中国大学生价格反应行为的基本特征

本文应用对中国13511名大学生的调查数据分析了学生价格反应行为的基本特征。结果表明，虽然接受高等教育需要承担较高的私人成本，学生的付费意愿却非常强烈，在学费上涨30％—300％五种不同幅度时，学生的高等教育需求对学费的弹性介于—0．045～—0．288之间。大学生的价格反应行为具有如下几个方面的特点：首先，学生的高等教育需求对学费及有些学生资助(如奖学金)具有灵敏的反应；其次，学生对学费及不同类型学生资助的反应不仅在性质上存在差异，而且在程度上也有所不同；第三，不同收入水平家庭学生对学费的反应是不同的；第四，学生对学费及学生资助的反应随着学生资助政策及学费的变化而变化。本文也讨论了上述结果对制订高等教育规划与财政政策的意义。     

我国证券市场投资者股价反应行为的实证研究

证券价格对信息的反应行为一直以来是金融领域理论研究的重要主题,关系到资本市场的有效性问题。基于上海A股市场样本数据,本文以年报盈利发布为事件,对我国证券市场股价反应行为进行了实证分析。研究表明,我国证券市场投资者的行为特征在一定程度上导致市场表现出一定特点的反应过度和反应不足现象。     

Response to Clemans

Clemans (1993) argued that the use of item response theory (IRT) to vertically scale Form E of the California Achievement Tests produces inappropriate results. In this response we show that (a) Cleman's analysis of school district data was incomplete, inconsistent, and did not follow good measurement practice; (b) the simulation he conducted was unfairly stacked against IRT, was unrealistic, and ignored other realistic published simulations that demonstrated the accuracy of IRT scaling procedures; (c) his "common sense" evaluations of student performance ignored basic facts about the measurement of student achievement; and (d) the concerns expressed in his article were irrelevant to the vast majority of uses of norm-referenced tests.     

Response to intervention

This introduction provides a context for the other articles included in this volume. The Learning Disabilities Initiative, a multiyear effort at the Office of Special Education Programs, has been focused on a more efficient and effective process for determining specific learning disability eligibility.     

Response to Disability

Teacher development has emerged over the last decade as an identifiable area of study and much has been written on the subject. The teacher development literature has served to disseminate information on and ideas for improving teachers' and, by extension, schools' performance. It has provided the forum for discussion about the future of the teaching profession and the nature of teaching as a job. Yet, as an area of study, teacher development tends for the most part to be dominated by issues, while the concept itself and the methods that may effect teacher development remain comparatively neglected. In the teacher development literature, for example, very few definitions of teacher development may be found. This article examines the concept of teacher development and presents the author's own interpretation and definition, as well as her views on how the development of this area of study ought to proceed.     

Response to Letter

No abstract available for this article.