Mission matters: The cost of small high schools revisited     

Leanna Stiefel  Amy Ellen Schwartz  Patrice Iatarola  Colin C. Chellman 《Economics of Education Review》2009,28(5):585-599

With the financial support of several large foundations and the federal government, creating small schools has become a prominent high school reform strategy in many large American cities. While some research supports this strategy, little research assesses the relative costs of these smaller schools. We use data on over 200 New York City high schools, from 1996 through 2003, to estimate school cost functions relating per pupil expenditures to school size, controlling for school output and quality, student characteristics, and school organization.We find that the structure of costs differs across schools depending upon mission—comprehensive or themed. At their current levels of outputs, themed schools minimize per pupil costs at smaller enrollments than comprehensive schools, but these optimally sized themed schools also cost more per pupil than optimally sized comprehensive schools. We also find that both themed and comprehensive high schools at actual sizes are smaller than their optimal sizes.  相似文献   

Owning Your Emotions: Reactions to Expressions of Self- versus Other-Attributed Positive and Negative Emotions     

Amy M. Bippus  Stacy L. Young 《Journal of Applied Communication Research》2005,33(1):26-45

This investigation tested the notion that speakers should own their emotions by using I-messages rather than You-messages when conveying their feelings. In Study 1, hypothetical self-attributed (I) emotion messages were compared to other-attributed (You) messages, with an I-You message added in Study 2. In both studies, the effect of both positive and negative emotion statements on perceived politeness, effectiveness, and emotional reactions were assessed. No differences were found in reactions to the message forms for negative emotions, but both studies provided evidence for differences in respondents' reaction to positive emotional expressions. These results suggest a self-serving bias; recipients do not distinguish between ways of phrasing negative emotions expressed to them, but apparently appreciate being given credit for speakers' positive emotions. Implications for therapists, communication consultants, and practitioners are discussed.  相似文献   

SciDev.Net: An essential science resource     

Timothy Caulfield  Amy Zarzeczny 《Resonance》2006,11(10):95-95

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As we may think     

V Rajaraman  Vannevar Bush 《Resonance》2000,5(11):94-103

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An NCME Instructional Module on Multistage Testing     

Amy Hendrickson 《Educational Measurement》2007,26(2):44-52

Multistage tests are those in which sets of items are administered adaptively and are scored as a unit. These tests have all of the advantages of adaptive testing, with more efficient and precise measurement across the proficiency scale as well as time savings, without many of the disadvantages of an item-level adaptive test. As a seemingly balanced compromise between linear paper-and-pencil and item-level adaptive tests, development and use of multistage tests is increasing. This module describes multistage tests, including two-stage and testlet-based tests, and discusses the relative advantages and disadvantages of multistage testing as well as considerations and steps in creating such tests.  相似文献   

For-Profit And Non-Traditional Higher Education In The Wild, Wild West     

Amy Scott Metcalfe 《Minerva》2008,46(1):155-158

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Until somebody hears me: parent voice and advocacy in special educational decision making     

Robyn S. Hess  Amy M. Molina  Elizabeth B. Kozleski 《British Journal of Special Education》2006,33(3):148-157

When a family finds out their child has a disability, they enter the world of special education which has its own terminology, rules, settings and personnel. In addition to grappling with the meaning of their child's special needs, families are also thrown into the role of principle advocate for their child. The research study reported here presents the findings from focus groups conducted in the United States of America with 27 diverse families on their efforts to obtain the best educational outcomes for their children. In this article, Robyn Hess, Amy Molina and Elizabeth Kozleski bring their collective past experiences, as a school psychologist, bilingual counsellor and special education teacher respectively, to bear on this topic and frame the issue from a systemic perspective. They argue that engaging in conversation with families around their needs, as well as assisting them in their efforts to advocate for their child, is the first step in creating more equal partnerships between parents of children with special needs and educational professionals.  相似文献   

Journal of Research in Science Teaching annual report: January 1, 2007 to December 31, 2007     

J. Randy McGinnis  Angelo Collins  Amy Dai  Wayne Breslyn  Elaine Henry 《科学教学研究杂志》2008,45(5):525-528

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A continuous integraph     

V. Bush  F.D. Gage  H.R. Stewart 《Journal of The Franklin Institute》1927,203(1):63-84

A mechanical integraph has been developed which plots continuously the integral of the product of two functions. It uses the principle of the electrical integrating watthour-meter combined with a moving table. Errors of the machine have been reduced to an average of 1 per cent. for common uses. By cross-connecting the device in a simple mechanical way, it is possible to solve certain types of integral equations. A link motion has been added which plots the product of two given functions. Various uses have been made of the instrument for solving problems in connection with electrical circuits, continuous beams, etc., and certain problems involving integral equations.  相似文献   

Impact of the Friendly Schools whole-school intervention on transition to secondary school and adolescent bullying behaviour     

Donna Cross  Therese Shaw  Melanie Epstein  Natasha Pearce  Amy Barnes  Sharyn Burns  Stacey Waters  Leanne Lester  Kevin Runions 《European Journal of Education》2018,53(4):495-513

Peer bullying increases in times of school transition, influenced by changing peer and friendship groups, new schooling environments and greater stress. Covert forms of bullying, including cyberbullying, become more common in secondary school and cause considerable distress and long-term harm. The period of transition to secondary school is therefore a critical window for intervening to manage and prevent bullying. A three-year cluster randomised control trial was conducted to develop, implement and evaluate the Friendly Schools Project intervention which aimed to reduce bullying and aggression among more than 3,000 students who had recently transitioned to secondary school. Intervention schools were provided with individualised training and resources to support students’ transition and reduce bullying using a multi-level comprehensive intervention addressing classroom curriculum, school policies and procedures, the social and physical environment, pastoral care approaches and school-home-community links. Although the observed effect sizes were small, the intervention had a consistently significant positive effect across a range of outcomes, including bullying perpetration, victimisation, depression, anxiety, stress, feelings of loneliness and perceptions of school safety at the end of the students’ first year in secondary school. However, none of these differences were sustained into the students’ second year of secondary school. These findings demonstrate the immediate value of whole-school interventions to reduce bullying behaviour and associated harms among students who have recently transitioned to secondary school, as well as the need to provide strategies that continue to support students as they progress through school, to sustain these effects.  相似文献