Physogs: a game with consequences     

Courtney E. Thompson 《Endeavour》2019,43(3):100689

In 1939, an unusual card game, Physogs, debuted in the United Kingdom. Based on physiognomic principles, it instructed players as to how to read and construct facial features and character types. Thirty years later, a new form of composite facial recognition, Photofit, was incorporated into the practice of the British police. Both projects, Physogs and Photofit, were the brainchild of one man, Jacques Penry, representing his twentieth-century iteration of physiognomy. How did a card game become an origin point for a new approach to policing?  相似文献   

Resistance and invention: becoming academic,remaining other     

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   

Evaluating the performance of school psychologists: Current status and future directions with a 360-degree evaluation process     

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   

A clinical note: The kinetic school drawing     

H. Thompson Prout  Preston D. Phillips 《Psychology in the schools》1974,11(3):303-306

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Primary school English-language education in Asia: from policy to practice     

Courtney B. Cazden 《Asia Pacific Journal of Education》2015,35(1):144-147

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The Provision of Education to Refugees in Places of Temporary Asylum: some implications for development     

Rosemary Preston 《比较教育学》1991,27(1):61-81

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Retaking departments     

James D. Preston  Graves E. Enck 《Academic Questions》1991,5(1):70-74

Conclusion In the past, it was believed that the commitment of scholars to the canons of reason and evidence prevented the ideological capture of most academic departments. However, such transformations not only take place but do so through strategies that are likely to render them permanent. In these new circumstances, those holding traditional academic values may find themselves defined or harassed out of professional existence. As unpleasant as it may be, scholars must learn to recognize and respond to these attempts, which are likely to become increasingly common in the 1990s. These days, as Machiavelli might say, hiding from the facts will only hasten one's ruin.  相似文献   

Organisational perspectives on the local management of schools: Papua New Guinean case studies   总被引：1，自引：0，他引：1  

Rosemary Preston 《International Journal of Educational Development》1991,11(4)

Associated with the economic adjustments of recent years, there is a trend in many countries for governments to devolve responsibility for logistical support to schools. This paper is a study of factors that can influence the local management necessary for the provision of this support. Drawing from two, largely rural, studies in Papua New Guinea (a national survey and a detailed analysis of community management of 13 schools in a single area), the paper describes the school, its Board of Management and the community as a trio of organisations with theoretically complementary objectives. It points to the inadequacy of general cultural explanations for Board inability to sustain operations over time. It claims that Board members, people in the communities they represent and teachers all have private expectations of their association with schools, which if not met, will undermine commitment. Ensuring these are met, with secondary regulatory action, can reduce the frequency of organisational troughs of apathy. As it is, in Papua New Guinea and elsewhere, the prospect of expectation fulfilment associated with socio-economic advantage means that those with least to gain may refuse to become involved with education systems.  相似文献   

UNESCO, Education for All Global Monitoring Report, ISBN 92-3-103976-8, 2005, UNESCO, Paris (430pp.).     

Rosemary Preston   《International Journal of Educational Development》2006,26(6):668-669

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Quantifying the long-term impact of zoological education: a study of learning in a zoo and an aquarium     

Courtney Collins  Ilse Corkery  Sean McKeown  Lynda McSweeney  Kevin Flannery  Declan Kennedy 《Environmental Education Research》2020,26(7):1008-1026

Abstract

There 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