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Whose History? aims to illustrate how historical novels and their related genres may be used as an engaging teacher/learning strategy for student teachers in pre-service teacher education courses. It does not argue all teaching of History curriculum in pre-service units should be based on the use of historical novels as a stimulus, nor does it argue for a particular percentage of the use of historical novels in such courses. It simply seeks to argue the case for this particular approach, leaving the extent of the use of historical novels used in History curriculum units to the professional expertise of the lecturers responsible for the units.

History --- Study and teaching --- Annals --- Auxiliary sciences of history --- historical literacy --- alternate histories --- australia --- student teacher education --- school curriculum --- historicity --- historical narratives --- grant rodwell --- history --- student engagement --- counterfactual histories --- historical fiction --- student teachers --- historical agency --- australian history --- compulsory history --- time-slip novels --- education --- pedagogigal dimensions --- Indigenous Australians

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More than thirty million Americans live in small, out-of-the-way places. Many of them could have joined the vast majority of Americans who live in cities and suburbs. They could live closer to more lucrative careers and convenient shopping, a wider range of educational opportunities, and more robust health care. But they have opted to live differently. In Small-Town America, we meet factory workers, shop owners, retirees, teachers, clergy, and mayors--residents who show neighborliness in small ways, but who also worry about everything from school closings and their children's futures to the ups and downs of the local economy. Drawing on more than seven hundred in-depth interviews in hundreds of towns across America and three decades of census data, Robert Wuthnow shows the fragility of community in small towns. He covers a host of topics, including the symbols and rituals of small-town life, the roles of formal and informal leaders, the social role of religious congregations, the perception of moral and economic decline, and the myriad ways residents in small towns make sense of their own lives. Wuthnow also tackles difficult issues such as class and race, abortion, homosexuality, and substance abuse. Small-Town America paints a rich panorama of individuals who reside in small communities, finding that, for many people, living in a small town is an important part of self-identity.

Communities --- Cities and towns --- Community --- Social groups --- Global cities --- Municipalities --- Towns --- Urban areas --- Urban systems --- Human settlements --- Sociology, Urban --- United States --- Republicans. --- Suzanne Keller. --- abortion. --- agriculture. --- antipathy. --- athletics. --- big government. --- bureaucracy. --- career opportunities. --- caring. --- children. --- church closure. --- civic responsibilities. --- class. --- college. --- community life. --- community spirit. --- community ties. --- community. --- creationism. --- economic decline. --- education. --- educators. --- employment. --- ethnic diversity. --- evolution. --- family. --- frog-pond effect. --- future planning. --- gentry. --- grassroots activism. --- higher education. --- homecoming festivals. --- homosexuality. --- immigration. --- job opportunities. --- leaders. --- leadership. --- living standards. --- loyalty. --- membership criteria. --- metropolitan areas. --- money. --- moral decline. --- nature. --- neighborliness. --- neighbors. --- parents. --- pensioners. --- politics. --- population decline. --- populism. --- public officials. --- racial diversity. --- religion. --- religious buildings. --- religious congregations. --- religious organizations. --- religious participation. --- respect. --- ritual. --- school curriculum. --- self-identity. --- service class. --- slow pace. --- small towns. --- small-town life. --- social innovation. --- social networks. --- social strata. --- socioeconomic status. --- stereotypes. --- sustainable energy. --- technology. --- territory. --- townspeople. --- voluntary organizations. --- wageworkers. --- welfare. --- work. --- young people.

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Educators believe that they are adequately preparing youth for the labor market while at the same time employers lament the students' lack of skills. A possible source of the mismatch in perceptions is that employers and educators have different understandings of the types of skills valued in the labor market. Using economics and psychology literature to define four skills sets-socio-emotional, higher-order cognitive, basic cognitive, and technical-this paper reviews the literature that quantitatively measures employer skill emand, as reported in a preference survey. A sample of 27 studies reveals remarkable consistency across the world in the skills demanded by employers. While employers value all skill sets, there is a greater demand for socio-emotional skills and higher-order cognitive skills than for basic cognitive or technical skills. These results are robust across region, industry, occupation, and education level. Employers perceive that the greatest skills gaps are in socio-emotional and higher-order cognitive skills. These findings suggest the need to re-conceptualize the public sector's role in preparing children for a future labor market. Namely, technical training is not equivalent to job training; instead, a broad range of skills, many of which are best taught long before labor market entry, should be included in school curricula from the earliest ages. The skills most demanded by employers-higher-order cognitive skills and socio-emotional skills-are largely learned or refined in adolescence, arguing for a general education well into secondary school until these skills are formed. Finally, the public sector can provide programming and incentives to non-school actors, namely parents and employers, to encourage them to invest in the skills evelopment process. Skills, labor demand, cognitive, non-cognitive, behavioral skills, competences, employer surveys, skills policy, education policy, training policy.

Ability. --- Academic Learning. --- Access and Equity in Basic Education. --- Achievement. --- Adolescence. --- Adolescents. --- Adult Literacy. --- Adults. --- Applied Skills. --- Attitudes. --- Basic Knowledge. --- Basic Literacy. --- Basic Numeracy. --- Basic Skills. --- Body Language. --- Caregivers. --- Child Development. --- Childhood Evelopment. --- Children. --- Classroom. --- Cognition. --- Cognitive Development. --- Cognitive Skills. --- Cognitive Test. --- Communication. --- Computer Literacy. --- Computer Skills. --- Concepts. --- Creativity. --- Critical Thinking. --- Curricula. --- Curriculum. --- Decision Making. --- Developmental Psychology. --- Disadvantaged Children. --- Early Childhood Development. --- Early Childhood. --- Early Enrichment. --- Early Stimulation. --- Educated Workers. --- Education for All. --- Education Institutions. --- Education Policy. --- Education Providers. --- Education Sector. --- Education System. --- Education. --- Educational Achievement. --- Educational Infrastructure. --- Educational Sciences. --- Educators. --- Effective Schools and Teachers. --- Effort. --- Elementary School. --- Emotional Development. --- Ethics. --- Exams. --- Experience. --- General Education. --- Girls. --- Global Education. --- Groups. --- Head Start. --- High School. --- Higher Education Institutions. --- Higher Education. --- Human Development. --- Information Processing. --- Instruction. --- Intelligence. --- Interventions. --- Investment. --- Job Training. --- Knowledge. --- Language. --- Leadership. --- Learning Outcomes. --- Learning. --- Levels of Education. --- Life Skills. --- Literacy Survey. --- Literacy. --- Memory. --- Needs. --- New Entrants. --- Numeracy. --- Nutrition. --- Oral Communication. --- Participation. --- Pedagogical Methods. --- Perception. --- Performance. --- Personality Traits. --- Personality. --- Preschool Education. --- Primary Data. --- Primary Education. --- Primary School. --- Primary Schooling. --- Problem Solving. --- Professional Knowledge. --- Psychology. --- Reasoning. --- Regional Education. --- School Activities. --- School Climate. --- School Clubs. --- School Curricula. --- School Curriculum. --- School Improvement. --- School Schools. --- School Setting. --- School. --- Schooling. --- Schools. --- Science. --- Secondary Education. --- Secondary School. --- Skill Acquisition. --- Skill Evelopment. --- Skilled Workers. --- Skills Acquisition. --- Skills Evelopment. --- Skills for Employment. --- Skills. --- Students. --- Study. --- Teacher Qualifications. --- Teacher. --- Teaching Methods. --- Teaching. --- Thinking. --- Training Programs. --- Training. --- Understanding. --- Values. --- Vocational Education. --- Women. --- Work Experience. --- Writing. --- Youth.

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Parents and students from different socioeconomic backgrounds value differently school characteristics, but the reasons behind this preference heterogeneity are not well understood. In the context of the centralized school assignment system in Mexico City, this study analyzes how a large household income shock affects choices over high school tracks exploiting the discontinuity in the assignment of the welfare program Oportunidades. The income shock significantly increases the probability of choosing the vocational track vis-a-vis the other more academic-oriented tracks. The findings suggest that the transfer relaxes the financial constraints that prevent relatively low-ability students from choosing the schooling option with higher labor market returns.

Academic ability --- Academic achievement --- Academic quality --- Academic year --- Access to university --- Achievement --- Achievement standards --- Assignment mechanism --- Average treatment effect --- Career --- College --- College education --- Curriculum --- Dropout rate --- Economic development --- Economics of education --- Education --- Education for all --- Education institutions --- Education level --- Education programs --- Educational modalities --- Educational outcomes --- Effective schools & teachers --- Elite schools --- Employment --- Enrollment --- Ethnic composition --- Exam --- Fees --- Geographic distribution --- Grade levels --- Graduate --- Graduation rate --- Grants --- High school --- High school level --- High school students --- High schools --- Higher education --- Human capital --- Information technology --- ITS --- Labor markets --- Learning --- LET --- Literature --- Low-income students --- Lower secondary --- Lower secondary school --- Middle school --- Middle schools --- Ministry of education --- Mobility --- Number of students --- Number of students per teacher --- Open access --- Parental education --- Pedagogical methods --- Primary education --- Public education --- Public school --- Public schools --- Returns to education --- Scholarships --- School attendance --- School census --- School completion --- School curriculum --- School days --- School facilities --- School infrastructure --- School level --- School principals --- School program --- School programs --- School quality --- School students --- School supplies --- School vouchers --- School year --- Schooling --- Secondary education --- Secondary enrollment --- Secondary school --- Secondary schooling --- Skills --- Statistics --- Student ability --- Students --- Students per teacher --- Study --- Teacher --- Teachers --- Technical education --- Technical schools --- Technical track --- Tertiary education --- Tertiary level --- Test scores --- Training --- Tuition --- Tuition costs --- Tuition fees --- University --- University degree --- University programs --- Upper secondary --- Upper secondary education --- Upper secondary level --- Vocational education --- Vocational school --- Vocational schools --- Vouchers --- Workshops