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201.
James F. Wolf 《国际公共行政管理杂志》2013,36(3):209-234
Recurring cutbacks in the public sector have received extensiveattention. Most of the emphasis has been on how to adjust to declinein support for public programs. Cutback Management andcon-tracting-out are examples of this approach. This article focuseson the negative consequence of cutbacks. It suggests that inadequateattention is being given to the decrease in the capacity of agenciesto act. An administrative disinvestment is occurring in much the sameway as it has for roads, bridges and other parts of our public infrastructure. Now, we are disinvesting in another critical social asset--our public bureau-cracies. The nature and implictions ofadminis-trative disinvestment are explord. 相似文献
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David B. Estell Thomas W. Farmer Matthew J. Irvin Jana H. Thompson Bryan C. Hutchins Erin M. McDonough 《Journal of youth and adolescence》2007,36(4):477-487
The transition to high school has been identified as a potentially difficult time in adolescents’ lives. Reductions in both
academic and social functioning often accompany this transition. While these effects have been documented in urban youth,
the move to high school has not been extensively studied in rural minority youth. Toward that end, the academic grades and
substance use in ninth grade of 447 (184 male and 263 female) African-American adolescents from two rural counties in a state
in the deep South were examined in relation to configurations of adaptation from sixth through eighth grade. Results indicate
that individual with consistently positive patterns across middle school had higher grades and lower rates of substance use
compared to individuals with persistent difficulties or those that transitioned to problem behavior. Many individuals who
improved in their patterns of adaptation had relatively high grades, but also rather high rates of substance use in the ninth
grade.
David B. Estell is an assistant professor of educational psychology at Indiana University Bloomington. He received his PhD
in Developmental Psychology from the University of North Carolina at Chapel Hill. His major research interests include peer
relations and the development of aggression.
Thomas W. Farmer is an associate professor of education at Pennsylvania State University and director of the National Research
Center on Rural Education Support. He received his PhD in Special Education from University of North Carolina at Chapel Hill.
His major research interests include peer relations and the development of aggression in students with and without special
needs.
Matthew J. Irvin is a research scientist at the Center for Developmental Science at the University of North Carolina at Chapel
Hill. He received his PhD in Educational Psychology from the University of North Carolina at Chapel Hill. His major research
interests include resilience and student engagement.
Jana H. Thompson is a research associate at the Center for Developmental Science at the University of North Carolina at Chapel
Hill. Her research interests include peer social relations and developmental transitions into early adolescence.
Bryan C. Hutchins is a research assistant at the Center for Developmental Science at the University of North Carolina at Chapel
Hill. He is also a graduate student in the Educational Psychology, Measurement, and Evaluation Program at UNC. His research
interests include child and adolescent social development and school based emotional and behavioral interventions and prevention
programs.
Erin M. McDonough is currently a doctoral candidate in School Psychology at the University of North Carolina at Chapel Hill.
She received her Bachelor of Arts degree in Psychology from Emory University. As a research assistant at the Center for Developmental
Science, she has been able to explore her interests in student achievement as well as rural education. Another major research
interest of hers is school-based mental health. 相似文献
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Using panel data that track individual students from year to year, we examine the effects of charter schools in North Carolina on racial segregation and black‐white test score gaps. We find that North Carolina's system of charter schools has increased the racial isolation of both black and white students, and has widened the achievement gap. Moreover, the relatively large negative effects of charter schools on the achievement of black students is driven by students who transfer into charter schools that are more racially isolated than the schools they have left. Our analysis of charter school choices suggests that asymmetric preferences of black and white charter school students (and their families) for schools of different racial compositions help to explain why there are so few racially balanced charter schools. © 2006 by the Association for Public Policy Analysis and Management. 相似文献
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Mark R. Thompson 《Political studies》1996,44(2):267-286
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