I look at teaching     

George C. Grise  Elizabeth B. Brooks 《Peabody Journal of Education》2013,88(4):203-206

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Exclusions from School: Responses from the Black Community     

Denny Grant  Karl Brooks 《Pastoral Care in Education》2013,31(3):20-27

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Child‐Care Subsidies and School Readiness in Kindergarten     

Anna D. Johnson  Anne Martin  Jeanne Brooks‐Gunn 《Child development》2013,84(5):1806-1822

The federal child‐care subsidy program represents one of the government's largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study–Birth Cohort, this study examines associations, among subsidy‐eligible families, between child‐care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ≈ 1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social‐emotional skills. However, subsidy receipt predicted lower math scores among children attending community‐based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness.  相似文献   

DESCRIBE IT: A Strategy for Teacher Candidates Implementing Behavior Interventions     

Brooks R. Vostal  Alicia A. Mrachko 《Clearing house (Menasha, Wis.)》2013,86(3):78-84

Teachers with years of experience in the classroom rely on that experience to help them develop behavior intervention plans for students with behavioral challenges. New teachers, however, may struggle with the complex steps needed to develop successful plans as they address other aspects of their professional work for the first time. DESCRIBE IT is a strategy that novice teachers can use to help generalize the process of behavior intervention planning they learned in university courses to their practice in the field. The purpose of this article is to demonstrate how DESCRIBE IT guided one special education teacher through the process for behavior intervention planning and implementation. Use of DESCRIBE IT may help new teachers plan and monitor behavior interventions as they start their careers.  相似文献   

Randomised controlled trial of incentives to improve attendance at adult literacy classes   总被引：1，自引：1，他引：0  

Greg Brooks  Maxine Burton  Pam Cole  Jeremy Miles  David Torgerson 《牛津教育评论》2013,39(5):493-504

Background: Incentives have been proposed as a method to improve attendance in adult literacy classes. In the UK, several areas have piloted the use of incentives to promote attendance at adult literacy classes. To date no rigorous evaluation of this policy has been undertaken. This paper describes (as far as we are aware) the only UK‐based randomised controlled trial to evaluate the use of financial incentives in order to promote attendance in classes for adult learners.

Methods: We used a cluster‐randomised design. Twenty‐nine adult literacy classes were randomised in two groups using minimisation. Intervention group learners received £5 (US$10) for each class attended. The main outcome was class attendance; the secondary outcome was literacy scores.

Results: After allocation, one class was found to be ineligible for the study. In the 28 remaining classes there was a statistically significant reduction of about 1.5 sessions (95% confidence interval (CI) 0.28, 2.79; p = 0.019) attended by the intervention group compared with control, after adjusting for cluster size and baseline scores. The difference in reading scores between the intervention and control group, conditioned on baseline scores, was ?2.38 (with controls scoring higher than the intervention group), but this difference was not statistically significant (95% CI ?7.40 to 2.57, p = 0.33).

Conclusion: Payments to attend adult literacy classes had an adverse effect on attendance. This trial needs urgent replication, ideally with a larger incentive, before this approach is widely used by policy makers.  相似文献   

Social aspects of social networking     

Melissa Cole  Laurence Brooks 《International Journal of Information Management》2009

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The One-Man Band by the Quick Lunch Stand: Modeling Audience Response to Street Performance     

Roland J. Kushner  Arthur C. Brooks 《Journal of Cultural Economics》2000,24(1):65-77

This paper considers street performance, or busking,focusing on differences between performance in thisenvironment compared with the standard concertsetting. First, in contrast with a set, known ticketprice, the price of street performance isendogenously determined. Second, busking generallyinvolves a joint product: music and charity, wherecharity is produced internally by the audience andhas as its principal input the price paid for music.We show that these facts call into question somegeneral conclusions of conventional public financemodels, which suggest that the major efficiency problemwith busking is its inability to preventfreeriding behavior, and that freeriding, while efficient at the individuallevel, is inefficient at the societal level. In contrast, we argue in thispaper that busking, with freeriding and all, is not unambiguously inferior toconcert hall performance in terms of efficiency.  相似文献   

“More Human Than Human”: In Search of the Human Condition     

Christopher K. Brooks 《Journal of American culture (Malden, Mass. : 2003)》1988,11(4):65-71

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Daniel Webster and the Cult of the Constitution     

Brooks D. Simpson 《Journal of American culture (Malden, Mass. : 2003)》1992,15(1):15-23

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Waltzing with Bears: Managing Risk on Software Projects: by Tom DeMarco and Timothy Lister. New York, NY: Dorset House Publishing, 2003. 208p. $33.45. ISBN 0-93263-360-9. LC 2003043481     

Jonathan D. Sousa  Technical Applications Development Manager  Association of Research Libraries  Dupont Circle  Suite  Washington DC  . PIIS-- 《The Journal of Academic Librarianship》2003,29(6):421-422

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