The arts,Bohemian scenes,and income

ABSTRACT

Where and how does arts activity drive neighbourhood revitalization? We explore the impact of arts establishments on income in US zip codes, nationally and across quantiles (from four to seven subgroups) of zip codes stratified by disadvantage (based on income and ethnicity/race). We focus on what is new here: how neighbourhood scenes or the mixes of amenities mediate relationships between the arts and income. One dramatic finding is that more bohemian/hip neighbourhoods tend to have less income, contradicting the accounts from Jane Jacobs, Richard Florida and others. Arts and bohemia generate opposing effects, which emerge if we study not a few cases like Greenwich Village, but use more careful measures and larger number of cases. Some arts factors that distinctly influence neighbourhood income include the number of arts establishments; type and range of arts establishments; levels of disadvantage in a neighbourhood; and specific pre­ and co­existing neighbourhood amenities. Rock, gospel and house music appeal to distinct audiences. Our discussion connects this vitalizing role for arts activity to broader community development dynamics. These overall results challenge the view that the arts simply follow, not drive, wealth, and suggest that arts-led strategies can foster neighbourhood revitalization across a variety of income, ethnic, and other contexts.     

Effects of structural features on word recognition development of hispanic and non-hispanic second graders

Reading and Writing - Do Hispanic and non-Hispanic second graders acquire knowledge ofstructural features of words in the same order and at the same rate? Doesthe order and rate of acquisition of...     

Exploring novice and experienced elementary teachers' science teaching and learning referents through videocases

In recent years, science educators have become increasingly interested in the use of classroom cases as instructional material, vehicles for inservice education and as raw data for research on teacher cognition (e.g., Abell et al., 1996; Colburn & Tillotson, 1998; Fetters, 1997). Although wide-spread interest in classroom videocases is a relatively new phenomena, case-based instruction has been a tradition in fields such as law, medicine and business for many years (Christensen, 1987; Neufeld & Chong, 1984). In teacher education, classroom cases have been used for more than 50 years. An early text by Waples (1927),Problems in Classroom Method, consisted of 40 cases highlighting classroom problems with solutions proposed by inservice teachers. As the use of classroom cases in teacher education have evolved over the past 50 years, a variety of formats have emerged to illustrate problems or dilemmas in teaching and learning. These formats have included the critical incident, protocols, vignettes, simulations, and more recently, videocases.     

Standard-Setting Methods as Measurement Processes

Some writers in the measurement literature have been skeptical of the meaningfulness of achievement standards and described the standard-setting process as blatantly arbitrary. We argue that standard setting is more appropriately conceived of as a measurement process similar to student assessment. The construct being measured is the panelists' representation of student performance at the threshold of an achievement level. In the first section of this paper, we argue that standard setting is an example of stimulus-centered measurement. In the second section, we elaborate on this idea by comparing some popular standard-setting methods to the stimulus-centered scaling methods known as psychophysical scaling. In the third section, we use the lens of standard setting as a measurement process to take a fresh look at the two criticisms of standard setting: the role of judgment and the variability of results. In the fourth section, we offer a vision of standard-setting research and practice as grounded in the theory and practice of educational measurement .     

A historical sketch of intercollegiate debating: II

Mediaeval Artes Praedicandi: A Hand‐List. By Harry Caplan. Ithaca: Cornell University Press, 1934; pp. 52. $1.50.

“The Four Senses of Scriptural Interpretation and the Mediaeval Theory of Preaching,”; Speculum, IV, No. 3, July, 1929.

“Classical Rhetoric and the Mediaeval Theory of Preaching,”; Classical Philology, XXVIII, No. 2, April, 1933.

“ ‘Henry of Hesse’ on the Art of Preaching,”; Publications of the Modern Language Association, XLVIII, No. 2, June, 1933. All by Harry Caplan.

The Making of a Pulpit Orator. By John A. McClorey, S.J. Macmillan, 1935. $2.00.

Public Speaking. By Donald Hayworth. New York: The Ronald Press Company, 1935; pp. 442.

The Debaters’ Workbook: State Medical Service. Prepared by A. W. Heath. Waverly, Ill.: Waverly Forensic Press, 1935; pp. 82. $.75.

Language and Its Growth. By H. F. Scott, W. L. Carr, and G. T. Wilkinson. Chicago: Scott, Foresman &; Co., 1935; pp. 389. $2.00.

A Dictionary of Modern American Usage. By H. W. Horwill, New York: Oxford University Press, 1935; pp. ix+360. $3.25.

The Thorndike‐Century Junior Dictionary. By E. L. Thorndike. Chicago: Scott, Foresman and Co., 1935; pp. x+970. $1.32.

On the Teaching of Junior High School English. By Emma Glaser. New York: D. Appleton‐Century Co., 1935; pp. 307.

Stammering and Allied Disorders. By C. S. Bluemel. New York: The Macmillan Company, 1935; pp. 182.

The Gentleman from New York: a Life of Roscoe Conkling. By Donald Baer Chidsey. New Haven: Yale University Press, 1935; pp. 438.

How to Win a Sales Argument. By Richard C. Borden and Alvin C. Busse. New York: Harper and Bros., 1935.

Public Speaking for Everybody. By Charles W. Mears. New York: Harper and Bros., 1935.

French Pronunciation. By Jeanne S. Marie. Philadelphia: Plank Printing Co., 1935; pp. 70.

The Best English. By H. C. Wyld. New York: Oxford University Press, 1934.

So‐o‐o‐o You're Going on the Air. By Robert West, M.A. New York: Rodin Publishing Co., 1934; pp. 215.

The Professional Discussions—of the Ninth Annual Convention of the American Speech Correction Association, 1934. Edited by Robert West, Ph.D. Madison, Wisconsin: College Typing Co., 1935.

A Guide to Play Selection. By Milton Smith. New York: D. Appleton‐Century Co., 1934. $1.25.

The Art of the Drama. By Fred B. Millett and Gerald Eades Bentley. New York. D. Appleton‐Century Co., 1935; pp. 253. $2.25.

Parliamentary Law and Procedure. By John Q. Tilson. Washington: Ransdell, Inc., 1935; pp. xv+176. $2.50.

Speech Making. By F. J. Griffiths. New York: Oxford University Press, 1935; pp. 96.

The Technical Man Sells His Services. By Edward Hurst, S.B. New York: McGraw‐Hill Book Company, 1933; pp. 239.

Scenery Simplified. By Glenn R. Webster and William Wetzel. Eldridge Entertainment House, Franklin, Ohio, 1934; pp. 167. $1.50.     

What Does it Take to Make Discovery a Success?: A Survey of Discovery Tool Adoption,Instruction, and Evaluation Among Academic Libraries

Discovery tools have been widely adopted by academic libraries, yet little information exists that connects common practices regarding discovery tool implementation, maintenance, assessment, and staffing with conventions for research and instruction. The authors surveyed heads of reference and instruction departments in research and land-grant university libraries. The survey results revealed common practices with discovery tools among academic libraries. This study also draws connections between operational, instructional, and assessment practices and perceptions that participants have of the success of their discovery tool. Participants who indicated successful implementation of their discovery tool hailed from institutions that made significant commitments to the operations, maintenance, and acceptance of their discovery tool. Participants who indicated an unsuccessful implementation, or who were unsure about the success of their implementation, did not make lasting commitments to the technical maintenance, operations, and acceptance of their discovery tool.     

Evaluating Flexible Delivery across a Tertiary Institution

An institutional evaluation of flexible delivery can lead to improvements in education practice, and gives the institution the opportunity to re-focus its strategic intent and correct practices that are contrary to that intent. In this paper, flexible delivery as a strategic emphasis of Universal College of Learning (UCOL) is outlined. The evaluation of the strategy's implementation is then described through the process, results and future directions of flexible delivery at UCOL. Flexible delivery was evaluated across the institution by interviewing heads of faculty and lecturers and mailing a questionnaire to students. The results are discussed not only in relation to distinct areas for improvement but also to the concept of drift from the original strategy. It is suggested that all tertiary institutions aiming to improve their practice when using flexible forms of course delivery should undertake similar evaluations on a regular basis.