The Myth of the Little Red Schoolhouse: Challenges and Opportunities for Rural School Improvement     

Courtney A. Bell 《Peabody Journal of Education》2013,88(2):191-208

Reformers suggest that parental choice will improve equity by making it possible for parents to select better schools for their children. A key assumption behind this claim is that parents choose from a set of schools that range in quality. Data from this longitudinal interview study suggest this assumption may be false. In one Midwestern city, parents of different social class backgrounds did not consider schools of similar quality. The set of schools considered by parents, called the choice set, differed; though parents' choice processes and reasoning were remarkably similar. These data suggest that in addition to the well-documented constraints of income, information, and transportation, the resources used to construct choice sets may further constrain the schools parents consider. These findings raise questions about the ability of current choice policies to deliver the equity outcomes reformers suggest.  相似文献   

Education and Social Cohesion: Recentering the Debate   总被引：1，自引：0，他引：1  

Andy Green  John Preston 《Peabody Journal of Education》2013,88(3-4):247-284

Social capital theory has tended to treat social cohesion as a mere aggregation of individual and community-level characteristics, ignoring the long tradition of theory on social solidarity and social cohesion at the societal level. However, the key indicators of social capital-associational membership and social trust-do not covary cross-nationally, and societies rich in community-level social capital are not always cohesive societies. Social capital and societal cohesion are not necessarily the same thing, and education may have different effects on each. This article seeks to put the analysis of education and societal cohesion back in the center of the picture. We do this first through a critical review of some of the existing literature on education and social capital, which points to the limitations of individual-level analysis of what are fundamentally societal issues. Second, we outline some alternative models for understanding how education influences social cohesion in different societies, drawing on an analysis of some of the aggregated cross-national data on skills, income distribution, and various indicators of social cohesion. The argument suggests some causal mechanisms for the social impacts of education that are quite different from those that normally underpin arguments about human and social capital.  相似文献   

La importancia educativa de las relaciones entre alumnus     

César Coll  Ellice A. Forman  Courtney B. Cazden  Noreen M. Weeb 《Infancia y Aprendizaje》2013,36(27-28):117-118

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Protect and Survive: ‘whiteness’ and the middle‐class family in civil defence pedagogies     

John Preston 《教育政策杂志》2013,28(5):469-482

‘Civil defence pedagogies’ normalise continuous emergency through educational channels such as school, community and adult education. Using critical whiteness studies, and critiques of white supremacy from critical race theory, as a conceptual base, the protection of whiteness, and particularly the white middle‐class family, is considered to be centrally important to civil defence in education. Civil defence is not only classed and state‐centred, but a racialised and eugenic discourse where the state considers not necessarily the survival of the majority of white people, but the continuity of whiteness to be prioritised above the survival of people of colour. Within these policies, the enterprising white, middle‐class, suburban family has provided a key role as main reference, beneficiary, activist and supporter of civil defence pedagogies. Through the use of policy analysis and documentation from the USA in the 1950s and the UK in the 1980s, I discuss representations of the family, race and class in civil defence pedagogies. Although whiteness is contextualised by geography and history, there is congruence in terms of the eugenic tendencies of these seemingly innocuous pedagogies.  相似文献   

The Educational Whirl     

Douglas S. Ward  Naomi John White  Effa E. Preston  Walter S. McColley  C. F. McCormick  Frederick Gordon Lyle 《Clearing house (Menasha, Wis.)》2013,86(8):480-481

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The Educational Whirl     

Cecil W. Roberts  Walter S. McColley  Robert B. Nixon  Naomi John White  Effa E. Preston  Frederick Gordon Lyle 《Clearing house (Menasha, Wis.)》2013,86(5):284-285

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When Hurt Continues: Taking Conflict Personally Leads to Rumination,Residual Hurt and Negative Motivations Toward Someone Who Hurt Us   总被引：1，自引：1，他引：0  

Courtney Waite Miller  Michael E. Roloff 《Communication quarterly》2013,61(2):193-213

Individuals sometimes are hurt by the comments of others, and residual feelings of hurt are experienced after the episode. Because of individuals’ tendency to ruminate, we argue that residual hurt and its consequences may be especially common among individuals who tend to take conflict personally (TCP). We hypothesized that TCP would be positively related to motivations to avoid and to seek revenge against offenders, and these relationships will be mediated by the link between rumination and residual hurt. To test our hypotheses, we conducted a survey among undergraduates about how they reacted to a hurtful message. We confirmed our hypotheses.  相似文献   

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