Kooperativer Bibliotheksverbund

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Format: 1 Online-Ressource (1 v)

ISBN: 9781784712921

Note: The recommended readings are available in the print version, or may be available via the link to your library's holdings , Recommended readings (Machine generated): Acemoglu, D. (2003), 'Technology and inequality', NBER Reporter, Winter 2003, Cambridge, MA: National Bureau of Economic Research. -- Atkinson, A.B. (2008), The Changing Distribution of Earnings in OECD Countries, Oxford: Oxford University Press. -- Becker, G.S. (1964, 1975, 1993), Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, Chicago, IL: University of Chicago Press. -- College Board (2008), Coming to our Senses: Education and the American Future, New York: College Board. -- Commission of the European Communities (2005), Common Actions for Growth and Employment: The Community Lisbon Programme, COM (2005) 330 20.7. 2005, Brussels: Commission of the European Communities. -- Finer, S.E. (1997), The History of Government, Oxford: Oxford University Press. -- Gibbons, S. and Machin, S. (2003), 'Valuing English primary schools', Journal of Urban Economics, 53, 197-219. -- , Goldin, C. and Katz, L.F. (2008), The Race Between Education and Technology, Cambridge, MA: Harvard University Press. -- Goldthorpe, J. and Mills, C. (2008), 'Trends in intergenerational class mobility in modern Britain: evidence from national surveys, 1972-2005', National Institute Economic Review, 205 (1), July, 83-100. -- Green, A. (1990), Education and State Formation, London: Macmillan. -- Grubb, W.N. and Lazerson, M. (2004), The Education Gospel: The Economic Power of Schooling, Cambridge, MA: Harvard University Press. -- Keep, E., Mayhew, K. and Payne, J. (2006), 'From skills revolution to productivity miracle - not as easy as it sounds?', Oxford Review of Economic Policy, 22 (4), 539-59. -- Krueger, A. and Lindahl, M. (1999), 'Education for growth in Sweden and the World', Swedish Economic Policy Review, 6, 289-339. -- Leonhardt, D. (2009), 'The big fix', New York Times, 27 January. -- Marx, K. ([1847] 1955), The Poverty of Philosophy, London: Progress Publishers. -- , Maurin, E. and McNally, S. (2008), 'Vive la revolution! Long term returns of 1968 to the angry students', Journal of Labor Economics, 26 (1), 1-33. -- McIntosh, S. (2004), The Returns to Apprenticeship Training, CEP DP 622, London: CEP/LSE. -- McIntosh, S. (2007), A Cost-Benefit Analysis of Apprenticeships and Other Vocational Qualifications, RR 834, Sheffield: DES. -- Michaels, G., Natraj, A. and Van Reenan, J. (2010), Has ICT Polarised Skill Demand? Evidence from Eleven Countries over 25 Years, CEP DP 987, London: LSE. , Middleton, J. (1989), Vocational Education and Training: A Review of World Bank Investment, Washington, DC: World Bank. -- Mincer, Jacob (1958), 'Investment in Human Capital and Personal Income Distribution', Journal of Political Economy, 66 (4), 281-302. -- Mincer, J. (1974), Schooling, Experience and Earnings, New York: National Bureau of Education Research. -- North, D. (1990), Institutions, Institutional Change and Economic Performance, Cambridge: Cambridge University Press. -- OECD (1964), The Residual Factor and Economic Growth, Study Group in the Economics of Education, Paris: Organisation for Economic Co-operation and Development. -- Psacharopoulos, G. (1995), The Profitability of Investment in Education: Concepts and Methods, Washington, DC: World Bank. -- Scott, M.F. (1998), A New View of Economic Growth, Oxford: Oxford University Press. -- , Smith, A. (1776), An Inquiry into the Nature and Causes of the Wealth of Nations, available at http://www.econlib.org/library/Smith/smWN.html. -- Wolf, A. (2002), Does Education Matter? Myths About Education and Economic Growth, London: Penguin. -- Wolf, A., Jenkins, A. and Vignoles, A. (2006), 'Certifying the workforce: economic imperative or failed social policy?', Journal of Education Policy, 21 (5), 535-66. -- Zucker, L.G., Darby, M.R. and Brewer, M.B. (1998), 'Intellectual human capital and the birth of US biotechnology enterprises', American Economic Review, 88 (1), 290-306. -- Edward F. Denison (1964), 'Measuring the Contribution of Education (and the Residual) to Economic Growth', in Study Group in the Economics of Education, The Residual Factor and Economic Growth, Paris, France: Organisation for Economic Cooperation and Development, 13-55 -- , Mark Blaug (1972), 'Educated Unemployment in Asia: A Contrast Between India and the Philippines', Philippine Economic Journal, 11 (1), September, 33-57 -- Barry R. Chiswick (2003), 'Jacob Mincer, Experience and the Distribution of Earnings', Review of Economics of the Household, 1 (4), 343-61 -- Robert J. Barro and Jong-Wha Lee (1993), 'International Comparisons of Educational Attainment', Journal of Monetary Economics, 32 (3), 363-94 -- Robert J. Barro and Jong-Wha Lee (1994), 'Sources of Economic Growth', Carnegie-Rochester Conference Series on Public Policy, 40, 1-46 -- Jacob Mincer (1984), 'Human Capital and Economic Growth', Economics of Education Review, 3 (3), 195-205 -- Alan B. Krueger and Mikael Lindahl (2001), 'Education for Growth: Why and for Whom?', Journal of Economic Literature, XXXIX (4), December, 1101-36 -- Alison Wolf (2004), 'Education and Economic Performance: Simplistic Theories and their Policy Consequences', Oxford Review of Economic Policy, 20 (2), 315-33 , Lant Pritchett (2001), 'Where Has All the Education Gone?', World Bank Economic Review, 15 (3), 367-91 -- Anna Vignoles, Augustin De Coulon and Oscar Marcenaro-Gutierrez (2011), 'The Value of Basic Skills in the British Labour Market', Oxford Economic Papers, 63, 27-48 -- Colm Harmon and Ian Walker (1995), 'Estimates of the Economic Return to Schooling for the United Kingdom', American Economic Review, 85 (5), December, 1278-86 -- Richard Blundell, Lorraine Dearden and Barbara Sianesi (2005), 'Measuring the Returns to Education', in Stephen Machin and Anna Vignoles (eds), What's the Good of Education? The Economics of Education in the UK, Chapter 7, Princeton, NJ: Princeton University Press, 117-45, references -- Dan A. Black and Jeffrey A. Smith (2006), 'Estimating the Returns to College Quality with Multiple Proxies for Quality', Journal of Labor Economics, 24 (3), 701-28 -- , Stacy Berg Dale and Alan B. Krueger (2002), 'Estimating the Payoff to Attending a More Selective College: An Application of Selection on Observables and Unobservables', Quarterly Journal of Economics, 117 (4), November, 1491-527 -- Dirk Krueger and Krishna B. Kumar (2004), 'US-Europe Differences in Technology-driven Growth: Quantifying the Role of Education', Journal of Monetary Economics, 51 (1), January, 161-90 -- Ofer Malamud and Cristian Pop-Eleches (2010), 'General Education Versus Vocational Training: Evidence from an Economy in Transition', Review of Economics and Statistics, 92 (1), February, 43-60 -- Stephen Machin and John Van Reenen (1998), 'Technology and Changes in Skill Structure: Evidence from Seven OECD Countries', Quarterly Journal of Economics, 13 (4), November, 1215-44 -- Rachel Griffith, Stephen Redding and John Van Reenen (2004), 'Mapping the Two Faces of R&D: Productivity Growth in a Panel of OECD Industries', Review of Economics and Statistics, 86 (4), 883-95 -- , Claudia Goldin and Lawrence F. Katz (2007), 'Long-run Changes in the Wage Structure: Narrowing, Widening, Polarizing', Brookings Papers on Economic Activity, 2, 135-65 -- Daron Acemoglu (1999), 'Changes in Unemployment and Wage Inequality: An Alternative Theory and Some Evidence', American Economic Review, 89 (5), December, 1259-78 -- Saul Lach and Mark Schankerman (2008), 'Incentives and Invention in Universities', RAND Journal of Economics, 39 (2), Summer, 403-33 -- Ricardo Godoy, Dean S. Karlan, Shanti Rabindran and Tomás Huanca (2005), 'Do Modern Forms of Human Capital Matter in Primitive Economies? Comparative Evidence from Bolivia', Economics of Education Review, 24 (1), February, 45-53 -- Enrico Moretti (2004), 'Workers' Education, Spillovers, and Productivity: Evidence from Plant-level Production Functions', American Economic Review, 94 (3), June, 656-90 -- , Sharada Weir and John Knight (2004), 'Externality Effects of Education: Dynamics of the Adoption and Diffusion of an Innovation in Rural Ethiopia', Economic Development and Cultural Change, 53 (1), October, 93-113 , Throughout the developed and developing worlds, education spending is seen as a key tool for government policy makers in the quest for economic growth. Promoting 'human capital' development is a prime objective for economic and education ministries. The seminal articles discussed in this essential research review include early classics which explain why education became central to productivity debates and more recent papers which elucidate the enormous controversies in this important field

Language: English

Subjects: Education

Keywords: Electronic books

DOI: 10.4337/9781784712921

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URL: Deutschlandweit zugänglich

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Format: 1 Online Ressource (vi, 288 Seiten) : , Illustrationen.

ISBN: 978-1-5017-7163-7 , 9781501771620

Series Statement: Publicly engaged scholars

Content: "Documents the impact that COVID had on scholarship, community collaboration, and teaching in higher education, as well as the inequalities and exploitative working conditions that the pandemic revealed"--

Note: Introduction: What Does Engagement Mean for Scholars in Pandemic Times? -- Forming a Motherscholar Research Collaborative -- Research, Missed Meaning, and Making a Pandemic History -- Resisting Anti-Asian Racism in Public-Facing Work and Teaching -- Teaching German in the Settler Colonial University -- A Chicana Pedagogy for Digital Pen Pals -- Pandemic Community Engagement -- Promoting Equity and Inclusion through Critical Resilience Pedagogy -- Searching for Ōtium and Finding a Pedagogy of Escapism -- Performing Black Lives -- Community Engaged Migration Research -- Performing Connectedness across Public and Digital Spaces -- Negotiating and Rebuilding Civic Engagement through Loss -- Epilogue: Learning from Our Grief

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-1-5017-7160-6

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-1-5017-7161-3

Additional Edition: Erscheint auch als Online-Ausgabe, EPUB ISBN 978-1-5017-7162-0

Language: English

Subjects: Education

Keywords: Electronic books ; History ; Aufsatzsammlung

DOI: 10.1515/9781501771637

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Format: 1 online resource (257 pages) : , illustrations (black and white).

ISBN: 9781479801664 (ebook) :

Series Statement: Critical perspectives on youth

Content: Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled. In 'The Homeschool Choice', Kate Henley Averett provides insight into this fascinating phenomenon, exploring the perspectives of parents who have chosen to homeschool their children. Drawing on in-depth interviews, Averett examines the reasons why these parents choose to homeschool, from those who disagree with sex education and LGBT content in schools, to others who want to protect their children's sexual and gender identities. With eye-opening detail, she shows us how homeschooling is a trend being chosen by an increasingly diverse subset of American families, at times in order to empower - or constrain - children's gender and sexuality.

Note: Also issued in print: 2021.

Additional Edition: Print version : ISBN 9781479882786

Language: English

Subjects: Education

URL: NYU scholarship online

URL: https://www.degruyter.com/isbn/9781479801664

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UID:

Format: 1 online resource (vii, 263 pages)

ISBN: 1000055809 , 9781000042788 , 1000042782 , 9781000055764 , 1000055760 , 9781003004219 , 1003004210 , 9781000055801

Series Statement: Routledge research in education

Content: Passions are high in education, and this edited volume offers bold new ways to conceive of the affective intensities shaping our present historical moment. Concerns over school practices deemed "ineffective," "disruptive," "irrational," or even "promising" are matters modulated by and through feelings, such as, optimism, shame, enhanced concentration, or empathy. The recent turn to affect offers vibrant methodological and theoretical material for an educational present marked by high stakes rhetoric, heated debate, teacher and student vulnerabilities, and extreme educational measures. Affect studies are a part of new materialist and post-humanist turns, and this volume connects these new theoretical directions within education. This comprehensive volume on affect crosses educational subfields and responds to the transdisciplinary interest in thinking through pedagogy, education, and feeling. This comprehensive reader addresses affect in education from a wide range of styles, topics, and perspectives. This collection offers an introduction to theory, empirical research studies, interviews with affect studies scholars, and an assessment of the current and future significance of affect studies in education. Contributors utilize a range of theoretical and interpretive approaches to thinking with and through schooling phenomena. Interviews with affect scholars in the humanities and social sciences address affective dimensions of teaching. The editors' introduction, different foci, and interdisciplinary genres of writing help readers feel their ways into what affect studies in education does and might do. This field-defining collection will be of interest to a range of readers--from graduate students to established scholars--with varying levels of expertise and familiarity putting affect theories to work in education. All the contributions are accessible to those new to the theory, methods, and debates in this vibrant area of educational studies

Note: Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- List of Images -- Acknowledgements -- Introduction -- 1 Feeling Education -- Ordinary Charges -- 2 Teaching Affectively -- PART I: Politics -- 3 Passion, Pedagogy, and Pietas: An Interview With Rosi Braidotti -- 4 The Ethics and Politics of Traumatic Shame: Pedagogical Insights -- 5 Post-Threat Pedagogies: A Micro-Materialist Phantomatic Feeling within Classrooms in Post-Terrorist Times -- PART II: Pedagogies -- 6 Affect's First Lesson: An Interview with Gregory J. Seigworth , 7 Resistance Is Useful: Social Justice Teacher Education as an Affective Craft -- 8 Love and Bewilderment: On Education as Affective Encounter -- 9 Art Encounters, Racism, and Teacher Education -- PART III: Materials/Bodies -- 10 Thinking through the Body: An Interview with Anna Hickey Moody -- 11 The Fecundity of Poo: Working with Children as Pedagogies of Refusal -- 12 Machinic Affects: Education Data Infrastructure and the Pedagogy of Objects -- 13 The Affective Matter of (Australian) School Uniforms: The School-Dress That Is and Does -- PART IV: Spaces , 14 Student Viscosities: A Conversation about the Micropolitics of Race: An Interview with Arun Saldanha -- 15 (Re)storying Water: Decolonial Pedagogies of Relational Affect with Young Children -- 16 On Learning to Stay in the Room: Notes from the Classroom and Clinic -- Coda -- 17 Intimacy and Depletion in the Pedagogical Scene: An Interview with Lauren Berlant -- Notes on Contributors -- Index

Additional Edition: Print version: ISBN 9781000055801

Additional Edition: Print version: ISBN 0367031183

Additional Edition: ISBN 9780367031183

Language: English

Subjects: Education

Keywords: Electronic books. ; Electronic books. ; Aufsatzsammlung

DOI: 10.4324/9781003004219

URL: https://www.taylorfrancis.com/books/9781003004219

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Format: XI, 210 p. , online resource.

ISBN: 9781137535405

Series Statement: Marxism and Education

Content: This book considers new developments in Critical Race Theory (CRT) in times of austerity and assesses both the impact of British CRT or ‘BritCrit’, and CRT’s continuing growth in the US. Following transatlantic impact of the first and only book-length response from a Marxist perspective—Critical Race Theory and Education: A Marxist Response—Cole includes a retrospective critique and development of certain arguments in that volume; an evaluation of the influential ‘Race Traitor’ movement, including observations on the (changing) political perspectives of Ignatiev and Garvey; and reflections on racialized neoliberal capitalism in the era of austerity and immiseration. While acknowledging CRT’s strengths, this book stresses the need for (neo-) Marxist analysis to fully understand and challenge racism in the UK and the US. .

Note: Introduction -- 1. Critical Race Theory and Education: a Marxist Response – summary, critique and retrospective -- 2. Critical Race Theory, ‘Race Traitor’ and Marxism -- 3. Transatlantic Theoretical Developments: the Case of ‘BritCrit’ -- 4. Transatlantic Theoretical Developments: CRT in the USA -- 5. Racialized Neoliberal Capitalism and Imperialism in the Era of Austerity and Immiseration -- 6. CRT and Marxist Visions of the Future -- Conclusion. .

In: Springer eBooks

Additional Edition: Printed edition: ISBN 9781137535399

Language: English

Subjects: Education

DOI: 10.1057/978-1-137-53540-5

URL: http://dx.doi.org/10.1057/978-1-137-53540-5

URL: Volltext

UID:

Format: 1 online resource (160 p.)

Edition: 1st, New ed.

ISBN: 9781453915080

Series Statement: Disability Studies in Education 18

Content: Disabling Characters provides detailed analyses of selected young adult (YA) novels and short stories. It looks at the relative agency of the disabled character, the behavior of the other characters, the environment in which the character must live, the assumptions that seem to be underlying certain scenes, and the extent to which the book challenges or perpetuates an unsatisfactory status quo. Class discussions about disability-themed literature, however well intentioned, have the potential to reinforce harmful myths or stereotypes about disability. In contrast, discussions informed by a critical disability studies perspective can help readers develop more sophisticated views of disability and contribute to a more just and inclusive society. The book examines discussion questions, lesson plans, study guides, and other supplemental materials aimed at students studying these texts, and it suggests more critical questions to pose about these texts and the positive and/or negative work they do, perhaps subliminally, in our culture. This book is a much-needed addition to college classes in YA literature, literary analysis, methods of teaching literature, disability studies, cultural studies, contemporary criticism, special education, and adolescent literacy.

Content: «Patricia A. Dunn’s fourth book breaks fresh but long overdue ground. She offers a smart, unique, and accessible critical engagement with YA literature that features characters with disabilities. She explores the agency, awakening, respect, and identity-forging potential in representations of disabled characters in this literature. She also, importantly, conducts a constructive critique of «normal» and the status quo in «supercrip» storytelling. Thus, she fruitfully works disability representation in YA lit in both ways (good and bad) without the reduction of simple binaries. Dunn’s work here is ultimately a character, climate, and cultural analysis that demonstrates how a critical reading of disability in YA literature might break down and redefine barriers that disabled people (and young adults especially) might have in gaining full citizenship and community-cultural participation.» (Brenda Jo Brueggemann, University of Louisville; Author of Deaf Subjects: Between Identities and Places (2009) and Lend Me Your Ear: Rhetorical Constructions of Deafness (1999)) «In Disabling Characters, Patricia A. Dunn brings together the fields of disability studies and young adult literature, in ways that push both in new and exciting directions. Her thoughtful analysis of YA texts, through a disability studies-influenced lens, will push scholars, teachers, and students to think about YA, indeed all cultural artifacts, in challenging ways. While reading, I found myself looking at books I’ve read many times in the past, in ways I had never before considered. The questions Dunn poses about her selected titles will make readers think not only about those particular books, but about how we treat all texts in our classrooms. How we, as a society, view people with disabilities/disabled people, and how society itself plays a role in disabling individuals, are issues that need to be examined. Dunn provides a clear, comprehensive way of doing just that. This is a welcome and vital addition to the academic conversation, but an even more powerful addition to pedagogy. Theory and practice are woven together in expert fashion, with an eye toward how teachers and students can talk about texts and characters. I have long admired Dunn’s work, and this is the book that only she could have written. I see Disabling Characters opening up thoughtful, fruitful discussions about texts in classrooms at all levels. Dunn begins by positing that ‘the status quo is not acceptable,’ and then proceeds to change it in significant ways. I know I will be a better teacher for having read this work, and both YA and disability studies are richer for her contribution.» (Mark Letcher, Purdue University Calumet; Editor of the young adult literature column «Off the Shelves» in English Journal (2008–2013))

Content: «Patricia A. Dunn’s fourth book breaks fresh but long overdue ground. She offers a smart, unique, and accessible critical engagement with YA literature that features characters with disabilities. She explores the agency, awakening, respect, and identity-forging potential in representations of disabled characters in this literature. She also, importantly, conducts a constructive critique of ‘normal’ and the status quo in «supercrip» storytelling. Thus, she fruitfully works disability representation in YA lit in both ways (good and bad) without the reduction of simple binaries. Dunn’s work here is ultimately a character, climate, and cultural analysis that demonstrates how a critical reading of disability in YA literature might break down and redefine barriers that disabled people (and young adults especially) might have in gaining full citizenship and community-cultural participation.» (Brenda Jo Brueggemann, University of Louisville; Author of Deaf Subjects: Between Identities and Places (2009) and Lend Me Your Ear: Rhetorical Constructions of Deafness (1999)) «In Disabling Characters, Patricia A. Dunn brings together the fields of disability studies and young adult literature, in ways that push both in new and exciting directions. Her thoughtful analysis of YA texts, through a disability studies-influenced lens, will push scholars, teachers, and students to think about YA, indeed all cultural artifacts, in challenging ways. While reading, I found myself looking at books I’ve read many times in the past, in ways I had never before considered. The questions Dunn poses about her selected titles will make readers think not only about those particular books, but about how we treat all texts in our classrooms. How we, as a society, view people with disabilities/disabled people, and how society itself plays a role in disabling individuals, are issues that need to be examined. Dunn provides a clear, comprehensive way of doing just that. This is a welcome and vital addition to the academic conversation, but an even more powerful addition to pedagogy. Theory and practice are woven together in expert fashion, with an eye toward how teachers and students can talk about texts and characters. I have long admired Dunn’s work, and this is the book that only she could have written. I see Disabling Characters opening up thoughtful, fruitful discussions about texts in classrooms at all levels. Dunn begins by positing that ‘the status quo is not acceptable,’ and then proceeds to change it in significant ways. I know I will be a better teacher for having read this work, and both YA and disability studies are richer for her contribution.» (Mark Letcher, Purdue University Calumet; Editor of the young adult literature column «Off the Shelves» in English Journal (2008–2013))

Note: Contents: Agency, Rebellion, and Challenging the Status Quo: Accidents of Nature and The Acorn People – Respect, Etiquette, and the Drama of Rude Behavior – Awakening Stories: The Scarlet Ibis and The Cay – Carving Out an Identity: Peeling the Onion, Stoner and Spaz, and The Absolutely True Diary of a Part-Time Indian – «Normal» Talents, Rudolph Stories, and «Supercrips».

Additional Edition: ISBN 9781433126222

Additional Edition: ISBN 9781433126239

Language: English

Subjects: American Studies , Education , English Studies

DOI: 10.3726/978-1-4539-1508-0

URL: https://www.peterlang.com/view/product/30875?format=EPDF

URL: Volltext  (lizenzpflichtig)

UID:

Format: XIV, 236 p. , online resource.

Edition: 1st ed. 2000.

ISBN: 9781475731132

Series Statement: International Series in Operations Research & Management Science, 29

Content: Learning plays a fundamental role in the production planning and growth of all organizations. With the need for more rapid changes in the global economy, the management of organizational change is a key factor in sustaining competitiveness in today's economy. This book has been developed with these `learning needs' in mind. Human Learning:From Learning Curves to Learning Organizations covers a broad range of learning models and related topics beginning with learning curves to recent research on learning organizations. The book's focus is to enable researchers and practitioners to forecast any organization's `learning needs' using the prediction aspects of an array of learning models. The book includes research and application discussions on topics such as accounting for previous experience; the `learning-forgetting-relearning' phenomenon; parameter estimation with no previous experience; DeJong's incompressibility model; predictive learning models requiring only two learning parameters; long learning cycle times; the speed-error relationship; evaluating the cost of learning from the point of view of safety; and an examination of Learning Organizations. Each chapter is developed from published research and worked examples are used throughout.

Note: 1 Introduction to Human Learning -- 2 Factors That Influence the Learning Curve -- 3 Summary of Learning Models-No Forgetting -- 4 Determining the Power Curve Learning Parameters -- 5 A Summary of Learning Models with Forgetting -- 6 Applications (with and without Forgetting) -- 7 Cost Models for Optimal Training Schedules -- 8 Learning in the Plant: The Beginnings of Organizational Learning -- 9 Learning Organizations -- 10 A Summary and Future Research on Human Learning -- References.

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9781441949974

Additional Edition: Printed edition: ISBN 9780792379430

Additional Edition: Printed edition: ISBN 9781475731149

Language: English

Subjects: Education

DOI: 10.1007/978-1-4757-3113-2

URL: https://doi.org/10.1007/978-1-4757-3113-2

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 Online-Ressource (257 Seiten) : , Illustrationen.

ISBN: 978-1-4798-0166-4

Series Statement: Critical perspectives on youth

Content: The surprising reasons parents are opting out of the public school system and homeschooling their kidsHomeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled. In The Homeschool Choice, Kate Henley Averett provides insight into this fascinating phenomenon, exploring the perspectives of parents who have chosen to homeschool their children. Drawing on in-depth interviews, Averett examines the reasons why these parents choose to homeschool, from those who disagree with sex education and LGBT content in schools, to others who want to protect their children's sexual and gender identities. With eye-opening detail, she shows us how homeschooling is a trend being chosen by an increasingly diverse subset of American families, at times in order to empower-or constrain-children's gender and sexuality. Ultimately, Averett explores how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children's lives. As teachers, parents, and policymakers debate the future of public education, The Homeschool Choice sheds light on the ongoing struggle over school choice

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-1-4798-8278-6

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-1-4798-9161-0

Language: English

Subjects: Education

DOI: 10.18574/9781479801664

URL: Volltext  (URL des Erstveröffentlichers)