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171.
172.
Institutional Change and Coproduction of Public Services: The Effect of Charter Schools on Parental Involvement 总被引:1,自引:0,他引:1
Recent discussions of school choice have revived arguments thatthe decentralization of governing institutions can enhance thequality of public services by increasing the participation ofintended beneficiaries in the production of those services.We use data from the Schools and Staffing Survey to examinethe extent to which the decentralization of authority to charterschools induces parents to become more involved in their children'sschools. We find that parents are indeed more involved in charterschools than in observationally similar public schools, especiallyin urban elementary and middle schools. Although we find thatthis difference is partly attributable to measurable institutionaland organizational factors, we also find that charter schoolstend to be established in areas with above-average proportionsof involved parents, and we find suggestive evidence that, withinthose areas, it is the more involved parents who tend to selectinto charter schools. Thus, while the institutional characteristicsof charter schools do appear to induce parents to become moreinvolved in their children's schools, such characteristics areonly part of the explanation for the greater parental involvementin charter schools than in traditional public schools. 相似文献
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Team play: Heedful interrelating as the boundary for innovation 总被引:1,自引:0,他引:1
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Within the court arena, the credibility and competency of child witnesses often comes under scrutiny and the decision whether a child is considered to be credible or not strongly in?uences whether their evidence will be heard by the court. A child's ability to demonstrate that they understand the difference between truth and lies and the importance of telling the truth is synonymous with competency. Research suggests that many professionals undertaking the task of establishing competency ?nd it very dif?cult, especially with younger children (Aldridge and Wood, 1997, cited in Aldridge and Wood, 1998). This paper describes the process involved in developing an innovative tool for helping professionals assess whether a child understands the difference between truth and lies. The development of the tool arose from the concerns of of?cers from Northumbria Police Force (in the UK) relating to interviews following the protocol of the government's Memorandum of Good Practice (Home Of?ce and Department of Health, 1992) on interviewing child witnesses, and the need to establish whether child witnesses can differentiate between truth and lies. As an example of good practice, The Truth and Lie Story described here has now been included in the Home Of?ce (2002) guidance Achieving Best Evidence in Criminal Proceedings, which is a revision of the 1992 Memorandum of Good Practice. Copyright © 2004 John Wiley & Sons, Ltd. 相似文献
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Umberson D Williams K Powers DA Chen MD Campbell AM 《Social forces; a scientific medium of social study and interpretation》2005,84(1):493-511
Marital relationships, like individuals, follow a developmental trajectory over time with ups and downs and gains and losses. We work from a life course perspective and use growth curve analysis to look at trajectories of change in marital quality over time. Although the tendency is for marital quality to decline over time, some groups begin with much higher levels of marital quality than others. Moreover, a number of life course and contextual factors can accelerate or slow this path of change. Our findings point to the importance of considering the multi-dimensionality of time (e.g., age, marital duration, the passage of years) as well as family transitions (e.g., having children, emptying or refilling the nest) in creating the meanings and experiences of marriage over time. 相似文献
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People with learning difficulties, like all disabled people, face social oppression. Much recent policy and practice are underpinned by at least some understanding of this oppression, and the social model of disability has been influential in discussions of services and supports for people with learning difficulties. However, in the area of mental health, the picture is somewhat different. This paper argues that the medical model has predominated in discussions of mental health support for people with learning difficulties, and that a social model approach could have much to offer. The paper draws on an ongoing action research study in which service providers, families and young people with learning difficulties are working together to articulate what is needed, in order to find routes to improve the support offered to young people with learning difficulties and mental health support needs. 相似文献