Cruelty and Afrofuturism     

Lonny J. Avi Brooks 《传播与批判/文化研究》2018,15(1):101-107

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Legal Defensibility of Standards: Issues and Policy Perspectives     

S. E. Phillips 《Educational Measurement》1996,15(2):5-13

What legal issues may arise in setting content or performance standards? What precedents are relevant? What practices are defensible?  相似文献   

Beautiful Evidence,by Edward R. Tufte. Cheshire,CT: Graphics Press, 2006. 213p. $52.00. ISBN 0-9613921-7-7.     

Terrence A. Brooks 《The Journal of Academic Librarianship》2008,34(1):84-85

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Effective Engineering Information Literacy Instruction: A Systematic Literature Review     

Margaret Phillips  Amy Van Epps  Nastasha Johnson  Dave Zwicky 《The Journal of Academic Librarianship》2018,44(6):705-711

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Reasons for Student Engagement in Extra-Class Communication     

Stacy L. Young  Manuel D. Pulido  Catherine F. Brooks 《Communication Research Reports》2018,35(2):172-177

This study extends instructional communication research on extra-class communication (ECC) by presenting an integrative analysis comparing the explanatory utility of student- and instructor-oriented reasons for student engagement in frequent ECC. Results from 495 college students suggested that student-oriented reasons, specifically the relational and functional student motives, were the only significant, positive predictors of students’ perceptions of frequent ECC engagement. Other student motives (excuse making, participation, sycophancy) and perceptions of instructor approachability did not significantly predict perceived frequency of ECC engagement.  相似文献   

How can children with mild literacy difficulties be supported at the transition to secondary school? A small‐scale quasi‐experimental study     

Caroline Bark  Greg Brooks 《British Journal of Special Education》2016,43(4):373-393

There is evidence that pupils with weak literacy skills struggle on transition to secondary school. Many experience a drop in attainment in the summer break between the two. A British government‐funded programme of rigorously designed research on boosting literacy at transition had (by 2015) found only four of 15 interventions evaluated had positive effects. This small‐scale quasi‐experimental study investigated the effectiveness of support for pupils with mild literacy difficulties on transition to secondary school. Thirty‐two pupils in three schools were involved; half received the programme. Pairs were matched on reading, spelling, age and gender. Intervention was designed around the individual needs of each pupil, focusing variously on language skills, writing, reading and spelling. The group receiving the programme made modest gains in spelling, reading efficiency and single word reading. The comparison group lost ground, relatively, in all three areas. The results suggest a promising line for more rigorous investigation.  相似文献   

Assessment in special schools: national early assessment procedures and pupils attending special schools in England     

Ann Lewis  Geoff Lindsay  Emma Phillips 《欧洲特需教育杂志》2013,28(2):141-153

An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive.  相似文献   

Breaking up is hard to do: the resilience of the rock group as an organizational form for creating music     

Ronnie J. Phillips  Ian C. Strachan 《Journal of Cultural Economics》2016,40(1):29-74

Though there is a long tradition of band members quitting the group or taking a hiatus, the rock group as an organization to produce music continues to be both popular and economically viable. The research question addressed in this paper is whether or not it is a good idea to quit or take a hiatus from the group. We begin with a discussion of the framework for understanding why groups are formed and why they may be difficult to keep together. We then discuss differences between groups in the decade of the 1960s versus today. We argue that there is something unique about the output of the group even with the changes in the structure of contracts, compensation, and consumer focus on the artist that explain the resilience of the rock band as an organizational form within which to create music. We compare the charting success of bands that have members leave the group with the charting success of the members who left the group. We identified the groups in five representative years: 1965, 1975, 1985, 1995, and 2005. We then analyzed the entire Billboard Hot 100 charting careers of those groups and the artists who quit those groups. Our main finding is that when charting success is divided equally among members, going solo pays off—there is a clear economic rationale because solo acts have greater average charting success than the original bands they started in. The other ensuing side projects: duos, collaborations, and other groups are not as lucrative as the original bands. These findings are valid for members of charting groups from each of the 5 years examined. Despite the difficulties in keeping a rock band together, there are fewer band breakups today and remaining with the group generally results in a longer and more productive charting career. Thus, the rock group remains an important organization for producing contemporary music. However, there remains a compelling incentive to go solo. Superstars may benefit from solo projects, but for the average, non-superstar group member, in many circumstances it is better for the band to stay together if the income is divided equally.  相似文献   

Curricular Differences and Unidimensionality of Achievement Test Data: An Exploratory Analysis     

S. E. Phillips  William A. Mehrens 《Journal of Educational Measurement》1987,24(1):1-16

The purpose of this study was to investigate whether a linear factor analytic method commonly used to investigate violation of the item response theory (IRT) unidimensionality assumption is sensitive to measurable curricular differences within a school district and to examine the possibility of differential item performance for groups of students receiving different instruction. For grades 3 and 6 in reading and mathematics, personnel from two midwestern school systems that regularly administer standardized achievement tests identified the formal textbook series used and provided ratings of test-instructional match for each school building (classroom). For both districts, the factor analysis results suggested no differences in percentages of variance for large first factors and relatively small second factors across ratings or series groups. The IRT analyses indicated little, if any, differential item performance for curricular subgroups. Thus, the impact of factors that might be related to curricular differences was judged to be minor.  相似文献   

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献