Centralization/decentralization and privatization/publicization: Conceptual issues and the need for more research

This chapter is written in response to the work of Cummings and Riddell. It notes the major contribution of those authors, but also identifies a need for deeper analysis in some areas. It particularly stresses the need for conceptual clarity and further research in the areas of centralization/decentralization and privatization/publicization.     

教育控制:集权与分权问题及其张力

教育系统的不同成分可以通过不同方式进行管理和控制,难以简单化地将教育系统称为集权型或分权型。大多数教育系统是动态的,在集权与分权之间不断寻求平衡。探讨不同背景下教育集权与分权的含义、动力、模式和度量,并就关涉效率与社会公平的实例特别是中等教育毕业考试、中小学教材管理和大学管理问题进行分析表明,尽管教育集权与分权通常用技术标准加以证明,但政治因素常常是最重要的。不同的教育管理模式各有其优点和缺点,要找到一个适合所有国家的模式是不可能的。     

The CCM Model: A Management Approach to Performance Optimization

ABSTRACT Three leadership styles are frequently discussed in the literature today: transactional, transformational, and most recently—transcendental. Managers may be able to put transactional, transformational, and transcendental leadership style theories into practice without inventing a new set of processes and procedures to achieve individual follower optimal performance and effect positive change and optimal individual performance within an organization. The management activities of coaching, counseling, and mentoring are articulating activities for transactional, transformational, and/or transcendental leadership styles.     

Self‐modeling as a treatment for increasing on‐task behavior

The study investigated the effectiveness of self‐modeling as a treatment to increase on‐task behavior. A multiple baseline design across 3 students was employed to determine the treatment effects. In addition, classroom peers' on‐task behavior was employed as comparison data. The results indicated immediate, substantial, and durable changes in students' on‐task behavior that generalized across academic settings. The 3 students evidenced an increase of on‐task behavior from an average of 33% of the intervals observed at baseline to 86% during treatment. At 6‐ and 8‐week follow‐up, the students' percentages of on‐task behavior was essentially indistinguishable from their classroom peers. Consumer data indicated that the teachers and students were satisfied with the procedure. © 2000 John Wiley & Sons, Inc.     

Beyond the Central Dogma: Model-Based Learning of How Genes Determine Phenotypes

In an introductory biology course, we implemented a learner-centered, model-based pedagogy that frequently engaged students in building conceptual models to explain how genes determine phenotypes. Model-building tasks were incorporated within case studies and aimed at eliciting students’ understanding of 1) the origin of variation in a population and 2) how genes/alleles determine phenotypes. Guided by theory on hierarchical development of systems-thinking skills, we scaffolded instruction and assessment so that students would first focus on articulating isolated relationships between pairs of molecular genetics structures and then integrate these relationships into an explanatory network. We analyzed models students generated on two exams to assess whether students’ learning of molecular genetics progressed along the theoretical hierarchical sequence of systems-thinking skills acquisition. With repeated practice, peer discussion, and instructor feedback over the course of the semester, students’ models became more accurate, better contextualized, and more meaningful. At the end of the semester, however, more than 25% of students still struggled to describe phenotype as an output of protein function. We therefore recommend that 1) practices like modeling, which require connecting genes to phenotypes; and 2) well-developed case studies highlighting proteins and their functions, take center stage in molecular genetics instruction.     

RICH theory: The promotion of happiness

The acronym RICH stands for resources, intimacy, competence, and health. These characteristics are purported to define psychological health, which is assumed to be synonymous with happiness. The four characteristics encompass all possible reinforcers, are relatively obtainable by all individuals, are interrelated to the extent they incorporate each other in their definitions, and function to guide both the diagnosis of individual functioning, and the design of interventions. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 43–49, 2004.     

Case study of childhood disintegrative disorder— Heller's syndrome

The case of a 25‐year‐old male with childhood disintegrative disorder (CDD), or Heller's syndrome, is discussed in terms of differential diagnosis, progression of the disorder, and suggestions for home‐ and school‐based interventions. The case documents the progressive deterioration of cognitive and social competencies. Given the paucity of research and information with respect to CDD, further clinical investigation is suggested. © 2002 John Wiley & Sons, Inc.