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961.
Is Inequality Among Universities Increasing? Gini Coefficients and the Elusive Rise of Elite Universities 总被引:1,自引:0,他引:1
One of the unintended consequences of the New Public Management (NPM) in universities is often feared to be a division between
elite institutions focused on research and large institutions with teaching missions. However, institutional isomorphisms
provide counter-incentives. For example, university rankings focus on certain output parameters such as publications, but
not on others (e.g., patents). In this study, we apply Gini coefficients to university rankings in order to assess whether
universities are becoming more unequal, at the level of both the world and individual nations. Our results do not support
the thesis that universities are becoming more unequal. If anything, we predominantly find homogenisation, both at the level
of the global comparisons and nationally. In a more restricted dataset (using only publications in the natural and life sciences),
we find increasing inequality for those countries, which used NPM during the 1990s, but not during the 2000s. Our findings
suggest that increased output steering from the policy side leads to a global conformation to performance standards. 相似文献
962.
963.
Why culture attracts and resists economic analysis 总被引:1,自引:0,他引:1
Gillian Doyle 《Journal of Cultural Economics》2010,34(4):245-259
The realm of arts and culture can be seen as ephemeral and ill-suited to the ‘intrusion’ of quantitative analysis. Yet, demand
amongst end-users for economic research into cultural and creative industries is stronger today than ever it has been in the
past. Oddly, culture seems to both attract and resist economic analysis. Drawing on an analysis of recent research findings
related to multi-platform strategies in the television industry, this article examines what is distinctive about economics
of culture, and it assesses the appeals but also the challenges associated with conducting scholarly research work in this
particular area. 相似文献
964.
The teacher readaloud is an instructional tool established in its ability to foster children's language and literacy development. Increasing cultural and linguistic diversity and changing standards place pressure on teachers to provide literacy and language instruction relevant to children's everyday lives and learning. This article presents a framework for conducting culturally and linguistically relevant readalouds within two essential components, talk and text, in terms of developing cultural competence, maintaining high academic expectations, and fostering a critical stance. Particular attention is given to the interactive nature of these readalouds and how they can be used to promote children's active co-construction of textually-based meaning. 相似文献
965.
966.
Todd L. Sandel 《Journal of Intercultural Communication Research》2014,43(1):1-29
This study investigates the perceptions and interpretations of social media and online communication by students engaged in study abroad programs. In-depth interviews were conducted and analyzed with 23 American and international students who completed or were engaged in a study abroad program. Results suggest that online communication enhanced the students’ experience, providing help with sociocultural skills, informational needs, relational bonds, and psychological well-being. Different platforms were preferred when communicating with friends versus family and intimates. Online communication between co-nationals from the student’s home country buffered both the sojourning student’s acculturative stress, and the stress and concern of distant family members. 相似文献
967.
968.
969.
This study examined the effects of race of examiner and type of reinforcement upon the WISC-R performance of lower-class black children. A total of 120 black males were selected and assigned to either a white or black examiner to form two groups. Within each group, children were given no reinforcement, tangible reinforcement, traditional social reinforcement, or culturally relevant social reinforcement after each correct response. Children given tangible rewards, regardless of race of examiner, obtained significantly higher scores than did children given no reinforcement or children given traditional social reinforcement. Also, children given culturally relevant social reinforcement by a black examiner obtained significantly higher scores than did children given culturally relevant reinforcement by the white examiner. 相似文献
970.
A sample of 63 gifted elementary-school students was administered the Bender Visual-Motor Gestalt Test and the Developmental Test of Visual-Motor Integration for comparative purposes and to test Koppitz hypothesis that gifted students have advanced visual-motor development. Group results revealed no significant differences between the two tests, that they did correlate significantly, and that younger students in particular had advanced visual-motor development when tested using these two tools. 相似文献