In this paper we propose and estimate a model of theater participation using the data contained in the 2002 Survey of Public Participation in the Arts from the USA, a dataset widely used to study the determinants of cultural participation. Our contribution relies on the use
of an estimation technique that respects the count data nature of the attendance variable (number of theater performances
that an individual attended) and allows for heterogeneous behavior. By using a Zero Inflated Negative Binomial Model, we can
characterize two distinct behaviors for the observable attendance: a group of never-goers (who never participate) and a subpopulation
that has a positive probability of attending. For this latter group, we can estimate the effect of certain personal variables
on the probability of highest frequency. The results suggest that the proposed model is appropriate for estimating cultural
participation.
ABSTRACTIn the British Isles, national policies for the arts are primarily viewed as the responsibility of arts councils with statutory duties to distribute state funding that meet the requirements of both “arms-length” principles and national strategic frameworks. This paper explores the tensions between policy making for the nation-state and for “the local” through comparative research on the arts councils (and equivalent bodies) in Scotland, England and Northern Ireland. Drawing on in-depth qualitative interviews with senior representatives from these organisations, it explores their notions of, responsibilities to and affiliations with “the local”. Findings suggest that despite their different models and relationships to the nation-state, and the disparities in the scale of investment, these national policy bodies commonly rely on networked governance to facilitate their relationship to “the local” which risks reproducing national interests, limiting the localised agency of place-based approaches and contributing to a culture of competition within cultural policy. 相似文献
This study focuses on the relationships between meanings of science constructed in classrooms and sociocultural precepts of the wider society. Research presented is part of a larger study of the negotiation of knowledge and roles in high school science classrooms. The data presented document that what goes on in classrooms reflects and recreates societal attitudes towards work, in general, and teachers’ work, in particular. The teacher in this study reduces his demands for academic work in return for students’ cooperation and as a means of coping with negative aspects of teaching. Students, in turn, are not concerned about the specific subject matter of chemistry. What matters to them are the academic credentials that lead to success in the college and employment arenas. As a result, teacher and students construct school chemistry to be what you‐get‐through‐as‐you‐get‐along. The interdependence of the roles and actions of teachers and students suggests changes in policy and practice. 相似文献
Classroom-based assessments have the potential to enhance validity by facilitating the assessment of important skills that are difficult to assess in written examinations. Such assessments tend to be marked by teachers. To ensure consistent marking standards, quality assurance procedures are needed. In the context of continued debate over the robustness of assessment by teachers, this research aimed to provide insights into the cognitive and social processes involved in the moderation of project work in General Certificate of Secondary Education qualifications (taken by many 16 year olds in England). The research involved nine examiners across three subject areas ‘thinking aloud’ whilst moderating the marks given to six students (treated as a mock school). The participants were also interviewed. These methods were chosen to provide an in-depth look at the judgement processes involved. The research provides an improved understanding of moderation judgements and how aspects of this process relate to existing theories of judgement. Improving our understanding of the judgement processes involved when an examiner moderates teacher marking can help to evaluate the appropriateness of this assessment method, may contribute to debate on whether teacher marking can be sufficiently well verified by quality assurance procedures, and may inform moderation practice. 相似文献
Orthographic knowledge is the understanding of how spoken language is represented in print. However, the terms used to describe the two levels of orthographic knowledge, lexical and sublexical orthographic knowledge, have been variably defined and inconsistently measured, potentially contributing to discrepancies in research findings. Dissimilarities in how orthographic knowledge has been operationally defined and measured and the associated differences in tasks used to assess that construct are discussed. As part of that discussion, we relate how some measures assess either implicit or more explicit levels of orthographic knowledge. Using current theories and the existing research, we next provide an argument for how initial development of sublexical orthographic knowledge occurs before lexical orthographic knowledge. Suggestions are provided for what researchers might do in the future to help move the field toward a better understanding of orthographic knowledge. Strategies for assessing orthographic knowledge in literacy research are offered.
In this paper, two theoretical positionsregarding the developmental origins of thephoneme as a unit for lexical representationand processing are outlined – theaccessibility and emergent positions. OurLexical Restructuring Model (Metsala & Walley1998), which is consistent with the secondposition, focuses on the role of vocabularygrowth in prompting the implementation of morefine-grained, segmental representations forlexical items in childhood; this restructuringis viewed as an important precursor to theexplicit segmentation or phoneme awarenessskills implicated in early reading success.Empirical evidence that supports this model issummarized, including preliminary results fromone of our most recent studies. Severalsuggestions are made for future research thatwill lead to a better understanding of thedevelopment of spoken word recognition and thelinks between speech- and reading-relatedabilities. 相似文献
In 671 mother–child (49% male) pairs from an epidemiological birth cohort, we investigated (a) prospective associations between DNA methylation (at birth) and trajectories (ages 7–13) of oppositional defiant disorder (ODD), and the ODD subdimensions of irritable and headstrong; (b) common biological pathways, indexed by DNA methylation, between ODD trajectories and attention deficit hyperactivity disorder (ADHD); (c) genetic influence on DNA methylation; and (d) prenatal risk exposure associations. Methylome‐wide significant associations were identified for the ODD and headstrong, but not for irritable. Overlap analysis indicated biological correlates between ODD, headstrong, and ADHD. DNA methylation in ODD and headstrong was (to a degree) genetically influenced. DNA methylation associated with prenatal risk exposures of maternal anxiety (headstrong) and cigarette smoking (ODD and headstrong). 相似文献