History,crisis, and social panic: Minority resistance to privatization of an urban school system     

Glenn Jacobs 《The Urban Review》1993,25(3):175-198

While privatization is not new on the American scene, privatized management of a complete urban public school system is. This article takes an in-depth look at the first such instance in Chelsea, Massachusetts. The city's history and that of its schools are examined to determine the context for privatization and its implications for citizen participation. It is seen that this context contains the ingredients of intergroup responses to loss of dominance and urban decline. From this standpoint, the coming of Boston University and the resistance offered by Chelsea's Latinos to the takeover of the schools is examined. Finally, the implications of this case for minority politics and educational reform are analyzed.  相似文献   

Reflections on wait-time: Some methodological questions     

Mary Budd Rowe 《科学教学研究杂志》1974,11(3):263-279

  相似文献   

A biometrical analysis of perceptions of family environment: a study of twin and singleton sibling kinships   总被引：2，自引：0，他引：2  

D C Rowe 《Child development》1983,54(2):416-423

Biometrical genetic analysis was applied to sibling and twin kinship data on 2 dimensions of perceived home environment. Correlations on 1 dimension, Restrictiveness-Permissiveness, were equal and significant for all kinships: MZ twins, DZ twins, same-sex siblings, and opposite-sex siblings significant for all 4 kinships: MZ twins, DZ twins, same-sex siblings, and opposite-sex siblings (r greater than .40). An E2-E1 biometrical model fitted Restrictiveness-Permissiveness, implying that treatments common to siblings create agreement about perceived environment. As intrapair differences were the same for all 4 kinships under this model, the equal environments assumption of the twin method was supported. In contrast, the Acceptance-Rejection dimension fitted a G-E1 model that makes the assumption that sibling similarity is the result of genetic factors and postulates an absence of shared environmental influences. This finding suggests that this aspect of home environment may depend as much on the child's inherited traits as on actual treatments and is in accord with the genetic analysis of individual traits in that developmentally effective environmental factors do not appear to be common to siblings.  相似文献   

Discrimination reversal learning in newts     

Stuart R. Ellins  Robert E. Cramer  Glenn C. Martin 《Learning & behavior》1982,10(3):301-304

The results of field research suggest that, contrary to being behaviorally inflexible, some amphibians may have the ability to respond effectively to changing environments. The performance of seven newts (Triturus viridescens) was studied across 20 successive reversals of a spatial discrimination problem in a dry T-maze. Submersion in shaded water served as reinforcement for correct responses. The subjects showed a decrease in mean errors across reversals and across ordinal trials within sessions. These results are discussed in terms of the importance of using biologically relevant methodologies in the study of comparative animal learning.  相似文献   

The great neoliberal hijack of collaboration: a critical history of group-based learning in tertiary education     

Nicholas Rowe 《高等教育研究与发展》2020,39(4):792-805

ABSTRACT

This article examines the teaching of collaboration within tertiary education, critiquing the hegemony of a neoliberal mandate. This review of academic literature first identifies the significance of social capital and an intrinsic motivation to collaborate, to theorize how an important and complex graduate attribute (termed here ‘collaborative dexterity’) might be approached by pedagogy. This leads into a historical analysis of research into higher education, revealing how the instrumentalization of collaboration to enhance the private advantage of learners continues to pervade academia’s understanding of collaboration. As higher education transitioned from learning ‘through’ collaboration to learning ‘to’ collaborate, extrinsic motivations for collaboration were promoted further through assessment procedures, maintaining a narrow economic-exchange approach to collaboration. These educational practices inhibit the development of collaborative dispositions, foster self-interest and ultimately limit graduates’ preparation for the needs of collaborative work environments. Moreover, while educational scholarship has extensively explored why collaboration is important and how it may be assessed, much less consideration has been given to how collaboration might actually be taught within diverse disciplinary areas in tertiary education. This suggests an urgent need for further research into how collaboration is taught within tertiary education, in ways that extend beyond a neoliberal conceptualization of collaboration.  相似文献   

Differences in Career Aspirations,Influences, and Motives as a Function of Class Standing: An Empirical Evaluation of Undergraduate Criminal Justice Majors     

Glenn D. Walters  Jon Kremser 《Journal of Criminal Justice Education》2016,27(3):312-323

The purpose of this study was to determine whether career aspirations, influences, and motives differ by class standing (freshman, sophomore, junior, and senior). A cross-sectional analysis of surveys completed by 204 criminal justice majors revealed a negative correlation between class standing and student interest in a law enforcement career (i.e. freshman and sophomores showed greater interest in a law enforcement career than juniors and seniors). Further analysis indicated that television and movies had a greater impact on the career aspirations of underclassmen, whereas teachers and professors had a greater impact on the career aspirations of upperclassmen. Motivational factors did not differ by class standing, however: students, regardless of class standing, reported that helping others and the interesting nature of the subject matter were their two strongest motives for seeking a criminal justice career and wearing a uniform and power were the two weakest motives for seeking a criminal justice career.  相似文献   

THE DEVELOPMENT OF A SEQUENTIALLY SCALED ACHIEVEMENT TEST1     

Richard C. Cox  Glenn T. Graham 《Journal of Educational Measurement》1966,3(2):147-150

  相似文献   

Re-authoring research conversations: beyond epistemological differences and toward transformative experience for researchers and educators     

Shawn M. Rowe 《Cultural Studies of Science Education》2016,11(1):183-193

Common sense and published literature both assert that education research is often dismissed by practitioners on the grounds that it is irrelevant to their work. Some have argued that this is due primarily to a mismatch of professional epistemologies. While agreeing in principle, this work draws on work in sociology (Erving Goffman) and literary theory (Mikhail Bakhtin) to argue that practitioner mistrust of research may be primarily related to differences in the presentation of self in the teaching (and research) profession and a history of research used as a tool of transgression in the authorship of the practitioner professional self. Goffman’s account of frontstage and backstage settings in the everyday presentation of self is combined with Bakhtin’s account of the ways research erases the voice of practitioners by reducing their fundamentally dialogic experiences to monologic narratives dominated by the voice of the researcher. As an alternative, I draw on the work of the research psychologist Jerome Bruner and the practicing clinical psychologist Michael White to explore ways in which practitioners might be more meaningfully engaged in the research enterprise through a process of re-narrativizing their own experiences captured as part of research. Narrative techniques that help share responsibility for authoring accounts of practice among researchers and practitioners as research participants are described leading to conclusions about the potential transformative nature of such work for both researchers and practitioners.  相似文献   

A note on attrition among college presidents, 1971–1974     

James R. Glenn Jr.  James G. March 《Research in higher education》1975,3(4):323-328

Returning to the same stratified random sample of American colleges and universities studied by Cohen and March (1974) during the 1969–1970 academic year, the authors explore the extent to which theoretical estimates of attrition rates presented by Cohen and March predict recent presidential departures within their sample. They find that in the past four years (1971–1974) there has been little change in the attrition pattern among college presidents in this national sample. If there has been any change it is very small and in the direction of slightly longer tenure among presidents of large universities.  相似文献   

Formative Automated Computer Testing (FACT)     

Nicoll Hunt  Janet Hughes  & Glenn Rowe 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(5):525-535

This study describes the context for the development of a tool to formatively assess information technology skills of students. The tool provides a reliable and valid assessment of word processing competency, utilizing automation to apply the test instrument via the Microsoft Office package. Tests can be designed directly by tutors, and delivered via a network. Evaluation of the tests suggests that immediate automated testing is preferred by students compared to a traditional written test. There is evidence that the tool improves the IT skills of its users, whereas a traditional written test has no such beneficial effect.  相似文献