EVALUATING COMPENSATORY EDUCATION: OVER WHAT PERIOD OF TIME SHOULD ACHIEVEMENT BE MEASURED?

An assumption fundamental to compensatory education is that greater achievement can change the academic future of disadvantaged students, which may in turn enhance their "life chances." Therefore, one of the goals of compensatory education is to increase the achievement of disadvantaged students. To change students' futures, this increase in achievement should be evident subsequent to participation in a compensatory-education program. At a minimum, an increase in achievement should persist over the summer following a school-year program. Evaluations of compensatory education in general, however, and of Title I of the Elementary and Secondary Education Act (ESEA) in particular, have not included measures of sustained achievement. Instead, judgments of program success have been based on students' achievement during the school year: that is, on a spring posttest score adjusted in some way for the preceding fall pretest score.     

The Women's Movement in Canadian and Australian Education: From liberation and sexism to boys and social justice

This article provides a comparative analysis of the ways in which the women's movement was able to effect change in educational policy and practice in Australia and Canada between 1970 and 2000, drawing on interviews and document analysis in both countries. While the movement in both countries drew on similar international texts and conversations, it had more sustained state support in education in Australia. Despite the different degrees of institutionalisation, similar trends emerged in both countries. There was more public visibility for the movement in the 1970s and 1980s than in the 1990s, and a shift in discourse from 'women's liberation' and 'sexism' to boys and social justice. It is argued that the movement continues to be a creative source of ideas and change even when it is less visible and less formally represented, and that differences in outcomes are not easily linked to differences in institutionalisation. In both countries, major change has occurred, although the demands of the movement have not been realised.     

Follow-Up Surveys for Counselor Preparation Program Graduates and Their Employers

Ratings were obtained for item-inclusion importance for counselor preparation program follow-up surveys for program graduates and their employers. Survey elements are suggested.     

周恩来的外交智慧

苍蝇总要往厕所跑 一个外国记者问周恩来总理：“你们一直对外都说中国好,中国好。既然中国好,那林彪为什么还要往外国跑呢？”周总理没有说话,只是走到窗前打开窗子,意味深长地说：“你看,外面的空气这么好,但苍蝇为什么总要往厕所跑呢？”     

Mind Twister

1.Q:Who is closer to you,your mum or your dad?谁离你更近(谁和你更亲近),你的妈妈还是你的爸爸?A:2.Q:Which can move faster,heat or cold?哪一个移动得更快,热还是冷?A:3.Q:What is the smallest room in the world?世界上最小的房间是什么?A:4.Q:What kind of dog doesn謘t bite or bark?什么狗既不叫也不咬人?A:     

Self-narration,Autobiography and Identity Construction

This article explores the links between personal story-telling, autobiographical writing and the processes of identity construction. The paper draws upon the work of the gender and sexuality group at the Department of Cultural Studies, University of Birmingham. Personal stories, written by the author, for the gender and sexuality group, are used to illustrate the complexities involved in the construction and reconstruction of identity. It is suggested that autobiographical writing produces particular versions of identity, framed by social context and dominant gender relations. A more critical approach to personal story-telling is outlined as a way of making sense of experiences in relation to gender, sexuality and identity.