Does partnership and sustainability really happen?: A case study of an in-service health education programme implemented in one province in Cambodia     

Jane Courtney   《International Journal of Educational Development》2007,27(6):625-636

This paper examines an in-service model of education based on a case study of a Cambodian provincial health project. The model was designed to take account of local experience in the education and health sector and to build effective partnerships between donors and Non-Government Organisations (NGO) working in one province. The aim of the project was to build on existing practices and the understanding, knowledge and attitudes of local communities. The data collected from classroom observations and interviews as the project was implemented was analysed and compared with responses from questionnaires 18 months after additional financial and external human resources had been withdrawn. This evaluation hopes to identify some of the elements necessary for sustainability.  相似文献   

Post-panopticism and school inspection in England     

Steven J. Courtney 《British Journal of Sociology of Education》2016,37(4):623-642

In this paper, I draw on a study of school leaders’ experiences of inspection to argue that repeated changes to school inspection policy in England constitute a post-panoptic regime. Thinking with and against Foucault, I elaborate post-panopticism, here characterised by: subjects’ visibility; ‘fuzzy’ norms; the exposure of subjects’ failure to comply; the disruption of identity-constituting fabrications; its dependence on external ‘experts’; and its neo-conservative devalorisation of the interests of the socio-economically disadvantaged. The paper argues that post-panopticism depends on subjects having become disciplined through panopticism, whose apparatus it employs, and reveals the state’s explicit exercise of power.  相似文献   

The ADHD label,analogue methodology,and participants' geographic location on judgments of social and attentional skills     

Danel A. Koonce  Michael K. Cruce  Jennifer O. Aldridge  Courtney A. Langford  Amy K. Sporer  Terry A. Stinnett 《Psychology in the schools》2004,41(2):221-234

Two hundred fifty‐nine preservice teachers at a medium‐sized university in the Southwest participated in the current study. The participants were randomly assigned to a labeled condition, Attention Deficit Hyperactivity Disorder, or nonlabeled condition, and were presented a vignette in one of three forms: a written case study, a video clip, or a written case study with a video clip. The vignette described an elementary school aged child displaying disruptive behavior, while the video portrayed a similar aged child exhibiting disruptive behavior in the classroom. Following the presentation of the vignette, participants made judgments about the child's social skills and attentional skills by completing an examiner‐made rating scale. There was a significant main effect for the label condition on judgments of attention; participants in the labeled condition made significantly more negative judgment than did those in the nonlabeled condition. There were also significant main effects for the participants' high school location and vignette treatment. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 221–234, 2004.  相似文献   

Persuasive impact of loss and gain frames on intentions to exercise: A test of six moderators     

Jakob D. Jensen  Chelsea L. Ratcliff  Robert N. Yale  Melinda Krakow  Courtney L. Scherr  Sara K. Yeo 《Communication monographs》2018,85(2):245-262

The current study situated loss/gain-framing research in the extended parallel process model and tested whether two message features (dose, efficacy appeals) and four individual difference variables (walking self-efficacy, grit, consideration of future consequences, health information overload (HIO)) moderated the impact of message framing on intentions to engage in physical activity. Adults (N?=?341, M_age?=?38.09, SD?=?10.94) were randomly assigned to one of eight message conditions advocating exercise behavior. All four individual difference variables significantly moderated framing effects such that gain-framed messages were more effective for individuals with lower walking self-efficacy, grit, and consideration of future consequences and loss-framed messages were significantly more effective for individuals with higher walking self-efficacy, grit, consideration of future consequences, and for those with lower HIO.  相似文献   

The ceremonies and symbols of citizenship     

Courtney H. Thornton  Audrey J. Jaeger 《About Campus》2007,12(1):15-20

Stories, heroes, and rituals are among the tools in a cultural kit that help institutions develop civically responsible students. The secret is in knowing how to use which tools.  相似文献   

Adapting Higher Education through Changes in Academic Work     

Kathy Courtney 《Higher Education Quarterly》2013,67(1):40-55

Internationally, changes to academic work are a response to the massification of higher education and a changed and changing higher education context. The majority of these adjustments involve a casualisation of academic work, widely characterised as being of a de‐skilling nature, alongside the emergence of new, as well as changing, roles that typically function across traditional boundaries and frequently involve elements of up‐skilling. The paper points to the value of the latter group of adaptations, characterising them as ‘direct‐response’ changes to new environmental conditions. In contrast, de‐skilling adaptations, classed as ‘indirect‐response’ changes, are viewed as impacting negatively on key aspects of higher education. Inter‐professional teaching practices are advocated as an alternative to the casualisation strategy, based on the belief that it would empower large numbers of existing groups of higher education workers to make a fuller and richer contribution to student learning and help prepare them for an uncertain future.  相似文献   

The efficacy of talent selection criteria in the Australian Football League     

Courtney Sullivan  Thomas Kempton  Patrick Ward  Aaron J. Coutts 《Journal of sports sciences》2020,38(7):773-779

ABSTRACT

This study investigated the association between talent selection criteria, draft order and match performance in professional Australian Football players. Physical performance results from the Australian Football League (AFL) National Draft combine and non-performance based talent selection criteria were collated for all players drafted in the National Draft with selections 1–80 between 2003 and 2008 (n = 318). Match performance was assessed via the AFL Player Ranking metric that was provided by a commercial statistical provider (Champion Data Pty Ltd). A combination of stepwise multiple regression and linear mixed model analyses examined the influence of National Draft combine physical performance assessments and non-performance based talent selection criteria on draft order and future match performance. Earlier draft selection was associated with Under-18 all Australian team selection, height, Under-18 National Championship participation and indigenous status. The 20 m sprint and state of origin were associated with later draft selection. Under-18 all Australian team selection increased both Player Ranking/game and total Player Ranking. Under-18 all Australian team selection displays efficacy for selecting players with the potential for success.  相似文献   

Applying IRSS Theory: The Clark Atlanta University Exemplar     

Fay Cobb Payton  Tiki L. Suarez‐Brown  Courtney Smith Lamar 《Decision Sciences Journal of Innovative Education》2012,10(4):495-513

The percentage of underrepresented minorities (African‐American, Hispanic, Native Americans) that have obtained graduate level degrees within computing disciplines (computer science, computer information systems, computer engineering, and information technology) is dismal at best. Despite the fact that academia, the computing workforce, professional associations, and scientific societies have identified procedures, models, and best practices in an attempt to increase the number of individuals within these underrepresented communities, the number of minorities receiving MS and PhDs in these fields have only increased marginally. In this article, we discuss how Boice's four‐part IRSS model (i.e., Involvement, Regimen, Self‐Management, and Social Networks) combined with effective mentoring models as introduced in Payton et al., is a promising framework for addressing the longstanding issue of underrepresented minorities in management education, which tends to mirror findings in science, technology, engineering, and mathematics disciplines. The focus of this article is to illustrate the application of these theories at the undergraduate level by discussing two precollege/early college/scholarship programs implemented at Clark Atlanta University (CAU). These CAU programs provide the field with an exemplar which can serve as a foundational example for institutions seeking to foster, retain and graduate underrepresented minorities in higher education management disciplines, in general, and offer lessons learned from historically black colleges and universities, in particular. Using a “360‐degree mentoring” model to supplement the IRSS framework, our study concludes with implications for future research regarding how academic institutions can create, foster and sustain programs for effective recruitment, retention, and training of underrepresented minorities.  相似文献   

School innovation in district context: Comparing traditional public schools and charter schools   总被引：1，自引：0，他引：1  

Courtney Preston  Ellen Goldring  Mark Berends  Marisa Cannata 《Economics of Education Review》2012

Market reforms in education are part of the educational policy landscape in many countries. Central to arguments for market reforms is the idea that competition and choice will spur changes in schools to be more innovative, which in turn will lead to better student outcomes. We define innovation in terms of a practice's relative prevalence in a local district context. A charter school is innovative in its use of a practice if the traditional public schools in its local school district are not using that practice. We explore factors based on arguments for charter schools that may affect a charter schools’ propensity toward innovation to explain variation in levels of innovation across charter schools. We find that, on the whole, charter schools do not fulfill their promise of innovation. Teacher tenure is the most notable exception. Parental involvement is the only characteristic of charter schools that significantly predicts variation in levels of organizational innovativeness.  相似文献   

Postfeminist education?: girls and the sexual politics of schooling     

Lisa A. Mazzei  Courtney L. Rath 《International journal of qualitative studies in education》2013,26(4):496-500

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