{"title":"Comments","authors":"Susan K. Sclafani, Sheree T. Speakman","doi":"10.1353/pep.2004.0013","DOIUrl":"https://doi.org/10.1353/pep.2004.0013","url":null,"abstract":"","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74341753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
9x: can't use plugin helper when posting a comment. Click question mark and try to use the CODE plugin 9x: can't edit comments anymore (was possible in previous versions of Tiki) Was re-added later tiki-user_information.php is missing tracker comments WYSIWYCA for Karma related things (filters, etc.) New comments admin panel done in Tiki6 Trunk 2009-10-12: comment filtering: Style is always threaded Trunk 2009-10-12: comment filtering: Add a threshold to show (now hard coded to 10) Trunk 2010-09-08: for anon comments, it asks email, but it should specify that this email will not be made public Could be nice to tie this into watch planned for Tiki7 Trunk 2010-09-08: If I make a comment on a page "Hello", after saving I am sent to tikiindex.php#comments instead of tiki-Hello#comments (so I can mail the URL to a friend) tiki-list_comments.php is missing tracker comments (9.0) users/admins can't edit comments
{"title":"Comment","authors":"Jeffrey E. Mirel","doi":"10.1353/pep.2003.0012","DOIUrl":"https://doi.org/10.1353/pep.2003.0012","url":null,"abstract":"9x: can't use plugin helper when posting a comment. Click question mark and try to use the CODE plugin 9x: can't edit comments anymore (was possible in previous versions of Tiki) Was re-added later tiki-user_information.php is missing tracker comments WYSIWYCA for Karma related things (filters, etc.) New comments admin panel done in Tiki6 Trunk 2009-10-12: comment filtering: Style is always threaded Trunk 2009-10-12: comment filtering: Add a threshold to show (now hard coded to 10) Trunk 2010-09-08: for anon comments, it asks email, but it should specify that this email will not be made public Could be nice to tie this into watch planned for Tiki7 Trunk 2010-09-08: If I make a comment on a page \"Hello\", after saving I am sent to tikiindex.php#comments instead of tiki-Hello#comments (so I can mail the URL to a friend) tiki-list_comments.php is missing tracker comments (9.0) users/admins can't edit comments","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80582508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The modern comprehensive American high school, since its inception in the early twentieth century, has been co sidered alternately an organizational blessing and a bane on educational progress. Welcomed as an organizational advance through which the hodgepodge of schools in urban America could be made into an orderly pedagogical and administrative pyramid, the early modern high school was seen as an educa tional institution meeting the social and economic challenges of an increas ingly diverse industrial-urban society.1 The image of a rational, bureau cratic, large, and robust comprehensive high school was pushed forward through the middle of the twentieth century as a progressive and moderniz ing model for the entire nation.2 However, by the second half of the century, as evidence of social decline, persistent poverty, racial disparities, and edu cational failure in urban communities became ever more obvious, the image of the urban comprehensive high school shifted from an exemplary model to a broken institution in need of reform.
{"title":"Should America Be More Like Them? Cross-National High School Achievement and U.S. Policy","authors":"D. Baker","doi":"10.1353/PEP.2003.0001","DOIUrl":"https://doi.org/10.1353/PEP.2003.0001","url":null,"abstract":"The modern comprehensive American high school, since its inception in the early twentieth century, has been co sidered alternately an organizational blessing and a bane on educational progress. Welcomed as an organizational advance through which the hodgepodge of schools in urban America could be made into an orderly pedagogical and administrative pyramid, the early modern high school was seen as an educa tional institution meeting the social and economic challenges of an increas ingly diverse industrial-urban society.1 The image of a rational, bureau cratic, large, and robust comprehensive high school was pushed forward through the middle of the twentieth century as a progressive and moderniz ing model for the entire nation.2 However, by the second half of the century, as evidence of social decline, persistent poverty, racial disparities, and edu cational failure in urban communities became ever more obvious, the image of the urban comprehensive high school shifted from an exemplary model to a broken institution in need of reform.","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89319512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The majority of American adolescents today are extraordinarily ambitious. In contrast to previous generations, more of them aspire to become physicians, lawyers, and business managers; few would consider working as machinists, office assistants, or plumbers. Not only do most teenagers hold high occupational aspirations, but they also have high educational expectations. Most adolescents expect to graduate from college, and a surprisingly significant proportion of them expect to earn graduate degrees. Such ambitions are widely held by teenagers from all different types of families and ethnicities—rich, poor, Asian, black, Hispanic, and white.1 Although highly ambitious, many of these teenagers will not fulfill their expectations, not because they are unwilling to work hard for grades or believe that school is unimportant to their future lives, but because they lack important information that would help them form effective strategies for successfully navigating their educational experiences in high school and the transition process after graduation. This is particularly the case for teenagers whose families have limited economic and social resources.2 Ambitions are an essential component of adolescents’ development, for they can help teenagers chart a life course and provide direction for how and where to invest their time and efforts. Prior research clearly demonstrates that one important predictor of social mobility is how much schooling an adolescent expects to obtain.3 Students who expect to attend college are more likely to graduate from high school and enroll in postsecondary school than students with similar abilities and family background characteristics who expect to obtain only a high school diploma. Occupational aspirations are another component of ambition. When consistent with educational expectations, such aspirations demonstrate an adolescent’s knowledge of
{"title":"Strategies for Success: High School and Beyond","authors":"B. Schneider","doi":"10.1353/PEP.2003.0022","DOIUrl":"https://doi.org/10.1353/PEP.2003.0022","url":null,"abstract":"The majority of American adolescents today are extraordinarily ambitious. In contrast to previous generations, more of them aspire to become physicians, lawyers, and business managers; few would consider working as machinists, office assistants, or plumbers. Not only do most teenagers hold high occupational aspirations, but they also have high educational expectations. Most adolescents expect to graduate from college, and a surprisingly significant proportion of them expect to earn graduate degrees. Such ambitions are widely held by teenagers from all different types of families and ethnicities—rich, poor, Asian, black, Hispanic, and white.1 Although highly ambitious, many of these teenagers will not fulfill their expectations, not because they are unwilling to work hard for grades or believe that school is unimportant to their future lives, but because they lack important information that would help them form effective strategies for successfully navigating their educational experiences in high school and the transition process after graduation. This is particularly the case for teenagers whose families have limited economic and social resources.2 Ambitions are an essential component of adolescents’ development, for they can help teenagers chart a life course and provide direction for how and where to invest their time and efforts. Prior research clearly demonstrates that one important predictor of social mobility is how much schooling an adolescent expects to obtain.3 Students who expect to attend college are more likely to graduate from high school and enroll in postsecondary school than students with similar abilities and family background characteristics who expect to obtain only a high school diploma. Occupational aspirations are another component of ambition. When consistent with educational expectations, such aspirations demonstrate an adolescent’s knowledge of","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90891425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Comment","authors":"Frederick M. Hess","doi":"10.1353/pep.2003.0006","DOIUrl":"https://doi.org/10.1353/pep.2003.0006","url":null,"abstract":"","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77694945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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