Secondary school dropout and work outcomes in ten developing countries

This paper analyzes the impact of secondary school dropout on the work outcomes of young people in ten developing countries. Understanding such a phenomenon is important because it may affect work prospects, exacerbate income inequality and determine macroeconomic lasting effects given that the formation of a skilled workforce is a key element of economic development and growth.When accounting for endogeneity, we find that secondary school dropout decreases the probability of being employed in non-elementary occupations, suggesting that unskilled workers fail to meet the increasing demand for a skilled workforce. Secondary school dropout, indeed, hinders the accumulation of adequate levels of human capital and anticipates entry into the unskilled labor market.Thus, policy-makers should aim at the extension and efficacy of compulsory education to the secondary level to avoid future under-education problems to promote a skilled workforce and encourage economic development and growth in the long run.     

Emancipated foster youth’s experiences and perceptions of the transition to adulthood

Using a grounded theory approach, this study evaluated narratives from a sample of 170 emancipated foster youth (66.5% female; 84.6% non-white) as they reflected on their experiences between the ages of 18 and 25 across three data waves. Corbin and Strauss’ (1990) three-phase coding process revealed five overarching themes: adult values and characteristics, nature of the transition process, material needs and resources, relationship concerns, and affective experiences. Although some elements of Arnett’s (2000) model of emerging adulthood were evident in this sample of emancipated foster youth, such as individualistic qualities and instability, other core features were rarely discussed, such as self-focus and optimism, or were expressed in unique ways, such as exploration and feeling in-between. There were significant age-related changes, but not gender differences, in youth’s discussion of varied themes. These findings suggest promising avenues for intervention during the sensitive period of developmental reorganization that characterizes the transition from adolescence to young adulthood.     

从《办学公文稿》看吴汝纶教育思想与实践

创办安徽省第一所近代学校——桐城学堂,是吴汝纶实施近代教育的唯一一次实践,比较全面地体现了吴汝纶的教育思想。《办学公文稿》则凝聚了吴汝纶在中国处于危亡之际为救亡图存而改革教育的诸多思考,是研究考察吴汝纶教育思想与教育实践的重要文献资料。     

慎到学派归属问题再辨

由于慎到思想中道法兼容,学术界对他的学派定位问题一直争论不休。虽说《史记》早就明言“慎到本于黄老”,但在1973年马王堆汉墓出土《黄帝四经》之前,人们对“黄老”的认识非常模糊,从而误把“黄老之学”等同于道家学说。随着对黄老家研究的日渐深入,慎到的真面目逐渐被人们所认识。本文试图把学术界曾存在的争论观点做一总结,笔者认为,慎到的思想形成不存在由道入法的转变过程,其原本就是道法兼容的黄老家,慎到的学说特点体现为:吸收道家思想对法家理论进行本原化论证。     

辛亥革命前武汉地区舆论宣传对武昌首义的作用

辛亥革命前夕,武汉地区的各革命组织为配合反清大业,发动了形式多样的革命宣传活动。经过长期的宣传,广泛发动了民众,争取并掌握了强有力的武装力量。辛亥起义之所以能在武昌打响第一枪并取得胜利,武汉地区的革命舆论宣传在其中起到了催生的作用。     

波兰语义学派NSM理论对情感词汇的语义解释力

每种语言都为本民族提供了一套阐释范畴,并按照不同的认知图景使人们的情感体验概念化。这些认知图景又与特定语言的词汇范畴联系在一起,因而赋予了特定文化的价值、态度和意义。波兰语义学派的自然语义元语言(NSM)理论从跨语言和跨文化的视角来研究情感概念及其意义。通过梳理前人的有关论述,以自然语义元语言理论为框架,以普遍性语义基元为释义单位,探讨了NSM理论的化简释义方法及其对情感词汇的语义解释力,展示了应用NSM这一用途广泛的释义工具来准确地表征情感概念的意义。普遍的人类概念是构成人类理解情感概念的基石。基于60多个人类普遍概念的NSM研究方法,无疑将有助于我们更好地理解和把握不同文化的人类情感概念。     

Job loss and family adjustments in work and schooling during the Mexican peso crisis

We use individual data from a panel of families during the depth of the peso crisis in Mexico to investigate whether the transition of the male household head from employment into unemployment affects the labor force participation of his spouse and children. We find that significant added-worker effects are in operation especially for adult females (wives), but no evidence that the labor force participation, the school attendance, and the likelihood of advancing to the next school grade of teenage males are influenced by the event of unemployment of the household head. The head's unemployment is significantly associated with a higher probability that teenage females do not attend school. However, lower attendance does not appear to impede their advancement to the next grade.

俄国农民外出打工与城市化进程

城市化的实质是农业人口向城市集中的过程。俄国城市化水平取决于农民迁移的方向和规模,农民外出打工和转入城市等级问题是理解俄国城市化的关键所在。俄国农民向城市迁移的进程缓慢的原因很多:以牺牲经济发展为代价的身份证制度严格限制了所有人的迁移,尤其限制了农民的迁移;村社制度通过连环保义务有力地约束了农民的出行,农民必须服从村社的监督;农民在经济上和血缘上与农村保持着天然的联系,一般将外出打工视为权宜之计;外出打工既冲击了村社的宗法制度,又有强化农民经济、延缓农民分化的作用。     

Public school accountability,workplace culture,and teacher morale

Educational scholars claim that teacher morale has suffered from accountability pressures and constrained professionalism, but exactly what is most diminished by these pressures remains unclear. Drawing on recent theoretical work on public school organizational culture, we hypothesize that accountability pressures hurt teacher morale and increase the risk of turnover by undermining the professional culture of the school and by diminishing teacher cooperation and trust. We find support for this hypothesis in a national sample of teachers in 2011–12, and a follow-up survey from 2012–13. The analyses test whether a collective pedagogical teacher culture, comprised of professional culture and teacher collaboration, buffers the impact of these pressures that diminish teacher morale. Counter to past research, we find that a strong collective pedagogical teacher culture does not buffer teachers from the ill effects of negative workplace conditions in the form of accountability pressures. We also find that accountability pressures in the form of district dismissals are associated with a higher likelihood of teachers leaving their school, and this relationship is not mitigated by strong professional culture. We conclude that accountability pressures partly undermine goals of improving performance and equity in public schools by sowing seeds of teacher dissatisfaction and contributing to teacher turnover, thus thwarting student achievement in struggling schools.     

Building home on a fault line: Aging out of child welfare with a serious mental health diagnosis

Youth aging out of foster care are at high risk for homelessness. This research explains how and why homelessness occurs among youth with serious mental health struggles after aging out of residential and transitional living programmes. Using a longitudinal constructivist grounded theory design, we analyse 20 in‐depth interviews exploring youth's transition experiences and perceptions of transition success within 4 months of emancipation and at 6 and 12 months postemancipation. Monthly 15‐min check‐ins prevented attrition. A three‐phase transition process was observed driven by participant desires and actions to cultivate psychological home through establishing physical home alone away from social networks. Pre‐emancipation, the promise of home was privacy and opportunity for self‐redefinition. Shortly after emancipation, home became a physical and social space to be, a valuable resource to share and a demonstration of personal transition success. However, later in the year postemancipation, maintaining physical home proves nearly impossible given the risk context. Findings speak to how and why youth aging out appear overly self‐reliant upon emancipation. Cultivating a psychological sense of home has practice implications for child welfare providers who aim to prepare youth to live independently postemancipation.