Addressing the Low Returns to Education of African Born Immigrants in the United States

This paper uses 2000 Census 5 percent Public Use Microdata Sample to investigate the relative earning pattern of immigrants from African countries, and explores the relevance of existing explanations of the low returns to education. The study uses the Extreme Bound Analysis to check the robustness of the variables of interests. The empirical findings from the conventional earnings regression conform to the theoretical expectations. However, not all the variables of interests are robust in Extreme Bound Analysis. This suggests that conventional specifications may not encompass all necessary information. Future study may explicitly controls for more detailed country-specific characteristics of the immigrant-sending countries

Two Tales on the Returns to Education: The Impact of Trade on Wages

This paper uses microdata from the Current Population Survey combined with data from the U.S. International Trade Commission and Bureau of Economic Analysis to evaluate the impacts of international trade (imports penetration and exports intensiveness) on wages with a special focus on the returns to education. Consistent with the literature, our empirical analysis provides evidence that the wage rates of similarly skilled workers differ across net-exporting, net-importing and nontradable industries. Our results add to the literature by showing that the wage gap usually found across importing and exporting industries vanishes for highly-skilled workers (workers with college degree and beyond) when we control for the cross-effect between international trade and education, but the wage gap due to international trade still persists for low-skilled workers. This finding supports the view that education serves as an equalizer and counterbalances the adverse impact from imports-penetration on wages of highly-skilled workersTrade; Returns to Education; Wage Differential

Earnings Of Hispanic And Asian Immigrants: Are Hispanic Immigrants Discriminated Against?

The heterogeneity of immigrants raises a question as to whether there is a general pattern of earnings progress that applies to all immigrants.  As there are many types of immigrants, earnings patterns among immigrant groups are not well known.  To fill in this research gap, this paper investigates the role of various determinants in the earnings process of two major immigrant groups: Hispanic and Asian immigrants.  If there is a gap between these two immigrant groups, could it be a result of different human capital characteristics or some other factors?  According to empirical results based on the 1990 Census of Population 5 percent Public Use Microdata Sample (PUMS), the decomposition of the earnings difference between immigrant groups indicates that approximately 28 percent of the gap is unexplained by the observable labor market characteristics. Cotton’s modified version of the Oaxaca-Blinder procedure is used to decompose the earnings gap.

Education, English Language Proficiency, And Earnings Of Male Immigrants In The U.S. Labor Market

Using samples of male Mexican and Chinese immigrants taken from 1990 Census PUMS data, this paper investigates the determinants of English language proficiency (ELP) and its effect on male immigrants’ earnings.  The findings are: 1) the educational attainments are crucial in improving ELP; 2) the effects of ELP on earnings are significant for both Chinese and Mexican immigrants and among all educational categories.  The importance of educational attainment and ELP on the immigrants’ economic success is reestablished

Introduction of Graduate School of Education in Korea and Its Impact : A Case of Seoul National University of Education’s Elementary Social Studies Education

This paper aims at clarifying how Graduate School of Education that was built in Korea in 2013 for the first time addresses the question “What kind of teacher education is needed in a new era?” To achieve the research goal, Seoul National University of Education’s Elementary Social Studies Education course was set as a case. The school’s intended curriculum and student’s achievements following the curriculum were analyzed. Document research using the School Catalog was practiced to find out the School’s educational objective and its curriculum. Also, interviews and lesson observations were practiced to find out the achieved curriculum that is related to how students learned at the school. Especially, the later research was divided into two parts: (1) a case of one doctorate degree course student’s growth through one subject, (2) a case of two master course students’ growth through two and half years, which is the entire masters degree period. As a result, it was possible to say that Graduate School of Education in Seoul National University of Education (1) tries to unify theory and practice in the classroom through the action research method, and (2) puts emphasis on subject matter education, which gives opportunities for teachers to grow. This is achieved by suggesting teachers have a professional subject matter, researching about teaching and learning from it, and bringing the research results back to the classroom even though they are elementary school teachers. Also, the graduate school students who participated in this research showed that they achieved the school’s intentions such as (1) and (2). This research clarified the Korean Graduate School of Education’s own definition of professional image which is different from Japan’s image that focuses on educating class management skill, student guidance ability, and teaching and learning methods irrespective of specific subject matter

「真正な対話」にもとづく相互理解教育 : 日韓の子どもによる社会科教科書づくりのアクションリサーチ

内容の要約広島大学(Hiroshima University)博士(教育学)Doctor of Philosophy in Educationdoctora

Some Identities on the High-Order -Euler Numbers and Polynomials with Weight 0

We construct the th order nonlinear ordinary differential equation related to the generating function of -Euler numbers with weight 0. From this, we derive some identities on -Euler numbers and polynomials of higher order with weight 0

Study on Mitigation Method of Solder Corrosion for Crystalline Silicon Photovoltaic Modules

The corrosion of 62Sn36Pb2Ag solder connections poses serious difficulties for outdoor-exposed photovoltaic (PV) modules, as connection degradation contributes to the increase in series resistance (RS) of PV modules. In this study, we investigated a corrosion mitigation method based on the corrosion mechanism. The effect of added sacrificial metal on the reliability of PV modules was evaluated using the oxidation-reduction (redox) reaction under damp heat (DH) conditions. Experimental results after exposure to DH show that the main reason for the decrease in power was a drop in the module’s fill factor. This drop was attributed to the increase of RS. The drop in output power of the PV module without added sacrificial metal is greater than that of the sample with sacrificial metal. Electroluminescence and current-voltage mapping analysis also show that the PV module with sacrificial metal experienced less degradation than the sample without sacrificial metal

Research on Teacher’s Role in “Living Environment Study” Lesson Design and Its Practice: A Case Study of a Teacher’s Gatekeeping on the Unit “Village Explore”

子どもの生活を学習対象とする生活科は，子どもや教材を中心に研究が進められ，授業をデザイン・実施する主体である教師の姿が隠されてしまう傾向にあった。そこで，本研究は，A教師が行った単元「まちたんけん」のデザイン・実施のナラティブを記述・分析し，生活科における教師の役割を考察するケース・スタディーを行う。具体的には，ゲートキーピング論から理論的フレームワークを抽出し，それをもとに学習指導案，授業参観のフィールドノート，ワークシート，事例児童とのインタビュー，教師とのインタビューを収集し分析した。本研究の成果として，①生活科「でも」教師のゲートキーピングが授業デザイン・実施において重要な位置を示すことを明らかにし，生活科における新たな研究領域の可能性を提案したこと，②生活科「ならでは」のゲートキーピングとして，「ゲートキーパー」「案内者」「交渉者」の3つの教師の役割を指摘したことが挙げられる。In “Living Environment Study’s” research, there has been a tendency that a teacher is not recognized as a main agent to design and practice “Living Environment Study’s” lesson because of its characteristic that values students and students’lives, which is the main content of “Living Environment Study.” In this case study, we problematize this research trend, and try to clarify the teacher’s role in “Living Environment Study” lesson design and practice. With this purpose, the research focuses on a teacher, who designed and practiced a unit called “Village Explore,” and describes and analyzes the teacher’s gatekeeping narrative. Firstly, we extract a theoretical framework to analyze a teacher’s gatekeeping narrative by reviewing literature on gatekeeping theory. The data, which comprises a unit plan, field notes, students’worksheets, focus group interview with three sample students, and a semi-structure interview with a teacher, were collected, and analyzed by open and axis coding. There are two main findings and implications of this study. One is to suggest a new research field in “Living Environment Study” by illuminating the fact that the teacher played a role as a gatekeeper “even in” “Living Environment Study.” The other is to clarify a uniqueness of “Living Environment Study’s” gatekeeping, which a teacher played roles of a gatekeeper, a guide, and a negotiator