by Kathleen Hogan 2002
A report of a year-long ethnographic study of 14 high school students' experiences as they became involved in the work of an environmental management organization. Analyses focus on the power dynamics that limited the students' growth and participation.
by Dolores Perin 2001
A case study examines the integration of academic and occupational education in community colleges. Consideration of benefits and obstacles suggests that this reform has potential for improving both general and career-related education.
by William Koski & Henry Levin 2000
The authors explore three assumptions in educational finance litigation: that dollars make a difference in outcomes, that courts and policymakers can develop standards for an "adequate" education, and that litigation will lead to equity in finance.
by Dorothy Shipps 1997
An examination of Chicago's governance reforms of the 1990's as one case of corporate influence.
by Howard Glickstein 1995
This article discusses examples of sharp inequalities in school financing. It argues that the goal of educational equality does not confront the basic cause of educational inequality; fear of school integration perpetuates the existence of a multiplicity of school districts, which substantially increases the burden to fund education and ultimately costs society.
by Stephen Hamilton & Klaus Hurelmann 1994
A comparison of the organizational and curricular dimensions of school-based and work-based preparation for jobs in the United States and Germany.
by Harvey Kantor 1994
President Clinton's proposed youth apprenticeship for non-college-bound students may not equalize educational opportunities or improve economic prospects for poor and minority students but may reproduce inequities. One democratic alternative is to offer an education that equips students with specific vocational skills and abilities.
by Robert Glover & Ray Marshall 1993
The United States has no systematic procedure to help secondary students transition from school to employment. That lack most adversely affects poor and minority students. This article examines successful school to work transitioning in Japan and Germany and notes that businesses and governments must recognize their responsibilities in preparing youth to make the transition.
by David Bergholz 1992
by Theodore Lobman 1992
by Mary Leonard 1992
by Michael Holzman & Kenneth Tewel 1992
by Margaret Weir 1992
by Edwin West 1986
An argument against Krashinsky's "Why Educational Vouchers May Be Bad Economics."
by Michael Krashinsky 1986
A review of the economic assumptions underlying arguments for and against school vouchers.
by Arthur Wirth 1983
If democratic workplace theories now popular in Scandinavian countries were to be widely applied in the United States, major changes would be necessary in education. To produce workers able to participate in problem solving and decision making, the schools would have to liberate learning from authority-bound, drill-oriented practices.
by Janice Weiss 1982
The history and implications of commercial education are examined and contrasted with current practices in vocational education.
by H. Svi Shapiro 1982
Critical and revisionist historians of American education have generated a model of education in a capitalist society that has a functionalist orientation. However, this model does not properly acknowledge the importance of society's contradictions, disjunctions, and incoherence in social and educational change.
by Dale Mann 1982
The problem of youth unemployment in the state of New York is explored in a study which begins with a general review of the sociodemographic features of the target population. Other topics include: work experience and education, attitudes toward work, job entry and career ladder jobs, and unemployment among minority youth.
by Joan Gussow 1980
An evaluation of the food industry's role in educating children on nutrition raises the question of how objective this instruction is, and whether the industry should be engaged in nutrition education at all.
by Peter Moock 1974
It is possible to combine all the individual and group consumption that goes on in the family unit into one "family consumption package" and, using economic theories designed for analyzing individual decisions, to make valid and useful statements about family activities.
by Jesse Burkhead 1973
Research into educational economics is reviewed and discussed, and recommendations for future research are made.
by Jacob Mincer 1973
Compared to the large farm households in which farm and household work and the learning of related skills were combined, the contemporary urban setting reveals a separation of family, school education, and work.
by Ralph Goldman, William Weber & Harold Noah 1971
Two fairly speculative models presented in this paper illustrate some less restrictive techniques of economic model-building. The first model is the micro-economic type. It suggests that if a school district wishes to maximize student learning, there may exist an optimal teacher salary-level it should pay, given the student ability to learn, the distribution of abilities in the population of teachers currently "in-the-market," and certain other conditions of supply and demand. The second model is macro-socioeconomic, and suggests possible relationships among higher education curriculum, economic and technological change, and social change.
by John Coons, Stephen Sugarman & William Clune, III 1971
The need for reform of the financial aspects of education is stressed.
by Hamden Forkner 1941
Education for vocational efficiency is one of the fundamental opportunities which every free nation must provide for its people if it hopes to maintain individual freedom.
