The Experts below are selected from a list of 177 Experts worldwide ranked by ideXlab platform
Tristan Zajonc - One of the best experts on this subject based on the ideXlab platform.
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Religious School enrollment in pakistan a look at the data
Comparative Education Review, 2006Co-Authors: Tahir Andrabi, Jishnu Das, Asim Ijaz Khwaja, Tristan ZajoncAbstract:Bold assertions have been made in policy reports and popular articles on the high and increasing enrollment in Pakistani Religious Schools, commonly known as madrassas. Given the importance placed on the subject by policymakers in Pakistan and those internationally, it is troubling that none of the reports and articles reviewed based their analysis on publicly available data or established statistical methodologies. The authors of this paper use published data sources and a census of Schooling choice to show that existing estimates are inflated by an order of magnitude. Madrassas account for less than 1 percent of all enrollment in the country and there is no evidence of a dramatic increase in recent years. The educational landscape in Pakistan has changed substantially in the past decade, but this is due to an explosion of private Schools, an important fact that has been left out of the debate on Pakistani education. Moreover, when the authors look at School choice, they find that no one explanation fits the data. While most existing theories of madrassa enrollment are based on household attributes (for instance, a preference for Religious Schooling or the households access to other Schooling options), the data show that among households with at least one child enrolled in a madrassa, 75 percent send their second (and/or third) child to a public or private School or both. Widely promoted theories simply do not explain this substantial variation within households.
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Religious School enrollment in pakistan a look at the data
2005Co-Authors: Tahir Andrabi, Jishnu Das, Asim Ijaz Khwaja, Tristan ZajoncAbstract:Bold assertions have been made in policy reports and popular articles on the high and increasing enrollment in Pakistani Religious Schools, commonly known as madrassas. Given the importance placed on the subject by policy makers in Pakistan and those internationally, it is troubling that none of the reports and articles reviewed based their analysis on publicly available data or established statistical methodologies. This paper uses published data sources and a census of Schooling choice to show that existing estimates are inflated by an order of magnitude. Madrassas account for less than 1 percent of all enrollment in the country and there is no evidence of a dramatic increase in recent years. The educational landscape in Pakistan has changed substantially in the last decade, but this is due to an explosion of private Schools, an important fact that has been left out of the debate on Pakistani education. Moreover, when we look at School choice, we find that no one explanation fits the data. While most existing theories of madrassa enrollment are based on household attributes (for instance, a preference for Religious Schooling or the household's access to other Schooling options) the data show that among households with at least one child enrolled in a madrassa, 75 percent send their second (and/or third) child to a public or private School or both. Widely promoted theories simply do not explain this substantial variation within households.
M Windle - One of the best experts on this subject based on the ideXlab platform.
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family Religious School and peer influences on adolescent alcohol use a longitudinal study
Journal of Studies on Alcohol and Drugs, 2001Co-Authors: W A Mason, M WindleAbstract:Objective: In this study, the cross-temporal relationship between family social support and adolescent alcohol use was examined. A primary aim was to investigate the mechanisms through which family social support affects drinking among youth. Another aim was to examine reciprocal relationships among the study variables. Method: Four-wave (with 6-month intervals) panel survey data collected from 840 middle adolescent boys (n = 443) and girls (n = 397) attending a suburban School district in western New York were analyzed using structural equation modeling with maximum likelihood estimation. Results: Analyses revealed that family social support was indirectly associated with decreased alcohol consumption among the respondents, primarily through variables measuring religiosity, School grades and peer alcohol use. In addition, adolescent alcohol use was directly associated with subsequent increases in peer alcohol use and later decreases in School performance. Results also showed that receiving good grades in...
Michael S. Merry - One of the best experts on this subject based on the ideXlab platform.
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Indoctrination, Islamic Schools, and the Broader Scope of Harm.
Theory and research in education : TRE, 2018Co-Authors: Michael S. MerryAbstract:Many philosophers argue that Religious Schools are guilty of indoctrinatory harm. I think they are right to be worried about that. But in this article, I will postulate that there are other harms for many individuals that are more severe outside the Religious School. Accordingly the full scope of harm should be taken into account when evaluating the harm that some Religious Schools may do. Once we do that, I suggest, justice may require that we choose the lesser harm. To simplify matters, I focus my attention on the stigmatic harm done to Muslims, and the role that Islamic Schools might be expected to play in mitigating that harm. If the full weight of stigmatic harm is factored into the ethical analysis concerning Islamic Schools, then I suggest that there are sufficiently weighty pro tanto reasons for Muslim parents to prefer an Islamic School over the alternatives, notwithstanding the potential indoctrinatory harm.
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The gross and net effects of primary School denomination on pupil performance
Educational Review, 2016Co-Authors: Geert Driessen, Orhan Agirdag, Michael S. MerryAbstract:Notwithstanding dramatically low levels of professed religiosity in Western Europe, the Religious School sector continues to thrive. One explanation for this paradox is that nowadays parents choose Religious Schools primarily for their higher academic reputation. Empirical evidence for this presumed denominational advantage is mixed. We examine and compare several studies purporting to show a denominational School effect, and then turn our attention to the Dutch case. Owing to its longstanding and highly varied denominational School sector, the Netherlands arguably provides a unique context in which to examine whether there are School sector effects. In this study multilevel analyses were performed. Data include 19 cognitive and non-cognitive outcome measures in 2011 administered to 27,457 pupils in grades 2, 5 and 8 of 386 primary Schools. Results show that after controlling for input differences at pupil and School level no substantial output differences between Religious Schools and public Schools rema...
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The conundrum of Religious Schools in twenty-first-century Europe
Comparative Education, 2014Co-Authors: Michael S. MerryAbstract:In this paper Merry examines in detail the continued - and curious - popularity of Religious Schools in an otherwise ‘secular’ twenty-first century Europe. To do this he considers a number of motivations underwriting the decision to place one's child in a Religious School and delineates what are likely the best empirically supported explanations for the continued dominant position of Protestant and Catholic Schools. He then argues that institutional racism is an explanatory variable that empirical researchers typically avoid, though it informs both parental assessments of School quality as well as selective mechanisms many mainstream Religious Schools use to function as domains of exclusion. He then distinguishes between Religious Schools in a dominant position from those serving disadvantaged minorities and argues that the latter are able to play a crucially important function other Schools only rarely provide and hence that vulnerable minorities may have reason to value. Many contributions in this issue have discussed the historical development, state support and perceived legitimacy of Religious Schools in Europe, each of them focussing in detail on variations of education policy in different national contexts. Implicitly or explicitly, different authors also have tried to answer this question: why do Religious Schools continue to garner the support that they do in twenty-first-century Europe? Why indeed. With few exceptions such as France (Pons, van Zanten, and Da Costa 2015), the market share of Religious Schools in Europe has remained largely unchanged over the last 45 years, and in at least one country - Germany (Scheunpflug 2015) - the demand for Religious Schools appears to have increased. Given what many consider to be an inexorable ‘secularisation’ trend across Europe (Berger 1967; Bruce 2002),1 what are we to make of these seemingly inexplicable trends? To try and answer this question, empirical studies on Religious Schools in Europe typically focus on fairly uncontroversial institutional features, such as core objectives. Or, concerning parental motives for selecting Religious Schools, studies usually report explicitly observed and reported - and hence measurable - characteristics and responses. However, I would argue that the existing empirical research does not tell us all that we need to know. But that fact should not stop us from reasoned speculation. Thus given the unfortunate lacunae in the empirical literature, some of what I will argue will be couched in terms of warranted conjecture, both as this concerns the reasons why Religious Schools remain as popular as they do as well as what I think are reasonable grounds to support and defend Religious Schools serving marginalised groups likely to suffer a far worse fate in another School environment. My aim in this paper, then, will not be to recapitulate or synthesise what others have said, but rather to argue that there are other - often well hidden and non-quantifiable - variables relevant to our question than what we presently may ‘know’. The structure of the paper is as follows. In order to sketch the background for what is to come, in Section 1, I dispute the notion of a ‘secularised’ Europe, and then summarise a number of recent policy-related developments related to Religious Schools, as well as several criticisms directed against them. Then, to see why Religious Schools continue to enjoy such a dominant market share, in Section 2, I examine a number of motivations underwriting the decision to place one's child in a Religious School and delineate what I think are likely the best empirically supported explanations for the continued dominant position of Protestant and Catholic Schools in twenty-first-century Europe. In Section 3, I hypothesise that institutional racism informs both parental assessments of School quality as well as selective mechanisms many mainstream Religious Schools use in order to function as domains of exclusion. Finally in Section 4, I distinguish between Religious Schools in a dominant position from those serving disadvantaged minorities. I argue that the latter are able to play a crucially important function other Schools only rarely provide and hence that vulnerable minorities may have reason to value. I then sketch the outlines of a circumscribed case for what I will call ‘voluntary separation’
Tahir Andrabi - One of the best experts on this subject based on the ideXlab platform.
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Religious School enrollment in pakistan a look at the data
Comparative Education Review, 2006Co-Authors: Tahir Andrabi, Jishnu Das, Asim Ijaz Khwaja, Tristan ZajoncAbstract:Bold assertions have been made in policy reports and popular articles on the high and increasing enrollment in Pakistani Religious Schools, commonly known as madrassas. Given the importance placed on the subject by policymakers in Pakistan and those internationally, it is troubling that none of the reports and articles reviewed based their analysis on publicly available data or established statistical methodologies. The authors of this paper use published data sources and a census of Schooling choice to show that existing estimates are inflated by an order of magnitude. Madrassas account for less than 1 percent of all enrollment in the country and there is no evidence of a dramatic increase in recent years. The educational landscape in Pakistan has changed substantially in the past decade, but this is due to an explosion of private Schools, an important fact that has been left out of the debate on Pakistani education. Moreover, when the authors look at School choice, they find that no one explanation fits the data. While most existing theories of madrassa enrollment are based on household attributes (for instance, a preference for Religious Schooling or the households access to other Schooling options), the data show that among households with at least one child enrolled in a madrassa, 75 percent send their second (and/or third) child to a public or private School or both. Widely promoted theories simply do not explain this substantial variation within households.
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Religious School enrollment in pakistan a look at the data
2005Co-Authors: Tahir Andrabi, Jishnu Das, Asim Ijaz Khwaja, Tristan ZajoncAbstract:Bold assertions have been made in policy reports and popular articles on the high and increasing enrollment in Pakistani Religious Schools, commonly known as madrassas. Given the importance placed on the subject by policy makers in Pakistan and those internationally, it is troubling that none of the reports and articles reviewed based their analysis on publicly available data or established statistical methodologies. This paper uses published data sources and a census of Schooling choice to show that existing estimates are inflated by an order of magnitude. Madrassas account for less than 1 percent of all enrollment in the country and there is no evidence of a dramatic increase in recent years. The educational landscape in Pakistan has changed substantially in the last decade, but this is due to an explosion of private Schools, an important fact that has been left out of the debate on Pakistani education. Moreover, when we look at School choice, we find that no one explanation fits the data. While most existing theories of madrassa enrollment are based on household attributes (for instance, a preference for Religious Schooling or the household's access to other Schooling options) the data show that among households with at least one child enrolled in a madrassa, 75 percent send their second (and/or third) child to a public or private School or both. Widely promoted theories simply do not explain this substantial variation within households.
Eran Vaisben - One of the best experts on this subject based on the ideXlab platform.
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Ready to Lead? A Look into Jewish Religious School Principal Leadership and Management Training
Journal of Jewish Education, 2018Co-Authors: Eran VaisbenAbstract:Although most Jewish supplementary Religious School principals have graduated from various academic training programs, there are no data about how these programs sufficiently prepare educational le...