CONSTRUCTING PUBLIC SCHOOLING TODAY: DERISION,MULTICULTURALISM, NATIONALISM

In this article, Walter Parker brings structure and agency to the foreground of the current tumult of public schooling in the United States. He focuses on three structures that are serving as rules and resources for creative agency. These are a discourse of derision about failing schools, a broad mobilization of multiculturalism, and an enduring nationalism. Drawing on Anthony Giddens's structuration theory, Parker examines how these discourses figure in redefining school reform, redefining school curricula, and requiring schools once again to serve nationalistic purposes.     

The Determinants of Out-Migration Among In-State College Students in the United States

Using national data, this study examined out-migration behavior of college graduates who attended in-state institutions in the United States. Unlike previous studies on the issue of student migration, in which researchers used a single equation approach, the present study employed a multi-level technique to assess the effects of factors from individual, institutional, and state levels on post-graduation migration. The study findings suggest that grant recipients, students who applied to multiple institutions, and college graduates from highly selective institutions are more likely to leave their native states, while Hispanics, college graduates from doctoral institutions, and students who reside in states with higher gross domestic product are more likely to remain in their native states.     

四个范式:欧洲档案学的观念和战略的变化——1840年以来西方档案观念与战略的变化

本报告首先梳理了西方档案理论与档案史,探讨了那些激发档案专业思想、战略及方法的概念,其次又着重阐述了档案鉴定这个由档案工作者从人类文献记录中挑选出很小比例作为档案长久保存的过程。19世纪至今的档案工作者对其工作、职能、活动及社会作用的认识经历了(或者说显示了)四个大的思想框架(或范式),探讨和了解这个背景可以让我们更好地认识和应对我们现在所处的这个数字时代的挑战。     

The Impact of David Bearman on Modern Archival Thinking: An Essay of Personal Reflection and Critique

This essay is a preliminary assessment of David Bearman as the leading archival thinker of the late twentieth century. Bearman has revolutionized thinking in archival circles around the world by offering a defence of traditional archival notions of provenance, evidence, recordness, and contextuality that equals the noblest statements of a Hilary Jenkinson, and by positing a relevant, dynamic, engaged future for archivists to transform the Information Age into a Record-Keeping Age. The essay is both a personal reflection and critical analysis. There are three main themes: an assessment of Bearman's ideas and their overall importance to general archival theory; a more specific exposition of the nature and importance of the University of Pittsburgh Project and of where Bearman sees that its results are leading archivists and their profession and institutions in future; and a critique of some of the implications, if not the conscious intentions, of his ideas and methods that seem to exclude the cultural, historical, and heritage dimensions and uses of archives, public or private. The overall aim of the essay is to push the archival discourse to the next stage by challenging and constructively critiquing as well as extolling the work of this archival pioneer.     

Using Multidimensional Item Response Theory to Evaluate Educational and Psychological Tests

Many educational and psychological tests are inherently multidimensional, meaning these tests measure two or more dimensions or constructs. The purpose of this module is to illustrate how test practitioners and researchers can apply multidimensional item response theory (MIRT) to understand better what their tests are measuring, how accurately the different composites of ability are being assessed, and how this information can be cycled back into the test development process. Procedures for conducting MIRT analyses–from obtaining evidence that the test is multidimensional, to modeling the test as multidimensional, to illustrating the properties of multidimensional items graphically-are described from both a theoretical and a substantive basis. This module also illustrates these procedures using data from a ninth-grade mathematics achievement test. It concludes with a discussion of future directions in MIRT research.