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71.
Spirit Brooks Asilia Franklin-Phipps Courtney Rath 《International journal of qualitative studies in education》2018,31(2):130-142
In this paper, we take an unsanctioned academic network, a writing group, as a site of inquiry into both the broad given-ness of the norms of the neoliberal academy and our simultaneous compliance with and resistance to these norms. We choose to comply because we are invested in becoming academics; we continue to research and write for conferences and publication and to frame our scholarly work in terms of how it can be used on our CVs. We choose to resist by working collaboratively and towards remaining intelligible (both to ourselves and to those outside the academy) while becoming scholars. Here we put several concepts to work to think about the role of the writing group in our experiences as becoming-scholars, in particular ‘becoming-minoritarian,’ ‘schizoid subjectivities,’ ‘agential assemblage,’ and ‘institutional passing.’ Then, to think about how we (might) live through the process of becoming academic, we turn to the concept of survivance. 相似文献
72.
Julie Q. Morrison Courtney E. Hutchinson Devadrita Talapatra 《Psychology in the schools》2020,57(5):699-717
The purpose of this article is twofold: (a) to present the results of a study examining the current status of performance evaluations for school psychologist and (b) to use those findings to inform future directions. A content analysis of a national sample of 36 performance appraisal rubrics was conducted to examine their alignment with the professional standards established by the National Association of School Psychologists (NASP). Among the rubrics reviewed, 88.9% featured eight or more of the NASP domains of practice, yet only 56% of the rubrics featured all 10 domains, suggesting variability in the degree to which the rubrics aligned with the standards of practice, particularly for rubrics developed at the district-level. The results of this study informed the development of a 360-evaluation process based on the Framework for Personnel Evaluation of School Psychologists Utilizing the NASP Practice Model and Morrison's four key principles for evaluating the performance of school psychologists. 相似文献
73.
74.
Myah D. Stanford 《The Urban Review》2017,49(1):26-46
The instructional practices of three current classroom teachers who formerly served as Servant Leader Interns (SLIs) in the Children’s Defense Fund Freedom Schools (CDFFS) Program were examined. Haskell (Transfer of learning: cognition, instruction, and reasoning. Academic Press, San Diego, 2001) outlined eleven principles of transfer of learning, which were used to survey the levels of transfer established from service in Freedom Schools to practice in the traditional classroom. Individual surveys, The Freedom School Pedagogies Teacher Observation Record along with interviews of each participant was used for data collection; all three components were used to triangulate the findings. The findings from this study verified that low transfer was observed when minimal application of the principles of learning were applied. This study revealed that for transfer to occur at high levels, it is imperative that adherence to all 11 principals is made and the understanding of transfer, the application of transfer, and reflection on transfer are implemented. If transfer of instructional practices is a goal of CDFFS for SLIs, the CDFFS program should consider implementing transfer of learning theory in future SLI training. 相似文献
75.
Courtney Collins Ilse Corkery Sean McKeown Lynda McSweeney Kevin Flannery Declan Kennedy 《Environmental Education Research》2020,26(7):1008-1026
AbstractThere is increasing evidence that zoos and aquariums do, as intended, educate their visitors. However, even though most zoos offer a wide array of educational experiences, few studies have considered if the duration of an educational experience affects learning or whether learning lasts beyond the immediate visit. The current study used matched-pairs surveys to investigate children’s knowledge, attitude and knowledge of positive behavior during both a five-day zoo camp and six months after an aquarium visit. The participants of the study included children aged 9–12?years some of whom had participated in a purposefully designed educational intervention. First, the impact of a five-day zoo camp experience on children’s learning was investigated. Second, learning retention was investigated six months after a school tour at an aquarium. Results showed that during the camp learning was positively affected by participation in the educational intervention and by previous zoo experience. Girls were more likely than boys to have an increase in learning six months after an aquarium visit. The study demonstrates that learning persists, but that education can be enhanced with longer programs. Thus, zoos can play an increasingly important role in igniting pro-environmental behavior. 相似文献
76.
Following My Head and My Heart: Integrating Preschoolers' Empathy,Theory of Mind,and Moral Judgments
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Associations among hypothetical, prototypic moral, and conventional judgments; theory of mind (ToM); empathy; and personal distress were examined in 108 socioeconomically diverse preschoolers (Mage = 42.94 months, SD = 1.42). Repeated measures analysis of covariance with empathy, false beliefs, and their interaction as covariates indicated that empathy was significantly associated with judgments of greater moral but not conventional transgression severity, particularly for psychological harm, and with deserved punishment for unfairness. False beliefs were associated with (combined) moral criterion judgments of rule and authority independence and inalterability. Empathy also was positively associated with criterion judgments but only for children low in ToM. Personal distress was unrelated to judgments. Results demonstrate the importance of both affective and cognitive processes in preschoolers' moral judgments. 相似文献
77.
Although scholars have written about the intentions and evaluated the quality of some of the most notable culturally conscious literature written primarily for and about Afro-American children, few researchers have analyzed youngsters' responses to these books. We conducted an interview-based study with a class of 13 black and white (Anglo) third graders to determine their ability to comprehend, find realistic, identify with, and generally enjoy 24 largely culturally conscious works. With slight variations regarding race and gender, developmental age and prior experiences provided the context for heir appreciation of the materials. With the teacher's assistance in a group discussion the participants overcame some of their earlier problems with stories, but the paucity of their knowledge and understanding of African and Afro-American studies robbed them of the ability to embrace certain books. We concluded that the childrens' school policy makers must take steps to overcome this major shortooming. 相似文献
78.
Civic responsibility as an ideal of higher education is rarely considered through a cultural and theoretical lens. Swidler’s
(1986, American Sociological Review, 51: 273–286) framework linking ideology, culture and action was used in this ethnographic study of a research university
(a) to understand dominant institutional beliefs about civic responsibility and (b) to understand how institutional culture
contributes to a unique approach to civic responsibility. This study examined campus ideologies and cultural forms that addressed
five dimensions of civic responsibility: (a) knowledge and support of democratic values, systems and processes, (b) desire
to act beneficially in community and for its members, (c) use of knowledge and skills for societal benefit, (d) appreciation
for and interest in those unlike oneself, and (e) personal accountability. The “role model” approach emerged as a unique institutional
approach to civic responsibility and aligned with Swidler’s framework. Findings are significant for both organization studies
and student development research. 相似文献
79.
Courtney L. Young 《The Journal of Academic Librarianship》2008,34(2):139-144
The National Academic Advising Association (NACADA) Council for the Advancement of Standards (CAS) provides program guidelines for student learning and development outcomes. These recommended academic advising guidelines parallel those of the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards For Higher Education. Both standards focus on student behaviors and outcomes in higher education. The parallels that exist between academic advising and academic librarianship are confirmed by the case study described in this paper, in which an academic librarian served as an undergraduate academic advisor for one year. 相似文献
80.
Jane Courtney 《Compare》2017,47(6):891-907
AbstractThis research is based on a multi-disciplinary and multi-levelled analysis of evidence to present the case that education reform needs to be contextualised far more widely than is currently practised. It focuses on the voices of Cambodian local teacher trainers through interviews over a five-year period. Interview data is triangulated against academic sources, national policy documents and classroom observations. The research reveals how notions of globalisation and knowledge economy have led to education being driven by measurable outcomes resulting in simplified educational policies that have a negative impact on teacher development. By allowing the Khmer teacher trainers to articulate their opinions on a wide range of themes, the interviews provide evidence to support historical and cultural theories proposed by academics working in the social sciences in Cambodia. This approach identifies that a deeper contextual analysis should enable teacher development programmes to be more closely aligned to national contexts. 相似文献