scholarly journals Operant psychology goes to the fair: Marian and Keller Breland in the popular press, 1947–1966

2005 ◽  
Vol 28 (2) ◽  
pp. 143-159 ◽  
Author(s):  
Robert E. Bailey ◽  
J. Arthur Gillaspy
Keyword(s):  
Popular Press ◽  
Operant Psychology

IPO Underpricing: A Meta-Analysis and Research Synthesis

2003 ◽  
Vol 27 (3) ◽  
pp. 271-295 ◽  
Author(s):  
Catherine M. Daily ◽  
S. Trevis Certo ◽  
Dan R. Dalton ◽  
Rungpen Roengpitya
Keyword(s):  
Initial Public Offerings ◽  
Meta Analysis ◽  
Research Synthesis ◽  
Future Research ◽  
Popular Press ◽  
Ipo Underpricing ◽  
Public Offerings ◽  
Factors Associated ◽  
Significant Relationships ◽  
Dot Com

Initial public offerings (IPOs) have been a prominent focus of academic and popular press attention, especially in recent years. Much of this attention can be attributed to the increase in IPO activity as a function of the “dot com” phenomenon. Of particular interest to both academics and practitioners is IPO underpricing. Review of existing research suggests little consensus regarding those factors associated with underpricing. We provide a meta-analysis of published studies. Our findings reveal a number of significant relationships, many of which are opposite that predicted by signaling theory. Implications of these findings for practice and future research are discussed.

Bicycles, Bangs, and Bloomers: The New Woman in the Popular Press.

1991 ◽  
Vol 78 (2) ◽  
pp. 687
Author(s):  
Jacqueline Baker-Barnhart ◽  
Patricia Marks
Keyword(s):  
New Woman ◽  
Popular Press ◽  
The New Woman

The Origins of Progressive Education

2001 ◽  
Vol 41 (1) ◽  
pp. 1-24 ◽  
Author(s):  
William J. Reese
Keyword(s):  
Twentieth Century ◽  
Progressive Education ◽  
Academic Standards ◽  
Popular Press ◽  
Economic Productivity ◽  
Educational Discourse ◽  
Child Centered ◽  
The Subject ◽  
Way Of Thinking

By the dawn of the twentieth century, a new way of thinking about the nature of the child, classroom methods, and the purposes of the school increasingly dominated educational discourse. Something loosely called progressive education, especially its more child-centered aspects, became part of a larger revolt against the formalism of the schools and an assault on tradition. Our finest scholars, such as Lawrence A. Cremin, in his magisterial study of progressivism forty years ago, have tried to explain the origins and meaning of this movement. One should be humbled by their achievements and by the magnitude of the subject. Variously defined, progressivism continues to find its champions and critics, the latter occasionally blaming it for low economic productivity, immorality among the young, and the decline of academic standards. In the popular press, John Dewey's name is often invoked as the evil genius behind the movement, even though he criticized sugar-coated education and letting children do as they please. While scholars doubt whether any unified, coherent movement called progressivism ever existed, its offspring, progressive education, apparently did exist, wreaking havoc on the schools.

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