Готові списки джерел за темами / School of Economics and Finance

Добірка наукової літератури з теми "School of Economics and Finance"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "School of Economics and Finance"

1

Walstad, William B. "Economic Understanding in US High School Courses." American Economic Review 103, no. 3 (May 1, 2013): 659–63. http://dx.doi.org/10.1257/aer.103.3.659.

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The effects of courses on student achievement are studied using 2006 data from the National Assessment of Educational Progress (NAEP) in economics. A regression analysis showed expected and significant achievement differences by course, with the highest scores in advanced economics, followed by general economics. Courses in business and personal finance were not substitutes for advanced or general economics courses. A probit analysis showed that students taking economics courses relative to personal finance courses are significantly more likely to think their courses helped them understand the US economy, the international economy, and current events--but not how to manage personal finances.
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2

Hough, J. R. "Managing school finance." Economics of Education Review 5, no. 4 (January 1986): 435. http://dx.doi.org/10.1016/0272-7757(86)90062-2.

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3

RESCHOVSKY, ANDREW. "FISCAL EQUALIZATION AND SCHOOL FINANCE." National Tax Journal 47, no. 1 (March 1, 1994): 185–97. http://dx.doi.org/10.1086/ntj41789060.

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4

Leathers, C. G. "Gladstonian Finance and the Virginia School of Public Finance: Comment." History of Political Economy 18, no. 3 (September 1, 1986): 515–21. http://dx.doi.org/10.1215/00182702-18-3-515.

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5

Downes, Thomas A., and David Schoeman. "School Finance Reform and Private School Enrollment: Evidence from California." Journal of Urban Economics 43, no. 3 (May 1998): 418–43. http://dx.doi.org/10.1006/juec.1997.2053.

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6

Epple, Dennis, and Maria Marta Ferreyra. "School finance reform: Assessing general equilibrium effects." Journal of Public Economics 92, no. 5-6 (June 2008): 1326–51. http://dx.doi.org/10.1016/j.jpubeco.2007.11.005.

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7

Cho, Seung Mo. "A Critical Suggestion on Finance for High School 〈Mathematical Economics〉." School Mathematics 23, no. 4 (December 31, 2021): 565–91. http://dx.doi.org/10.29275/sm.2021.12.23.4.565.

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8

Barnett, W. Steven. "Obstacles and Opportunities: Some Simple Economics of School Finance Reform." Educational Policy 8, no. 4 (December 1994): 436–52. http://dx.doi.org/10.1177/0895904894008004007.

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9

Hoxby, C. M. "All School Finance Equalizations are Not Created Equal." Quarterly Journal of Economics 116, no. 4 (November 1, 2001): 1189–231. http://dx.doi.org/10.1162/003355301753265552.

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10

Ahearn, Mary Clare, Maureen Kilkenny, and Sarah A. Low. "Trends and Volatility in School Finance." American Journal of Agricultural Economics 91, no. 5 (December 2009): 1201–8. http://dx.doi.org/10.1111/j.1467-8276.2009.01284.x.

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Дисертації з теми "School of Economics and Finance"

1

Sober, Tamara Leigh. "Wise Choices? The Economics Discourse of a High School Economics and Personal Finance Course." Thesis, Virginia Commonwealth University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620921.

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Today’s high school students will face a host of economic problems such as the demise of the social safety net, mounting college student debt, and costly health care plans, as stated in the rationale for financial literacy provided by the Council for Economic Education’s National Standards for Financial Literacy. These problems are compounded by growing income and wealth inequality and the widespread influence of neoliberal ideology. Although one of the major goals of economics education is to teach students to make reasoned economic choices in their public and private lives and provide the skills to solve personal and social economic problems, little empirical research has been conducted on how these goals are addressed. Secondary economics education research has primarily focused on measuring students’ grasp of neoclassical economics while a separate body of literature provides theoretical critiques of that approach. This study responds to the gap presented by these separate camps by capturing the economics discourse of a high school economics and personal finance course in relation to the role of economic decision-making in a democracy, and the space to hold values discussions. Using case study methodology that included analysis of student and teacher interviews, classroom observations, the standards and official curriculum, lesson plans, and student-produced documents, the study provides deep, context-dependent knowledge about how the official curriculum is manifest in the classroom.

Findings reveal that the role of economic decision-making and values discussions were given very little space. The discourse was heavily focused on the acceptance of the science and mastery of technical knowledge about personal finance for the dual purposes of preparing students to succeed on the W!SE Financial Literacy Certification Test and preparing students to navigate and succeed in a fixed economic reality firmly committed to neoclassical economics. The role of economic decision-making was diminished by the foregrounding of financial literacy over economics, which served as a mechanism of power to send the silent message that economic circumstances (such as wealth inequality) change through individual choices and that economic and social phenomena can be understood and addressed through the application of technical approaches.

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2

Sober, Tamara L. "Wise Choices? The Economics Discourse of a High School Economics and Personal Finance Course." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/5033.

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Today’s high school students will face a host of economic problems such as the demise of the social safety net, mounting college student debt, and costly health care plans, as stated in the rationale for financial literacy provided by the Council for Economic Education’s National Standards for Financial Literacy. These problems are compounded by growing income and wealth inequality and the widespread influence of neoliberal ideology. Although one of the major goals of economics education is to teach students to make reasoned economic choices in their public and private lives and provide the skills to solve personal and social economic problems, little empirical research has been conducted on how these goals are addressed. Secondary economics education research has primarily focused on measuring students’ grasp of neoclassical economics while a separate body of literature provides theoretical critiques of that approach. This study responds to the gap presented by these separate camps by capturing the economics discourse of a high school economics and personal finance course in relation to the role of economic decision-making in a democracy, and the space to hold values discussions. Using case study methodology that included analysis of student and teacher interviews, classroom observations, the standards and official curriculum, lesson plans, and student-produced documents, the study provides deep, context-dependent knowledge about how the official curriculum is manifest in the classroom. Findings reveal that the role of economic decision-making and values discussions were given very little space. The discourse was heavily focused on the acceptance of the science and mastery of technical knowledge about personal finance for the dual purposes of preparing students to succeed on the W!SE Financial Literacy Certification Test and preparing students to navigate and succeed in a fixed economic reality firmly committed to neoclassical economics. The role of economic decision-making was diminished by the foregrounding of financial literacy over economics, which served as a mechanism of power to send the silent message that economic circumstances (such as wealth inequality) change through individual choices and that economic and social phenomena can be understood and addressed through the application of technical approaches.
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3

Sun, Lianqun. "How High School Records and ACT Scores Predict College Graduation." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6226.

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This thesis is based on the data analysis of a large public university’s admission and graduation records between 2006 and 2014. Probit regressions were applied to analyze the relationship between high school GPA, class rank, ACT scores, and Advanced Placement (AP) test credits, and college graduation. All of the aforementioned variables were found to be significant predictors to college graduation rates. In both controlled and uncontrolled models, class rank had the largest predictive magnitude power to college graduation compared to other variables at the same significance level, followed by high school GPA, ACT scores and AP credits. In reviewing data from ACT component scores, ACT English and ACT Math were the only significant predictors to college graduation. There was heterogeneity for these variables across race, sex and residency, but at different significance levels.
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4

Margo, Robert A. "Disenfranchisement, school finance, and the economics of segregated schools in the United States South, 1890-1910." New York : Garland, 1985. http://catalog.hathitrust.org/api/volumes/oclc/11785265.html.

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5

Corrigan, Bret. "Public School Finance and its Effect on the Quality of Education." Thesis, Boston College, 2008. http://hdl.handle.net/2345/544.

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Thesis advisor: Richard A. McGowan
This paper examines the discrepancies in the finance of public education across the United States in order to determine how particular funding schemes affect the quality and efficiency of education. Local governments have been the principal provider of funds for education in the past, but debate over equitable schooling for all students has led to several changes in the structure of education finance. In order to construct an encompassing measure of educational quality, a model based on Morgan and Morgan (2006) is used to assign each state a quality rating. Regression analysis helps establish the effect of various monetary variables on educational quality. There are clear patterns in the data which suggest that both the total amount of funds provided and the proportion of funds provided by each level of the government influence the quality of education. In addition, personal income and the percent of the population living below the poverty line prove to be key determinants of educational quality. It is my hope that this paper contributes to the work on the finance of public education and the work that aims to improve the quality of education in the United States
Thesis (BA) — Boston College, 2008
Submitted to: Boston College. College of Arts and Sciences
Discipline: Economics
Discipline: College Honors Program
Discipline: Economics Honors Program
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6

Peters, Dennis L. "The Tennessee School Board Chairperson's Perception of School Accountability." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2764.

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The purpose of this study was to obtain and analyze information about the perceptions of local school board chairpersons in Tennessee toward school accountability. A questionnaire was designed to gather information from all school board chairpersons in the state of Tennessee. The questionnaire contained 32 attitudinal statements related to school accountability and 11 demographic questions about the chairpersons and the system they represent. The mean score, frequency, and percentage of the responses were computed and analyzed. The Kruskal-Wallis one-was ANOVA was computed to determine if significant differences existed in the mean score of the 32 attitudinal statements based on the 9 demographics which contained more than two subgroups. When only two subgroups were available in the demographics, or the Kruskal-Wallis identified that a significant difference did exist among the subgroups, the Mann-Whitney U - Wilcoxon Rank Sum W Test were computed. The Mann-Whitney U Test identified the differences and pinpointed the subgroups that did have significant differences. Findings derived from school board chairpersons' responses to the questionnaire: (1) Parents are responsible (99.1%) for getting children to attend school. (2) Schools should be equally funded (98.2%) before a school accountability program is implemented. (3) More research on value-added testing needs to be completed before teachers and principals are held accountable by test results. (4) Programs to improve attendance (86.7%) and graduation rates (85.7%) need to be implemented for all school systems. (5) School board chairpersons need more education concerning site-based management and how it relates to accountability.
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7

Dalehite, Ballard Esteban Gilberto. "School finance and local incentives are property tax abatements effective and do they influence the distribution of the tax base across school districts? /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167271.

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Thesis (Ph.D.)--Indiana University, School of Public and Environmental Affairs, 2005.
Title from PDF t.p. (viewed Dec. 3, 2008). Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 1086. Chair: John L. Mikesell.
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8

Peng, Tzu-Chin Martina. "Evaluating mandated personal finance education in high schools." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1199290276.

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9

Mitra, Romita. "Exploring Differences in School Quality Assurance Measures at Public, Private, and Public-Private Partnership Schools Using PISA Data:." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109065.

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Thesis advisor: Zhushan Li
Educational public private partnerships (PPP), referring to the shared delivery of education services by the government and private providers, have been increasing in recent decades, especially in low- and middle-income countries (LMIC). Yet to date, there has been limited research on their role in the education landscape, in part due to the difficulty of classifying PPP schools in large-scale datasets, which typically classify schools as either public or private. In addition, few studies have assessed PPPs and school quality assurance indicators typically associated with them. The study had two purposes. First, to explore the possibility of classifying PPP schools in a large-scale dataset using a statistical method. And second, to use these classifications to examine the differences between PPP, public, and private schools on school quality assurance measures, including but not limited to achievement. These analyses were performed using data from the Program for International Student Assessment (PISA), with schools from six of the global emerging economy countries: Brazil, China, Indonesia, Mexico, Russia and Turkey. Schools were classified using a two-step clustering method using funding and management variables. This revealed three good-quality clusters with a silhouette measure of cohesion and separation of 0.6 (IBM, 2015b; Wendler & Gröttrup, 2016). These were classified as public, private, and PPP based on the characteristics of each school type. With these classifications, the study assessed the relationship between school type and achievement in mathematics, science and reading, and 24 school quality assurance measures from PISA. The analyses controlled for school resources and socio-economic and cultural status. The study found that overall, PPP schools performed better than public schools on three indicators, and better than private schools on five indicators; public schools performed better than PPP schools on one outcome and better than private schools on three outcomes, although with mostly small effect sizes. Private schools did not outperform other school types on any outcome. A country wise analysis showed that these results differed by country. The study highlights the possibility of using two-step clustering to identify PPP schools, the effects of shared funding and management on school performance, and the importance of context in examining countries’ education policies
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
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10

Hollinger, Michelle Lynn. "The Fungibility of Sin Taxes: An Economic Analysis of the Effect on Our K-12 Public School System." Malone University Undergraduate Honors Program / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ma1431083284.

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Книги з теми "School of Economics and Finance"

1

Swanson, Austin D. School finance: Its economics and politics. 2nd ed. White Plains, N.Y: Longman Publishers, 1997.

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2

Swanson, Austin D. School finance: Its economics and politics. New York: Longman, 1991.

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3

Educational economics: Where do school funds go? Washington, D.C: Urban Institute Press, 2010.

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4

Schmieder-Ramirez, June H. School finance: A California perspective. 2nd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1993.

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5

Schmieder-Ramirez, June H. School finance: A California perspective. Dubuque, Iowa: Kendall/Hunt Co., 1992.

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6

Caldwell, Jean. Learning, earning and investing: High school. New York, NY: National Council on Economic Education, 2004.

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7

Disenfranchisement, school finance, and the economics of segregated schools in the United States South, 1890-1910. New York: Garland, 1985.

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8

F, Leggett Stanton, ed. Dollars for excellence. Chicago, Ill: Teach'em, 1988.

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9

Epple, Dennis N. School finance reform: Assessing general equilibrium effects. Cambridge, Mass: National Bureau of Economic Research, 2007.

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10

Hanushek, Eric Alan. Economic outcomes and school quality. Paris: Unesco, International Institute for Educational Planning, 2005.

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Частини книг з теми "School of Economics and Finance"

1

de la Torre, Ignacio. "The Saudi-Spanish Centre for Islamic Economics and Finance at IE Business School." In Islamic Finance in Western Higher Education, 257–59. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137263698_21.

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2

Giardina, Emilio, and Isidoro Mazza. "Public Choice, Economics of Institutions and the Italian School of Public Finance." In The Artful Economist, 51–66. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40637-4_4.

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3

Liu, Ji. "Economic Recession and School Finance: A Cross-National Study." In Education, Equity, Economy, 93–111. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90388-0_6.

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4

Harvey, Jack. "Finance." In Mastering Economics, 177–90. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13504-2_13.

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Harvey, Jack. "Government Finance." In Intermediate Economics, 486–508. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-21228-6_33.

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Harvey, Jack. "Public finance." In Mastering Economics, 265–76. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13504-2_23.

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Harvey, J., and M. K. Johnson. "Public Finance." In Modern Economics, 120–23. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-23360-1_36.

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Harvey, Jack, and Ernie Jowsey. "Public Finance." In Modern Economics, 446–68. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-08602-0_36.

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Meloso, Debrah, and José Penalva. "Experimental Finance." In Experimental Economics, 55–91. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137538161_4.

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Tomlinson, J. "Finance Capital." In Marxian Economics, 188–92. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20572-1_27.

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Тези доповідей конференцій з теми "School of Economics and Finance"

1

Urbanová, Eva, and Jana Marie Šafránková. "HIGH SCHOOL PRINCIPAL AS PROCESS MANAGER." In 16th Economics & Finance Conference, Prague. International Institute of Social and Economic Sciences, 2022. http://dx.doi.org/10.20472/efc.2022.016.012.

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2

Anastasopoulos, Dimitris, George Sarafoglou, and Eleni Tsami. "GAME BASED LEARNING “HUMAN BODY” IN GREEK PRIMARY SCHOOL STUDENTS." In 17th Economics & Finance Conference, Istanbul. International Institute of Social and Economic Sciences, 2022. http://dx.doi.org/10.20472/efc.2022.017.002.

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3

Liwinski, Jacek. "ARE SCHOOL-PROVIDED SKILLS USEFUL AT WORK? RESULTS OF THE WILES TEST." In 7th Economics & Finance Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/efc.2017.007.011.

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4

Yuen, Andrew. "Blended learning in economics and finance courses at business school." In International Conference on New Approaches in Education. Global, 2019. http://dx.doi.org/10.33422/icnaeducation.2019.07.394.

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5

Emanova, A. A., and T. A. Stavrova. "On the need for comprehensive improvement of state control and supervision in the sphere of financial legal relations." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0026.

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In each state, organization of the management over public finances plays a crucial role, and a well-established management system is an integral part of public administration. In order to ensure the stability and balance of the country's economy, the task of improving the effectiveness of the state financial management is one of the most important tasks of the state. The result of risk management in the economy, as well as the socio-economic well–being of citizens (and of other aspects) depends on how the issue of the management in the sphere of public (state) Finance is resolved in society.
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6

MALIŠOVÁ, Daniela, and Jana ŠTRANGFELDOVÁ. "Economical Evaluation of Public and Foreign Finances of Selected Secondary Schools." In Current Trends in Public Sector Research. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9646-2020-8.

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The present situation of education in Slovakia is affected by various negative factors, like decrease of students for demographical reasons, discrepancy between kind and number of secondary schools and disregard to reactions of labor market. But, the main reason is an underfinancing across the education. Allocation of public finance by means of normative funding is inadequate. Normative funding forced secondary schools to accept students with low study score to gain more public finance. In the result it is wrong that school must find another foreign or external financial resource like grants and projects of the European Union. The aim of this paper is to assess the economy of selected secondary schools. Ten Business academies, with pupils aged 15-19 years old, established in Banská Bystrica and Žilina self-governing regions were examined. We used panel data gathered in school year 2013/2014 – 2017/2018 from valuable and verifiable sources like Annual reports of education and financial statements of schools. In paper we use qualitative method of semi-structured interviews with professionals in field to find out which indicators are suitable for economy measuring. Based on qualitative method we determined quantitative and financial indicators, like rate of public and external finance. We´re editing data by part of multi-criteria analyze, in the concrete standardized method. We get the economy result of selected secondary schools by integral indicator of applied mathematical method. In the conclusion of paper, we create economy ranking of schools and we suggest the economical solutions for schools with under average results. Our finding is designed by hands of Business academies for comparison with competition, founders of secondary school and resort of education.
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7

Subarno, Anton, and Amina Sukma Dewi. "The Challenge of Vocational High School Teachers in Indonesia." In Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icebef-18.2019.147.

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8

Sojanah, Janah, and Trianda Ferlinda. "Student Motivation and School Facilities as Determinants towards Student Learning Outcome." In Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icebef-18.2019.71.

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9

Xu, Wenbin, and Jing Sun. "A Study on the Importance of Setting up Finance Courses in School of Economics and Management." In 2016 International Conference on Engineering Management (Iconf-EM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iconfem-16.2016.25.

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Hadijah, Hady Siti, Hendri Winata, and Real Alvika Fachrezy. "Effectiveness of Transformational Leadership and OCB at Vocational High School in Bandung." In Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icebef-18.2019.52.

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Звіти організацій з теми "School of Economics and Finance"

1

Jackson, C. Kirabo, Rucker Johnson, and Claudia Persico. The Effects of School Spending on Educational and Economic Outcomes: Evidence from School Finance Reforms. Cambridge, MA: National Bureau of Economic Research, January 2015. http://dx.doi.org/10.3386/w20847.

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2

Persson, Torsten, and Guido Tabellini. Political Economics and Public Finance. Cambridge, MA: National Bureau of Economic Research, April 1999. http://dx.doi.org/10.3386/w7097.

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3

Gabaix, Xavier. Power Laws in Economics and Finance. Cambridge, MA: National Bureau of Economic Research, September 2008. http://dx.doi.org/10.3386/w14299.

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4

Handel, Danielle, and Eric Hanushek. U.S. School Finance: Resources and Outcomes. Cambridge, MA: National Bureau of Economic Research, December 2022. http://dx.doi.org/10.3386/w30769.

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5

Epple, Dennis, and Maria Marta Ferreyra. School Finance Reform: Assessing General Equilibrium Effects. Cambridge, MA: National Bureau of Economic Research, October 2007. http://dx.doi.org/10.3386/w13524.

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6

Boardman, Kate, and Tony Antoniou. Durham University Online: the Economics and Finance experience. Bristol, UK: The Economics Network, October 2001. http://dx.doi.org/10.53593/n156a.

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7

Odden, Allan. Redesigning School Finance Systems: Lessons from CPRE Research. Consortium for Policy Research in Education, February 2007. http://dx.doi.org/10.12698/cpre.2007.rb50.

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8

Hoxby, Caroline. All School Finance Equalizations Are Not Created Equal. Cambridge, MA: National Bureau of Economic Research, November 1998. http://dx.doi.org/10.3386/w6792.

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9

Lindert, Peter. Revealing Failures in the History of School Finance. Cambridge, MA: National Bureau of Economic Research, November 2009. http://dx.doi.org/10.3386/w15491.

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10

Monnet, Eric, and François R. Velde. Money, Banking, and Old-School Historical Economics. Federal Reserve Bank of Chicago, 2020. http://dx.doi.org/10.21033/wp-2020-28.

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