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1.
London is one of the world's foremost music cities. Using a statistical approach developed in earlier studies of music in the United Kingdom (NMC, 1996; NMC, 1999), this chapter presents the results of a survey commissioned by London Arts from researchers at the University of Westminster. The chapter draws together available data oh the commercial and public sectors of the industry, on live performances and their audiences, on education and training and on exports. This data has been supplemented by new research, notably in the area of live performance and in identifying geographical ‘clusters’ of music business firms in certain areas of inner London.
Among the key findings of the research are that consumer spending represents some 90 per cent of the £1.1 billion total spending on music in London; consumers spent more on concert tickets and entrance charges for music of all types than on CDs and other soundcarriers; music provides the equivalent of 34,000 full‐time jobs in London and creates added value of over £1 billion and the London music business has net foreign earnings of over £400 million per annum.
The chapter concludes with some reflections on the implications of this research for music policy at both the national and city level. The statistical evidence demonstrates that classical music, a genre with only 10 per cent of the audience, continues to attract over 90 per cent of public subsidy. A similar imbalance in training of education of musicians means that the development of many young and talented non‐classical musicians is left to the vagaries of the market. 相似文献
2.
Peggy A. Ertmer Donald A. Stepich Cindy S. York Ann Stickman Xuemei Wu Stacey Zurek Yuksel Goktas 《Performance Improvement Quarterly》2008,21(1):17-42
This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill‐structured instructional design problem. Seven experienced designers used a think‐aloud procedure to articulate their problem‐solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed. 相似文献
3.
This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine
contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual
differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers in determining grade 2 outcomes
in word reading and fluency. A second objective was to investigate whether the administration format of the assessment (paper,
paper plus desktop, handheld plus desktop) or the level of teacher support (web mentoring, no mentoring) moderated the prediction.
These moderator variables proved not to be significant. Subsequent analyses found that a combination of student pretest and
mean of pretest classroom was a better predictor than student pretest alone. Additionally, the effect of student scores varied
by teacher-pair. On average, intraclass correlations (ICCs) ranged from 6% to 17%. Differences in ICCs at the classroom level
were much greater than at the school level, and differences in urban schools were twice that of rural schools. 相似文献
4.
OBJECTIVE: The primary aim of this article is to determine the effectiveness of community intervention in the case of child sexual abuse. The article describes and analyses an actual case in a small urban community in Israel. METHOD: After several incidents of child sexual abuse, much of it incestuous, were brought to light in the community, they were discussed openly, contained, and punished. A community campaign, in which community activists as well as all the service providers were involved, was organized by community social workers. Individual, group, and community interventions were used. RESULTS: The continuation of the abuse has been checked, and, so far, there is no evidence to suggest its resurgence. Community apathy to child sexual abuse seems to have been halted and reversed. The involvement of community residents, particularly the activists, has increased, and this appears to be the major factor in changed community norms toward child sexual abuse. CONCLUSION: Implications of the individual, group, and community interventions are discussed. An integrated program of intervention practices is advocated to contain and prevent the incidence of child sexual abuse and incest. 相似文献
5.
Attai Shanna L. Reyes Jorge C. Davis John L. York Judy Ranney Kerri Hyde Truell W. 《Learning Environments Research》2021,24(2):153-167
Learning Environments Research - Educators are beginning to consider the physical learning environment as an additional resource in meeting learning outcomes in modern classrooms. In order to... 相似文献
6.
Christopher A. Wolters Carolyn A. Denton Mary J. York David J. Francis 《Reading and writing》2014,27(3):503-533
The purpose of this study was to extend the research on adolescents’ motivation for reading by examining important group differences and the relation of motivation to standardized achievement. Adolescents (N = 406) ranging from grade 7 to grade 12 completed a self-report survey that assessed 13 different aspects of their reading motivation including multiple forms of expectancy beliefs, value, achievement goals, and social goals. Group comparisons indicated important differences between readers who had struggled and those who were more adequate readers, but relatively few differences based on gender or grade in school. Regression analysis showed that the motivational beliefs as a group, and perceived control individually, were able to predict students’ performance on a standardized measure of reading comprehension. 相似文献
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8.
Christopher A. Wolters Marcia A. Barnes Paulina A. Kulesz Mary York David J. Francis 《The Journal of educational research》2017,110(1):98-109
The authors' purpose was to examine adolescents' reading motivation in relation to standardized assessments of reading comprehension and fluency. After a reading pretest, 60 ninth-grade students (M age = 14.9 years) were randomly assigned to two groups. Compared to those in the control condition, those administered brief oral feedback intended to improve motivation indicated an increased focus on mastery goals and greater perceived control during a reading posttest. No differences were found with regard to four other aspects of motivation. Students in the treatment condition, including struggling readers more specifically, did not score better on the posttest measures of reading comprehension or fluency. Hence, results failed to replicate Zentall and Lee's (2012) findings with younger readers. Findings are discussed with regard to the theoretical and practical implications for understanding reading motivation. 相似文献
9.
This article focuses on discourses of child safety and protection of stakeholder organisations (SOs) and school pastoral care co-ordinators (PCCs) on educating young people about sexting. Individual semi-structured interviews were conducted with the representatives of four organisations who assist schools in the delivery of Relationships and Sexuality Education (RSE); and with three PCCs in three different types of secondary schools in Northern Ireland to ascertain how their school educates and responds to sexting. Focus groups were also conducted with 17 (10 girls and 7 boys) 16–17-year-olds to explore their views on sexting. The results of this study reveal that the predominant discourse in RSE is child safety and protection, and abstention from sexting. The three main groups (young people, SOs and PCCs) vary, however, in how they view sexting behaviour: the stakeholders are largely cautious and counsel against sending sexual pictures, while the young people regard it as normal behaviour. RSE provided by the schools is inadequate and unrealistic, and does not represent what actually goes on in young people’s sexual lives. Young people want to be consulted on the content of RSE lessons and resources; and RSE content should desist from telling them not to sext and enable them to explore appropriate relationship behaviours, including sexting. Teachers should feel confident in teaching such material and should have access to appropriate training. 相似文献
10.
Kwong‐Leung Tang Jacqueline Tak‐York Cheung 《International Journal of Lifelong Education》2013,32(4):256-265
The dominant workplace training model in North America is the behavioural approach which is well matched to the dominant concept of Taylorism in management. Nevertheless, this paradigm has been increasingly challenged by the worker‐centred model which is dissatisfied with the management‐centred tenet within the behavioural approach. Four factors can be attributed to the declining popularity of the behavioural model: social changes, new needs of capitalism, the importance of worker ownership, and attitudinal changes in mangement. Three emerging alternatives to the behavioural model are examined: action regulation theory, critical reflectivity perspective and ‘working‐class adult eduction’ approach. Though under strong challenge, the behavioural model is still influential. 相似文献