风险投资改善了新创企业IPO绩效吗?          下载免费PDF全文

许昊  万迪昉  徐晋 《科研管理》2016,37(1):101-109

通过手工判别风险投资及其背景,以创业板上市企业为研究对象,分析了风险投资机构的进入、参与程度和资金背景对新创企业IPO绩效的影响。研究发现:(1)风险投资的进入和参与程度能显著改善企业IPO绩效;(2)相比于政府背景风险投资,民营和外资背景风险投资的进入和参与程度对IPO绩效的影响更大;(3)政府背景风险投资虽向投资者发出新创企业质量较高的"信号",但未能真正缓解投资者对企业真实价值认识的信息不对称和不确定性。此外,联合风险投资可以有效提升IPO绩效。  相似文献   

Narrative transportability,leisure reading,and genre preference in children 9–13 years old     

Jakob D. Jensen  Katheryn Christy  Melinda Krakow  Kevin John  Nicole Martins 《The Journal of educational research》2016,109(6):666-674

Leisure reading behavior is a key predictor of educational success. Transportability is a trait that determines how likely an individual is to become involved in a story, and past research has suggested that involvement may be related to leisure reading behavior. However, available measures of transportability have not been validated with children or related to leisure reading. To address this gap, children 9–13 years old (N = 136) completed a revised version of the Transportability Scale. A 13-item version of the scale was found to be unidimensional, reliable, and predictive of 6% of the variance in leisure reading (above and beyond sex, age, reading ability, and student performance). Transportability was also related to genre preference and several interesting sex differences emerged. The Transportability Scale provides researchers with a psychometrically sound measure of narrative involvement to advance research on leisure reading.  相似文献   

Parent Resource Centers: An Innovative Mechanism for Parental Involvement in School Choice Decisions     

Hesborn Wao  Vanessa L. Hein  Roger Villamar  Susan Chanderbhan-Forde  Reginald S. Lee 《Journal of School Choice》2017,11(3):334-356

This qualitative investigation reports on the use of Parent Resource Centers (PRCs) as a mechanism for parental involvement in public school choice decisions. Interviews with parents and staff at seven PRCs in Florida revealed that PRCs employ multiple strategies to communicate choice information to parents: community-, school- and media-based outreach; outreach to hard-to-reach parents; and collaboration with other agencies. Personalized assistance and provision of choice materials are also highlighted as useful strategies. Results indicate that there is low level of awareness about school choice options among parents and thus clear and consistent communication of choice information is needed. While PRCs hold promise for increasing parental engagement in school choice, structural and systemic barriers to exercising choice decisions such as transportation and collaboration between schools and PRCs should be addressed. Methodologically, this study illustrates the power of triangulating data from parents and PRCs to illuminate our understanding of how parents make choice decisions.  相似文献   

‘And what language do you speak at home?’ Ethnocentrism and cultural openness in teacher–parent interactions in disadvantaged and ethnically segregated schools     

Jean-Paul Payet  Fabien Deshayes 《Ethnography and Education》2019,14(3):344-359

ABSTRACT

This article, based on a deep ethnography in schools located in a disadvantaged multicultural context in Geneva (Switzerland), questions the way in which the local school system and teachers comprehend the cultural diversity of students and their parents. Oscillating between recognition and assimilation, teachers publicly adhere to discourses that emphasise cultural diversity, while limiting its expression, especially when a student encounters school difficulties. Teachers’ meetings with parents are significantly influenced by the majority perspective, leaving the parents with little place to express their own needs. Nonetheless, within the conversation, some parents are able to assert practices that differ from those promoted by the host society. Ultimately, it seems that, in the absence of a multicultural position, teachers are limited to adopting hybrid practices that create unease and are evidence of limited understanding of multiculturality.  相似文献   

Measuring Parent Receptivity Towards the Classroom Environment Using a Rasch Measurement Model     

Waugh  Russell F.  Cavanagh  Robert F. 《Learning Environments Research》2002,5(3):329-352

This study investigated parent-reported receptivity towards the classroom environment and classroom outcomes. Classroom environment was based on a five-aspect model: (1) provision of information from the child; (2) beliefs about the school; (3) provision of information from teachers; (4) teachers' commitment to working with parents; and (5) confidence in communicating with teachers. Classroom outcomes were based on two aspects: (1) educational values (importance of schooling, involved with learning; seeing a future through learning, desire to learn, and importance of learning); and (2) learning outcomes (achieving, and views of child's engagement in school work). For each aspect, items were written in an ordered-by-difficulty pattern so that, for example, Item 2 involved Item 1 and ‘more’, making it conceptually ‘harder’ to agree with Item 2 than with Item 1. There were four Likert response categories (SDA, DA, A, and SA). Using the extended logistic model of Rasch, an interval-level, unidimensional scale was created with item difficulties for classroom environment aspects and classroom outcomes calibrated on the same scale as the receptivity measures. The sample consisted of 518 parents of students from three secondary schools in Western Australia. The item sample was 30. The proportion of observed variance considered true was 0.94. The items for each aspect were found to be ordered from ‘easy’ to ‘hard’ in line with the hypothesised model of receptivity and the data fitted the measurement model well. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Parental perceptions of life context variables for involvement in their young children's education     

Ali Kemal Tekin 《Education 3-13》2016,44(3):353-366

The purpose of this study was to discover Turkish parents’ perceptions of life context variables, including personal knowledge and skills and personal time and energy for involvement activities in their young children's education. The scales used in this study were based on parents’ self-report, and included: (1) Parental Perceptions of Personal Knowledge and Skills for Involvement Activities and (2) Parental Perceptions of Personal Time and Energy for Involvement Activities. Moreover, a demographic survey was developed and used as the second instrument in this study. The results suggested that parents as a group tend to have positive perceptions of life context variables for involvement in their young children's education and their income is the strongest predictor of these perceptions.  相似文献   

Preservice Teachers' Beliefs About Family Involvement: Implications for Teacher Education   总被引：1，自引：0，他引：1  

Angela C. Baum  Paula McMurray-Schwarz 《Early Childhood Education Journal》2004,32(1):57-61

Teacher educators have long recognized the importance of adequately preparing preservice teachers for their work with families. Preservice teachers express many concerns that they believe may impact the development of comfortable and collaborative relationships with members of children's families. In a previous study, the authors found that preservice teachers expressed concerns about the quality of the teacher–family relationship, meeting children's basic needs in school, and the role of parents in education. These concerns, along with some recommendations for incorporating family involvement across the teacher education curriculum, are the focus of this article.  相似文献   

A tale of two narratives: student voice—what lies before us?     

Valerie Hall 《牛津教育评论》2017,43(2):180-193

As the last century closed, and a bright new millennium dawned, the concept of ‘student voice’ within education emerged as something to be ‘identified’ and ‘captured’. In effect, it became reified and driven by a raft of government and institutional policies and strategic initiatives; initially within the compulsory sector, but soon followed by the post-compulsory sector as the 2000s moved on. In an increasingly quasi-consumerist environment, a mechanism had emerged with potential to ‘measure’ student satisfaction. Institutions quickly took up the ‘call to arms’, assigning responsibilities to ensure there was evidence of ‘student voice’ engagement; but there was no conversation with the ‘students’ about how this was experienced by them. This concept had become a ‘portmanteau’ term; a ‘catch all’ competing between two narratives—student voice as democratic and transformational; and student voice as ‘policy’ and strategic initiative. Formal research that could contribute to this discussion has been sparse and this paper takes a critical stance to the literature and policy, exploring the current status of student voice and proposing a research focus that has the potential to involve students in a discussion about how their voice is heard, and for what purpose.  相似文献   

利用家长资源实现课程游戏化教学探研     

陈亚亚 《成才之路》2020,(4):102-103

游戏活动在幼儿教育中占有非常重要的地位,实现幼儿课程游戏化可以与家长资源进行有效结合。文章阐述充分挖掘家长资源的途径,指出家长在参与评价、提供资源、游戏互动、安全保护方面的重要作用。  相似文献   

Families and Educators Together: Raising Caring and Peaceable Children     

Kevin James Swick 《Early Childhood Education Journal》2006,33(4):279-287

This article presents key information on the substance of developing family–educator partnerships to promote caring in children and families during the early childhood years. Specific strategies are presented and discussed with special emphasis on honoring parents and families in their journey to promote caring and peaceable children.  相似文献