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| Cost, Douglas S; University of Alaska Fairbanks; dscost@alaska.edu. |
| Education and learning possess powerful potential in affecting future resilience and sustainable states. Here, I focus on unpacking and examining the connections and feedbacks between social-environmental systems (SESs), resilience, and compulsory education. SESs have been problematized as frequently having a poor fit between environmental change and policy solutions. The last few decades have witnessed global recognition of climate change in the Arctic. This has led to discussion and debate over the role of schools in addressing local knowledge, environmental changes, and community priorities. In Alaska, USA, and other Arctic regions, the role of public schools in improving this fit has been largely overlooked. I hypothesize that, as extensions of... |
| Tipo: Peer-Reviewed Insight |
Palavras-chave: Governance; Public education; Resilience; Rural schools; Social-ecological systems. |
| Ano: 2015 |
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| Vosick, Diane; Ecological Restoration Institute; Diane.Vosick@nau.edu; Ostergren, David M; Northern Arizona University School of Forestry; david.ostergren@nau.edu; Murfitt, Lucy; ;. |
| Most federal legislation and policies (e.g., the Wilderness Act, Endangered Species Act, National Forest Management Act) fail to speak directly to the need for old-growth protection, recruitment, and restoration on federal lands. Various policy and attitudinal barriers must be changed to move beyond the current situation. For example, in order to achieve the goal of healthy old growth in frequent-fire forests, the public must be educated regarding the evolutionary nature of these ecosystems and persuaded that collaborative action rather than preservation and litigation is the best course for the future of these forests. Land managers and policy makers must be encouraged to look beyond the single-species management paradigm toward managing natural... |
| Tipo: Peer-Reviewed article |
Palavras-chave: Diameter caps; Federal employee liability; Institutional barriers; Mexican spotted owl; Northern goshawk; Preservationist philosophy; Public education; Wildland fire use. |
| Ano: 2007 |
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| Walden, Michael L.; Sisak, Mark R.. |
| The relationship between student achievement and school inputs has long been a subject of academic research. The general conclusion of past research is that school inputs, such as the number of teachers relative to pupils, has little impact on student academic outcomes. This paper provides a fresh look at this issue. Seventeen alternative measures of student performance in North Carolina school districts are related to a wide array of school policy inputs and socioeconomic characteristics of students and their families. Both static and dynamic analyses are performed. The key findings are (1) the school policy inputs significantly related to student achievement vary by the measure of student achievement used, (2) the joint contribution of school policy... |
| Tipo: Journal Article |
Palavras-chave: Public education; Student achievement; Public Economics. |
| Ano: 1999 |
URL: http://purl.umn.edu/15155 |
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| Mykerezi, Elton; Mills, Bradford F.; Gomes, Sonya. |
| This paper examines trends in the socioeconomic well-being in rural counties where Black residents represent one third or more of the population. These racially diverse rural counties (RDRCs) are located exclusively in the rural South and generally have low levels of economic well-being. On a positive note, college education levels in RDRCs are found to have increased rapidly between 1990 and 2000. Regression analysis suggests that these increases were in part due to the concentration of Historically Black Colleges and Universities in the region. Local investments in K-12 education are also found to be linked to county education levels. |
| Tipo: Journal Article |
Palavras-chave: Blacks; Public education; Public investment; Rural South; R12; I21; R53. |
| Ano: 2003 |
URL: http://purl.umn.edu/37959 |
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