The econometrics of female labor supply and children

This is a survey of applied econometric research on the effects of children on female labor supply. Reasons for interest in the topic, and a basic model and terminology, are reviewed. Concerns are raised about the possible endogeneity of child status variables, and about the instrumental variables approach for dealing with this problem. Alternative ways of conceptualizing and estimating child status effects are considered, together with selected empirical evidence. Relevant developments from the household demand literature are summarized. Basic issues of model choice are also discussed.     

Ninth-Grade Students' Attitudes Toward Nontraditional Occupations

This study explored how students choose careers, their attitudes toward vocational education, and whether or not they would consider enrolling in a nontraditional vocational education program.     

Partner Choice and the Differential Retreat From Marriage

The contemporary retreat from marriage in the United States has had a differential impact across socioeconomic and racial groups. Here, 1990 marriage rates and propensities for Virginia, North Carolina, and Wisconsin are analyzed regarding (a) the likelihood that persons in different groups ever marry and (b) patterns of partner choice with respect to race and educational level. Marriage remains strong in most race‐education groups but is substantially lower among Blacks and among those with less than 12 years of education. Patterns of partner choice have shifted to show greater symmetry between the educational levels of brides and grooms. Changes have been modest with regard to the level and pattern of interracial (Black‐White) marriage. Marriage is increasingly a union of equals, but a union chosen more by Whites than by Blacks and more by the well educated than by the poorly educated.     

Identity and Boundary Tensions When Educators and Mental Health Professionals Collaborate: Between Wish and Reality

Schools are centers of collaboration in promoting the development and learning of children and adolescents. They seek to develop cultures of collaboration not only within their walls but also among constituencies with similar interests. These efforts, unfortunately, all too often prove frustrating and disappointing to all concerned. Yet, the need for interdisciplinary inquiry is greater today than ever before. This is particularly true considering the complex, diverse, and multifaceted nature of today's schools. No one professional can address all of the problems confronting education, particularly those of urban schools. For decades mental health and education professionals have joined together around their similar interest in promoting children and adolescent development. One such initiative is a program that fosters educators' development. This program, named the Teacher Education Program, began under the auspices of the Chicago Institute for Psychoanalysis and evolved into the Human Development and Learning Program when a partnership was formed with DePaul University's School of Education. From the program's 34-year history, the authors highlight specific tensions they experienced as directors of this collaborative initiative, and how these challenges either were or were not anticipated and/or addressed. The aims are to put a human face on the challenges and struggles encountered in the relationship between education and mental health professionals, and to identify common ground between educational and psychoanalytic theories and practices.     

Differential predictors of academic achievement: individual and familial factor interactions with community poverty

We present an analysis of the contexts within which adolescents graduate from high school and enroll in college. Data from the National Longitudinal Study of Adolescent Health show that adolescents’ school engagement, maternal academic monitoring, and community poverty significantly interact to explain differences in high school graduation and college enrollment rates (n?=?7100). To examine this association, we performed weighted logistic regression analyses, controlling for gender, race, block level unemployment, and block level median income. Findings suggest that protective factors can help youth overcome the challenges associated with community poverty and achieve academically in low and medium levels of poverty, but that youth in high-poverty contexts may need more resources to reach higher levels of academic attainment.     

LIMITED ASSET MARKET PARTICIPATION AND THE EURO AREA CRISIS: AN EMPIRICAL DSGE MODEL

We estimate a medium‐scale dynamic stochastic general equilibrium model for the Euro area with limited asset market participation (LAMP). Our results suggest that in the recent European Monetary Union years LAMP is particularly sizable (39% during 1993–2012) and important to understand business cycle features. The Bayes factor and the forecasting performance show that the LAMP model is preferred to its representative household counterpart. In the representative agent model the risk premium shock is the main driver of output volatility in order to match consumption correlation with output. In the LAMP model this role is played by the investment‐specific shock, because non‐Ricardian households introduce a Keynesian multiplier effect and raise the correlation between consumption and investments. We also detect the contractionary role of monetary policy shocks during the post‐2007 years. In this period consumption of non‐Ricardian households fell dramatically, but this outcome might have been avoided by a more aggressive policy stance. (JEL C11, C13, C32, E21, E32, E37)     

Teaching Children With Autism Spectrum Disorder to Report Past Behavior With the Use of a Speech-Generating Device

The Analysis of Verbal Behavior -     

Recent Social Work Practitioners’ Understanding and Use of Evidence-Based Practice and Empirically Supported Treatments

The aim of this study was to evaluate how CSWE’s 2008 shift placing more emphasis on research have affected newly trained social workers’ use of evidence-based practice (EBP). This qualitative study examined the educational and practice experiences of newly trained social workers and how those experiences influence the use of EBP and empirically supported interventions/treatments in the field. Thirteen newly graduated social workers were interviewed using a semi-structured interview. Twenty-three codes emerged from the interviews, with the most prominent theme being a sense of overall confusion about EBP. Other themes included lack of educational preparation, lack of agency resources, and prohibitive agency culture. Implications for social work education and practice are discussed.     

Ethnographies of Volunteering: Providing Nuance to the Links Between Volunteering and Development

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - This paper explores how ethnographic approaches to third sector and nonprofit studies allow for context-based...     

Viewing the child as a participant within context

This paper explores tensions between the social nature of learning and the current emphasis upon individual support. The paper contrasts the focus upon context in discussions with parents and practitioners, with the focus upon the individual within formal and informal written documents. The analysis is partly situated within the first author’s experiences as a parent researcher, drawing additionally upon ethnographic research carried out with families involved in early intervention, including an evaluation of over 150 pages of documentation provided by a parent. It identifies the need for assessment and evaluation to focus upon and record the broad range of context that influences learning.