185 research outputs found
Industry effects in the stock returns of banks and nonfinancial firms
No full textStock - Prices ; Risk ; Bank stocks
Fostering effective mathematics teaching: professional coaching and teachers' instructional practices and beliefs
No full textTwo decades ago the National Council of Teachers of Mathematics challenged the mathematics education community to promulgate a comprehensive set of learning goals for K-12 students that would guide mathematics curriculum, teaching, and assessment for the future. One consequence was an emphasis on professional development of teachers. Accordingly, in 2003, New York Cityʼs public schools started a math coaching program, whereby math education experts worked closely with math teachers for an extended period of time in the teachersʼ schools. This program became an opportunity for important research regarding the effectiveness of coaching This study describes the collaboration between one coach and one teacher in the implementation of the coaching system. The researcher observed and videotaped a lesson and the subsequent debriefing between the teacher and coach; and interviewed the teacher, coach, and principal. The benefit to the classroom teacher was supported by analysis of the data. The teacher reported that, for the first time, math was “fun,” she was more confident, and more class time was devoted to mathematics. The teacher paid closer attention to student work, reflected on her own practice, grouped students more beneficially, encouraged them to interact, and to make their thinking public. She did not view answers as just right or wrong, but rather as part of a process of making sense of ideas. The data suggest: 1. The teacher reported that some of her beliefs about math teaching had changed due to the coaching process. 2. Teacher practices mirrored teacher beliefs. There are signs that the coaching is influencing the teacherʼs practice. 3. The coach helped the teacher learn mathematics and pay attention to the math learning of her students. 4. The teacher is in a state of transition in many of her emerging beliefs, suggesting that some of them are fragile. While results of the study are promising, further research is recommended to examine long term effects of coaching with more teachers and coaches over several cycles.Ed.D.Includes abstractIncludes bibliogrqphical referencesby James A. Neuberge
A Father Says "Don't Tell My Son the Truth"
No full textA pediatric oncologist, a social worker, a psychiatrist, and a rabbi
comment on a case study concerning a young boy with terminal cancer, his
physicians and nurses, and his parents, who refuse hospital personnel
permission to disclose to their son his grim diagnosis and prognosis. Also
involved is a student nurse, who feels strongly that her patient's disease
should be discussed with him, and who requests a transfer when he presses her
for information that she is not allowed to give. L. Ingram considers the
clinical aspects of the case. M. Atkin stresses the need for communication
among staff, and the importance of counseling the parents and understanding
the child's point of view. J. Dare agrees that the concerns and fears of
staff, parents, and patient should all be addressed. J. Neuberger speaks as
the parent of a chronically ill child, as well as a member of the clergy. (KIE
abstract
Response to Roundtable Comments
No full textIn her response, Neuberger elaborates and extends a few of her key arguments as discussed by Brandenberger,
Kleiman, Petrone, Platt, and Tsivian. She focuses on questions involving Eisenstein’s exceptionality,
the general reception of Ivan the Terrible, Stalin’s response to the film and its homoeroticism, and fundamental
questions about Eisenstein’s interpretation of Ivan and his reign, its application to the present and to all rulers.
She clarifies fundamental questions about Eisenstein’s conception of dialectics, and shows his commitment to
dialectics as something more than more than binary conflict. Eisenstein not only saw all phenomena as “unities
of opposites”, but contrasted the dialectical contradictory with a unitary definitive, giving us neither a simpler
dualism nor a permanent state of contradiction. The categorical doesn’t cancel out the contested (or vice versa):
together the categorical and the contested create another level of complexity, making it possible to see Ivan the
Terrible as a film that repeatedly poses questions about power, violence, and human perception, and a film that is
a radical critique of Stalinism and Soviet ideology. The author underlines, that in This Thing of Darkness she tried
to show that the search for “meaning” in Eisenstein (and in my reading of Eisenstein) was no simple path toward
a definitive truth, but is something like the way we experience films: seeing, hearing, intuiting, sensing, learning,
feeling, wondering, learning a little more, and eventually thinking through what we have seen and experienced in
order to make it meaningful for us
Realized skewness
No full textThe third moment of returns is important for asset pricing, but it is hard to measure precisely, particularly at long horizons. This paper proposes a definition of the realized third moment that is computed from high-frequency returns. It provides an unbiased estimate of the true third moment of long-horizon returns, doing for the third moment what realized variance does for the second moment. The methodology is used to demonstrate that the skewness of equity index returns, far from diminishing with horizon, actually increases with horizons up to a year, and its magnitude is economically important. © 2012 The Author
Jane Neuberger Goodsell, '42
No full texthttps://rdc.reed.edu/v1/resources/c2118147-a621-4362-9f9e-2358ff12a5ea/thumb/128.jpgObituary for Jane Goodsell '42 who was a children's book author, humorist, and syndicated columnist
- …
