Building community capacity and social infrastructure through landcare: a case study of land grant engagement     

Courtney E. Kimmel  R. Bruce Hull  Max O. Stephenson  David P. Robertson  Kimberly H. Cowgill 《Higher Education》2012,64(2):223-235

In the struggle to remain true to their technical assistance and civic engagement missions in an era of shrinking budgets and increasingly complex accountability claims, land grant universities have developed different engagement strategies to contribute to the development of surrounding communities. Drawing on Flora and Flora’s (in Ann Am Acad Polit Soc Sci, 48, 1993) assertion that a strong and “entrepreneurial” social infrastructure is critical for facilitating lasting change and development in communities (particularly rural communities), this article presents a case study of a land grant university’s engagement with a community landcare group from the perspective of building social capacity in surrounding communities. This case explores Virginia Tech’s involvement in facilitating and supporting Catawba Landcare using three theoretical frames—Ronald Heifetz’s concept of “holding environments” as a safe and facilitated space where social learning can occur; ecological and social entrepreneurship and the roles and functions required to support these forms of entrepreneurship; and the concept of learning action networks in which otherwise disparate partners are linked under common goals and collectively learn how to manage the situation at hand. Using these three theoretical frames, this paper posits landcare as a model of engagement for land grant universities thus contributing to the construction of social infrastructure.  相似文献   

Integrating Reading into Middle School Science: What we did,found and learned     

Zhihui Fang  Linda Lamme  Rose Pringle  Jennifer Patrick  Jennifer Sanders  Courtney Zmach 《International Journal of Science Education》2013,35(15):2067-2089

Recent calls for border crossing between reading and science have heightened the need to support science teachers in integrating reading into science and to verify the robustness of this approach in the context of inquiry‐based science. In this paper, we share what we did, found, and learned in a collaborative project in which a team of university‐based reading educators and school‐based science teachers worked together to infuse reading strategy instruction and quality science trade books into inquiry‐based sixth‐grade science classrooms. We suggest that infusing reading into middle school science enhances science teaching and learning, but is a complex, multifaceted undertaking.  相似文献   

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   

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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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   

The Perspectives of Women and Their Health-Care Providers Regarding Using an ECA to Support Mode of Birth Decisions     

Somphit Chinkam  Courtney Steer-Massaro  Ivan Herbey  Zhe Zhang  Timothy Bickmore  Allison Shorten 《The Journal of perinatal education》2021,30(3):135

This study used focus groups to assess the feasibility and acceptability of adapting an Embodied Conversational Agent (ECA) to support decision-making about mode of birth after previous cesarean. Twelve women with previous cesareans, and eight prenatal providers at an academic, tertiary-care medical center, viewed a prototype ECA and were asked to share feedback on the potential role in helping women prepare for decision-making. Both groups felt that although it was somewhat “robot-like,” the ECA could provide easy access to information for patients and could augment the visit with providers. Future work is needed to improve ECA visual appeal and clarify the role and timing for utilization of decision aids using ECA technology to enhance the shared decision-making process.  相似文献   

The relationship between the WAIS-R and academic achievement among EMR adolescents     

Richard J. Nagle 《Psychology in the schools》1993,30(1):37-39

This study examined the relationship between the WAIS-R and WRAT-R among 78 EMR adolescents enrolled in resource classes in a public school setting. Results indicated that the WAIS-R Verbal IQ was significantly correlated with all WRAT-R subtests (r range = .66 to .77). The Performance IQ was found to be significantly related only to Arithmetic (r = .26). The Full Scale IQ was significantly related to Reading (r = .25) and Arithmetic (r = .56), but not Spelling. Results suggest that the WAIS-R Verbal IQ and Full Scale IQ generally show moderate correlations with achievement but the Performance IQ generally shows no or little relationship to achievement. This pattern of findings is somewhat different from prior Wechsler research with other populations. Implications for the diagnostic activities of school psychologists are discussed.  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