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Educating China : knowledge, society, and textbooks in a modernizing world, 1902-1937
\"In this major study, Peter Zarrow examines how textbooks published for the Chinese school system played a major role in shaping new social, cultural, and political trends, the ways in which schools conveyed traditional and 'new style' knowledge and how they sought to socialize students in a rapidly changing society in the first decades of the twentieth century. Focusing on language, morality and civics, history, and geography, Zarrow shows that textbooks were quick to reflect the changing views of Chinese elites during this period. Officials and educators wanted children to understand the physical and human worlds, including the evolution of society, the institutions of the economy, and the foundations of the nation-state. Through textbooks, Chinese elites sought ways to link these abstractions to the concrete lives of children, conveying a variety of interpretations of enlightenment, citizenship, and nationalism that would shape a generation as modern citizens of a new China\"--Page 4 of cover.
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Blockchain-based approach to create a model of trust in open and ubiquitous higher education
Currently, the training of the future work force presents challenging problems to higher education. This training, in the form of practical and theoretical knowledge can come from multiple platforms, channels and means, both formal and informal. In addition, it is quite difficult to assess the knowledge skill level that a student has acquired to optimize their chances for future employability. This, together with the need to still manage academic curricula on paper, the problems of confidence when validating these documents and contrasting them with real knowledge, etc., means that management in higher education requires revolutionary new tools. This work evaluates the benefits of the blockchain (or distributed ledger) technology and advocates a decentralised model of confidence for transactions based on an academic crypto currency. In this approach blockchain is used to manage transactions of content, teaching and competencies, assessed by consensus by students, trainers and employers, to eliminate once and for all the “gap” between the academic world and the working world. This paper aims to address the current challenges of an increasingly dispersed, open and ubiquitous higher education. The proposed model can be implemented in any training institution to adapt its teaching to the specific needs of professional profiles validated by employers in the sector. This model has been validated by means of a prototype with more than acceptable results.
Journal Article
The long-term effects of early track choice
We investigate the effects of attending a more advanced track in middle school on long-term education and labour market outcomes for Germany, a country with a rigorous early-age tracking system, where the risk of misallocating students is particularly high. Our research design exploits quasi-random shifts between tracks induced by date of birth, and speaks to the long-term effects of early track attendance for a group of marginal students most at risk of misallocation. Remarkably, we find no evidence that attending a more advanced track leads to more favourable long-term outcomes. We attribute this result to the possibility of later track-reversal.
Journal Article
Is School Feminine? Implicit Gender Stereotyping of School as a Predictor of Academic Achievement
One cause proposed for boys’ relatively lower academic achievement is a “feminisation” of schools that might result in a lack of fit between boys’ self-concept and academic engagement. Research so far has investigated math-male and language-female stereotypes, but no school-female stereotypes. Our study tested for implicit gender stereotyping of school and its impact on boys’ achievement in
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= 122 ninth-graders from a large city in Western Germany using the Go/No-go Association Task (GNAT). Gender role self-concept and grades in math (representing an academic domain stereotyped as male) and German (domain stereotyped as female) were assessed using written questionnaires. It was found that, overall, students associated school more strongly with female than with male, and that this association of school with female was related to boys’ academic achievement. The more strongly boys associated school with female and the more they ascribed negative masculine traits to themselves, the lower their grades in German were. Boys’ academic achievement in math was unrelated to the extent to which they perceived school as feminine and themselves as masculine. Girls’ grades in both German and math were unrelated to their gender stereotyping of school. These findings emphasize the importance of fit between a student’s gender, gender role self-concept and gender stereotyping of school for academic achievement. Strategies to improve this fit are discussed.
Journal Article
Studying abroad and the effect on international labour market mobility: Evidence from the introduction of ERASMUS
We investigate the effect of studying abroad on international labour market mobility later in life for university graduates. We exploit the introduction and expansion of the European ERASMUS student exchange programme as an instrument for studying abroad. We find that studying abroad increases an individual's probability of working in a foreign country by about 15 percentage points. We investigate heterogeneity in returns according to parental education and the student's financial situation. Furthermore, we suggest mechanisms through which the effect of studying abroad may operate.
Journal Article
Where is the land of opportunity? The geography of intergenerational mobility in the United States
We use administrative records on the incomes of more than 40 million children and their parents to describe three features of intergenerational mobility in the United States. First, we characterize the joint distribution of parent and child income at the national level. The conditional expectation of child income given parent income is linear in percentile ranks. On average, a 10 percentile increase in parent income is associated with a 3.4 percentile increase in a child’s income. Second, intergenerational mobility varies substantially across areas within the United States. For example, the probability that a child reaches the top quintile of the national income distribution starting from a family in the bottom quintile is 4.4% in Charlotte but 12.9% in San Jose. Third, we explore the factors correlated with upward mobility. High mobility areas have (i) less residential segregation, (ii) less income inequality, (iii) better primary schools, (iv) greater social capital, and (v) greater family stability. Although our descriptive analysis does not identify the causal mechanisms that determine upward mobility, the publicly available statistics on intergenerational mobility developed here can facilitate research on such mechanisms.
Journal Article
School-to-work linkages in the United States, Germany, and France
A new research agenda is proposed for assessing the strength of linkages between educational credentials, including fields of study, and occupational positions. The authors argue that a theoretically fruitful conception of linkage strength requires a focus on granular structure as well as the macroinstitutional characteristics of pathways between education and the labor market. Building on recent advances in the study of multigroup segregation, the authors find that Germany has stronger overall linkage strength than France or the United States. However, the extent to which the three countries differ varies substantially across educational levels and fields of study. The authors illustrate the substantive importance of the new approach by showing, first, that the standard organization space/qualification space distinction poorly describes the contemporary difference between Germany and France and, second, that relative mean occupational wages in Germany and the United States vary directly with the relative linkage strength for occupations in the two countries.
Journal Article
Entrepreneurial ecosystem conditions and gendered national-level entrepreneurial activity : a 14-year panel study of GEM
Scholars note the importance of the entrepreneurial ecosystem in promoting new venture activity. Yet to date, limited focus has been given to its impact on female venturing. Accordingly, our study investigates if the entrepreneurial ecosystem influences the prevalence of male and female entrepreneurship over time. We analyze the effect of entrepreneurial ecosystems in 75 countries between 2001 and 2014 on the rates of entrepreneurship for men and women using aggregate data from the Global Entrepreneurship Monitor Adult Population Survey and National Expert Survey. Findings indicate that the prevalence in entrepreneurship is highest for women when the entrepreneurial ecosystem features low barriers to entry, supportive government policy towards entrepreneurship, minimal commercial and legal infrastructure, and a normative culture that supports entrepreneurship. Conversely, we find that prevalence rates for men are highest when there is supportive government policy but weak government programs aimed towards business creation.
Journal Article
Effects of resistance training on academic outcomes in school-aged youth
Background: The primary aim of our systematic review and meta-analysis was to investigate the effect of resistance training on academic outcomes in school-aged youth. Methods: We conducted a systematic search of six electronic databases (CINAHL Complete, PsycINFO, SCOPUS, Ovid MEDLINE, SPORTDiscus and EMBASE) with no date restrictions. Studies were eligible if they: (a) included school-aged youth (5-18 years), and (b) examined the effect of resistance training on academic outcomes (i.e., cognitive function, academic achievement, and/or on-task behaviour in the classroom). Risk of bias was assessed using the appropriate Cochrane Risk of Bias Tools, funnel plots and Egger's regression asymmetry tests. A structural equation modelling approach was used to conduct the meta-analysis. Results: Fifty-three studies were included in our systematic review. Participation in resistance training (ten studies with 53 effect sizes) had a small positive effect on the overall cognitive, academic and on-task behaviours in school-aged youth (standardized mean difference (SMD) 0.19, 95% confidence interval (CI) 0.05-0.32). Resistance training was more effective (SMD 0.26, 95% CI 0.10-0.42) than concurrent training, i.e., the combination of resistance training and aerobic training (SMD 0.11, 95% CI - 0.05-0.28). An additional 43 studies (including 211 effect sizes) examined the association between muscular fitness and cognition or academic achievement, also yielding a positive relationship (SMD 0.13, 95% CI 0.10-0.16). Conclusion: This review provides preliminary evidence that resistance training may improve cognitive function, academic performance, and on-task behaviours in school-aged youth. (Autor).
Journal Article
Dual study programmes in Germany: blurring the boundaries between higher education and vocational training?
Triggered by rising higher education (HE) participation rates in recent years there is an intense debate in Germany regarding the future value of vocational education and training (VET). While VET in Germany has traditionally been a major contributor to the successful transition of young people from school to the labour market, this role is questioned by an increasing proportion of school leavers that enter HE instead of initial VET.
This paper introduces this debate to the international readership by analysing the available data and by discussing some of the implications of the current changes. For instance, there are a number of studies that identify the fields and types of VET that are in danger of being substituted by HE provision, assuming a competitive relationship between the two sectors. However, there is also growing interest in programmes that aim to combine vocational and academic learning in so-called 'dual study programmes', taking a complementary perspective of VET and HE. The analysis will lead to conclusions regarding the future shape of upper secondary and tertiary education in Germany and the links of different education sectors to the labour market.
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