Code-switching 101: Black women counselor educators’ personal and professional identity development

The perceptions of personal and professional identity development from four Black women counselor educators were examined through a collaborative autoethnography methodology. Themes identified include (a) intentionality of code-switching, (b) inextricable identities, (c) fight for and with authenticity, and (d) mutual development of personal and professional identities.     

Foreign Language Attainment of Children/Adolescents with Poor Literacy Skills: a Systematic Review and Meta-analysis

Educational Psychology Review - This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical...     

Hollywood: Films in General

Basil Wright's The Long View (New York: Knopf, 1974—$15.00)

Paul Sylbert's Final Cut: The Making and Breaking of Film (New York: Seabury Press, 1974—$7.95)

Gerson Kanin's Hollywood: Stars and Starlets, Tycoons and Flesh-Peddlers, Moviemakers and Moneymakers, Frauds and Geniuses, Hopefuls and Has-Beens, Great Lovers and Sex Symbols (New York: Viking Press, 1974—$8.95)

John Milton Hagen's Holly-Would! (New Rochelle, N.Y.: Arlington House, 1974—$7.95)

David Madden's Remembering James Agee (Baton Rouge: Louisiana State University Press, 1974—$8.95)

Richard Lawton's A world of Movies: 70 Years of Film Art (New York: Delacorte Press, 1974—$19.95)

Bob Willoughby and Richard Schickel's The Platinum Years (New York: Random House, 1974—$25.00)

Stephen H. Scheuer's The Movie Book (New York: Playboy Press with distribution by Simon and Schuster, 1974— $17.95)

Cecil Munsey's Disneyana: Walt Disney Collectibles (New York: Hawthorne, 1974—$19.95)

George Barris and Jack Scagnetti's Cars of the Stars (Jonathan David, Publisher, Middle Village, N.Y. 11379, 1974—$16.95)     

Anfragebasierte Client-Indexierung in Client-Server-Informationssystemen

Zusammenfassung Eine zentrale Fragestellung in Client-Server-Informationssystemen ist die serverseitige Zuordnung von Clients zu den durch diese benutzten Daten. Insbesondere in Szenarien, welche das clientseitige Cachen von Daten beinhalten, k?nnen derartige Informationen genutzt werden, um den globalen Datenbestand konsistent zu halten. Bei ?nderungen der Daten auf dem Server kann auf diese Weise serverseitig festgestellt werden, welche Caches durch die Modifikation ungültig geworden sind. In einem darauf folgenden Schritt k?nnen dann diese Caches je nach eingesetzter Strategie invalidiert oder korrigiert werden. In dem vorliegenden Beitrag werden Verfahren diskutiert, welche Datenbankanfragen nutzen, um die serverseitige Zuordnung von Clients zu den von ihnen benutzten Daten vornehmen zu k?nnen.

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One issue in client/server information systems is the storage of the relationships between clients and data used by these clients. In particular in scenarios, that allow the caching of data on the client site, this information can be used in order to keep the “global database” consistent. Thus, if the data on the server become updated, it is possible to detect caches affected by the update. In a following step it is possible either to patch or to invalidate these caches. In this paper we discuss approaches that use posted queries in order to index the clients on the server site.

     

Curriculum-evaluation concerning dependent societies: The contradictory experiment of ruralized primary education in Dahomey (Republic of Benin) and its evaluation

Though the culture of Evaluation boasts of hyperdimensional forms concerning international and national organizations, which are occupied with education programs for the Third World, yet the empirico-theoretical examinations of norms, hypotheses, effects of transfer and social byproducts of educational work, are in fact nonexistent¹ for the general theme-complex and for the evaluation of African school reform. The present study² claims to present a comprehensive evaluation of school reform including emprical control and ideology-critical reflexion up to a stage which is seldom even in European and American research. As a summary this paper explains the subject, method, and the results of this evaluation.     

Harmonic coauthor credit: A parsimonious quantification of the byline hierarchy

In this paper the accuracy of five current approaches to quantifying the byline hierarchy of a scientific paper is assessed by measuring the ability of each to explain the variation in a composite empirical dataset. Harmonic credit explained 97% of the variation by including information about the number of coauthors and their position in the byline. In contrast, fractional credit, which ignored the byline hierarchy by allocating equal credit to all coauthors, explained less than 40% of the variation in the empirical dataset. The nearly 60% discrepancy in explanatory power between fractional and harmonic credit was accounted for by equalizing bias associated with the omission of relevant information about differential coauthor contribution. Including an additional parameter to describe a continuum of intermediate formulas between fractional and harmonic provided a negligible or negative gain in predictive accuracy. By comparison, two parametric models from the bibliometric literature both had an explanatory capacity of approximately 80%. In conclusion, the results indicate that the harmonic formula provides a parsimonious solution to the problem of quantifying the byline hierarchy. Harmonic credit allocation also accommodates specific indications of departures from the basic byline hierarchy, such as footnoted information stating that some or all coauthors have contributed equally or indicating the presence of a senior author.     

Managerial coaching: A review of the literature

Managerial coaching has become increasingly popular despite limited empirical evidence of its impact on the individuals giving and receiving coaching, and its impact on the workplace overall. This article reviews the literature on the definition of practice of managerial coaching, and what managerial coaching looks like in terms of skills and behaviors, and examines the empirical evidence that currently exists. Models representing new current research and gaps within the literature are advanced, and future research implications are explored.     

Implementing a large‐scale reform in secondary schools: the role of the consultant within England’s Secondary National Strategy

This article examines the role of the consultants in secondary schools and local authorities within a large‐scale consultancy‐based reform, the Secondary National Strategy (SNS), in London, UK. The SNS follows a cascade model of implementation in which nationally created initiatives are introduced and supported within local authorities (LA) and schools through LA‐based consultant teams. The article is drawn from a larger interpretive case study that follows the experiences of SNS consultants working within the reform from 2002 to 2006. The article uses semi‐structured interviews to reveal the various and diverse experiences that occur in schools as a result of the introduction of consultants within LAs. The article argues that introducing an SNS consultancy structure to work within LAs and secondary schools created dynamic, complex and shifting effects across secondary schools. While consultants often attempted to create developmental or learning experiences that resonated with teachers’ and departments’ experiences, these activities may also have served to further the institutional control of teachers’ workspaces. These effects are part of the complexities that exist within school change agendas. Exploring these contradictions helps in understanding school change within urban secondary schools.