The issues seminar: Changing a large urban school system     

Roger H. Perry  Thomas R. Hoerr  Doris W. Randolph 《The Urban Review》1978,10(3):227-242

Summary This paper describes one urban school system's attempt to become more manageable, responsive, and productive. We have tried to delineate how the seminars are modifying the system, and, in turn, being modified by the system.The Issues Seminar is an elusive item. In theory it allows decision makers to act proactively, to utilize data, and to operate in a synergetic mode. In practice it is an intervention which allows participants to exchange attitudes and perceptions, demands that bureaucrats be accountable, and fosters leader ship at all levels.The criterion for effectiveness of a structural intervention, such as the Seminars, should be the same as that for any educational innovation, practice, or policy-i.e., Does it facilitate student achievement? To that end, we must defer. Wedon't know. What wedo know is that (1) decision-makers do have access to data, atitudes, and perceptions from all levels, (2) members at all hierarchical levels are gaining an understanding of how the system works (and, of equal importance, how it doesn't work), (3) problems of minor importance yet great annoyance are being rectified, and (4) people are beginning to feel a psychic investment in the system. If those outcomes will ultimately have a positive, effect on the students, then the seminar will have been successful. We are optimistic.Roger H. Perry is Assistant Professor of Urban Administration and Policy-making at Washington University.Thomas R. Hoerr is a principal in the University City, Missouri School System.Doris W. Randolph is Coordinator of the St. Louis Public Schools Issues Seminars and a doctoral student in educational administration at Washington University.  相似文献   

How vocational psychologists can make a difference in K–12 education     

Justin C. Perry  Lisa Shannon 《International Journal for Educational and Vocational Guidance》2017,17(1):97-115

In general, vocational psychologists have not been engaged in applied research that demonstrates how career interventions can improve educational problems that matter to relevant decision-makers and stakeholders. This article describes how vocational psychology can make a difference in K–12 education by embracing an interdisciplinary community-based approach. To illustrate this approach, a quasi-experimental evaluation of multiple after-school programs provided to a sample of Hispanic Americans is presented. This study offers a realistic example of how researchers in the field can induce change through the development of meaningful partnerships within the community.  相似文献   

Biology and behaviour of sharks     

Perry W. Gilbert   《Endeavour》1984,8(4):179-187

As a group, sharks have survived for more than 300 million years and are admirably adapted to their environment. Their complex nervous and reproductive systems are of great scientific interest. Although a hazard in certain areas, they are also human benefactors, providing a small but useful supplement to normal sources of fish flesh, as well as a particularly fine quality leather.  相似文献   

Transition to school practices: comparisons from Iceland and Australia     

Johanna Einarsdottir  Bob Perry  Sue Dockett 《Early Years: An International Journal of Research and Development》2008,28(1):47-60

This paper is the result of collaboration among early childhood education researchers from different cultures on opposite sides of the globe. The project sought to identify what practitioners in both preschool and primary school settings in Iceland and Australia regarded as successful transition to school practices. Independently developed surveys of these practitioners, both based on earlier work in the USA, gathered data on what the practitioners identified as ‘good ideas’ in transition practices. There were similarities across the countries: popular practices included children visiting primary schools prior to the start of the school year and informational meetings for parents. There were also differences: Icelandic primary school teachers were, for instance, more likely than Australian teachers to write to their prospective students before they started school.  相似文献   

Content Familiarity: Differential Impact of Effective Teaching on Student Achievement Outcomes     

Dieter J. Schönwetter  Rodney A. Clifton  Raymond P. Perry 《Research in higher education》2002,43(6):625-655

Improving the quality of higher education for all students requires researchers to focus on factors that potentially influence learning. Of particular interest are student entry characteristics and effective teaching behaviors. Accordingly, structural equation modeling was used to examine the relationships between student differences, prior experience with the subject material, past performances, teaching behaviors, and perceived learning and achievement. A theoretical model containing 8 variables was formulated and tested on students who were either experienced or inexperienced with the course material. The data were gathered at a large midwestern university fitting the Carnegie classification as a research institution. Overall, student achievement is affected by test anxiety and high school GPA. Prior experience with the course content revealed that content-unfamiliar students' perception of learning is more positively influenced by instructor organization than by instructor expressiveness, whereas for content-familiar students, expressiveness is much more influential than organization. Additionally, content-unfamiliar students are more sensitive to both teaching behaviors than content-familiar students. These findings have important implications for administrators, instructors, and researchers.  相似文献   

Understanding educational transfer: theoretical perspectives and conceptual frameworks   总被引：1，自引：0，他引：1  

Laura B. Perry  Geok-hwa Tor 《Prospects》2008,38(4):509-526

Educational transfer is an important and growing body of literature in the field of comparative education. Work from the last decade has focused on the stages of the borrowing cycle, and the context, causes and rationales for education borrowing. This recent work has contributed to earlier research on the role of multilateral organizations in education development and transfer. Rather than reviewing in comprehensive detail the substance, agents or mechanisms of educational transfer, this paper provides an overview of the field’s main theoretical lenses and conceptual frameworks, focusing on the stages, processes and forms of educational transfer. Throughout the paper we link related literature from disciplines other than education to account for education policy changes. The paper concludes with a discussion of future lines of research on educational transfer.

Geok-hwa TorEmail:

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Naturalizing negativity: how journalism textbooks justify crime,conflict, and “bad” news     

Perry Parks 《Critical Studies in Media Communication》2019,36(1):75-91

This critical analysis of U.S. journalism textbooks from 1894 to 2016 shows how texts across decades have (re)constructed a discourse of damage through news values emphasizing and rationalizing conflict and bad news. Findings are reported in the context of literature suggesting that negative news values foster a distorted sense of social relations, increase fear, and depress civic participation. Literature also indicates that non-journalists often view news through less conflict-oriented, and more value-laden, frames, suggesting that journalistic values are not natural or inevitable but subject to change. The discourse in journalism textbooks can be a key site for understanding and influencing journalism culture. Constructive alternatives to the dominant discourse are suggested.  相似文献   

Assessing Model Fit: Caveats and Recommendations for Confirmatory Factor Analysis and Exploratory Structural Equation Modeling     

John L. Perry  Adam R. Nicholls  Peter J. Clough  Lee Crust 《Measurement in physical education and exercise science》2013,17(1):12-21

Despite the limitations of overgeneralizing cutoff values for confirmatory factor analysis (CFA; e.g., Marsh, Hau, & Wen, 2004), they are still often employed as golden rules for assessing factorial validity in sport and exercise psychology. The purpose of this study was to investigate the appropriateness of using the CFA approach with these cutoff values for typical multidimensional measures. Furthermore, we ought to examine how a model could be respecified to achieve acceptable fit and explored whether exploratory structural equation modeling (ESEM) provides a more appropriate assessment of model fit. Six multidimensional measures commonly used in sport and exercise psychology research were examined using CFA and ESEM. Despite demonstrating good validity in previous research, all eight failed to meet the cutoff values proposed by Hu and Bentler. ESEM improved model fit in all measures. In conclusion, we suggest that model misfit in this study demonstrates the problem with interpreting cutoff values rigidly. Furthermore, we recommend ESEM as a preferred approach to examining model fit in multidimensional measures.  相似文献   

Who donates their body to science? An international,multicenter, prospective study     

Cornwall J  Perry GF  Louw G  Stringer MD 《Anatomical sciences education》2012,5(4):208-216

The altruistic act of body donation provides a precious resource for both teaching and researching human anatomy. However, relatively little is known about individuals who donate their bodies to science (donors), and in particular whether donors in different geographical locations share similar characteristics. A multicenter prospective survey of donors registering during 2010 in three different geographical locations, New Zealand, Ireland, and the Republic of South Africa, was conducted to identify donor characteristics. The 28-question survey included sections on body donation program awareness, reasons for donating, giving tendency, education, ethnicity, relationship status, occupation, religion, and political preference. Two hundred surveys (81%) were returned [New Zealand 123 (85% response rate), Republic of South Africa 41 (67%), and Ireland 36 (92%)]. Results indicate that donors share certain characteristics including reason for donating (80% cited a desire to aid medical science as the main reason for wishing to donate their body); family structure (most donors are or have been in long-term partnerships and ≥ 85% have siblings); and a higher proportion with no religious affiliation compared to their reference population. Some variations between locations were noted including donor age, the mode of program awareness, occupation, relationship status, political preference, organ donor status and with whom donors had discussed their decision to donate. This information could be important for assisting the identification of potential body donors in new and established bequest programs.  相似文献   

Seven Years After the Call: Students’ and Graduates’ Perceptions of the Re-envisioned Ed.D.     

Ron Zambo  Debby Zambo  Ray R. Buss  Jill A. Perry  Tiffany R. Williams 《Innovative Higher Education》2014,39(2):123-137

Given continued confusion about the Ed.D.degree, universities affiliated with the Carnegie Project on the Education Doctorate (CPED) have re-envisioned it using a set of guiding principles and design features. In this study, we investigated why students and graduates chose to pursue the Ed.D., what and how they learned, how they viewed themselves, and whether they perceived their programs to be aligned with CPED’s principles. Data were collected from 296 participants at 14 CPED institutions using an online survey. Results indicated respondents agreed that their programs were aligned with CPED principles, helped them meet their professional and personal goals, and developed them as scholarly practitioners.  相似文献