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151.
This paper reports on data drawn from an Economic and Social Research Council‐funded project investigating the experiences of UK‐based students training on level‐2 and level‐3 childcare courses. We focus on the concept of emotional labour in relation to learning to care for and educate young children and the ways in which the students’ experiences of emotional labour and the expectations placed upon their behaviour and attitudes are shaped by class and gender. We consider the ways in which students are encouraged to manage their own and the children's emotions and we identify a number of ‘feeling rules’ that demarcate the vocational habitus of care work with young children. We conclude by emphasising the importance of specific contexts of employment in order to understand workers’ emotional labour and argue for more recognition of the intense demands of emotional labour in early childhood education and care work. 相似文献
152.
Higher Education - Following on from the already wide-ranging academic discussion about fostering critical thinking in students as an important component of a university’s educational... 相似文献
153.
Annette Braun 《British Journal of Sociology of Education》2011,32(2):275-291
This paper considers the psychic and social dynamics reported by student teachers when learning to embody their teacher persona in the secondary school environment. Focusing on gender dimensions of embodiment and drawing on qualitative interview data from a UK study of postgraduate teacher‐training students, teaching is examined as a physical experience. The paper conceptualises findings under two related headings: the appropriately gendered body, signified by heteronormative readings of gender and sexuality; and the gendered authoritative body, conceptualised as male. The ‘teacher body’ emerges as an important element of student teachers’ stories of trying to fit with the new professional environment and the paper concludes by arguing for a consideration of gender and body politics in the practice and training of teachers, thus challenging the assumption that professional occupations are essentially ‘disembodied’ and gender neutral. 相似文献
154.
Meg Maguire Jane Perryman Stephen Ball Annette Braun 《British Journal of Sociology of Education》2011,32(1):1-16
In this paper we describe some of the complexities involved in the construction of a sample of ‘ordinary’ schools. We outline the policy context in England that produces pressures to resist ‘ordinariness’. The paper then explores two theoretical tools, fabrication and rhetoric, that are deployed in an analysis of some key artefacts of fabrication from schools in England. Through an examination of artefacts such as school brochures and websites, this paper asks whether there are any ‘ordinary’ schools in these performative times? 相似文献
155.
156.
Greening the future for education: changing curriculum content and school organization 总被引:1,自引:1,他引:0
Annette Greenall Gough 《课程研究杂志》2013,45(6):559-571
157.
ABSTRACT An important aspect of integrating special needs pupils in mainstream education is social integration. Parents of Down's syndrome children and their teachers in regular education regard contact with peers as of utmost importance for these children's development. Until recently, there was little research in The Netherlands on social contact between mainstream Down's syndrome children and their classmates. The study addresses the number and type of contacts in the regular classroom and the position occupied by the pupils involved within their peer group in regular education. 相似文献
158.
Deborah Ann Ceglowski Mary Ellin Logue Annette Ullrich Jaesook Gilbert 《Early Childhood Education Journal》2009,36(6):497-504
Sixteen Minnesota families with children with disabilities participated in a 2-year interview study of their care experiences.
Findings show that families developed a network of care providers, struggled to pay additional costs for care, were not informed
of community services and programs, and believed that their children received adequate child care. This study highlights the
need to provide information to families and providers and to link services in both rural and urban communities.
相似文献
Deborah Ann CeglowskiEmail: |
159.
Dr. Julia Franz Univ.-Prof. Dr. Annette Scheunpflug 《Zeitschrift für Erziehungswissenschaft》2009,12(3):437-455
Demographic changes are leading to an altered population structure and subsequently to changes in the age structure of potential participants in educational training. Adult education has reacted to this by developing special provisions for older participants and a concept of intergenerational learning provision for different generations. Arranging such intentional intergenerational processes is indeed no small task for adult education. This contribution will look at this challenge more closely. To this aim, the orientations of professional and non-professional adult educators and participants in intergenerational learning processes will be reconstructed in a qualitative investigation. It can be shown that the andragogic skill of adult educators is a pre-requisite for the facilitation of learning processes, which are explicitly intergenerational. 相似文献
160.