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Lisa Domitrovich 《Publishing Research Quarterly》1988,4(1):26-43
Conclusion One of the most obvious conclusions the survey results point to is that the presses questioned are more similar than different.
Differences are mainly in degrees of sophistication, no technique. The larger presses are able to orchestrate the various
elements of promotion and distribution more completely than the smaller ones, which do not have the resources to do everything,
and tend to focus on a limited number of areas. One press may not do much advertising, preferring to concentrate on direct
mailings; another may put a lot of energy into promotion to libraries, and not into selling foreign rights.
Not surprisingly, cash flow and distribution were named the biggest problems facing the presses surveyed; another major obstacle
was lack of time. One might think that sufficient sums of money could solve all these problems, but even the commercial presses
with their comparatively vast resources haven’t been able to come up with a way to sell literature.
The most noteworthy point about this survey is the willingness of the presses to participate and to talk about promotion,
marketing and distribution. This shows they are practical as well as idealistic. Though they are editorially driven, presses
that want to continue to publish the books they love knew they have to master thebusiness of publishing to survive.
Lisa Domitrovich, formerly of Calyx Books, undertook this survey while an Arts Administration Fellow, Literature Program,
National Endowment for the Arts. 相似文献
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Karen L. Bierman Rebecca M. Sanford DeRousie Brenda Heinrichs Celene E. Domitrovich Mark T. Greenberg Sukhdeep Gill 《Early education and development》2013,24(8):1194-1213
Research Findings: Recent research has validated the power of evidence-based preschool interventions to improve teaching quality and promote child school readiness when implemented in the context of research trials. However, very rarely are follow-up assessments conducted with teachers in order to evaluate the maintenance of improved teaching quality or sustained use of evidence-based curriculum components after the intervention trial. In the current study, we collected follow-up assessments of teachers 1 year after their involvement in the REDI (REsearch-based, Developmentally Informed) research trial to evaluate the extent to which intervention teachers continued to implement the REDI curriculum components with high quality and to explore possible preintervention predictors of sustained implementation. In addition, we conducted classroom observations to determine whether general improvements in the teaching quality of intervention teachers (relative to control group teachers) were sustained. Results indicated sustained high-quality implementation of some curriculum components (the Promoting Alternative THinking Strategies curriculum) but decreased implementation of other components (the language/literacy components). Sustained intervention effects were evident on most aspects of general teaching quality targeted by the intervention. Practice or Policy: Implications for practice and policy are discussed. 相似文献
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Social‐Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children
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Celene E. Domitrovich Joseph A. Durlak Katharine C. Staley Roger P. Weissberg 《Child development》2017,88(2):408-416
Social‐emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost‐effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale. 相似文献
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David Schultz Archana Ambike Laura M. Stapleton Celene E. Domitrovich Cindy M. Schaeffer Barbara Bartels 《Early education and development》2013,24(6):865-885
Research Findings: In the past 20 years school districts have increasingly adopted classroom-based social and emotional development programs. The dissemination of these programs, however, has surpassed our understanding of and ability to assess factors that influence program implementation. The present study responded to this gap by developing a questionnaire that focuses on teacher perceptions of implementation support and teacher attitudes about social–emotional learning and by assessing its psychometric properties. One hundred forty-five Baltimore City Head Start preschool teachers completed the questionnaire. Factor analyses suggested 6 underlying constructs, which we termed administrative support, training, competence, program effectiveness, time constraints, and academic priority. Several of these scales predicted teacher reports of program implementation. Practice or Policy: The questionnaire holds significant promise as a tool for assessing readiness and barriers to social and emotional program implementation. 相似文献
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Janet Welsh Celene E. Domitrovich Karen Bierman Joann Lang 《Psychology in the schools》2003,40(5):457-472
The Safe Schools/Healthy Students (SS/HS) Initiative is currently underway in the Tyrone Area School District. Tyrone is a rural community characterized by high levels of poverty, unemployment, and youth problems including substance use and alienation from school and community. Its strengths include strong administrative leadership and prior successful collaboration with Penn State University. The goals of the SS/HS Initiative involve reducing risk and building competencies for students and their families through integration of law enforcement and mental health into school‐based prevention efforts. The programs include early childhood, elementary, and secondary school components; and also district‐wide components that span these developmental levels. Despite challenges associated with the integration of different professional perspectives into the school environment, the Tyrone SS/HS Initiative has been quite successful. Program evaluation is varied, and reflects the different programs and student populations served. Currently, plans for sustaining and institutionalizing SS/HS programs are underway in Tyrone. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 457–472, 2003. 相似文献
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Domitrovich CE Gest SD Jones D Gill S Sanford Derousie RM 《Early childhood research quarterly》2010,25(3):284-298
This study uses data collected in the intervention classrooms (N = 22) of Head Start REDI (Research-based, Developmentally Informed), a randomized clinical trial testing the efficacy of a comprehensive preschool curriculum targeting children's social-emotional competence, language, and emergent literacy skills delivered by teachers who received weekly coaching support. Multiple dimensions of implementation (Dosage, Fidelity, Generalization, and Child Engagement) were assessed across curriculum components. Results indicated that REDI Trainers perceived significant growth in teacher implementation quality over time but that patterns differed by implementation dimension. Dosage and Fidelity of all intervention components were high at the beginning of the year and remained so over time while Generalization was low at baseline but increased significantly across the year. Variation in implementation was associated with variation on several child outcome measures in the social-emotional domain but not in the language and literacy domains. 相似文献
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Karen L. Bierman Robert L. Nix Brenda S. Heinrichs Celene E. Domitrovich Scott D. Gest Janet A. Welsh Sukhdeep Gill 《Child development》2014,85(1):140-159
One year after participating in the Research‐based, Developmentally Informed (REDI) intervention or “usual practice” Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher–student interactions, emphasis on reading instruction, and school‐level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem‐solving skills, and reduced aggressive–disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs. 相似文献