Race,Riots, and Roller Coasters: The Struggle over Segregated Recreation in America. Victoria W. Wolcott. Philadelphia: University of Pennsylvania Press, 2012.     

Dylan S. Gottlieb 《Journal of American culture (Malden, Mass. : 2003)》2013,36(2):151-152

  相似文献   

Book reviews     

William W. Brickman  Willy Strzelewicz  William Taylor  Joachim H. Knoll  Mark Blaug  Oskar Anweiler  Andreas Fuchs  Gilda L. de Romero Brest  Alberto Aráoz  Wolfgang Brezinka  Enrique Oteiza  W. F. Connell  Robert J. Havighurst  Daniel F. Wozniak  Wolfgang Roth  Karl Frey  Alfons Otto Schorb 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(2):221-249

  相似文献   

The transition to college: Diverse students,diverse stories     

Patrick T. Terenzini  Laura I. Rendon  M. Lee Upcraft  Susan B. Millar  Kevin W. Allison  Patricia L. Gregg  Romero Jalomo 《Research in higher education》1994,35(1):57-73

While much is known about the role of student involvement in various dimensions of student change and development, considerably less is known abouthow students become involved as they make the transition from work or high school to college. This paper describes the results of a series of focus-group interviews with 132 diverse, new students entering a community college; a liberal arts college; an urban, commuter, comprehensive university; and a large research university. The study identifies the people, experiences, and themes in the processes through which students become (or fail to become) members of the academic and social communities on their campus. The research reported here was conducted under the auspices of the National Center on Postsecondary Teaching, Learning, and Assessment. NCTLA is funded by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), under Grant No. R117G10037. The opinions herein do not necessarily reflect the position or policies of OERI, and no official endorsement should be inferred. Presented at the 1993 AIR Forum, Chicago, May 1993.  相似文献   

National numeracy initiatives in England and Wales: parallel attempts at achieving large‐scale reform     

Dylan V. Jones 《Compare》2004,34(4):463-486

The introduction of the National Numeracy Strategy (NNS) in England in September 1999 represented a very significant attempt to change the way mathematics was taught in primary schools. In Wales, where the NNS does not apply, an alternative strategy required Local Education Authorities (LEAs), in consultation with their schools, to develop locally based numeracy initiatives. This article presents and discusses results from a comparative study of the way in which headteachers viewed these contrasting attempts to raise standards of numeracy and their perception of the way in which the initiatives impacted upon pupils, teachers and teaching approaches. Whilst the data presented within the article may be of particular interest to policy makers and practitioners in England and Wales there would also appear to be some messages for those who may be concerned with similar large‐scale reform efforts, elsewhere.  相似文献   

Meanings and Consequences in Standard Setting     

Dylan Wiliam 《Assessment in Education: Principles, Policy & Practice》1996,3(3):287-308

Standard setting is defined as the identification of certain points on a mark scale with particular performance standards, with the intention of enhancing the inferences that are warranted from the test scores. It is argued that the selection of both the points on the mark‐scales and the performance standards with which they are equated are arbitrary and are driven by a set of values (which are often implicit). In ‘high‐stakes’ settings, it is shown how the values implicit in the standard can come to dominate the values inherent in the domain they represent. The validation of standards must therefore include consideration of their consequences as well as their meanings. It is then argued that standards, where they exist, cannot be accounted for purely in terms of norm‐referenced or criterion‐referenced interpretations, but exist rather by virtue of a shared construct in a community of practice. These theoretical positions are then developed to classify standard‐setting methods along two dimensions, the first relating to the role of performance data in the setting of standards and the second relating to the extent to which the meanings or the consequences of the assessment are emphasised in the process.  相似文献   

Reliability,validity, and all that jazz     

Dylan Wiliam 《Education 3-13》2013,41(3):17-21

Summary

In this article my purpose has not been to indicate what kinds of things can and can't be assessed appropriately with tests. Rather, I have tried to illuminate how the key ideas of reliability and validity are used by test developers and what this means in practice — not least in terms of the decisions that are made about individual students on the basis of their test results. As I have stressed throughout this article, these limitations are not the fault of test developers. However inconvenient these limitations are for proponents of school testing, they are inherent in the nature of tests of academic achievement, and are as real as rocks. All users of the results of educational tests must understand what a limited technology this is.  相似文献   

Children's Activity Levels and Lesson Context during Third-Grade Physical Education     

Thomas L. McKenzie PhD  Henry Feldman  Sherry E. Woods  Kelly A. Romero  Virginia Dahlstrom  Elaine J. Stone 《Research quarterly for exercise and sport》2013,84(3):184-193

Abstract

Little is known about children's activity levels during physical education classes and how they relate to the national health objectives for the year 2000 (U.S. Public Health Service, 1991). We systematically observed students' physical activity and associated variables in 293 third-grade physical education lessons in 95 schools in 4 Child and Adolescent Trial for Cardio-vascular Health (CATCH) centers in California, Louisiana, Minnesota, and Texas. The influence of independent variables was assessed simultaneously by analysis of variance. Significant differences among study centers were evidenced for both physical activity and lesson context variables. Additionally, there were differences among variables for lesson location and teacher specialty, but not for teacher gender. Boys were more active than girls, but only during free play opportunities. The findings have widespread implications for educators responsible for developing and implementing health-related physical education programs, as well as for designing and conducting staff development.  相似文献   

谈汉语模态词的分布与诠释之对应关系   总被引：5，自引：0，他引：5  

蔡维天 《中国语文》2010,(3)

汉语模态词(modals)有许多有趣的用法,不但为语法化理论提供了重要的研究素材,也凸显出句法和语义间的映射机制,尤其是对解析句子的上层结构有相当大的助益。本文从制图理论(Cartographic Approach)的观点来阐明模态词的语法特质,并解析其分布与诠释的相应关系(Rizzi,1997;Cinque,1999)。同时,我们也引进结构简化(structuralsimplification)的观点来分析汉语模态词语法化的历程,以作为解释模态光谱(spectrum ofmodality)的基础。  相似文献   

Catastrophe or new society? —A challenge to lifelong education     

Gilda L. de Romero Brest 《Prospects》1977,7(1):44-55

  相似文献   

Polychronicity: review of the literature and a new configuration for the study of this hidden dimension of online learning     

Neus Capdeferro  Margarida Romero  Elena Barberà 《Distance Education》2014,35(3):294-310

Polychronicity is the natural tendency or preference for structuring time that has an influence on people’s behaviors. Highly polychronic individuals are involved in everything, doing many things at once because they value human relationships and interactions over arbitrary schedules and appointments. In contrast, highly monochronic individuals focus on one thing at a time, perceive other events as interruptions, and stress a high degree of scheduling, and promptness in meeting obligations and attending appointments. Although time is an important variable in educational contexts, and in particular in online learning, there is a lack of studies on polychronicity in educational research. This article reviews, summarizes, and extends the literature on polychronicity conceptualization and assessment; it discusses the limitations of the results and offers a multidimensional proposal for a polychronicity construct. Finally, the implications of students’ time differences and their impact on instructional situations are discussed.  相似文献