丛林中的守财奴

[童话大意]一个农场主有一个忠诚的仆人,这个仆人辛辛苦苦地给他干了三年的活,而他却没有付给仆人任何工钱。后来仆人打定主意,想出去看看外面的世界,不再干下去了。他找到农场主说:"我为你勤勤恳恳地做了这么久的事,相信你会根据我的劳动付给我应得的工钱。"农场主是一个极其吝惜的守财奴,只拿出三便士给他,也就是一年一便士的工钱。可怜的仆人对钱没有多少概念,     

Getting serious about institutional performance in student retention: Research-based lessons on effective policies and practices

The Indiana Project on Academic Success and the College Board Pilot Study on Student Retention evaluated the effectiveness of a variety of approaches to student retention. The authors share empirically grounded insights gleaned from this research.     

Developing into similarity: global teacher education in the twenty‐first century

This article explains the process that is causing systems of teacher education in the EU, the USA and elsewhere to converge into a form of fewer qualitative distinctions. We argue that expansion brought about by processes familiar to globalisation is creating wide differences in the cost of information that incentivises use of standardised patterns for producing teachers. The logic of institutional expansion, like the logic of globalisation, operates as a uniting force across previously regarded nation‐state boundaries and cultural distinctions. This brief study identifies institutional scale and the division of information as key factors that link the interaction of institutions across markets and adds insight into the critically important issues surrounding the production of quality teachers.     

Student employment: social differentials and field-specific developments in higher education

In this article, we examine social origin differences in employment patterns across different stages of higher education and compare these differences between vocational and academic fields of study. Using data from a large-scale German student survey, we study the development of inequality, according to social origins, in student employment from first-year to graduating students. We show that inequality in job quality exists and is partly attributable to the need for students from lower social origins to work in order to finance their studies. We hypothesise that initial inequalities decrease as students progress through higher education. While we find evidence for this hypothesis, we also show in multivariate models that the reduction of inequality in the student labour market is explained by prior differences between social origin groups.     

Sequential structure in televised social behavior

Karl Erik Rosengren, Lawrence A. Wenner, &; Philip Palmgreen (Eds.). Media gratifications research: Current perspectives. Beverly Hills: Sage, 1985. 312 pp. $25.00 (cloth)

James A. Anderson. Communication research: Issues and methods. New York: McGraw‐Hill, 1987.423 pp. $32.95 (cloth)

Joseph R. Dominick &; James E. Fletcher (Eds.). Broadcasting research methods. Boston: Allyn and Bacon, 1985. 330 pp. $38.50 (cloth)

Roger D. Wimmer &; Joseph R. Dominick. Mass media research: An introduction (2nd ed.). Belmont, CA: Wadsworth, 1987. 514 pp. $36.00 (cloth)

Renata Adler. Reckless disregard: Westmoreland v. CBS, et al. and Sharon v. Time. New York: Knopf, 1986. 243 pp. $16.95 (cloth)

Rodney A. Smolla. Suing the press. New York: Oxford University Press, 1986. 277 pp. $19.95 (cloth)

L. Rowell Huesmann &; Leonard D. Eron (Eds.). Television and the aggressive child: A cross‐national comparison. Hillsdale, NJ: Erlbaum, 1986. 314 pp. $36.00 (cloth)

Tannis MacBeth Williams (Ed.). The impact of television: A natural experiment in three communities. Orlando, FL: Academic Press, 1986.446 pp. $53.00 (cloth), $34.95 (paper)

Margaret B. W. Graham. RCA and the videodisc player: The business of research. New York: Cambridge University Press, 1987. 258 pp. $19.95 (cloth)     

Moral Outrage and Musical Corruption: White Educators’ Responses to the “Jazz Problem”

More than a musical genre, jazz in the 1920s was viewed by critics and supporters alike as a type of lifestyle, one that frequently led to drinking, dancing, and “petting.” Much to the horror of older generations, white young people were particularly drawn to jazz and its “hot rhythms.” Secondary school teachers and administrators took up the formidable task of persuading youth of jazz's morally corrupting influences. I argue that, in the first half of the decade, such educators instituted curricular and various informal policies designed to replace jazz, universally associated with black musicians, with more “wholesome” European‐originated alternatives. By the latter part of the decade, however, most educators admitted a grudging acceptance of jazz's permanence and abandoned their efforts to convince students of its iniquity.     

The use of paradoxical intention with oppositional behavior in the classroom

Time-out procedures often seem to be overused by teachers and tend to emphasize a linear view of problem behavior. Paradoxical strategies appear to provide a change in the dynamics of the teacher-child relationship and are thus a more systemic way of viewing the behavior. Three case studies are presented where the paradoxical strategies have varying degrees of success. The cases are discussed in terms of the critical aspects of the approach, as demonstrated in the case studies.