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91. Compulsory Schooling and the Returns to Education: A Re-examination

Author:
Sophie van Huellen and Duo Qin
Publication Date:
09-2016
Content Type:
Working Paper
Institution:
School of Oriental and African Studies - University of London
Abstract:
We re-examine the effect of compulsory school law on education in the US pioneered by Angrist and Krueger (1991). We show that the standard instrumental variable approach of the education variable not only yields empirically inconsistent estimates, but is conceptually confused. The confusion arises from the rejection of the key causal variable as a valid conditional variable. By route of a causally explicit model design we are able to identify the circumstances under which the formerly rejected variable can yield valid inference values. Our investigation demonstrates the importance of building data-consistent models over estimator choice in successful research designs.
Topic:
Education, Governance, Economic Theory, and Models
Political Geography:
North America and United States of America

92. “Creating a Home away from Home”: Chinese Undergraduate Student Enclaves in US Higher Education

Author:
Yajing Chen and Heidi Ross
Publication Date:
09-2015
Content Type:
Journal Article
Institution:
German Institute of Global and Area Studies
Abstract:
This paper draws on the theory of ethnic enclaves to study Chinese international student communities and their role in constructing Chinese undergraduate student experiences on US campuses. Enclave theory has primarily been used by sociologists to study immigrant and diaspora populations, but it can also provide an important analytical tool for scholars examining the internationalisation of student populations in higher-education settings. Student interviews and participant observation at a representative research-intensive, doctoral-granting institution in the American Midwest indicate that institutional and media characterisations of Chinese international student communities as closed and segregated are far too simplistic. Chinese student enclaves provide their members with crucial information, support, and social spaces that help them adapt to – and in turn change – their host institutions. Chinese students are active participants in and creators of campus cultures that are often in- visible to university administrators, faculty, and peers.
Topic:
Education, Migration, Immigration, Culture, and Students
Political Geography:
United States, China, Asia, and North America

93. Innovative Approaches to Teaching About the Middle East

Author:
Susan Douglass
Publication Date:
04-2015
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies (CCAS)
Abstract:
The Education Outreach program of the Center for Contemporary Arab Studies hosted nine events for educators during the 2014-2015 academic year. As a National Resource Center, CCAS was able to support these programs, in part, with funding from a Title VI grant from the Department of Education. These events included the annual summer institute and a Teach-In on Iraq and Syria, while several other innovative events fell under three main themes: literature, anthropology, and cultural exploration through interactive museum excursions.
Topic:
Education, Anthropology, and Higher Education
Political Geography:
Middle East, North America, and United States of America

94. MAAS Students Bring Scholars and Activists to Campus

Author:
Vicki Valosik
Publication Date:
04-2015
Content Type:
Special Report
Institution:
Center for Contemporary Arab Studies (CCAS)
Abstract:
This semester, second-year students in the Masters of Arts in Arab Studies (MAAS) program planned several major campuswide events that brought together scholars and activists—some coming from as far away as Morocco—and gave these student organizers the opportunity to explore their academic interests outside the classroom.
Topic:
Security, Education, Political Activism, Arab Countries, Higher Education, and Advocacy
Political Geography:
Middle East, North Africa, North America, and United States of America

95. The American Dual Economy: Race, Globalization, and the Politics of Exclusion

Author:
Peter Temin
Publication Date:
11-2015
Content Type:
Working Paper
Institution:
Institute for New Economic Thinking (INET)
Abstract:
I describe the American economy in the twenty-first century as a dual economy in the spirit of W. Arthur Lewis. Similar to the subsistence and capitalist economies characterized by Lewis, I distinguish a low-wage sector and a FTE (Finance, Technology, and Electronics) sector. The transition from the low-wage to the FTE sector is through education, which is becoming increasingly difficult for members of the low-wage sector because the FTE sector has largely abandoned the American tradition of quality public schools and universities. Policy debates about public education and other policies that serve the low-wage sector often characterize members of the low-wage sector as black even though the low-wage sector is largely white. This model of a modern dual economy explains difficulties in many current policy debates, including education, healthcare, criminal justice, infrastructure and household debts.
Topic:
Economics, Education, Globalization, Race, Capitalism, Exclusion, and Public Service
Political Geography:
North America and United States of America

96. The Role of U.S. Elite Military Schools in Promoting Intercultural Understanding and Democratic Governance

Author:
Carol Atkinson
Publication Date:
07-2015
Content Type:
Journal Article
Journal:
All Azimuth: A Journal of Foreign Policy and Peace
Institution:
Center for Foreign Policy and Peace Research
Abstract:
Educational exchanges at the U.S. military’s war and staff colleges promote intercultural understanding, international security, and help the United States achieve its foreign policy goals. This article provides an overview of the different types of U.S. military education and training programs that are open to foreign participation, and explores the differences between these and civilian exchange programs. It looks at the impacts of military educational exchange programs on their participants, and also draws lessons learned for the design and administration of exchange programs.
Topic:
Education, Governance, Military Affairs, Democracy, Soft Power, Constructivism, and Socialization
Political Geography:
North America, Global Focus, and United States of America

97. Breaking Down the Barriers to Rural Education: Recent Evidence from Natural and Randomized Experiments in Developing Countries

Author:
Sonia Laszlo
Publication Date:
01-2013
Content Type:
Policy Brief
Institution:
Institute for the Study of International Development, McGill University (ISID)
Abstract:
This research to policy brief reviews the recent evidence on effective methods to improve rural education in developing countries. Canada’s Child and Youth Strategy (CYS) concerning access to a quality education is analysed within this context and recommendations are generated from a large body of recent experimental evidence from around the world. This brief takes each component of CYS and derives policy recommendation based on lessons learned from the most relevant natural and randomized experiments. Natural experiments are typically large-scale government projects, whereas randomized experiments are typically smaller-scale, but focus on internal validity by relying on random assignment to treatment (program) and control (no program). Such an experimental approach is particularly useful as it allows researchers and policy-makers alike to take the evidence as causal on the effectiveness of these projects.
Topic:
Development, Education, Government, and Rural
Political Geography:
Canada and North America

98. 2012 US Peace Index

Author:
Institute for Economics and Peace (IEP)
Publication Date:
04-2012
Content Type:
Special Report
Institution:
Institute for Economics & Peace (IEP)
Abstract:
The United States Peace Index (USPI), produced by the Institute for Economics and Peace (IEP), provides a comprehensive measure of U.S. peacefulness dating back to 1991. It also provides an analysis of the socio-economic measures that are associated with peace as well as estimates of the costs of violence and the economic benefits that would flow from increases in peace. This is the second edition of the U.S. Peace Index.
Topic:
Economics, Education, Health, Violence, Peace, Social Capital, and Socioeconomics
Political Geography:
North America and United States of America

99. WSC 5: Protecting People, Economies, and Infrastructure

Author:
Christine Lynch, Devon Tucker, Michael Harvey, and Jacqueline McLaren Miller
Publication Date:
02-2009
Content Type:
Policy Brief
Institution:
EastWest Institute
Abstract:
Drawing on a diverse array of opinions from Africa, Asia, Europe, and North America, the EastWest Institute's Fifth Worldwide Security Conference brought together specialists from the spheres of policy, academia, and civil society. Participants addressed a variety of issues on the contemporary global security landscape. These ranged from specific security threats (whether illicit trade, the targeting of critical infrastructure or cyber crime) to the role of interested actors (such as business, NGOs, and media), as well as a focus on potential strategies to counter terrorism and extremism (either in terms of constructing global cooperative architectures or, more controversially, the possibility of opening dialogue with the terrorists). A variety of policy recommendations emerged from each session—detailed in the main body of the report—but there were several recurring themes binding the debate together and animating the core arguments of proceedings as a whole. These policy recommendations were not necessarily consensus recommendations but reflected a wide range of debated policy prescriptions.
Topic:
International Relations, Security, Economics, Education, Globalization, Human Rights, International Security, and Political Theory
Political Geography:
Africa, Europe, Asia, and North America

100. Do Mentoring and Induction Programs Have Greater Benefits for Teachers Who Lack Preservice Training?

Author:
Laura Duke, Adam Karson, and Justin Wheeler
Publication Date:
05-2006
Content Type:
Journal Article
Journal:
Journal of Public and International Affairs (JPIA)
Institution:
School of Public and International Affairs (SPIA), Princeton University
Abstract:
The purpose of this paper is to examine the impact of mentoring and induction programs on teacher retention, as measured by teachers’ commitment to their profession. Using data from the 1999-2000 Schools and Staffi ng Survey, we perform logistic regression analyses to model the effect of induction and its different components on teacher commitment, and compare the marginal impact of induction programs on teachers with and without degrees in education. Our results show that teachers who have had mentors or gone through induction programs in their fi rst year of teaching are more likely to be committed to the teaching profession. Moreover, mentoring and induction programs have a greater marginal benefi t for teachers without education degrees than for those with education degrees. Based on our results, we recommend that districts (1) provide mentoring and induction programs for all teachers, and (2) allow school-level fl exibility in tailoring induction and mentoring programs.
Topic:
Education, Training, Teachers, and Mentorship
Political Geography:
North America and United States of America