Educational policy and the courts: The case of Washington,D. C.     

Julius Hobson Jr. 《The Urban Review》1978,10(1):5-19

Since 1954, the courts have assumed a great deal of leadership in setting educational policy. In each instance, citizen dissatisfaction with the educational process has led to court suits, often resulting in massive or disruptive changes. However, the blame cannot and should not be leveled on the courts. The problems and solutions have clearly rested with boards of education, local and state legislative bodies, and executives. Their failure to respond affirmatively to various issues is clearly the problem.The District of Columbia presents a marvelous example of governmental inaction and what can result. This paper provides a brief judicial history of education in the District and what the implications have been. The reader must keep in mind that although the District is a city, its government, especially the Board of Education, functions as though on a state level. Thus, court decrees concerning education in Washington, D. C. may give other states the incentive to improve the education of all students, regardless of ethnic or economic background.[/p]Julius Hobson, Jr. is a Member of the District of Columbia Board of Education Washington, D. C.  相似文献   

Can We Learn From Student Mistakes in a Formative,Reading Comprehension Assessment?     

Bowen Liu  Patrick C. Kennedy  Ben Seipel  Sarah E. Carlson  Gina Biancarosa  Mark L. Davison 《Journal of Educational Measurement》2019,56(4):815-835

This article describes an ongoing project to develop a formative, inferential reading comprehension assessment of causal story comprehension. It has three features to enhance classroom use: equated scale scores for progress monitoring within and across grades, a scale score to distinguish among low‐scoring students based on patterns of mistakes, and a reading efficiency index. Instead of two response types for each multiple‐choice item, correct and incorrect, each item has three response types: correct and two incorrect response types. Prior results on reliability, convergent and discriminant validity, and predictive utility of mistake subscores are briefly described. The three‐response‐type structure of items required rethinking the item response theory (IRT) modeling. IRT‐modeling results are presented, and implications for formative assessments and instructional use are discussed.  相似文献   

The pluralist predicament in studies of religion     

Peter Hobson  John Edwards 《Educational Philosophy and Theory》1997,29(2):33-50

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Early childhood naps initiate emotional memory processing in preparation for enhanced overnight consolidation     

Olivia Hanron  Gina M. Mason  Jennifer F. Holmes  Rebecca M. C. Spencer 《Child development》2023,94(3):721-733

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