Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Explores the experiences of homeschooling mothers Mothers who homeschool their children constantly face judgmental questions about their choices, and yet the homeschooling movement continues to grow with an estimated 1.5 million American children now schooled at home. These children are largely taught by stay-at-home mothers who find that they must tightly manage their daily schedules to avoid burnout and maximize their relationships with their children, and that they must sustain a desire to sacrifice their independent selves for many years in order to savor the experience of motherhood. Home Is Where the School Is is the first comprehensive look into the lives of homeschooling mothers. Drawing on rich data collected through eight years of fieldwork and dozens of in-depth interviews, Jennifer Lois examines the intense effects of the emotional and temporal demands that homeschooling places on mothers’ lives, raising profound questions about the expectations of modern motherhood and the limits of parenting.

Women teachers. --- Mothers. --- Home schooling. --- Women as teachers --- Teachers --- Women educators --- Moms --- Parents --- Women --- Housewives --- Motherhood --- Pregnant women --- Domestic education --- Education, Home --- Home-based education --- Home education --- Home instruction --- Home teaching by parents --- Homeschooling --- Schooling, Home --- Education --- Parent participation --- Home schooling --- Women teachers --- Ecole à la maison --- Mères --- Enseignantes

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

DPR Down Under Volume 2 draws together a spirited collection of papers presented at the Australian Discourse Power and Resistance conference held in Darwin 2012. The volume of work addresses and seeks to contextualise the problematic question “What counts as ‘good’ research and who decides?” Each chapter in this volume, written from differing theoretical and methodological positions articulates a notion of what could be considered as being ‘good’ research and is, in some way involved in speaking a truth back to power. The chapters invite the reader to rethink and reconsider the inherently political, critical and subversive nature of research from a range of critical investigations.

Teaching --- onderwijs --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Education

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

A study funded by the European Commission, relating to gender specific differences in learning achievements, shows among other things that whilst gender equality is a hot topic in many countries a general equality policy is not always advocated. More importantly, measures to reduce gender differences in achievement seem to focus primarily on the underachievement of boys. In this publication, historical aspects and current trends within 12 European countries, regarding gender equality in education are presented and compared. The country studies and comparative analysis will inform and inspire everybody who is interested in gender issues in education.

Education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This paper investigates the effect of exposure to violent conflict on human capital accumulation in Burundi. It combines a nationwide household survey with secondary sources on the location and timing of the conflict. Only 20 percent of the birth cohorts studied (1971-1986) completed primary education. Depending on the specification, the probability of completing primary schooling for a boy exposed to violent conflict declines by 7 to 17 percentage points compared to a nonexposed boy, with a decline of 11 percentage points in the preferred specification. In addition, exposure to violent conflict reduces the gender gap in schooling, but only for girls from nonpoor households. Forced displacement is one of the channels through which conflict affects schooling. The results are robust to various specifications and estimation methods.

Education For All --- Gender --- Macroeconomics and Economic Growth --- Population Policies --- Post Conflict Reconstruction --- Primary Education --- Rural Poverty Reduction --- Schooling --- Violent conflict --- Africa --- Burundi