"Non-cognitive skills" are often used to refers to those skills that do not fall within the cognitive category but to describe a stable pattern of thought, feeling, and behavior in different situations and backgrounds with profitable and investable characteristics, such as conscientiousness, perseverance, and teamwork, which are critically important in education. However, for many years, "non-cognitive skills" have always been ignored in human capital theory. The book, using a multidisciplinary approach, tries to uncover the noncognitive components of human capital, so as to answer the question "what is the skill that should be invested in?" The author expands the connotations of human capital by exploring the value of noncognitive skills and their production patterns, constructing a measurement framework and a set of tools to measure noncognitive skills. She especially carries out an empirical survey which covers primary and secondary school students from seven provinces of China’s east, middle, and west areas. With the data collected, she analyzes Chinese students’ noncognitive development and further identifies the critical factors that may impact their noncognitive skills by applying the Bayesian Model Average approach. The book will be a theoretical contribution to education economics. Researchers interested in education in China, children’s development, and policymakers in the field of education will find this book helpful and resourceful.

A thorough cross-disciplinary exploration of the implications of genomics-influenced educational practice, for consideration by scientists, practitioners and laypersons alike.

This volume addresses questions that lie at the core of research into education. It examines the way in which the institutional embeddedness and the social and ethnic composition of students affect educational performance, skill formation, and behavioral outcomes. It discusses the manner in which educational institutions accomplish social integration. It poses the question of whether they can reduce social inequality, – or whether they even facilitate the transformation of heterogeneity into social inequality. Divided into five parts, the volume offers new insights into the many factors, processes and policies that affect performance levels and social inequality in educational institutions. It presents current empirical work on social processes in educational institutions and their outcomes. While its main focus is on the primary and secondary level of education and on occupational training, the book also presents analyses of institutional effects on transitions from vocational training into tertiary educational institutions in an interdisciplinary and internationally comparative approach.

Doepke and Zilibotti investigate how economic forces shape how parents raise their children. They show that in countries with increasing economic inequality, such as the United States, parents push harder to ensure their children have a path to security and success. Economics has transformed the hands-off parenting of the 1960s and '70s into a frantic, overscheduled activity. Growing inequality has also resulted in an increasing 'parenting gap' between richer and poorer families, raising the disturbing prospect of diminished social mobility and fewer opportunities for children from disadvantaged backgrounds. The authors discuss how investments in early childhood development and the design of education systems factor into the parenting equation, and how economics can help shape policies that will contribute to the ideal of equal opportunity for all. --From publisher description.

Building on the success of the 2003 Handbook of the Life Course, this second volume identifies future directions for life course research and policy. The introductory essay and the chapters that make up the five sections of this book, show consensus on strategic “next steps” in life course studies. These next steps are explored in detail in each section: Section I, on life course theory, provides fresh perspectives on well-established topics, including cohorts, life stages, and legal and regulatory contexts. It challenges life course scholars to move beyond common individualistic paradigms. Section II highlights changes in major institutional and organizational contexts of the life course. It draws on conceptual advances and recent empirical findings to identify promising avenues for research that illuminate the interplay between structure and agency. It examines trends in family, school, and workplace, as well as contexts that deserve heightened attention, including the military, the criminal justice system, and natural and man-made disaster. The remaining three sections consider advances and suggest strategic opportunities in the study of health and development throughout the life course. They explore methodological innovations, including qualitative and three-generational longitudinal research designs, causal analysis, growth curves, and the study of place. Finally, they show ways to build bridges between life course research and public policy.

The Encyclopedia of Health Economics offers students, researchers and policymakers objective and detailed empirical analysis and clear reviews of current theories and polices. It helps practitioners such as health care managers and planners by providing accessible overviews into the broad field of health economics, including the economics of designing health service finance and delivery and the economics of public and population health. This encyclopedia provides an organized overview of this diverse field, providing one trusted source for up-to-date research and analysis of this highly charged and fast-moving subject area. Features research-driven articles that are objective, better-crafted, and more detailed than is currently available in journals and handbooks Combines insights and scholarship across the breadth of health economics, where theory and empirical work increasingly come from non-economists Provides overviews of key policies, theories and programs in easy-to-understand language

As the United States continues its slow climb out of the Great Recession, it is important to focus on new directions to improve the standard of living in America. This book explores what is behind a faltering standard of living in the United States since the early 1980s and what can be done to restore it. The book is uniquely valuable in going beyond mainstream thinking about how to restore prosperity. Economics has traditionally equated economic growth (increases in per capita income) with improvements in quality of life and the standard of living. This book questions that assumption. The different chapters in the book show the standard of living as being more than income, to include many non-market aspects such as access to public goods (roads, clean air and water, schools, parks, and museums), intangible aspects of quality of life such as equity and a sense of community, and broadly based economic opportunities. This means that improving the standard of living is a multi-dimensional challenge rather than one of solely increasing aggregate demand, productivity, or GDP. This book embodies a pluralistic approach and draws on the expertise of a wide array of thinkers. The intended audience is for various courses offered in economics, sociology, political science, public policy programs, and in environmental and ecological studies.

This is the eighth edition of Society at a Glance, with 25 indicators in total, and data for the 34 OECD member countries and select key partners (Brazil, China, India, Indonesia, Russia and South Africa) and other G20 countries (Argentina and Saudi Arabia).