family"

Автор: Grafiati

Опубліковано: 11 березня 2023

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Статті в журналах з теми "Money education from family"

LeBaron, Ashley B., Christina M. Rosa-Holyoak, L. Ashley Bryce, E. Jeffrey Hill, and Loren D. Marks. "Teaching Children About Money: Prospective Parenting Ideas From Undergraduate Students." Journal of Financial Counseling and Planning 29, no. 2 (November 2018): 259–71. http://dx.doi.org/10.1891/1052-3073.29.2.259.

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Many Millennials (aged 18–30 in 2016) are struggling with financial capability and independence. As efforts unfold to address this issue by improving financial education, Millennials themselves can offer helpful family-centered ideas for children’s financial learning. As part of the Whats and Hows of Family Financial $ocialization project, this qualitative study explored the ideas of 126 undergraduate students enrolled in family finance classes at three institutions from three regions of the United States about how and what they intend to teach their future children about finances. Thematic content analysis and coding of interviews revealed four core themes: (a) “Communicating Family Finances,” (b) “Opportunities for Responsibility,” (c) “The Value of Hard Work,” and (d) “The Process of Saving.” These findings have implications for parents, future parents, financial counselors, financial planners, family life educators, financial educators, therapists, and researchers in improving parental financial education for future generations.

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Li, Jiali, and Ruizhu He. "Family Time and Money Inputs in Education and Teenager Development: Interpretation of Social Capital, Cultural Capital, and Shadow Education." Best Evidence in Chinese Education 11, no. 1 (May 31, 2022): 1455–60. http://dx.doi.org/10.15354/bece.22.ab002.

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This paper utilizes data from the China Education Panel Survey 2013-2015 to examine the effects of family time and money inputs in education on adolescent academic performance from the perspectives of home social capital, cultural capital, and shadow education. Home time input in education is more vital to teenager academic progress than money input. Domestic social capital and cultural capital as well as weekend shadow education positively impact child academic results. Home-based parental participation as a key component of domestic social capital has the most significant influence on teenager academic improvement, while weekend supplementary tutoring generates the weakest effect; workday extracurricular tutoring even negatively affects student academic achievement. School-based parental involvement differs among families of different classes, with a significant negative effect on academic results of teenagers from disadvantaged backgrounds. Due to the absence of heterogeneity effects of home time input in education on academic progress of students from various social backgrounds, parental time investment should be taken as the most effective means to improve academic performance of adolescents from underprivileged classes.

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Zhao, Haidong, and Lini Zhang. "Talking money at home: the value of family financial socialization." International Journal of Bank Marketing 38, no. 7 (October 5, 2020): 1617–34. http://dx.doi.org/10.1108/ijbm-04-2020-0174.

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PurposeThe objective of this study was to empirically examine how family financial socialization affects individuals' financial outcomes, including financial literacy, financial behavior and financial well-being, based on the family financial socialization theory (FFST).Design/methodology/approachUsing a national representative sample of 6,311 US respondents from the 2016 National Financial Well-Being Survey, structural equation modeling (SEM) was conducted to test the hypotheses in this study. Sampling weights were incorporated into the structural model using the maximum likelihood estimation with robust standard errors and a Satorra-Bentler scaled test statistic (MLM estimation).FindingsThis study concludes the effectiveness of family financial socialization by showing that parental financial socialization has significant positive impacts on financial literacy, financial behavior and financial well-being. In addition, parents' education can significantly influence the quality of parental financial socialization.Practical implicationsThe result underscores the importance of financial socialization in the family context and encourages parents to discuss financial matters with their children at home. Detailed implications have been provided to financial educators, practitioners and policymakers to incorporate parental involvement in the design of financial education programs, as well as financial services providers to improve marketing strategies for their banking services.Originality/valueThis research is amongst the first to empirically explore the relationships among parental financial socialization, financial literacy, financial behavior and financial well-being based on the FFST. The study also contributes to the literature by confirming the effects of parental socialization received in childhood on adults' later financial outcomes.

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Tigari, Harish, and G. M. Anushree. "Income and Expenditure Pattern of Vegetable Vendors." Shanlax International Journal of Commerce 8, no. 3 (July 1, 2020): 11–19. http://dx.doi.org/10.34293/commerce.v8i3.3240.

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Street vegetable vendors are an integral part of the urban economic development in many countries. In this street, vegetable vendors are selling the vegetables in the truck/cart or streets and public places. The street vegetable vendors earn money for their family members and their children a better education. And more of the street vegetable vendors are Illiterates and do not aware of hygienic environments. Street vegetable vendors took money from some financial institution or loans from relatives or friends or some co-operative societies. And some of the street vegetable vendors are the reason for choosing this business like unemployment or family business or not qualified. In this informal sector should be help full to a low-income family, and their living condition has changed because of this business. Some of the street vendors do not have any other occupation, And Summer or rainy season, the sales should be imbalance. It should be affected on their income also. Some of the street vendors have some problems like place related problems or financial related. And their monthly income is low, and expenses should be high; it should be affected by their lifestyle. Street vendors are saving money from L I C, Chit Fund, Fixed deposit. Some of the street vendors are living in the rented house, paid the amount to Children education or gas bill or cable bill or electricity bill etc..Now a day’s women also doing the business in the informal sector, the women’s are making the decision independently or ability to do this business, it should women going to forward, they earn money for their children better education purpose or households, livelihoods, etc.

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Flouri, Eirini. "The Role of Parental Involvement on Adolescents' Money Management." Citizenship, Social and Economics Education 4, no. 2 (June 2000): 75–82. http://dx.doi.org/10.2304/csee.2000.4.2.75.

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Based on data from 2,722 adolescents aged 14–18 years in Britain, this study explored whether parental involvement can be associated with adolescents' money management. Multiple regression analysis showed that low parental involvement contributed significantly and independently to poor money management. Furthermore, the association between parental involvement and money management was the same for sons and daughters. Boys and adolescents from lower socio-economic backgrounds tended to report better money management. The association between parental involvement and money management was weaker when offspring experienced family disruption than when offspring grew up in continuously intact two-parent families.

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Jadhav, Saili U., and Ashlesha Tawde. "Wellbeing, occupation, money, education and knowledge: a descriptive study of NFHS-4 data comparing Maharashtra and national data on the wellbeing, occupation, money, education and knowledge parameters." International Journal Of Community Medicine And Public Health 9, no. 6 (May 27, 2022): 2529. http://dx.doi.org/10.18203/2394-6040.ijcmph20221530.

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Background: ‘Women rights’ is a contentious social issue. Well-being, occupation, money, education and knowledge (W. O. M. E. N.), are the basic parameters based on which a women’s status in the society depends. Her wellbeing shows us her health, her occupation and education help us understand how she gets treated in her family and her capability to take future life decisions. Her involvement in the family money, her income, shows her economic understanding. Her knowledge, on her reproductive and sexual health, on domestic abuse shows her awareness on these issues and reflects on her personal experiences as well.Methods: A retrospective study was conducted on NFHS-4 data (with permission from DHS) using Maharashtra and India data for analysis of W. O. M. E. N.’s characteristics.Results: The results showed that p value for all W. O. M. E. N.’s characteristics in association with Maharashtra and India values was found to be highly significant.Conclusions: the 904 (19.2%) women in Maharashtra said that beating was justified when wife goes out without telling the husband, whereas compared to India statistics, 28002 (23.8%) women feel the same. In a study by Jeyaseelan et al a cross-sectional study was conducted on 9938 women surveyed, 26% reported experiencing spousal physical violence during the lifetime of their marriage

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Rahmatullah, Rahmatullah, Inanna Inanna, and Andi Tenri Ampa. "How Informal Education Fosters Economic Awareness in Children." Dinamika Pendidikan 15, no. 2 (December 31, 2020): 202–14. http://dx.doi.org/10.15294/dp.v15i2.25285.

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The research aimed to find out how the education pattern in the family forms children's economic awareness. Qualitative descriptive was used as an approach in this study to reveal how the role of farmer families in the Maritengngae sub-district, Sidrap Regency in fostering economic awareness in their children. The number of informants in this study was 10 people. The data collection used observation, documentation, and interviews. The results showed that economic education was part of education that took place in the family environment to foster economic awareness in children from an early age through habituation, exemplary and transfer of knowledge. The characteristics of economic education in the family can be seen in various aspects, namely giving verbal advice, participating in shopping, and habituation in saving, limiting pocket money, and priority scale in fulfilling needs. The role of housewives is very important in fostering habits and role models in children from an early age with the hope that in the future they will become responsible economic actors.

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Seminario, Romina. "The Timing and Direction of Migrant Money Circulation: Peruvian Migrants in Switzerland." Remittances Review 4, no. 2 (October 24, 2019): 143–65. http://dx.doi.org/10.33182/rr.v4i2.825.

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Remittances are sent and received to maintain family livelihoods, to cover the education costs of younger members, to provide care services for ageing family members, to support business ventures, etc. Although a growing body of literature assesses the role of remittances in the migration-development nexus, past studies have rarely focused on time-sensitive dimensions such as family life-cycles and life-course stages. In addition, a dynamic analysis of social stratification based on gender, age, citizenship status and class within and between these families serves to enrich a transnational perspective on remittances. Life-course perspectives represent a suitable framework for tracing money circulation across multiple national settings and dynamic processes of social stratification. Beyond the common image of remittances being sent from host to home countries, Peruvians in Switzerland also receive money from their home country.

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Bowes, Jennifer. "Parents’ Work and Family Roles: Their Contribution to Children's Learning about Work." Australasian Journal of Early Childhood 23, no. 3 (September 1998): 41–45. http://dx.doi.org/10.1177/183693919802300309.

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Parents’ work and family roles influence their children in many ways. An often overlooked impact is on children's developing ideas about work. This paper reviews research on young children's developing ideas about work, particularly of unpaid duties in the home. It argues that children learn about work and cultural values, ownership of work, work relationships and the links between work and money from their observations and experiences of household chores. The contribution of parents’ paid and unpaid work roles to children's learning about work and the processes by which children learn about paid and unpaid work are discussed, as are the implications for early childhood professionals in their direct and indirect teaching of young children about the world of work.

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Khoirurrijal, Khoirurrijal, and Abdul Mujib. "MINAT LULUSAN S1 PENDIDIKAN BAHASA ARAB PTKI LAMPUNG TERHADAP LANJUT STUDI S2 PBA PASCASARJAN." Ri'ayah: Jurnal Sosial dan Keagamaan 3, no. 02 (January 22, 2019): 69. http://dx.doi.org/10.32332/riayah.v3i02.1320.

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Cost readiness is a picture of a good economic situation. The family's economic situation is closely related to children's learning. This, in line with the opinion of Slameto, states that children who are learning must meet their basic needs for learning facilities. The learning facilities can only be fulfilled if the family has enough money. That means, a person's economic situation will influence his choice of education to carry out further studies. Universities should observe income trends, personal savings, and banks as services to help finance education. This will affect the number of prospective students who will carry out further studies and can take steps to redesign, reposition, and reassign the work program quickly. Therefore, according to Slameto that the family economy is related to children who will study further, because learning facilities can only be fulfilled if the family has enough money. Language readiness is the second supporter besides cost readiness. Therefore, to enter Postgraduate, there are Arabic and English language test requirements, in addition to the TPA test and knowledge about the subject matter. This was stated in the SOP of the IAIN Metro Postgraduate New Student Registration. Support from parents or family is very important. This is according to Slameto's opinion that the Family is the first and foremost educational institution. Family that is very big means for education in small size, but it is to determine education in large measure, namely the education of the nation. Or in other words that the family can greatly influence the future study of prospective graduate students. The desire factor to improve knowledge and worship is one of the motivations for further study. This is according to Slameto's opinion, that motivation is a psychological factor in a person. Someone has needs at a time. There are biological needs, which arise from forced circumstances such as hunger, thirst, or feeling uncomfortable. Other needs are psychological, arising from the need to be recognized, valued, or belonging.

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Дисертації з теми "Money education from family"

Hull, Angela M. "Beyond money relating local school taxation to family and community risk /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4678.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 25, 2007) Vita. Includes bibliographical references.

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Nowlin, Matthew C. "It must be the money : family structure, child well-being, and public policy /." Read online, 2008. http://library.uco.edu/UCOthesis/NowlinMC2008.pdf.

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Cardell, David. "Family theme parks, happiness and children’s consumption : From roller-coasters to Pippi Longstocking." Doctoral thesis, Linköpings universitet, Tema Barn, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121549.

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This book provides an ethnographic contribution to research on children’s consumption, family life and happiness. Various and shifting notions of happiness are explored, as well as conditions for and challenges to happiness, through an analysis of video-recorded interviews and mobile ethnography conducted in two of the most popular theme parks in Sweden. Initially, the study outlines how previous research has conceptualized happiness in association with time and place in a rather static way. Based on a treatise of notions of happiness in philosophy and the social sciences, there is a turn in this thesis towards practice. It generates fundamental knowledge about the complexity of happiness. By employing this approach, it is possible to highlight how happiness is enacted as part of and in relation to ideals of family life, time, childhood, money, consumption, experiences and material things. As we explore the practices of children and their families, we discover that shifting meanings of happiness are located in contemporary culture, where emotions and consumption are of central importance. The approach is interdisciplinary, and draws on theoretical and methodological contributions in sociology, anthropology and Science and Technology Studies (STS). Notions of meshwork and enactment become important for the exploration of happiness as a complex and changing matter, which productively involves social relations and material things. Throughout the thesis there is a dialogue with previous research on happiness, consumption and childhood which highlights the importance of exploring messy practices, in movement. It is argued that explorations of practice contribute to a critical understanding of how happiness and contemporary ideals of childhood can be approached – through consumption and as part of citizenship in a consumer society where happiness is of central importance.
Denna avhandling utgör ett etnografiskt bidrag till forskning om barns konsumtion, familjeliv och lycka. Genom en analys av videoinspelade intervjuer samt familjebesök till två av Sveriges mest välbesökta temaparker utforskas skiftande betydelser av lycka, liksom dess förutsättningar och utmaningar. Tidigare temaparks-forskning har generellt tagit lyckans existens för given. Utifrån en inledande diskussion om bland annat olika filosofiska och samhällsvetenskapliga lyckoteorier argumenterar avhandlingen för att studier av praktik tillför ny och grundläggande kunskap om lyckans komplexa sammansättningar. Avhandlingen visar därigenom att lycka iscensätts som en del av – och i förhållande till – ideal om familjeliv, tid, barndom, pengar, konsumtion, upplevelser och materiella ting. Genom att fokusera på barn och deras familjers praktiker lokaliseras lyckans skiftande betydelser i en samtidskultur där emotioner och konsumtion är centrala. Avhandlingens ansats är tvärvetenskaplig och hämtar teoretisk och metodologisk inspiration från sociologi, antropologi samt teknik- och vetenskapsstudier (STS). Genom denna ansats synliggörs sammanflätningar av sociala relationer och materiella ting som produktiva i iscensättandet av lycka. Genom en dialog mellan empiriska beskrivningar och forskning om lycka, konsumtion och barndom belyser avhandlingen nödvändigheten av att synliggöra och utforska röriga och rörliga praktiker. Det bidrar till en kritisk förståelse av praktik som kan förändra hur vi närmar oss lycka och samtida barndomsideal – som konsumenter och medborgare i ett lyckosträvande konsumtionssamhälle.

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Ramboz, Bryan D. "Premarital Education: Participation, Attitudes, and Relation to Marital Adjustment in a Sample from Northern Utah." DigitalCommons@USU, 2003. https://digitalcommons.usu.edu/etd/2855.

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The purpose of this study was to investigate the attitudes, participation in, and potential effectiveness of premarital education as a vehicle to promote more satisfying marriages. A retrospective survey instrument, including existing measures of religious values, willingness to invest in marriage, and marital satisfaction, was used to gather data to answer research questions related to couples' participation in, and attitudes about premarital education, and their influence on marital adjustment and satisfaction. Information about the amount of Time spent in premarital education, breadth of Topics covered, Training of the provider, and whether or not Testing was performed also was gathered and called Four T's of premarital education. Sample couples were identified by comparing marriage license information to current telephone listings from Cache County, Utah. One hundred forty-five couples returned usable surveys. Statistical analysis revealed that most couples participated in little or no premarital education even though most couples had favorable attitudes towards such marriage preparations. Further, no significant relation was found between participation in any type of premarital education and marital adjustment or satisfaction. Implications for policy and practice are discussed.

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Langenbrunner, Mary R. "Findings From A Court-Mandated Parenting Education Seminar." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3493.

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Ortega, Arias María Daniela, and Vásquez Héctor Cárcamo. "Family-school relationship in the rural context. Views from families." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123977.

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The article presents the results of a research aimed at revealing the representations that parents have on the family-school relationship in the rural context of Quillón, Chile. Qualitative methodology is used, using in-depth interview. Twenty subjects are interviewed. Some results indicate that families give teachers a key part to establish a proper family-school relationship. This representation is based on the recognition of the bureaucratic nature of the school. How the family involvement is modelled is determined by the relevance assigned to the school success of their children. Indeed, moments, instances and ways in which families participate are related to the value assigned to them to enhance academic results.
El artículo expone los resultados de una investigación cuyo objetivo fue develar las representaciones que poseen padres y madres respecto de la relación familia- escuela en el contexto rural de la comuna de Quillón, Chile. Se utilizó la metodología cualitativa, empleando la entrevista en profundidad. Se entrevistó a veinte sujetos.Los resultados indican que las familias otorgan al profesorado un papel clave para el establecimiento de una adecuada relación familia-escuela. Esta representación se sustenta en el reconocimiento de la naturaleza burocrática de la institución escolar. El cómo se modela la participación de las familias está determinado por la relevancia que asignan al buen desempeño escolar de sus hijos. Precisamente, los momentos, instancias y formas en que participan las familias están relacionados con el valor asignado a estas para potenciar los resultados académicos.
O artigo apresenta os resultados de uma investigação destinada a revelar as representações que têm os pais sobre a relação família-escola no contexto da comuna rural de Quillón, Chile. Metodologia qualitativa é utilizada, por meio de entrevistas em profundidade. São entrevistados vinte pais. Alguns resultados indicam que as famílias dão aos professores a chave para o estabelecimento de um relacinamento adequado da escola familia. Esta representação é baseada no reconhecimento da natureza burocrática da escola. Como o envolvimento das famílias é determinada pela relevância atribuída ao sucesso escolar de seus filhos é modelado. Na verdade, momentos, situações e formas em que as famílias estão relacionadas com o valor atribuído a eles para melhorar os resultados académicos.

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Yoon, Chun Suk. "Ministry strategy in a cyber age change from visual education to auditory one." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Orozco, Corona Verenice. "Experience with Accessing Education Resources and Special Education Services| Perspectives from Latino Parents Who Have Children with Autism Spectrum Disorders." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638701.

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This qualitative phenomenological interview study investigated the barriers faced by Latino Spanish speakers with limited English proficiency (LEP) when seeking to obtain a diagnosis and special education resources for their children. This minority population faces several barriers that may be linked to a later diagnosis of autism spectrum disorder (ASD) among Latino children; however, limited research has focused on the identification of these barriers and factors that contribute to a later ASD diagnosis in Latino families. Five Latina Spanish-speaking mothers with LEP were included in this study. Two 1-hour interviews were conducted per participant. The results showed barriers associated with the health care system, culture beliefs, cultural differences in the view of disability, limited health literacy, LEP, lack of ASD knowledge, and lack of competent interpreters.

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Harris, Jenny. "Adolescent Relationship Concerns and Perceived Gains from a Relationship Education Course." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5654.

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This study was conducted with survey data drawn from a relationship education initiative in the state of Utah. Teenagers participated in the Premarital Interpersonal Choices and Knowledge (PICK) program (also known as How to Avoid Falling for a Jerk or Jerk-ette), a program designed for single individuals. They answered questions before and after the course, and I used their responses to answer two questions: (1) What concerns do middle-adolescents (ages 15-17) have about romantic relationships? (2) What do middle-adolescents gain from participation in PICK? Data from 605 participants were combined and analyzed for themes. Teenage participants expressed concerns about gaining the skills and knowledge necessary for healthy building relationships. They also wanted to avoid risky relationship behaviors such as cheating, abuse, jealousy, and sexual coercion. They were interested in how relationships with peers and parents affect romantic relationships. These concerns aligned with the gains that they reported from participation in PICK. Taking their responses together, participants said that PICK addressed their concerns by providing training in relationship skills and knowledge to help them avoid risky relationships. They were especially appreciative of the Relationship Attachment Model, a visual tool created to help them evaluate pacing, sequence, and behaviors in healthy relationships.

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Schuck, Lisa A. Farmer-Dougan Valeri. "The relationship between family rituals and social skills in preschoolers from low-income families." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819899.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 29, 2006. Dissertation Committee: Valeri Farmer-Dougan (chair), Jayne A. Bucy, Matthew Hesson-McInnes, Lanny Morreau, Mark Swerdlik. Includes bibliographical references (leaves 119-128) and abstract. Also available in print.

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Книги з теми "Money education from family"

Blum, Laurie. Free money for college from the government. New York: Henry Holt and Co., 1993.

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Peggy, Camp, Brazen Linda, and Joint Commission on Accreditation of Healthcare Organizations., eds. JCAHO education standards: From challenge to implementation : patient education, family education, staff education. Denver, CO: Association of Operating Room Nurses, 1996.

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Partow, Donna. Making money from home. Carol Stream, Ill: Tyndale House Publishers, 2010.

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Guryan, Jonathan. Does money matter?: Regression-discontinuity estimates from education finance reform in Massachusetts. Cambridge, MA: National Bureau of Economic Research, 2001.

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C, Gottfried Susan, Nalley Donna, DeMeester Karen, SERVE (Organization), and United States. Office of Educational Research and Improvement, eds. Tomorrow's child: Benefiting from today's family-school-community-business partnerships. [Greensboro, N.C.?]: Regional Educational Laboratory at SERVE, 2002.

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Bilingualism and education: From the family to the school. München: Lincom Europa, 2005.

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Garro, Amy M. (Amy Marie), 1987-, ed. Faith beginnings: Family nurturing from birth through preschool. Liguori, Missouri: Liguori, 2013.

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Savvy discounts: The best money-saving advice from America's #1 cost-conscious consumer. New York: Perigee, 2003.

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Hayhoe, Simon. GMP God, money, and politics: English attitudes to blindness and touch, from the Enlightenment to integration. Charlotte, NC: IAP, Information Age Pub. Inc., 2008.

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Organise your family: From chaos to harmony. Richmond, Vic: Wiley, 2013.

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Parolin, Zachary, and Rosa Daiger von Gleichen. "Family Policy in the United States: State-Level Variation in Policy and Poverty Outcomes from 1980 to 2015." In The Palgrave Handbook of Family Policy, 459–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54618-2_18.

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AbstractThis chapter investigates the diversity and divergence of three sets of family policy indicators across the 50 United States: money, services, and time. Our findings show that the 50 United States vary considerably in their family policy packages. States have become more dissimilar over time with respect to social assistance transfers and statutory minimum wages, but have become more similar in their subsidization of low-pay employment. Moreover, states vary greatly in their levels of support for early childhood education and healthcare. State-level variation in out-of-pocket medical spending has more than doubled from 1980 to 2015, in large part due to some states deciding to expand Medicaid access from 2009 onward. Despite large diversity and some divergence in states’ family policy packages, post-tax/transfer poverty rates have remained relatively stable over time. This is partially due to an increase in federally funded transfer programs mitigating the social consequences of state-level diversity.

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Patrick, Patricia G., and Alexandra Moormann. "Family Interactions with Biodiversity in a Natural History Museum." In Contributions from Science Education Research, 73–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74266-9_5.

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Randerson, Kathleen, and Alain Fayolle. "Family Entrepreneurship Education: Where Are We? Where Do We Need to Go from Here?" In Family Entrepreneurship, 183–96. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66846-4_14.

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Nicklin, Jessica M., and Natasha K. Segool. "Work–Family Thriving for Women in Higher Education." In Voices from Women Leaders on Success in Higher Education, 121–32. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003219897-13.

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Woller, Gary. "Client assessment lessons learned from the Small Enterprise Education and Promotion (SEEP) Network, USA." In Money with a Mission (Volume 2), 157–71. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2005. http://dx.doi.org/10.3362/9781780440873.013.

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Jung, Sol Bee. "Rethinking Family and Community Leadership from a Distributed Perspective." In Handbook of Social Justice Interventions in Education, 1–23. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29553-0_101-1.

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Jung, Sol Bee. "Rethinking Family and Community Leadership from a Distributed Perspective." In Handbook of Social Justice Interventions in Education, 327–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-35858-7_101.

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Barać, Ivana, Amalia Blandino, Letizia Coppo, Giampaolo Frezza, Uros Novaković, Fuensanta Rabadán, and Zara Saeidzadeh. "Gender Competent Family Law." In Gender-Competent Legal Education, 541–81. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14360-1_16.

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AbstractThis chapter discusses the construction of family and family law as central tenets of gender equality projects in law and society. It begins with a review of the evolution of family institution from the traditional nuclear to the models that are not constituted through either heteronormativity or marriage contract. Hence, it draws on LGBTQIA+ family formations including parenthood and intimate partnership. Furthermore, the chapter elaborates on the development of gender equality in family law and marriage contract in various social settings through an intersectional analysis of rights and responsibilities of partners, parents, and children. The chapter also explores domestic violence as a matter of gender equality in family law. It discusses how legal protection and prevention of domestic violence in family law can reduce harmful effects on family members, who are the victims of violence directly or affected by domestic violence as witnesses.

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Narimo, Sabar, Sicily, Harsono, Surya Jatmika, and Wily Purbonuswanto. "The Influence of Financial Literacy, Family Environment and Pocket Money on Student Financial Management." In Proceedings of the 7th Progressive and Fun Education International Conference (PROFUNEDU 2022), 161–75. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-71-8_18.

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Ruggiero, Roberta. "Article 26: The Right to Benefit from Social Security." In Monitoring State Compliance with the UN Convention on the Rights of the Child, 217–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84647-3_23.

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Abstract‘When deciding how much help and money is needed, governments should consider the particular situation of the child and family. Government should provide families with some support and money to help bring up their children. Some families will need more support and money than others. Everybody gets what they need rather than everybody gets the same.’ (Asia-Pacific)

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Roman, Monica, Bogdan Ileanu, and Mihai Roman. "A comparative analysis of remittance behaviour between East European and North African migrants." In International Conference on Eurasian Economies. Eurasian Economists Association, 2010. http://dx.doi.org/10.36880/c01.00189.

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The labour migration in Europe is a phenomenon with multiple effects, both positive and negative. Money sent by emigrants to their families is increasing their quality of life and has positive effects on the family relations; therefore it can be identified an increasing interest in the literature in studying such aspects. The purpose of the paper is to conduct a comparative analysis of the migrants’ propensity to sending money to the origin country. The study is based on data coming from the National Immigrant Survey of Spain (in Spanish: Encuesta Nacional de Inmigrantes – 2007). A total of 15,475 interviews were carried out. Moroccans, Romanians, and Ecuadorians represent 30% of the total number of immigrants resident in Spain. We employ a binary logistic regression model in order to identify the impact of socio-demographical factors on the probability of sending money abroad from Spain. Our aim is to identify cultural discrepancies in remittances sending, according to origin of migrants. We are mainly focusing on two large groups of respondents, which are North African and South Eastern Europe migrants. The variables employed are age of respondent, education, Intention to return in the country of origin, The period spent in Spain, gender of respondent, and the relation with the country of origin defined by the frequency of visits in the country. We identified similar patterns and also significant differences among the two groups.

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Demiral, Ezgi. "Comparative Analysis of Female Poverty in Turkey with OECD Countries." In International Conference on Eurasian Economies. Eurasian Economists Association, 2021. http://dx.doi.org/10.36880/c13.02558.

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The significant a reason of female poverty is that in general, women aren't considered to be in the labour market. Women that are in the labour market either in lower status from men or perform informal jobs or get paid less money even when they're employed in the same jobs. Female employment rate or women's education level are indicator of female poverty. The aim of this paper is to analyse female poverty in Turkey and selected OECD countries. This study obtained the female employment rate and women's education level data from the Economic Co-operation and Development database for the years between 2008-2019. Graphic by these data were analyzed comparative data analysis. In addition, specifically for the analysis of structure of women's employment in Turkey was to get data related to part-time employment, informal jobs and unpaid family workers from Turkish Statistical Institute. The results show that both women in labour market and women's education levels are extremely low level in Turkey compared to selected OECD countries. Part-time employment, informal jobs and unpaid family workers have place in women's employment. When women's employment increases it's expected to see that women poverty decreases. But women in Turkey mostly works in informal jobs or flexible working hours. This situation isn't enough effective enough to struggle fight female poverty and this resulted working women poverty. Firstly, policies should be developed to improve women will have increased participation in the qualified workforce and to length of stay in education by governments.

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Aljarf, Reima. "INVESTIGATING EQUITY IN DISTANCE EDUCATION IN SAUDI ARABIA DURING THE COVID-19 PANDEMIC." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-001.

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Due to the Covid-19 Pandemic, there was a sudden shift from face-to-face to distance education at all schools and universities in Saudi Arabia starting March 2020 until now. Many instructors and students were not technically prepared for this abrupt transition as some did not have devices and internet access. Others have Internet connection and even a tablet for each child in the family. This study investigates the issue of equity in accessing online courses by underprivileged students in needy families, orphanages, and remote areas. A sample of teachers and students from different regions in SA was interviewed. The subjects reported that lack of devices/Internet access was solved by: (i) some Governorates donated thousands of tablets to students in their school districts; (ii) charity organizations donated tablets/laptops and financial aid to underprivileged students; (iii) affluent individuals donated laptops to some needy students; (iv) some school teachers collected money to buy tablets for needy students; (v) students who do not have mobile devices and/or Internet go to school and teachers go to school few times a week to teach them face-to-face and help them with homework; (vi) needy college students are allowed to use their college computer laps; (vii) students reported borrowing a smart phone/laptop from a relative or neighbour and/or use relatives and neighbours' Internet; (viii) the Saudi telecom Company offered reduced Internet rates for students. Sample regions, types of underprivileged students and help provided to bridge the distance education divide in Saudi Arabia during Covid-19 will be given in detail.

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Reganati, Filippo, and Maria Oliva. "The Determinant of Money Laundering: Evidence from Italian Regions." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.015.

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Sui, Yuchun. "Towards Inclusion through lessons from Informal Money Lenders." In Proceedings of the 2018 2nd International Conference on Economic Development and Education Management (ICEDEM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icedem-18.2018.31.

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Hao, Jie. "Analysis of Whether Cryptocurrency Like Bitcoin is Real Money from the Perspective of State Theory of Money." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.376.

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Anagnos, Thalia, and Eva Schiorring. "Helping Students Get More than Their Money from an Engineering Scholarship Program." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658739.

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Hermawati, Azwar Ananda, Rusdinal, and Eri Barlian. "Gender Education in the Family: From Islamic Perspective." In 2nd International Conference Innovation in Education (ICoIE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.203.

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Widodo, Teguh, Duski Samad, Muhammad Kosim, Suryadi Fajri, and Fatmi Fauzani Duski. "Merdeka belajar from the perspective of family education." In International Conference Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Imam Bonjol Padang. Jakarta: Redwhite Press, 2020. http://dx.doi.org/10.32698/icftk390.

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Liu, Ying, and Xiaohong Yang. "Inspirational Education for College Students from Poor Family." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.21.

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Running, Helen. In-service education for teachers of family life education from a sociological viewpoint. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.9.

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Guryan, Jonathan. Does Money Matter? Regression-Discontinuity Estimates from Education Finance Reform in Massachusetts. Cambridge, MA: National Bureau of Economic Research, May 2001. http://dx.doi.org/10.3386/w8269.

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Geruso, Michael, and Heather Royer. The Impact of Education on Family Formation: Quasi-Experimental Evidence from the UK. Cambridge, MA: National Bureau of Economic Research, February 2018. http://dx.doi.org/10.3386/w24332.

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Panchenko, Liubov, and Andrii Khomiak. Education Statistics: Looking for Case-Study for Modeling. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4461.

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The article deals with the problem of using modeling in social statistics courses. It allows the student-researcher to build one-dimensional and multidimensional models of the phenomena and processes that are being studied. Social Statistics course programs from foreign universities (University of Arkansas; Athabasca University; HSE University, Russia; McMaster University, Canada) are analyzed. The article provides an example using the education data set – Guardian UK universities ranking in Social Statistics course. Examples of research questions are given, data analysis for these questions is performed (correlation, hypothesis testing, discriminant analysis). During the research the discriminant model with group variable – modified Guardian score – and 9 predictors: course satisfaction, teaching quality, feedback, staff-student ratio, money spent on each student and other) was built. Lower student’s satisfaction with feedback was found to be significantly different from the satisfaction with teaching. The article notes the modeling and statistical analysis should be accompanied by a meaningful interpretation of the results. In this example, we discussed the essence of university ratings, the purpose of Guardian rating, the operationalization and measurement of such concepts as satisfaction with teaching, feedback; ways to use statistics in education, data sources etc. with students. Ways of using this education data in group and individual work of students are suggested.

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Tafere, Yisak, Louise Yorke, Pauline Rose, and Alula Pankhurst. Understanding the Influences on Girls' Primary Education in Ethiopia from the Perspectives of Girls and Their Caregivers. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/097.

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Over the past two and a half decades, significant progress has been made in relation to girls’ education in Ethiopia. However, challenges remain, particularly in terms of girls’ progression, completion, and learning, with girls in more rural and remote areas facing the greatest difficulties. Drawing on data from the RISE Ethiopia qualitative study, we explore the factors at the individual, family, school, and community levels that impact girls’ education and learning from the perspectives of girls themselves. Specifically, we include the views of 15 female students enrolled in Grades 4 and 5 of primary school and of their parents/caregivers from five different regional states in Ethiopia, and across both rural and urban locations. We situate our analysis within the context of the government’s large-scale quality education reform programme (GEQIP-E) that has a specific focus on girls’ education. Our findings highlight the importance of taking account of the heterogeneity of girls’ experiences, including the varied challenges that diverse groups of girls face, and the different challenges they may encounter at distinct stages of their educational journeys. Our findings also highlight the importance of including the perspectives of girls and their families, within the context in which they are located.

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Raitzer, David A., Odbayar Batmunkh, and Damaris Yarcia. Intrahousehold Responses to Imbalanced Human Capital Subsidies: Evidence from the Philippine Conditional Cash Transfer Program. Asian Development Bank, December 2021. http://dx.doi.org/10.22617/wps210524-2.

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This paper looks at investments in children’s health and education among participants of the Philippine conditional cash transfer program. It suggests reforms to incentivize more balanced investments in all the children of each family.

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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

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Araujo,, María Caridad, and Karen Macours. Education, Income and Mobility: Experimental Impacts of Childhood Exposure to Progresa after 20 Years. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003808.

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In 1997, the Mexican government designed the conditional cash transfer program Progresa, which became the worldwide model of a new approach to social programs, simultaneously targeting human capital accumulation and poverty reduction. A large literature has documented the short and medium-term impacts of the Mexican program and its successors in other countries. Using Progresas experimental evaluation design originally rolled out in 1997-2000, and a tracking survey conducted 20 years later, this paper studies the differential long-term impacts of exposure to Progresa. We focus on two cohorts of children: i) those that during the period of differential exposure were in-utero or in the first years of life, and ii) those who during the period of differential exposure were transitioning from primary to secondary school. Results for the early childhood cohort, 18-20-year-old at endline, shows that differential exposure to Progresa during the early years led to positive impacts on educational attainment and labor income expectations. This constitutes unique long-term evidence on the returns of an at-scale intervention on investments in human capital during the first 1000 days of life. Results for the school cohort - in their early 30s at endline - show that the short-term impacts of differential exposure to Progresa on schooling were sustained in the long-run and manifested themselves in larger labor incomes, more geographical mobility including through international migration, and later family formation.

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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.

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