Mission matters: The cost of small high schools revisited

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.     

工程变更条件下的工程造价管理

结合建筑工程现场管理与工程造价管理经验,详细阐述建筑工程项目变更产生的原因,对变更的分类控制和变更管理的方法提出了自己的建议,旨在将工程变更对工程造价的影响控制在合理的范围内．     

教育高消费背后的文化动力

当今社会,教育高消费现象普遍存在,并且有着越演越烈的趋势。文化,是老百姓日常生活中所形成的价值观和行为方式。教育特殊的社会功能,使得老百姓普遍形成依靠教育改变身份地位,寻求良好生存与发展空间的价值观。当正常的教育消费难以满足现实人们的价值需求时,高消费的教育现象也便应运而生。正确把握文化发展动向,合理发挥文化的动力功能,有利于个人与社会的发展。     

高等教育成本分担实证分析

高等教育成本分担不仅体现政府对高等教育的投入力度，也直接影响着教育公平及社会主义和谐社会的建设。从江西省高等教育成本分担的基本状况看，个人分担高等教育成本比例过大，政府分担高等教育成本比例过小。政府应切实落实国家教育优先发展战略，加大高等教育投入。     

高校教育成本核算和成本效益分析方法探讨

高校教育成本管理是对高校教育活动中所发生的各项教育耗费,有组织、有目的地进行预测、计划、核算、控制与分析的一项综合性系统管理工作。本文就高校教育成本核算和成本效益分析方法作了浅显的探究。     

高等师范教育付费主体变更的政策诉求及逻辑

本文将2007年师范生免费教育政策置放到师范教育付费主体变更的发展脉络中加以解释。研究发现,本次师范生免费教育政策与7年前的师范生收费并轨一样,都指向以师资质量提高为中心的教育发展与公平,市场调控的逻辑亦贯穿其中,当然具体实施策略不同。正因为此,本次免费政策实际上完全区别于建国之后的师范教育公费制,它是国家改行政主导为市场调控以实现其宏观管理的又一尝试。本次免费政策既然坚持市场调控的思路,相关政策设计就应遵守市场的逻辑规范,更多倾听作为消费者的免费师范生的声音,将教育发展与公平落到实处。     

成本概念的新拓展--时间成本

随着网络的迅猛发展,时间在管理中的重要性日渐突出,时间管理理论有了长足的发展.当从时间管理的角度认识会计领域的相关问题,尤其是审视财务成本核算内容时,不得不承认传统成本核算内容存在一重大失误.因此,本文应用时间管理理论重新认识成本核算内容,分析时间成本确认的理论和现实依据,阐述时间成本概念提出的意义,在此基础上,对时间成本在会计上的确认、计量和报告进行探讨.     

The problem of speech content

The Great Society programs of President Lyndon Johnson reflected commitment to the quality of life, the idea of affirmative action, and government's role as stimulus and guarantor of social change. Obstacles to adopting the programs were overcome by employing conservative themes, claiming a moral imperative to act, and distinguishing the Great Society from older programs.     

The speech of the moment

Slogans, as a rhetorical device, have a rich history. They have provided historians with topical outlines of the major concerns, frustrations, and hopes of society. As “social symbols” they have united, divided, and even converted. In so doing, slogans have become a direct link to social or individual action. Yet, little attention has been given to the rhetorical and persuasive nature of slogans. Today, as we prepare ourselves for another presidential campaign, posters, television, and radio ads proclaim the various slogans of the candidates. Each candidate hopes to tap a reservoir of support by striking a familiar theme, issue, or image. The purpose of this paper is to identify the functions and characteristics of slogans as they are used in movements and campaigns.     

The role of instructional variables in conceptual change in high school physics topics

This study was conducted to determine the effect of three variables on conceptual change in physics. Ninth and 10th-grade students who, despite instruction, still held nonscientific intuitive ideas about the motion of objects participated in viewing a demonstration, engaged in student-to-student discussion, and/or read a refutational text about Newton's laws of motion. Students (N = 310) were randomly assigned within classes to eight groups representing combinations of the three activities and participated in pretesting, instruction, and posttesting. Posttest results revealed that reading the refutational text helped students change their intuitive ideas to scientific ones, while seeing a demonstration affected how students interacted with group and text on some measures. Discussing ideas in a group did not lead to significant learning of scientific notions but, rather, caused students to be less influenced by either the demonstration or the text.