Do public schools have a future? A case study of retrenchment and its implications     

Daniel L. Duke  Jon S. Cohen 《The Urban Review》1983,15(2):89-105

The present paper describes a model for predicting the consequences of reduced funding for public education and a case study designed as an initial test of the validity of the model. The case study highlights an inner-city high school in San Jose, California, during the aftermath of Proposition 13. As a result of the passage of Proposition 13 in 1978, severe limitations were placed on the ability of school districts in California to generate revenues from property taxes. San Jose High School was forced to cut programs and personnel. The impact of these cuts on the capacity of the school to serve its urban clients is investigated. Findings from the case study support the model's prediction that budget cuts in public education are more likely to exert a negative impact on disadvantaged students than on students from middle-class homes. Implications of further cuts in public education in general are discussed in the concluding section of the paper.  相似文献   

Mass Schooling: a tool of capitalist domination?     

Jon Lauglo 《Compare》1985,15(1):21-27

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The Challenge of Professional Development in Jewish Studies: Why the Conventional Wisdom May Not Be Enough     

Ziva R. Hassenfeld  Jon A. Levisohn 《Journal of Jewish Education》2019,85(1):53-75

ABSTRACT

This article examines the ways that Jewish studies teachers think about their teaching. It analyzes data from a three month teacher study group in which teachers read educational research articles as a framework for reflecting on their own teaching. The data suggest that Jewish studies teachers take one of two approaches in talking about their teaching: Half the teachers focused on the process of teaching, the specific modalities and teaching moves they employed, while the other half focused on the goals of teaching, the specific outcomes they wanted to see in their students. We also found that those teachers who were more focused on outcomes (rather than process) saw personal identity as an essential ingredient in effective Jewish education. This article raises questions about the efficacy of transferring professional development models from general education to Jewish education, without special attention to the specific cultural context of Jewish studies.  相似文献   

Examination of a learning style topology     

Jon C. Marshall 《Research in higher education》1987,26(4):417-429

This study provides an initial examination of a learning style topology through the comparison of information processing and instructional preference toponymies. It was hypothesized that learning style modes would be discernible within each of these toponymies and that the toponymies would demonstrate orthogonality. Data analyzed for 429 university students supported these hypotheses.  相似文献   

Relationships among L1 print exposure and early L1 literacy skills, L2 aptitude, and L2 proficiency     

Richard L. Sparks  Jon Patton  Leonore Ganschow  Nancy Humbach 《Reading and writing》2012,25(7):1599-1634

Authors examined the relationship between individual differences in L1 print exposure and differences in early L1 skills and later L2 aptitude, L2 proficiency, and L2 classroom achievement. Participants were administered measures of L1 word decoding, spelling, phonemic awareness, reading comprehension, receptive vocabulary, and listening comprehension in 1?C5th grades, and then followed into 9?C10th grades where measures of L2 aptitude, L2 proficiency, and L1 print exposure were administered. Students?? responses on the L1 print exposure measure were used to divide them into High, Average, and Low Print groups. Findings showed significant differences between the High versus Low Print groups on all L1 skill measures, L2 aptitude and L2 proficiency tests, and L2 classroom achievement after controlling for IQ. L1 skill differences between the groups emerged as early as 1st grade. L1 phonemic awareness, L1 word decoding, and L1 spelling measures were the best discriminators of L1 print exposure among the three groups. Results suggest that early success in L1 reading and reading volume prior to L2 study may be related to differences in L2 aptitude, L2 proficiency, and L2 achievement several years later.  相似文献   

Power dynamics with international students: from the perspective of domestic students in Korean higher education     

Jae-Eun Jon 《Higher Education》2012,64(4):441-454

This paper explored the power dynamics between domestic and international students in the context of higher education in an Asian non-English speaking country, Korea. Despite increased international student mobility in recent years, little is known about the relationship dynamics among students from different countries, especially related to power issues. The findings in this study suggested that international students’ countries of origin and language of communication created different power statuses compared to Korean students by their empowerment and discrimination. Power differentials also existed among Korean students due to variations in their English ability to interact with international students. Conversely, international students’ attitudes and acceptance influenced Korean students’ attitudes toward them, irrespective of power differentials created by countries and language, as perceived by Korean students. The implications related to the recent trend of international student mobility are discussed.  相似文献   

A case study: the evolution of a "facilitator model" liaison program in an academic medical library     

JE Crossno  CH Deshay  MA Huslig  HG Mayo  EF Patridge 《Journal of the Medical Library Association : JMLA》2012,100(3):171-175

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Text interpretation and educational design in Norwegian textbooks of religious education     

Jon Magne Vestøl 《British Journal of Religious Education》2014,36(1):88-101

Drawing on sociocultural perspectives on educational design, this article presents a qualitative study investigating how religious texts emerge as educational objects and mediating artefacts in Norwegian textbooks of religious and moral education. The article describes how the distribution of text references in textbooks influences the formation of religious traditions as objects. It also describes how religious texts are given various roles and how textbook assignments use various means to facilitate the interpretation of religious texts in a response to the demands posed by Norwegian syllabuses of religious and moral education.  相似文献   

The Influence of Reading Expertise in Mirror‐Letter Perception: Evidence From Beginning and Expert Readers     

Jon Andoni Duñabeitia  María Dimitropoulou  Adelina Estévez  Manuel Carreiras 《Mind, Brain, and Education》2013,7(2):124-135

The visual word recognition system recruits neuronal systems originally developed for object perception which are characterized by orientation insensitivity to mirror reversals. It has been proposed that during reading acquisition beginning readers have to “unlearn” this natural tolerance to mirror reversals in order to efficiently discriminate letters and words. Therefore, it is supposed that this unlearning process takes place in a gradual way and that reading expertise modulates mirror‐letter discrimination. However, to date no supporting evidence for this has been obtained. We present data from an eye‐movement study that investigated the degree of sensitivity to mirror‐letters in a group of beginning readers and a group of expert readers. Participants had to decide which of the two strings presented on a screen corresponded to an auditorily presented word. Visual displays always included the correct target word and one distractor word. Results showed that those distractors that were the same as the target word except for the mirror lateralization of two internal letters attracted participants' attention more than distractors created by replacement of 2 internal letters. Interestingly, the time course of the effects was found to be different for the 2 groups, with beginning readers showing a greater tolerance (decreased sensitivity) to mirror‐letters than expert readers. Implications of these findings are discussed within the framework of preceding evidence showing how reading expertise modulates letter identification.  相似文献   

Student injuries in the dissecting room     

Jon Cornwall  Tilman M. Davies  David Lees 《Anatomical sciences education》2013,6(6):404-409

Cadaver dissection is the first opportunity for many students to practice handling human tissue and is their first exposure to the occupational hazards involved with this task. Few studies examine dissection room injuries to ascertain the dangers associated with dissecting. We performed a retrospective cohort analysis of dissection room injuries from four student cohorts over an eleven‐year period (2001–2011), including second‐year medical students, third‐year medical students, second‐year dental students, and third‐year science students. Injury data included activity causing injury, object responsible, and injury site. A total of 163 injuries during 70,039 hours of dissection were recorded, with 66 in third‐year medical students, 42 in second‐year medical students, 36 in third‐year science students, and 16 in second‐year dental students. The overall rate was 2.87 injuries per 1,000 dissection hours, with second‐year medical students most frequently injured (5.5 injuries per 1,000 hours); third‐year medical students were least frequently injured (1.3 injuries per 1,000 hours). A significant difference in injury rates between student groups indicated a higher than expected injury rate to second‐year medical students and lower than expected rates to third‐year medical students. Injury rates increased for most groups between 2001–2006 and 2007–2011 periods. Most injuries (79%) were from scalpel cuts to the finger or thumb. This study provides injury rates for dissection room injuries to students, indicating differences in injury frequency between cohorts and an increase in injury rate over time. As scalpel cuts were the most likely injury mechanism, targeting scalpel handling with preventative strategies may reduce future injury risk. Anat Sci Educ 6: 404–409. © 2013 American Association of Anatomists.  相似文献