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Patricia Hausman 《Academic Questions》2008,21(4):392-408
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This article examines the relationship between shared governance and one school district’s (in)ability to advance educational equity. Specifically, we consider the district’s policies, discourse, and practice around equity within the context of site-based management and shared decision making. We suggest that if equity is indeed a major district responsibility, then it seems inconsistent to leave equity at the mercy of shared governance and occasional externally-imposed mandates because most individual school leaders and educators are not currently taking up this agenda or implementing changes that would result in equitable education. Thus, our work suggests that progress toward educational equity may best be achieved through top-down, directive leadership in districts. 相似文献
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Modularity and the Causal Markov Condition: A Restatement 总被引：1，自引：0，他引：1
Hausman Daniel M.; Woodward James 《The British journal for the philosophy of science》2004,55(1):147-161
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Brian Allison Jerome Hausman 《The International Journal of Art & Design Education》1998,17(2):121-127
The last forty years have seen substantial and dramatic changes in the thinking about education in art. Changes have taken place in art itself and there have been incredible social, political and economic upheavals. All this has led to an enlarged view of art education. It has given rise to the need for greater dialogue and debate. In more recent years, there have been more concentrated and focussed efforts to establish art curricula and standards of accomplishment for art education. In England, there has been the introduction of the National Curriculum and in the USA there has been the development of the National Standards for Arts Education. In both countries there have been numerous efforts at national or state, local and school levels aimed at assessing what students’ `know and are able to do’ in the arts. The role of theory in art education is of some importance. It is through theory that a systematic accounting can be constructed that explains and makes consistent the individual critiques of what is going on in classrooms, schools, committees and the nation-at-large. The paper discusses developments in England and the United States with regard to the theoretical development of curricula and the means for evaluation in art education. It also outlines and discusses the `limits of theory in art education’. It is not opposed to theory; rather it is posited that preoccupations with theory should not over-ride the importance of maintaining a multiplicity of competing (or emerging) meanings. It is argued that theories should inform and illuminate actions rather than place arbitrary limits upon them. 相似文献
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Conclusion Although nearly all individuals will find relocation at least minimally stressful and will experience some stress related symptoms such as emotional reactivity, irritability, and exhaustion, those who find ways to establish security and meaning in their new situation within a reasonable time (2 to 6 months) will suffer less turmoil. The coping strategies that individuals employ will vary; people are generally fairly creative problem solvers. When the stress of a relocation continues beyond a reasonable time individuals experiencing excessive psychological discomfort should seek professional help. Help can best be provided by assisting the individual to overcome the obstacles which are a part of the naturally occurring process of adjusting to a new situation. Framing the experience as a normal reaction to a traumatic or crisis event can help individuals find ways to maintain both a sense of security and meaning, and to regain a sense of perspective.Marcia Hausman is a Counseling Psychologist who received a Ph.D. from Southern Illinois University in 1983. She has been on the staff of the Counseling Center for Human Development at the University of South Florida since 1984. She has moved 12 times, reluctantly.James Reed is a Counseling Psychologist with a Ph.D. from The University of Tennessee, Knoxville. Born in West Africa, he has moved 16 times since then. 相似文献
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Douglas Merritt Lewis O'Donnell Philip Benoit Carl Hausman Francis Rumsey Alan Armer 《Communication Booknotes Quarterly》2013,44(2):40-41
Television Graphics from Pencil to Pixel by Douglas Merritt (New York: Van Nostrand, 1987—$31.95, ISBN 0-442-26469-0) Footage 89: North American Film and Video Sources (Prelinger Associates, 430 West 14th St., Room 403, New York, NY 10014— $95.00, paper, ISBN 0-927347-01-6) Modern Radio Production by Lewis O'Donnell, Philip Benoit, and Carl Hausman (Belmont, CA: Wadsworth, 1990—price not given, ISBN 0-534-11622-1) Stereo Sound for Television by Francis Rumsey (Stoneham, MA: Focal Press, 1989—$24.95, paper, ISBN 0-240-51288-X) Directing Television and Film by Alan Armer (Belmont, CA: Wadsworth, 1990—price not given, ISBN 0-534-11616-7) The Use of Microphones by Alec Nisbett (1989, ISBN 0-240-51291-X, 184 pp) Continuity in Film and Video by Avril Rowlands (1989, ISBN 0-240-51290-1, 161 pp.) Basic TV Technology by Robert Hartwig (1990, ISBN 0-240-80051-6, 156 pp.) The Copy Workshop Workbook by Bruce Bendinger (Copy Workshop, 2144 North Hudson, Chicago 60614—$35.00, paper, ISBN 0-9621415-0-X) Elements of Newspaper Design by Steven E. Ames (New York: Praeger, 1989—$75.00/$19.95, ISBN 0-275-92330-4 hard, 0-275-92464-5 soft) The Publicity Process edited by Christine Friesleben Goff (Ames: Iowa State University Press, 1989—$19.95, paper, ISBN 0-8138-1316-6) The Self-Publishing Manual: How to Write, Print and Sell Your Own Book by Dan Poynter (Para Publishing, P.O. Box 4232, Santa Barbara, CA 93140—$19.95, paper, ISBN 0-915516-66-7) 相似文献
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David L. Smith Michael C. Keith Stuart W. Hyde Ann S. Utterback Adrian Cronauer Carl Hausman 《Communication Booknotes Quarterly》2013,44(3):57-58
VIDEO COMMUNICATION: STRUCTURING CONTENT FOR MAXIMUM PROGRAM EFFECTIVENESS by David L. Smith (Belmont, CA: Wadsworth Publishing, 1991—price not given, paper, ISBN 0-534-13146-8, 412 pp.) RADIO PRODUCTION: ART AND SCIENCE by Michael C. Keith (Stoneham, MA: Focal Press, 1990—price not given, paper, ISBN 0-240-80017-6, 255 pp.) TELEVISION AND RADIO ANNOUNCING by Stuart W. Hyde (Boston: Houghton Mifflin, 1991—price not given, ISBN 0-395-54446-7, 576 pp.) BROADCAST VOICE HANDBOOK: HOW TO POLISH YOUR ON-AIR DELIVERY by Ann S. Utterback (Chicago: Bonus Books, 1990—$26.95, ISBN 0-929387-16-3, 264 pp.) HOW TO READ COPY: PROFESSIONAL'S GUIDE TO DELIVERING VOICE-OVERS AND BROADCAST COMMERCIALS by Adrian Cronauer (Chicago: Basic Books, 1990—$29.95, ISBN 0-929387-14-7, 208 pp.) INSTITUTIONAL VIDEO: PLANNING, BUDGETING, PRODUCTION AND EVALUATION by Carl Hausman (Belmont, CA: Wadsworth, 1991—price not given, ISBN 0-534-12786-X, 295 pp.) ELECTRONIC MOVIEMAKING by Lynne S. Gross and Larry W. Ward (Belmont: Wadsworth, 1991—no price given, paper, ISBN 0-534-13620-6, 313 pp.) WRITING FOR TELEVISION AND RADIO by Robert L. Hilliard (Belmont, CA: Wadsworth Publishing, 1991—no price given, paper, ISBN 0-534-14262-1, 485 pp.) THE ESSENTIAL FEATURE: WRITING FOR MAGAZINES AND NEWSPAPERS by Vicky Hay (New York: Columbia University Press, 1990—$45.00/20.00, ISBN 0-231-06886-7 hard, 0-231-06887-5 paper, 289 pp.) MUSIC IN FILM AND VIDEO PRODUCTIONS by Dan Carlin, Sr. (Stoneham, MA: Focal Press, 1991—$21.95, paper, ISBN 0-240-80009-5, 173 pp.) SPECIAL MAKE-UP EFFECTS by Vincent J-R Kehoe (Stoneham, MA: Focal Press, 1991—$19.95, paper, ISBN 0-240-80099-0, 134 pp.) BROADCAST NEWS: WRITING AND REPORTING by Peter E. Mayeux (Dubuque, IA: Wm. C. Brown, 1991—price and ISBN not given, paper, 414 pp.) 相似文献
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This study utilizes self-reported survey data from teachers to compare indicators of school community in whole school-dedicated magnets in which all students are enrolled in the magnet program and program within school (PWS) magnets in which only a portion of the students participate in the magnet program. The indicators of community assessed in this study are categorized as internal (i.e., within the school) and external (i.e., involving home-school relations). Whole school magnets were found to be characterized by higher levels of internal and external community. Specifically, whole school magnet teachers report greater goal congruence, teacher commitment, and parent involvement. These findings are purported to result from all teachers and students choosing whole school magnets, differences in SES of the students enrolled in these school types, and dilution of indicators of community in PWS magnets from mixing magnet students and teachers with those in the traditional school program. The results varied byschool size. 相似文献