Private school location and neighborhood characteristics

Using data from Illinois, I examine relationships between the number of private schools and characteristics of the public schools and surrounding population. I find positive, statistically significant relationships between number of private schools in 1998 and public school 3rd grade class size, the percent college educated, and the percent over 55 years of age. I find significant negative relationships between number of private schools and average household income and racial concentration.Looking at private school entry, areas with larger increases in the school-aged population had less entry, and areas with increasing income dispersion experienced greater entry. The results suggest that if a universal education voucher program is introduced, parents in relatively well-educated, racially diverse, and more moderate income areas will likely have greater access to private school options because of more existing private schools in their area. These areas will also likely have more private school entry in response.     

Ideal versus school learning: Analyzing Israeli secondary school students’ conceptions of learning

This study explored 130 secondary school students’ conceptions of learning using an open-ended task, analyzed both qualitatively and quantitatively. Students’ reality of learning comprised two separate spheres, ideal learning and school learning, which rarely interacted. Generally, students commented more about school than ideal learning. Factor analysis of learning conception categories revealed separate “grand” categories for each sphere and some shared ones. Strikingly, students held complex, deeper conceptions of ideal learning (as self-interest/curiosity, understanding, and knowledge acquisition), but these were separate from their conceptions of school learning as merely the minimal, surface compliance necessary to survive the system by “satisficing” [Simon, H. A. (1955). A behavioral model of rational choice. The Quarterly Journal of Economics, 69(1), 99–118] – satisfying and sufficing – the teachers (grades, task completion, and active class participation). Theoretical and educational implications were discussed regarding classroom instruction to heighten educators’ awareness of students’ thinking about learning.     

The Effects of Busing and School Desegregation on Majority and Minority Student Dropout Rates

Abstract

This study evaluates the effects of school desegregation by court-ordered busing on the subsequent dropout rate of majority and minority students. Using before and after busing measures of dropout rates, school records and personal interviews, this research finds majority dropout rates are not affected by desegregation procedures. While the dropout rates of bused minority students appear to be identical to those of non-bused minority students, large disparities between minority rates in various bused sectors indicate highly uneven educational experiences of bused minority students. School socio-economic composition and the expectations of teachers concerning student behavior are used to analyze the disparities, with the conclusion reached that the more favorable expectations of teachers at higher socio-economic climate schools produce lower minority student dropout rates. Desegregation produces a positive benefit for this most crucial dimension of minority student educational accomplishment, when the school to which the minority student is bused is one where teachers' expectations are positive and supportive.     

Student workshops and neighborhood revitalization

This paper describes an effort to integrate neighborhood technical assistance and student field training through a student workshop. In the spring of 1978, ten students in the Department of Urban and Regional Planning at the University of Illinois at Urbana-Champaign provided technical assistance to the South Austin Realty Association (SARA), a leading neighborhood organization in Chicago. Working in close collaboration with neighborhood leaders, the students produced a report which concluded that South Austin was an excellent location for neighborhood revitalization and that housing rehabilitation was the recommended approach for a demonstration block. The students received academic credit, a positive educational experience, and $72.87 for production costs of the finished report. Neighborhood leaders used the report to help develop plans for a project on the block, then used these plans in a proposal which resulted in a $120,062 contract from the Office of Neighborhood Development of the U.S. Department of Housing and Urban Development. This paper examines the way in which students provided a neighborhood organization with a written plan, assistance in raising funds, and working relations with a university. It also examines the way in which students received substantive knowledge and skills, credentials for future education and careers, and valuable new experiences. It concludes with analysis of the major lessons learned and of the practical problems and questions for educators.This paper is based in part on work done under contract with the South Austin Realty Association to the Bureau of Urban and Regional Planning Research at the University of Illinois at Urbana-Champaign. The views reported are solely those of the authors, not the South Austin Realty Asociation or the University of Illinois.     

The value of neighborhood schools

This paper attempts to measure both an access effect and an externality effect of neighborhood schools on the value of surrounding residential properties. While the access effect appears to dominate, an external cost effect may have been identified as well. Using the estimated value-distance function, a downward-biased estimate of the aggregate loss in value is computed assuming that the neighborhood school is closed or that busing eliminates its neighborhood character. This loss is referred to as the value of a neighborhood school.     

Professional versus academic values: cultural ambivalence in university professional school in Australia

University staff who teach and research in professional schools inhabit an ambivalent cultural world. Their dual mandate requires commitment to traditional academic norms and scholarship through the disciplines on the one hand, and commitment to the transmission of distinctly vocational skills and attitudes on the other. Tensions created by these two intersecting roles both within professional schools and between professional school staff and their colleagues in non-professional fields, and the implications of these for the functioning of a university are explored. Findings suggest that university leaders who understand more fully the bases of tension between the two and develop strategies to minimise symbolic separation, are more likely to ensure the survival and growth of both the academic-scholarly and practice-oriented cultures.     

农村居民消费“邻居效应”的调查与分析

通过调查发现,农村居民消费具有＂邻居效应＂的典型特点,主要表现在生活性消费的＂跟风＂、生产性消费的＂趋同＂以及特殊性消费的＂从众＂等方面.＂邻居效应＂形成的原因包括消费观念、消费心理、消费行为、消费环境、消费市场等因素.     

Emotional adjustment and school functioning of young adolescents with multiple versus single learning disabilities

Early adolescents (Grades 6-8) with multiple learning disabilities (LD; reading and math) in inclusive settings were compared to adolescents with single LD (reading or math) and typically achieving (TA) peers regarding their psychosocial functioning in two areas of adolescent well-being: emotional adjustment and school functioning. The Behavior Assessment System for Children (Reynolds & Kamphaus, 1998) Self-Report of Personality for adolescents was used to determine well-being. One hundred twenty middle school students-15 boys and 15 girls in each group-were included in the current study. The results confirmed that adolescents with multiple LD (reading and math) reported poorer functioning (i.e., higher T scores) on school maladjustment, clinical maladjustment, emotional symptoms index, attitude to school, atypicality, and depression when compared to TA peers but not when compared to peers with a single LD (reading or math). All three groups differed from the TA group (but not from each other) on sense of inadequacy, with the multiple LD group reporting the highest T scores. Additional analyses indicated significant differences between girls and boys, regardless of disability status. Girls reported higher T scores on the emotional symptoms index, social stress, and depression, but boys reported greater school maladjustment and sensation seeking. Implications for practice and recommendations for future research are discussed.     

直觉 Fuzzifying 拓扑：邻域系

引入了一种新型的直觉模糊拓扑并研究了其邻域系。这种拓扑可以看做Ying[8]中的Fuzzifying拓扑的自然的推广,因而称之为直觉Fuzzifying拓扑。     

Big school,small school: Impact of the high school environment

An investigation of the relationship between high school priorities and self-concept was undertaken. Upper and underclassmen from large and small high schools completed questionnaires and the Piers-Harris Children's Self-Concept Scale. Participation in five activity areas was related to self-concept using a multiple-regression technique. The perceived similarity of each student's priorities with the school's priorities was also correlated with self-concept. The relationships accounting for the greatest proportion of the variance in self-concept scores were found among small-school upperclassmen. The results were interpreted as support for Barker's argument that small school students feel a greater obligation to participate in school activities.     

基于八邻域算法的多区域面积测量方法的应用

计算图像中多区域的面积,可通过对连通域进行分析的八邻域算法来实现．分析了八邻域算法的基本原理、步骤和编程时的注意事项,并对此算法进行了验证．使用该方法不受因像中区域多少和形状的限制．     

论职业学校组织结构与效能

当前,职业教育出现的问题很大程度上根源于职业学校的效能低下。其主要原因之一是职业学校组织结构不合理。因此,应该重视对职业学校组织结构的改革和建设,使其为提高职业学校效能服务。     

Classification consistency when scores are converted to grades: examination marks versus moderated school assessments

In educational systems, concern has been expressed about the accuracy of classification when marks are aligned to grades or levels. In particular, it has been claimed that a school assessment‐based grading would have much greater levels of accuracy than one based on examination scores. This paper investigates classification consistency by analysing five years of examination and assessment data in the subject areas of English and mathematics, and creating simulated parallel‐test observed scores at varying reliabilities (based on classical test theory assumptions). While grades created from moderated school assessments did show greater agreement than those from examination scores, the improvement was only modest.     

在学校

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职业学校办学模式的探讨

随着知识经济、经济全球化的到来和职业教育改革步代的加快,社会对人才的需求提出了更多更新的要求,这就要求职业学校必须进行多样化办学,依据经济发展的需要和自身的实际进行办学模式的探索。