Citizenship, Social and Economics Education最新文献_第7页

Is economics a man’s business? Exploring the long-term effects of the gender gap in economic competencies at the upper secondary level on students’ choice to study economics at university 经济学是男人的事吗?探讨高中阶段经济能力的性别差异对学生选择大学经济学的长期影响

Citizenship, Social and Economics Education Pub Date : 2019-11-07 DOI: 10.1177/2047173419885628

Michael Jüttler, Stephan Schumann

{"title":"Is economics a man’s business? Exploring the long-term effects of the gender gap in economic competencies at the upper secondary level on students’ choice to study economics at university","authors":"Michael Jüttler, Stephan Schumann","doi":"10.1177/2047173419885628","DOIUrl":"https://doi.org/10.1177/2047173419885628","url":null,"abstract":"In higher education, across countries, a large share of students choose to study economics. Although there is only a small difference in the share of female and male students in that field, there is robust empirical evidence of a gender gap in economic competencies, showing that male students in most cases outperform female students. There is a broad discussion about the differences in gender-specific socializations that cause this gender gap. However, no research exists on the long-term effects of this gender gap. This study uses longitudinal and representative data of N = 1397 Swiss students (824 female students) to analyse the gender-specific effects of economic competencies at the end of the upper secondary level on their aspiration and decision to study economics. The results show that economic knowledge and interest in economics have a substantially stronger effect on the choice of economics for female students. The aspiration to study strongly mediates these effects. We argue that these results can mainly be traced back to different interests and self-perceptions of skills and abilities in economics caused by gender-specific socialization. Possible implications of gender socialization and discrimination in economics for secondary and higher education and for the labour market are discussed.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"40 1 1","pages":"177 - 197"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83520930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

The best universities of the world and ours: A comparison of the economics major curricula 世界上最好的大学与我国最好的大学:经济学专业课程比较

Citizenship, Social and Economics Education Pub Date : 2019-08-01 DOI: 10.1177/2047173419869202

Fabricio Zanzzi, Lorena Bernabé, Jackson Fernandez, Claudia Marquez-Pinoargote

引用次数: 0

SaveWise: The design of a financial education program in the Netherlands SaveWise:荷兰一个金融教育项目的设计

Citizenship, Social and Economics Education Pub Date : 2019-08-01 DOI: 10.1177/2047173419870053

Aisa Amagir, W. Groot, Henriëtte Maassen van den Brink, A. Wilschut

引用次数: 7

The capabilities of secondary school teachers to provide financial education 中学教师提供金融教育的能力

Citizenship, Social and Economics Education Pub Date : 2019-05-20 DOI: 10.1177/2047173419850152

Kenneth De Beckker, Boukje Compen, Dirk De Bock, Wouter Schelfhout

{"title":"The capabilities of secondary school teachers to provide financial education","authors":"Kenneth De Beckker, Boukje Compen, Dirk De Bock, Wouter Schelfhout","doi":"10.1177/2047173419850152","DOIUrl":"https://doi.org/10.1177/2047173419850152","url":null,"abstract":"This study examines the capabilities of in-service secondary school teachers to provide financial education. Data were gathered from online surveys, which were spread among 300 teachers in the Flemish region of Belgium. We distinguish between perceived and actual capabilities. Our results reveal that only one third of teachers consider themselves sufficiently competent to provide financial education. Actual capabilities are assessed using a broad measure of financial literacy, which takes into account teachers’ financial knowledge, financial behaviour and financial attitudes. Our results indicate that only approximately half of teachers score sufficiently on financial knowledge and only a third attains the preferred minimum score for financial attitudes. In addition, our heterogeneity analysis shows differences in scores related to teacher characteristics such as gender, teaching discipline and teaching experience. The large share of teachers not reaching the threshold indicating adequate capabilities for providing financial education raises concern, as teacher quality is an important factor contributing to the effectiveness of financial education. Teacher professional development can play a crucial role here.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"15 1","pages":"66 - 81"},"PeriodicalIF":0.0,"publicationDate":"2019-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87042187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

A comparative study of the Confucius Institute in the United Kingdom and the British Council in China 英国孔子学院与英国文化协会在华比较研究

Citizenship, Social and Economics Education Pub Date : 2019-05-13 DOI: 10.1177/2047173419845531

Liexu Cai

{"title":"A comparative study of the Confucius Institute in the United Kingdom and the British Council in China","authors":"Liexu Cai","doi":"10.1177/2047173419845531","DOIUrl":"https://doi.org/10.1177/2047173419845531","url":null,"abstract":"Since the first Confucius Institute was set up by the Chinese government for the promotion of Chinese language and culture overseas in 2004, the development of Confucius Institutes has become exponentially increasing. Currently, there are 29 Confucius Institutes in the United Kingdom among over 500 Confucius Institutes abroad; meanwhile, the activities of the British Council in China also became popular as one of the central paradigms for educational communication between China and the United Kingdom. Although there have been several studies on Confucius Institutes and British Council, respectively, little research exists about them from the international comparative perspective, with regard to both of them being cultural institutes abroad and the establishment of Confucius Institutes benefitting from the United Kingdom’s experience in promoting its national languages and culture. This article aims to discover the general similarities and differences between Confucius Institutes and the British Council in three aspects: the organisation structures and culture diffusion models, the language teaching and learning resources and activities, and the cooperation that the two institutes have with the other organisations.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"88 1","pages":"44 - 63"},"PeriodicalIF":0.0,"publicationDate":"2019-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88104756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

An evaluation of the potential impact of standardised assessments on the promotion of pupil autonomy in Scottish education, from the perspective of Dearden’s view of autonomy 从迪尔登的自主性观点出发，评估标准化评估对促进苏格兰教育中学生自主性的潜在影响

Citizenship, Social and Economics Education Pub Date : 2019-05-13 DOI: 10.1177/2047173419845057

Jill Steel

{"title":"An evaluation of the potential impact of standardised assessments on the promotion of pupil autonomy in Scottish education, from the perspective of Dearden’s view of autonomy","authors":"Jill Steel","doi":"10.1177/2047173419845057","DOIUrl":"https://doi.org/10.1177/2047173419845057","url":null,"abstract":"Scotland is experiencing a period of radical educational transformation in the effort to raise attainment. Dearden argued for the promotion of autonomy in 1975 at another time of sweeping educational change. The principle of autonomy is firmly entrenched in Scotland’s Curriculum for Excellence and seen as key to ensuring pupils develop a broad range of skills and capacities, and consequently fulfil their potential. However, while Scotland used to rank highly in international standings, it has plummeted to average in recent years, resulting in the introduction of the National Improvement Framework in attempts to address this worrying decline. Standardised assessments have been launched as part of the National Improvement Framework but have sparked a raft of criticism in the media and considerable debate in parliament. While the Scottish Government responded to concerns in a review document, this article assesses the issues from an entirely different standpoint. Utilising Dearden’s perspective on autonomy, this article examines how commensurate standardised assessments are with Scotland’s educational policy on autonomy. I contend there is little justification for the negative view of standardised assessments in principle, arguing that standardised assessments can promote autonomy rather than diminish it, on the proviso that conditions for applying standardised assessments are fully understood and resourced.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"136 1","pages":"33 - 43"},"PeriodicalIF":0.0,"publicationDate":"2019-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78183402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Economics and the civic mission of social studies education: Two critiques of neoclassicism 经济学与社会研究教育的公民使命:对新古典主义的两种批判

Citizenship, Social and Economics Education Pub Date : 2019-04-17 DOI: 10.1177/2047173419841915

E. Adams

引用次数: 17

Examining a measure of spiritual capital: Perceptions of business and education majors 检验一种衡量精神资本的方法:对商业和教育专业学生的看法

Citizenship, Social and Economics Education Pub Date : 2019-01-28 DOI: 10.1177/2047173418823543

Thomas A. Lucey

引用次数: 8

Goals, commitment and peer effects as tools for improving the behavioural outcomes of financial education 目标、承诺和同伴效应作为改善金融教育行为结果的工具

Citizenship, Social and Economics Education Pub Date : 2018-11-19 DOI: 10.1177/2047173418812045

Leonore Riitsalu

引用次数: 10

Service-learning as a tool for increasing political efficacy and civic engagement at a Hispanic-serving institution 在为西班牙裔服务的机构中，服务学习作为提高政治效率和公民参与的工具

Citizenship, Social and Economics Education Pub Date : 2018-10-31 DOI: 10.1177/2047173418809707

Leda Barnett

引用次数: 5