Purposes and Values of Education Major Grants

 

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2008 Grant Summaries


Charles T. Clotfelter

Big-Time Sports in the Academy
Duke University

The role of sports in US institutions of higher education is a controversial but understudied topic. Through this project, economist Charles Clotfelter, author of After Brown, has produced a research-based monograph devoted to issues associated with sports in the academy—Big Time Sports in American Universities (Cambridge University Press, 2011). Clotfelter is interested in the relationship between universities’ espoused values and the values they enact through their athletic programs and attempts to assess the various costs and benefits associated with the presence of big-time sports at US colleges and universities. More specifically, Big Time Sports combines existing research evidence and his own new analyses to address questions about the surplus revenue major universities generate through their sports programs; the effects of campus sports on student admissions; how much donations generated by campus athletics contribute to non-athletic purposes; local communal effects of college athletics; and the effects on campus sports of interaction with conferences, the NCAA, and professional sports leagues.

2009 Grant Summaries

 

There are no grant summaries for 2009 available at the moment.

2010 Grant Summaries


Francisco O. Ramirez
John W. Meyer
Christine M. Wotipka

Globalization, Citizenship, and Education: A Cross-National Study of Curricula, 1955-2005
Stanford University

Ramirez, Meyer, and Wotipka are studying global trends in social studies education since World War II. Prior research, including Ramirez and Meyer’s previous work supported by Spencer, indicates that, following World War II, social studies education moved from an emphasis on nation-building, national unity, and national history populated by elites and heroes toward an increasing emphasis on globalization, intra-national multiculturalism, and extra-national individual rights. Ramirez and his colleagues suggest that a cross-national comparison of these trends will expose interesting dilemmas and patterns in how countries with varying histories and priorities deal with potentially conflicting demands for participating in an increasingly global society and for reinforcing ideas about membership in nation-states.

This study uses texts as the primary vehicle for understanding changes in the ways that local decision-makers think about these issues, and the ways in which their ideas become part of the education of future citizens. Textbooks from at least sixty countries, spanning the period 1955 to 2005, are being analyzed to uncover relationships between the ways that citizenship, rights, and responsibilities are framed over time and properties of the countries themselves (regime type, development, cultural heritage, age of country, linkages to the broader world community). Discourse related to citizenship education in world governmental and nongovernmental associations, which may influence curriculum, are also being gathered and analyzed.