Think tanks,education and elite policy actors     

Glenn C. Savage 《The Australian Educational Researcher》2016,43(1):35-53

The past decade has seen think tanks operate in sophisticated ways to influence the development of education policies. In this paper, I reflect upon the influence of think tanks in the formation of national reform, using the Common Core State Standards initiative in the USA as an illustrative case. In doing so, I explore how certain think tanks, headed by political elites and backed by significant philanthropic funding, have sought to influence the reform initiative. My central argument is that meanings and practices associated with political publics are being transformed as elite policy actors gain influence. Through mobilising significant political and economic power, elites work through think tanks to influence policy debates, re-frame policy problems and advocate for particular policy solutions. The new public formations that are resulting appear to be shifting the conditions of possibility for policy making in education.  相似文献   

Editorial: A Vision of a Fair and Efficient,Diverse and Inclusive,Cumulative Science of Child Development in the Best and Worst of Times     

Glenn I. Roisman 《Child development》2021,92(2):451-465

If you have come here in search of the submission requirements at Child Development, this is perhaps not the editorial you are looking for. Consider visiting instead our revised instructions to authors . Nor does this essay simply detail the priorities of the incoming board and the initiatives we will be implementing over the next 6 years, though these are summarized in Table 1. Rather, this editorial was written to articulate clearly the scientific values underlying current plans and policies at the journal in support of publishing the highest quality and highest impact research on child development. I emphasize two interrelated themes: (a) our plans for continuing to emphasize and enhance diversity and inclusion in research on child development and (b) our policies that remove impediments to cumulative developmental science. Discussion focuses primarily on how we are incentivizing efforts to achieve these widely held yet too often neglected goals, taking as its point of departure emerging challenges to a fair and efficient editorial process at the journal. In so doing, I mean to highlight the essential work of continuously cultivating editorial structures that firmly embed in developmental science fundamental scientific values, principles that make it possible for research on child development to flourish in both the best and worst of times.  相似文献   

Book reviews     

T. N. Postlethwaite  David Phillips  Wilfried Hartmann  Teame Mebrahtu  Phillip Mckenzie  Glenn L. Swafford  A. J. Cropley  Hans Pelgrum  Klaus Schleicher 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1988,34(1):125-139

  相似文献   

Sensory, cognitive, and linguistic factors in the early academic performance of elementary school children: The Benton-IU project     

Watson CS  Kidd GR  Homer DG  Connell PJ  Lowther A  Eddins DA  Krueger G  Goss DA  Rainey BB  Gospel MD  Watson BU 《Journal of learning disabilities》2003,36(2):165-197

Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 children, approximately 96% of the students entering the first grade in the four elementary schools of Benton County, Indiana, over a 3-year period (1995--1997). The results of 36 tests and subtests administered to entering first graders were well described by a 4-factor solution. These factors and the tests that loaded most heavily on them were reading-related skills (phonological awareness, letter and word identification); visual cognition (visual perceptual abilities, spatial perception, visual memory); verbal cognition (language development, vocabulary, verbal concepts); and speech processing (the ability to understand speech under difficult listening conditions). A cluster analysis identified 9 groups of children, each with a different profile of scores on the 4 factors. Within these groups, the proportion of students with unsatisfactory reading achievement in the first 2 years of elementary school (as reflected in teacher-assigned grades) varied from 3% to 40%. The profiles of factor scores demonstrated the primary influence of the reading-related skills factor on reading achievement and also on other areas of academic performance. The second strongest predictor of reading and mathematics grades was the visual cognition factor, followed by the verbal cognition factor. The speech processing factor was the weakest predictor of academic achievement, accounting for less than 1% of the variance in reading achievement. This project was a collaborative effort of the Benton Community School Corporation and a multidisciplinary group of investigators from Indiana University.  相似文献   

Distance education: The future of library and information services requirements     

Glenn Fulcher  Debbie Lock 《Distance Education》1999,20(2):313-329

This paper considers the role of library support for distance learning activities at the University of Surrey, with specific reference to the MA in Linguistics (TESOL) and the MSc in English Language Teaching Management. These courses represent a major challenge to support services for distance learners, as the students have no face‐to‐facc contact with staff, and most of them live and work overseas. Firstly the courses are described as operating along a number of clines that define a distance learning operation, and the issue of resource support is considered. We then turn to the role of the library in supporting distance learning students, and consider the ways in which the role of the library in distance learning programs is expanding and changing to meet the challenges of the future. The specific example of the Distance Learners’ Information Service (DiLIS) of the George Edwards Library (GEL) is presented as an example of good practice.  相似文献   

Evaluating individualized educational programs: A recommendation and some programmatic implications     

Meryl J. Jaffe  Glenn E. Snelbecker 《The Urban Review》1982,14(2):73-81

The character of urban schools and the practices of school personnel have been influenced by a variety of sociopolitical factors. Currently, the Education for All Handicapped Children Act of 1975 (P.L. 94–142) is having impact on schools in general and especially on urban schools, which typically have many students affected by this law. This paper describes certain aspects of the law which have posed problems for schools, and makes suggestions about how such problems can be resolved. Schools are required to identify goals and to evaluate educational progress on anindividual student basis. This requirement can be met by using the Goal Attainment Scaling (GAS) technique. Using an illustrative GAS-modified individualized educational program (IEP), advantages and disadvantages of this technique are discussed. Certain potential problems are identified and suggestions made so that administrators and other school personnel can be successful in their attempts to comply with requirements to evaluate educational progress in conjunction with IEPs.  相似文献   

Total Quality Management at Virginia Commonwealth University: An urban university struggles with the realities of TQM     

Deborah Cowles  Glenn Gilbreath 《Higher Education》1993,25(3):281-302

The chief administrators at Virginia Commonwealth University (VCU) began formally to explore Total Quality Management (TQM) during the summer of 1991. What they found initially was both surprising and revealing. A major affiliated division of the university, which operates autonomously, had already undertaken a large-scale TQM effort. Early discussions also revealed a core of faculty who were already teaching, conducting research, and providing services to the business community, as well as state and local government agencies, in the TQM arena. These discoveries gave additional impetus for the administrators to pursue a study of TQM. The unfolding of the study and related activities undertaken to date provide insights into theprocess of implementing TQM at a major university.  相似文献   

The Legacy of Early Abuse and Neglect for Social and Academic Competence From Childhood to Adulthood     

K. Lee Raby  Glenn I. Roisman  Madelyn H. Labella  Jodi Martin  R. Chris Fraley  Jeffry A. Simpson 《Child development》2019,90(5):1684-1701

This study used data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 267) to investigate whether abuse and neglect experiences during the first 5 years of life have fading or enduring consequences for social and academic competence over the next 3 decades of life. Experiencing early abuse and neglect was consistently associated with more interpersonal problems and lower academic achievement from childhood through adulthood (32–34 years). The predictive significance of early abuse and neglect was not attributable to the stability of developmental competence over time, nor to abuse and neglect occurring later in childhood. Early abuse and neglect had enduring associations with social (but not academic) competence after controlling for potential demographic confounds and early sensitive caregiving.  相似文献   

Sight versus Sound: The Differential Impact of Mediated Spectator Response in Sport Broadcasts     

R. Glenn Cummins  Collin K. Berke  Alexander Moe  Zijian Gong 《广播与电子媒介杂志》2019,63(1):111-129

Despite the research examining various production aspects of broadcast sport, scholars have generally overlooked a ubiquitous sonic component of broadcasts—spectators’ aural response (i.e., crowd noise). Such cues can act as a heuristic to influence perceptions of competition, particularly in the absence of visuals. Using continuous response measurement, this experiment demonstrates how mediated spectator response in the form of crowd noise yields enhanced perceptions of the exciting nature of broadcast sport, although the effect is diminished in televised sports. Implications are suggested for contemporary sport consumption, where aural cues can draw attention to game events in multi-screen viewing scenarios.  相似文献   

Brief Research Report: A User Friendly Effect Size—When Normality Matters     

Glenn Thomas Waterbury  Christine E. DeMars 《Journal of Experimental Education》2019,87(2):260-268

There is a need for effect sizes that are readily interpretable by a broad audience. One index that might fill this need is π, which represents the proportion of scores in one group that exceed the mean of another group. The robustness of estimates of π to violations of normality had not been explored. Using simulated data, three estimates of π (π? _direct, r, and r_robust) were studied under varying conditions of sample size, distribution shape, and group mean difference. This study demonstrated that r and r_robust were biased estimates of π when data were nonnormal. We recommend that neither be used in estimating π unless data are normally distributed.  相似文献