HGSE PhD Written Comp List

Ganimian, A. J., & Murnane, R. J. (2016). Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations.Review of Educational Research,86(3), 719–755.https://doi.org/10.3102/0034654315627499This document presents a comprehensive review of 223 rigorous impact evaluations of educational initiatives in developing countries. The authors, Ganimian and Murnane, analyzed studies focusing on interventions in preprimary, primary, and secondary schools across 56 low- and middle-income countries. The review categorizes interventions based on their "theory of action," distinguishing between strategies that increase demand for education versus those that improve the supply of education. Four key lessons emerged: reducing the cost of schooling boosts attendance but not always achievement; information for parents influences actions and achievement; better resources improve achievement if they change daily school experiences; and well-designed incentives enhance teacher effort and student achievement from very low starting points. The article aims to inform policy-makers seeking evidence-based educational strategies and highlights the importance of considering the design, implementation, and context-specific factors when evaluating educational interventions.keepSave to notecopy_alldocsAdd noteaudio_magic_eraserAudio OverviewschoolBriefing doc

Child, B. J. (2018). The Boarding School as Metaphor.Journal of American Indian Education,57(1), 37–57.https://doi.org/10.1353/jaie.2018.a798599Brenda J. Child's "The Boarding School as Metaphor" explores the complex legacy of American Indian boarding schools. The article examines how these institutions are remembered and understood by Indigenous people today. Child argues that boarding schools have become a powerful metaphor for American colonialism and its devastating impact on Native communities. While acknowledging the trauma and abuse experienced by many students, the article also highlights stories of resilience, resistance, and even positive experiences. The work considers the tensions between historical memory and scholarly accounts, examining how boarding schools are implicated in contemporary social issues, while not being the only lens from which to view the colonial past. Ultimately, Child's piece probes the multifaceted nature of the boarding school legacy, urging for a nuanced understanding that incorporates both the suffering and the strength of Indigenous peoples.keepSave to notecopy_alldocsAdd noteaudio_magic_eraserAudio OverviewschoolBriefing doc

Bidwell, Charles E. “Analyzing Schools as Organizations: Long-Term Permanence and Short-Term Change.” Sociology of Education 74 (2001): 100–114. This academic paper, "Analyzing Schools as Organizations," examines the complexities of school administration and organization. It analyzes the interplay between formal structures and informal teacher networks, exploring how these factors influence school effectiveness. The author investigates the historical development of schools as organizations, including the impact of bureaucratization and the rise of professional teaching. He proposes a model that integrates formal and informal organizational elements, arguing for a more nuanced understanding of how schools function. Finally, the paper offers implications for improving school administration and instruction.

Deming, D. J. (2022). Four facts about human capital. Journal of Economic Perspectives, 36(3): 75-102. This academic paper examines human capital theory, focusing on four key findings. First, it establishes a strong correlation between human capital (education, skills) and earnings both within and across countries. Second, it highlights the consistently high economic returns on human capital investments throughout childhood and young adulthood. Third, it explores the relatively well-understood methods for improving foundational skills (literacy, numeracy) while acknowledging resource constraints. Finally, it discusses the increasing economic value of higher-order skills (problem-solving, teamwork) and the need for further research into their development. keepSave to notecopy_alldocsAdd noteaudio_magic_eraserAudio OverviewschoolBriefing doc

Bruner, J. (1976). The process of education. Harvard University Press. (Assigned reading: Chapters 1, 2, and 3, pp. 1-54) This excerpt from Jerome Bruner's The Process of Education details a 1959 Woods Hole conference on improving science education. The book summarizes the conference's discussions, focusing on four key themes: the importance of teaching the underlying structure of a subject, readiness for learning at different developmental stages, the role of intuitive thinking, and motivating students through intrinsic interest. Bruner argues that fundamental concepts can be taught early and revisited throughout schooling using a "spiral curriculum," and advocates for incorporating the best minds in each discipline into curriculum development. He emphasizes the need for research to inform effective teaching methods and assessments. keepSave to notecopy_alldocsAdd noteaudio_magic_eraserAudio OverviewschoolBriefing doc

Cultural Reproduction and Social Reproduction FAQ: Cultural and Social Reproduction According to Pierre Bourdieu What is the core argument about the relationship between education and social class that Bourdieu presents? Bourdieu argues that the education system is not a neutral playing field but actively contributes to the reproduction of social class structures. It does this by favoring those who already possess cultural capital – the knowledge, skills, tastes, and dispositions that are valued within the dominant culture. Instead of being a ladder for social mobility, the educational system often legitimizes and reinforces the existing inequalities present in society. It rewards and values the "habitus" (a set of ingrained dispositions and perceptions) of those from dominant social classes, essentially recreating the social hierarchy. How does the concept of "cultural capital" factor into this process? Cultural capital, according to Bourdieu, is just as significant as economic capital when it comes to maintaining social hierarchies. It encompasses things like familiarity with art, music, literature, the ability to navigate academic discourse, and even certain ways of speaking and behaving. Those who inherit this cultural capital through their families are more likely to succeed within the education system, as the system is designed to recognize and reward the characteristics they already have. This advantage is then translated into academic success and higher social positions, thus maintaining the existing distribution of power. What role do "implicit pedagogic actions" play in the reproduction of social inequalities? Bourdieu argues that the education system often functions through "implicit pedagogic actions." These are often subtle and indirect ways of transmitting culture and knowledge, not made explicit as part of the formal curriculum. Examples include the subtle encouragement of particular ways of thinking, speaking, and behaving that align with the culture of the dominant class. Those who are already familiar with these implicit codes of behaviour often find the education system "natural" and easy to navigate, while those from other social classes may struggle, even if they are intellectually capable. Thus, the education system rewards implicit cultural knowledge, often without making these implicit pedagogic actions explicit. How does the educational system serve to legitimize the existing social order? The education system serves to legitimize the existing social order by portraying academic success as based on merit and talent rather than on pre-existing social advantages. The system gives the impression that the most intelligent and hard-working individuals rise to the top of the educational and social ladder, making inequalities appear natural and justifiable. This "meritocratic ideology" obscures the role that cultural capital and social background play in determining educational and professional outcomes, reinforcing the idea that the social hierarchy is based on legitimate differences rather than systemic inequality. Why does Bourdieu say that the education system operates on a "market"? Bourdieu suggests that education functions as a "market" where cultural capital is valued and exchanged in the form of academic credentials (degrees, diplomas). Just as different products are valued differently in an economic market, so are different academic qualifications valued differently. Those with more culturally prestigious credentials – often attained through more privileged access to cultural capital – will then receive greater advantages in the social market place (better jobs, higher social standing). The educational "market" thus reproduces social class inequalities through the way it values different forms of cultural capital. How do the "laws of the academic market" impact individuals' academic choices and aspirations?