The effects of the Kalamazoo Promise on college choice

On November 10, 2005, then Superintendent of the Kalamazoo Public School System, Janice Brown announced—to the surprise of Kalamazoo’s residents—the beginning of the Kalamazoo Promise. Fully funded by a set of anonymous donors, the Kalamazoo Promise is an urban revitalization program that offers up to four years of free tuition to any public college or university in the state of Michigan for graduates of the Kalamazoo Public School system who meet certain eligibility criteria. Using the subsidy as a source of exogenous variation in the price of college, we use quasi-experimental methods to evaluate the impact of the subsidy on college choice. We find that the Kalamazoo Promise increases the likelihood that students from Kalamazoo Public Schools consider public institutions in Michigan. In addition, we find that the Kalamazoo Promise especially impacts the college choice set of students from families who earn less than $50,000 in annual income.     

The Kalamazoo plan: Institutionalizing internships for liberal arts students

Reviewing the literature and attending conferences reveals a sad similarity in the practice of most career development programs. Most colleges provide counseling, testing, and a number of workshops. The problem is not with the information presented, but with the teaching-learning methodology used to communicate it. Most current approaches are didactic in nature and therefore incompatible with the very essence of career development. This article will describe the successful career internship program at Kalamazoo College, which combines career development and experiential learning with impressive results.     

普通中小学教师参与学校决策的调查

党的十六大报告提出:“要完善深入了解民情、明该问卷的信度指标良好。研究采用内容效度和结构充分反映民意、广泛集中民智、切实珍惜民力的决策 效度对问卷的效度进行检验。问卷的内容效度以专家机制,推进决策科学化民主化。”[1]同样,教育决策的 效度和各分量表与问卷总分的相关系数作为指标,问科学化、民主化也是知识社会、信息时代对教育决策卷的有关内容和题项经过有关教育统计、评价和教育的必然要求。民主是人们的永恒追求,教师也不例 管理的专家修改、审阅,具有良好的专家效…     

高校教师专业决策运行机制的构建研究:有机前提、作用方式与现实可能

高校教师在专业决策领域发挥着愈来愈重要的作用。但如果缺乏一个系统进行整体考评和机理分析的支持,高校教师的专业自主与增权赋能将失去持久的生命力。因此借助系统论的方法论视角,构建高校教师专业决策的内在运行机制十分必要:要素单位的基本构成为教师专业决策运行机制的有机前提;内在程序的有效运作为运行机制的作用方式;利用准则的规限证成来保障教师专业决策的实现可能。它们内在相互联系、相互影响构成了一个有机的整体系统和内在的决策机制,将指引高校教师的专业决策朝着动态平衡与有效合理的理路发展。     

赏析中考决策型应用题

决策型应用题是近年来各省市中考命题热点之一 ,是一类根据已知的信息或数据 ,利用数学知识进行计算或估测 ,从而作出正确的决策 ,主要考查学生运用数学知识解决实际问题的能力。本文以 2 0 0 0年部分省市中考题为例 ,探寻这类问题的特征和求解策略。1　最佳销售决策例 1　 (甘     

学校组织的有限理性及对学校决策的实践反思

反思学校组织现象需要深化对组织特性的研究。学校组织的理性是一种“有限理性”，为此．达成科学决策需要团队组织决策、多元化的决策主体、良好的支持系统、合法的程序以及良好的反馈机制、监督机制。     

A Theoretical Framework of Benign Power in School Sector Decision Making: A preface

Benign power goes beyond the more traditional, theoretical frameworks of conflictual power advanced by Dahl (1961, Who Governs?, London, Yale University Press), Bachrach and Baratz (1970, Power and Poverty, New York, Oxford University Press) and Lukes (1974, Power, Basingstoke, Macmillan), where in these cases, power is exercised over another to serve individual ends. It is this focus on serving individual ends at the expense of another which has branded these studies' negative (or malign) definitions of power. But why should conflictual power be seen as negative? Power is regarded as benign when it is exercised in discordant relationships between persons to serve either altruistic and/or collective ends and in which the social and political values of democracy, political freedom and social justice are paramount. This paper is devoted to discussion of the theoretical framework of benign power.     

Parental Choice and the Decision to Decharter an Urban,Black, Middle School

ABSTRACT

This article unpacks the decision to decharter a successful urban middle school serving African American students, especially focusing on parental choice in a school caught between two urban reform initiatives: charter schooling and state takeovers of urban districts. Originally chartered by a university, DeCharter became a “school of choice” in an urban district. Though inclusion of all stakeholders motivated charter school decision-making, the decision to decharter excluded them. Working out the intricacies of “choice” and the influences of the policies on stakeholders' interpretations of dechartering illustrates the complexities of parental choice in urban districts and the unintended effects of reform initiatives.     

决策的发展性研究进展

独立自主地做决策对青少年的成长具有重大意义。决策的发展性问题的研究有利于规范青少年的行为，促进其社会化进程。关于决策发展性的争论导致对决策问题的研究不可能获得普遍认同的结论。争论的焦点主要集中在：决策能力的构成成分有哪些；非认知因素、社会情境对青年和成人的决策能力影响是否是相同的；决策发展的本质是什么。综观各个理论派别的观点并做简要的评论，由此可以展望有关决策的发展性未来研究的方向。     

贝叶斯决策法的应用

贝叶斯决策方法是解决风险型决策常用的方法。根据决策函数选择的不同,使用贝叶斯决策时可分析货币因素和非货币因素两种情况。当不同方案的期望值相同时,又可根据变异系数的大小进行方案的选择。     

决策的哲学思考

决策的目的是为了实施,只有通过实施,才能使观念性的东西转化为现实,实现决策目标。决策方案的实施是实践检验的开始,是决策过程中不可缺少的环节或基本步骤。原有决策的实施将危及决策目标的实现时,对目标或决策方案所进行的一种根本性的修正就是追踪决策。决策的实施过程,是更为重要的一步,是科学决策的重要组成部分。     

The Play School

译文:玩上学的游戏"再见,瑞奇。"比尔说,"我要上学去了,再见!再见!"再见,瑞奇。"琳达说,"我也要上学去了,再见!再见!"瑞奇说:"跳进来,午夜。跳到我的车上来,搭着我的车, 我们也要上学去了。"再见,莱格丝,"瑞奇说,"我们要上学去了。再见!再见!"     

The Primary School

Research on the nature of and support for systemic sustainable innovation with ICT is converging with research on policy implementation and studies of school change and improvement to highlight the complex interplay of personal and contextual factors that enable and constrain innovation. In each of these fields, leadership has been found to play a crucial role in initiating and sustaining change and innovation. This leadership is not however the prerogative of any one individual but rather it is distributed over people at all levels of the system and across policies, practices and material resources. Leadership for innovation around and with ICT technologies is also distributed across time because of its substantial financial and knowledge implications. In this article, we illustrate the distributed nature of the leadership that supported teachers and schools to make use of teacher personal laptops accessed through the New Zealand government Laptops for Teachers scheme.     

The Knowledge-Creating School

Moving into the knowledge society at a time when expectations of schools and teachers continue to rise creates an urgent need for better professional knowledge about the management of schools and effective teaching and learning. This demand arises in part because university-based researchers have not hitherto been very successful in either the creation or dissemination of such knowledge. It is argued that success in meeting this demand will continue to elude us as long as the conventional approaches to educational R&D persist. Patterns of knowledge creation and dissemination in high technology firms are suggestive of the conditions under which the creation of professional knowledge in education and its more rapid dissemination throughout the whole education service might flourish. The implications of this radical reconceptualization of knowledge creation and its dissemination in education are explored.