On the pleasures of forensic Rhetoric: Brougham and Gibbs in Rex v John and Leigh Hunt     

Robert H. Levy 《Culture, Theory & Critique》2013,54(1):85-102

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How Important Is Private Higher Education in Europe? A Regional Analysis in Global Context1     

Daniel C. Levy 《European Journal of Education》2012,47(2):178-197

The importance of private higher education (PHE) is increasingly clear globally. But does Europe fit the global generalisation? This question can be assessed with reference to two major considerations: the size of PHE and the degree of private-public difference. The growth of PHE in Europe has been delayed and limited compared to that in most of the world, though still significant. For the 27-member European Union, the PHE share is best put at 12%, with a modestly higher share for Europe more broadly defined. Europe's PHE share is thus less than half that of the global share. The regional share is considerably higher in Eastern than in Western Europe. In terms of distinctiveness, European PHE differs from public higher education in important respects that reflect world patterns. Inter-sectoral differences are decisive in finance. Though less quantifiable, they appear fundamental albeit blurred in some but not all aspects of governance and activities. Blurring in activities, governance, and even finance occurs through changes within both sectors, especially through partial privatisation within the public sector. Still, Europe's private sector is far from simply isomorphic to the public sector. Considering together size and distinctiveness, a reasonable assessment is that PHE has moderate and increased importance in Europe.  相似文献   

‘You have to understand words … but not read them’: young children becoming readers in a digital age     

Rachael Levy 《Journal of Research in Reading》2009,32(1):75-91

Given that many young children now enter their early years in education as competent and frequent users of digital technology, this paper examines how this experience influences children's perceptions of reading. Drawing from research conducted with 12 young children (aged 3–6) this paper reports on the ways in which these children were interacting with screen texts and using them to develop strategies to make sense of a whole variety of symbolic representations, including print. It is argued that the medium of computer technology in particular was seen to encourage young children to develop both understandings about texts and the skills needed to read them. This included specific aspects of print awareness as well as a general confidence in handling print. However, this confidence appeared to diminish as the children encountered ‘schooled’ approaches to print literacy. It is therefore concluded that schools need to find ways in which to capitalise on the use of multimedia in order to promote confidence and skills in young readers today.  相似文献   

Book reviews     

Jeremy Swinson  Benjamin Levy  Theresa Bolton  Hermione Aston 《Educational Psychology in Practice》2009,25(3):287-297

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IAIMS at Columbia: a strategic plan and model project     

G L Hendrickson  R K Anderson  R I Levy 《Bulletin of the Medical Library Association》1986,74(3):243-248

This report describes the Integrated Academic Information Management System (IAIMS) prototype project at the Columbia-Presbyterian Medical Center, the factors that led to the selection of this particular project, and the planning for its implementation. The lessons learned to date and implications for the library are summarized.  相似文献   

The future of the University in Southern Africa: H.W. van der Merwe and David Welsh, (Editors) New York: St. Martin's Press, 1977     

Jack Levy 《Int J Intercult Relat》1979,3(3):372-375

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Training letter and orthographic pattern recognition in children with slow naming speed     

Nicole J. Conrad  Betty Ann Levy 《Reading and writing》2011,24(1):91-115

Although research has established that performance on a rapid automatized naming (RAN) task is related to reading, the nature of this relationship is unclear. Bowers (2001) proposed that processes underlying performance on the RAN task and orthographic knowledge make independent and additive contributions to reading performance. We examined the benefits of training orthographic pattern recognition and speeded letter recognition for children in Grades 1 and 2 with slow naming speed. Children first received training in either orthographic pattern recognition or speeded letter recognition, and then switched to the other type of training. Results indicated that speeded letter recognition can improve through training, but only when preceded by training in orthographic pattern recognition. Orthographic pattern recognition training improved the accuracy and speed of reading training words, whether training occurred alone or following letter training. Letter training prior to the orthographic training provided no additional benefit. Together, these results argue for the importance of orthographic training for children with slow naming speed.  相似文献   

Attrition After Intake at a University Counseling Center: Relationship Among Client Race,Problem Type,and Time on a Waiting List     

Jacob J. Levy  Kenya Thompson‐Leonardelli  Nathan Grant Smith  M. Nicole Coleman 《Journal of College Counseling》2005,8(2):107-117

The present study examined the relationship between attrition after intake and the length of time that clients spent on a waiting list by client race and problem type. Participants were 1,461 clients who completed an initial intake evaluation at a large, Mid‐Atlantic counseling center over a 6‐year period. Full‐factorial hierarchical logistic regression analyses revealed that African American clients were less likely to return for counseling than were European American clients, regardless of the problem type.  相似文献   

Graphical Displays for Understanding SEM Model Similarity     

Keke Lai  Samuel B. Green  Roy Levy 《Structural equation modeling》2017,24(6):803-818

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Prospective and In-Service Mathematics Teachers’ Attention to a Rich Mathematics Task While Planning its Implementation in the Classroom     

Ayalon  Michal  Naftaliev  Elena  Levenson  Esther S.  Levy  Sigal 《International Journal of Science and Mathematics Education》2021,19(8):1695-1716

International Journal of Science and Mathematics Education - This study explores secondary mathematics teachers’ attention to the three components of Jaworski’s (1992) “teaching...  相似文献