A latent class model of theatre demand

This paper investigates market segments for theatre demand using a latent class model. The model is applied using data from a stated preference survey implemented in a regional theatre in England. Results allow three classes of theatregoers to be identified. The largest and ‘main class’ comprises mainly affluent people who show a strong preference for main theatre venues, consider reviews of the productions, whether the author is known, and like all types of shows. The second is a ‘popular class’, exhibiting the smallest willingness to pay and manifesting a strong preference for comedies, paying little attention to venues and disliking more sophisticated shows. The third is an ‘intellectual class’ of theatre goers, who exhibit the maximum willingness to pay, and show a strong interest for drama and adaptation of productions, and more independent aesthetic judgement. The study shows the usefulness of latent class models in identifying market segments, a procedure that is relevant to policy makers and theatre managers in setting prices, identifying different kinds of consumers to increase people’s engagement with theatre, and undertaking social analysis of performing arts.     

A count data travel cost model of theatre demand using aggregate theatre booking data

Theatres have a market bounded by the distance theatregoers are willing to travel to see shows and productions. This paper uses count data models (Poisson regression and negative binomial models) to investigate the determinants of attendance at a regional theatre in England. It uses booking data for 29 theatrical productions supplied by the theatre, and matches this, using postcodes, with census socio-economic information on household characteristics. Socio-economic and travel cost (distance) are used to explore theatregoers attendance, and also to estimate consumer surplus, and to assess whether consumer surplus on ticket sales exceeds the annual government subsidy to the theatre.     

HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS�CCAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS

Students’ interest in studying science and their aspirations to pursue science-related careers is a topic of global concern. In this paper, a set of data gathered for the initial phase of the 5-year study of Science Aspirations and Careers: Age 10–14 (the ASPIRES project) is presented. In the initial phase of this project, a questionnaire exploring students’ aspirations was developed, validated and trialled with nearly 300 primary school students. Principal component analyses and Cronbach’s alpha revealed that the questionnaire was comprised of a number of unidimensional components and that reliability was acceptable. Further multivariate analyses indicated that students’ aspirations in science were most strongly predicted by parental attitudes to science, attitudes towards school science, self-concept in science, images of scientists and engagement in science-related activities outside of school. Moreover, ‘Asian’ students appeared to exhibit a highly positive set of attitudes towards science and aspirations in science, particularly when compared with White students. Reasons for this observed difference are also explored.     

What does better peer review look like? Underlying principles and recommendations for better practice

We conducted a literature review of best practice in peer review. Following this research, we identified five principles for better peer review: Content Integrity, Content Ethics, Fairness, Usefulness, and Timeliness. For each of these principles, we have developed a set of recommendations to improve peer review standards. In this article, we describe the role of peer review and how our five principles support that goal. This article is intended to continue the conversation about improving peer review standards and provide guidance to journal teams looking to improve their standards. It is accompanied by a detailed checklist, which could be used by journal teams to assess their current peer review standards.     

Impact of a full‐time integrated program on the achievement of nonhandicapped and mildly handicapped children

Abstract

We compared achievement gains of mildly handicapped and nonhandicapped third graders in a full‐time integrated program, Team Approach to Mastery (TAM), with gains of similar students in regular classrooms and resource‐room programs. Comparisons of residualized gain scores on the Comprehensive Test of Basic Skills showed that nonhandicapped students made substantially greater gains in full‐time integrated TAM classrooms than both mildly handicapped students in the same classrooms and nonhandicapped students in regular classrooms. Although mildly handicapped students in integrated TAM classrooms tended to experience greater gains than students in resource rooms, differences were significant only in math. Overall, results indicated the effectiveness of the TAM model, particularly when achievement gains of nonhandicapped and mildly handicapped students are contrasted with those reported in a more popular, and complex, integrated classroom model.     

Progressive Reconstruction of Education

All schools exist to educate human beings for today and for the next sixty or eighty years of life. The starting-point is the present, which, as far as knowledge is concerned, can be illumined only by the past. This is avowedly a subject matter approach, but it is not the traditional subject matter approach. One of the first steps in reconstructing education for today and tomorrow is the assembling of materials that are pertinent to the present and future.     

The Impact of Social Integration on Subsequent Institutional Commitment Conditional on Gender

Social Integration has been found by several scholars to have a significant impact on the subsequent institutional commitment and retention of college students. Few of these scholars, however, have attempted to examine whether social integration has a different impact on female students as compared to male students. This paper presents the results of a study which examined whether the impact of social integration on subsequent institutional commitment is conditional on gender. Findings suggest the need to slightly revise how higher education scholars and practitioners think about social integration and its impact of student retention.