Introduction to the Special Issue on Informing the Future of School Choice Policy     

Casey D. Cobb  Robert Bifulco  Courtney A. Bell 《Peabody Journal of Education》2013,88(2):107-109

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Oh, the places we’ll go …     

Courtney Hulce Ph.D. 《TechTrends》1999,43(5):3-3

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Toward a sociology of participation in adult education programmes     

Wayne A. Babchuk  Sean Courtney 《International Journal of Lifelong Education》2013,32(5):391-404

Membership in voluntary associations and participation in adult education programmes have long been recognized by researchers in the fields of adult education and sociology as closely related forms of participatory behaviour. This inquiry realizes the potential of this relationship for the study of participation in adult education programmes through the reformulation of a sociological construct called personal influence. It is argued that personal influence in the form of face‐to‐face contact with primary and secondary influentials is at the heart of recruitment strategies targeted at adults, is often an important component of an adult's decision to participate in formally organized learning activities, and may play a critical role in retention and instruction of the adult learner. Secondary analysis of research on voluntary associations, social movement organizations, and adult education programmes, together with data on two populations of adult learners from ar ongoing large scale study of Adult Basic Education participants, underscores the importance of personal influence for explaining the entire range of participatory action and interaction.  相似文献   

Emmett Till,Justice, and the Task of Recognition     

Courtney Baker 《Journal of American culture (Malden, Mass. : 2003)》2006,29(2):111-124

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Perspectivas vygotskianas en la educación: el valor cognitivo de la interacción entre iguales     

Ellice A. Forman  Courtney B. Cazden 《Infancia y Aprendizaje》2013,36(27-28):139-157

RESUMEN

Vygotski señala el importante papel del grupo de iguales en el aprendizaje. Una forma de interacción en el aula es la de tutorías entre compañeros, otra es la colaboración entre iguales. Para Perret-Clermont esta interacción entre iguales aumenta el desarrollo del razonamiento a través de un proceso de reorganización cognitiva inducida por el conflicto sociocognitivo. Partiendo de esta idea se realiza un estudio longitudinal para analizar las estrategias de resolución de problemas de los sujetos trabajando en colaboración y las de aquellos que lo hacen individualmente. Las diferencias de rendimiento de los sujetos se explican en base a las ideas de Vygotski: su concepto de zona de desarrollo próximo, la función reguladora del lenguaje, y el aprendizaje como interiorización de proceso sociales interactivos.  相似文献   

Development of Teachers as Scientists in Research Experiences for Teachers Programs     

Courtney Faber  Emily Hardin  Stacy Klein-Gardner  Lisa Benson 《Journal of Science Teacher Education》2014,25(7):785-806

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EXAMINING CONGRUENCE WITHIN SCHOOL–FAMILY PARTNERSHIPS: DEFINITION,IMPORTANCE, AND CURRENT MEASUREMENT APPROACHES     

Courtney L. Glueck  Amy L. Reschly 《Psychology in the schools》2014,51(3):296-315

The purpose of this article is to explore the construct of congruence, particularly with regard to school–family collaboration and partnerships. An in‐depth review of the empirical and theoretical literature supporting a shift in focus from encouraging family involvement to creating effective school–family partnerships is presented, followed by an investigation into the construct of congruence and the methodological challenges it presents. The authors define congruence, discuss its role in creating and maintaining effective school–family partnerships, and critically review common approaches to measuring congruence and similar constructs. The implications for researchers and practitioners are discussed.  相似文献   

When policy instruments combine to promote coherence: an analysis of Connecticut’s policies related to teacher quality     

Peter Youngs  Courtney Bell 《教育政策杂志》2013,28(4):435-460

This paper explicates the elements of several policy instruments used in Connecticut, the political conditions under which they were chosen, and their intended targets and expected effects on teacher quality and student learning. The purpose of the paper is to explain how the Connecticut General Assembly (CGA) and the Connecticut State Department of Education (CSDE) were able to implement and sustain a set of integrated policies related to teaching and learning over a 20‐year period from 1985 to 2005. We argue that this occurred for three primary reasons. First, the state legislature combined changes in teacher certification requirements in the 1980s with significant increases in teacher salaries in order to build strong political support among teachers and teacher union leaders for the new requirements. Second, in the 1980s and 1990s, CGA and CSDE repeatedly combined policy instruments in ways that involved multiple stakeholders and strong elements of capacity‐building, thereby increasing their likelihood of success. Third, several policies enacted in Connecticut in the 1990s were directly connected to and strongly reinforced each other.  相似文献   

Communicator style and social style: Similarities and differences between the sexes     

Constance Courtney Staley  Jerry L. Cohen 《Communication quarterly》2013,61(3):192-202

Currently there is much interest in the research literature concerning sex differences for communicator style. This study investigated differences between males' and females' self‐perceptions on Norton's (1983) Communicator Style Construct and on the Social Style Profile (Buchholz, Lash brook & Wenberg, 1976). Forty‐three males and 42 females completed these measures as volunteers in a classroom setting. The results indicated that males' and females' self‐report responses do not differ significantly across these measures. An exploratory cluster analysis of communicator style provided a heuristic for future research.  相似文献   

Social Competence and Oral Language Development for Young Children of Latino Immigrants     

Bryant Jensen  Leslie Reese  Kendra Hall-Kenyon  Courtney Bennett 《Early education and development》2013,24(7):933-955

Research Findings: In this study we analyze how parent and teacher ratings of young Latino children’s social competencies in rural California are associated with children’s oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher ratings account for meaningful variation in children’s oral language development, and (c) that incongruence between parent and teacher ratings is associated with oral language above and beyond the effects of parent and teacher ratings alone. Practice or Policy: Young Latino children’s social competencies contribute to their oral language development. These competencies represent an important, though to date underutilized, asset for building stronger academic/language functioning. Part of the paradoxical development of Latino children (i.e., strong social though weak academic/language competence) could be attributable to cultural differences that underlie teacher and parent perceptions of social competence. Teachers of young Latino children should (a) be aware of the cultural nature of social competence and (b) explore culturally responsive ways of interacting in classrooms to build stronger oral language functioning.  相似文献