Instructional Investment or Administrative Bloat: The Effects of Charter System Conversion on Resource Allocations and Staffing Patterns     

Dennis A. Kramer II  Megan Lane  Melvin Tanner 《Journal of School Choice》2017,11(2):298-325

Despite the growing call for local autonomy and flexibility, few scholars have examined the role of school district–level flexibility on resource allocation and staffing patterns. Leveraging the charter system law within the State of Georgia, we utilize a generalized difference-in-differences approach to estimate the impact of flexibility of system-level expenditures and staffing changes. We find evidence of increases in central office spending and staffing post-conversion to a charter system. In addition, we find evidence that local support is replaced by the state-funded supplemental funding.  相似文献   

Exploring sex differences in science enrolment intentions: An application of the General Model of Academic Choice     

Geoffrey Barnes  Dennis M McInerney  Herbert W Marsh 《The Australian Educational Researcher》2005,32(2):1-23

In many countries there remain substantial sex differences in enrolments in elective science courses, despite concerted efforts in recent years to alleviate them. This paper explores the reasons for these differences by comparing models of male and female enrolment intentions in elective courses in biology, chemistry and physics. The models are based on responses from approximately 450 students from 5 Australian high schools. First, a theoretical model, the Science Enrolment Model, was derived from Eccles and colleagues’ General Model of Academic Choice. Students’ responses were then used to develop empirical models of enrolment intentions in the three elective courses. Analyses for the models were conducted using the LISREL “mean structures” extension. Sex differences in the dependent variables in the models were then attributed to the relevant sets of independent variables. Substantial sex differences were identified in measures of perceived career value, interest and performance expectations in all three models which explained between 70% and 82% of the sex differences in enrolment intentions.  相似文献   

So far so good? A qualitative case study exploring the implementation of consultation in schools     

Ruth Dennis 《Educational Psychology in Practice》2004,20(1):17-29

This paper describes a small‐scale research project carried out one year after the implementation of a consultation model of service delivery within an Educational Psychology Service. Following a series of interviews held with special needs co‐ordinators, a hierarchy of development was identified, and conditions pertaining to this development isolated. Through identifying optimum conditions for the development of consultation, a number of specific recommendations are made, aimed at ensuring that all schools gain maximum benefit from this way of working.  相似文献   

Phenomenography — a “good‐for‐nothing brother” of phenomenology? Outline of an analysis     

Biörn Hasselgren  Dennis Beach 《高等教育研究与发展》1997,16(2):191-202

This article will argue that five different ways of doing phenomenography can be found amongst the works of Gothenburg phenomenographers: Discursive, Experimental, Naturalistic, Hermeneutic and Phenomenological. Commenting on an earlier version of phenomenography, Jacob Needleman stated that it was “a ‘good‐for‐nothing’ brother of phenomenology”. We will argue that it is not. It is productive research, even if at times the degree of methodological reflection applied by phenomenographers to their work is found wanting. Two of five forms of Gothenburg phenomenography can be developed by recourse to phenomenology.  相似文献   

Reciprocal Teaching of Comprehension‐fostering and Comprehension‐monitoring Activities with Ten Primary School Girls     

Anne Gilroy  Dennis W. Moore 《教育心理学》1988,8(1-2):41-49

Abstract This paper reports an experimental evaluation of a direct instruction procedure in which children are taught and practise activities to both foster and monitor their comprehension while reading. Three different class groups of low comprehenders, Standard 4, Form 1 and Form 2, were serially exposed to 21 days of 20‐25 minutes instruction in four study activities: summarising, questioning, clarifying and predicting. Instruction was by reciprocal teaching whereby the adult tutor and children took turns leading a dialogue centred around the important topics of the instructional text. The design of this study incorporated both with‐subjects multiple baseline and between‐subjects comparisons, the no treatment comparison groups being average and above average comprehending class peers. Daily comprehension assessment on a different text at the same difficulty level as that used for reciprocal teaching and pre and post intervention scores on a reading comprehension test served as the dependent measures for the study. Results show significant increases in accuracy on comprehension tests for all experimental groups upon introduction of the reciprocal teaching procedure. On completion of the intervention two of these groups scores matched those of the above average controls. Follow‐up probes eight weeks later showed that all groups had maintained their comprehension gains.  相似文献   

The Effects of an Introductory Provision of Context on the Oral Reading Behaviour of an Above Average Reader     

Tony Knott  Dennis W. Moore 《教育心理学》1988,8(1-2):123-126

Abstract Previous studies have shown that prior discussion, or the provision of context, both decrease oral reading errors and increase self‐correction amongst low‐progress and mentally retarded readers. This study investigated the effects of prior provision of context upon the reading behaviour of an above average reader. The results indicate that discussion of context (through examination of the relevant illustrations, asking and answering questions, and the verbal introduction of some new words in the text) both significantly decreased errors, and slightly increased the amount of self‐correction for this subject.  相似文献   

The legitimacy of curriculum development in post-colonial Hong Kong: insights from the case of Liberal Studies     

Dennis Fung  Tim Liang 《牛津教育评论》2018,44(2):171-189

Liberal Studies was initially introduced as a non-statutory subject in Hong Kong in 1992. It then confronted intense opposition and a bumpy implementation path before securing mandatory status in the new senior secondary curriculum introduced in 2009. Recently, this core subject has been under review. Whilst it is considered to promote students’ socio-political participation, the subject has also been accused of triggering antagonism towards the government. In view of these concerns, this article probes teachers’ perceptions of the recent development of Liberal Studies and examines the dynamic interplay between the curriculum review and the potential political controversies surrounding the subject in post-colonial Hong Kong. Reporting the results of a study comprising questionnaire-based surveys and follow-up semi-structured interviews, it reveals that whilst teachers are worried about the proposed reduction of socio-political topics in the curriculum, they approve of incorporating additional China-related content. Furthermore, the participating teachers praised Liberal Studies for its notable impact on raising students’ social consciousness, which has motivated them to learn about community affairs and fight for justice. Finally, the article also explores the study’s profound implications for the further development of Liberal Studies and citizenship education in Hong Kong and beyond.  相似文献   

PERSONALITY PROFILES AND SELECTION FOR COURSES     

Dennis Barker 《Assessment & Evaluation in Higher Education》1989,14(2):87-94

16PF Personality profiles for 364 young civil engineers have been compared to the British Norms for the 16PF Questionnaire. Civil Engineers differ from the British Norms on five of the 20 factors derived from the Questionnaire. These factors indicate the questions on which to concentrate when selecting students for civil engineering courses.  相似文献   

Preface     

Richard S. Johnson  Dennis P. Jones  Wayne R. Kirschling  G. Ben Lawrence  Sidney S. Micek  Allan L. Service  James R. Topping  Robert A. Wallhaus 《ASHE Higher Education Report》1977,6(4):ii-iii

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DIAGNOSTIC TESTS AND EXAMINATION RESULTS     

Dennis Barker 《Assessment & Evaluation in Higher Education》1988,13(1):1-15

The possibility of using diagnostic tests was explored and several tests were used with civil engineering students to see if they would be useful in selecting students for the civil engineering degree course. The performance of students on the tests used was compared with the examination results and it was found that the tests showed a little promise. It will be necessary to design a test specifically for civil engineering students. On the other hand perhaps our methods of teaching and examining subjects fundamental to civil engineering should be examined in depth. The results from the tests used indicated a culture gap between home and overseas students and the need for a database of student information.  相似文献