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Jane Van Galen 《Equity & Excellence in Education》2013,46(1):98-113
In this article, I argue for a closer read of the daily “class work” of teachers, as posited by Reay, 1998. In developing exploratory class portraits of four teachers who occupy distinctive social positions (two from working-class homes now teaching upper-middle-class children and two from upper-middle-class homes now teaching poor children), I explore the class constraints within which teachers work. 相似文献
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Learning about Mentoring; the Enfield experience 总被引:1,自引:1,他引:0
Kate Sheraton Bernadette Clinton Ian Terrell 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):42-47
Over the last few years there has been a growing body of knowledge, both nationally and in Enfield, of the expertise required for mentoring newly qualified teachers (NQTs). Coordinating the LEA support for this group we identified a gap in the provision for those in their second and third years of teaching. The article describes the efforts that were made through the accreditation of teachers' work to support teachers new to the profession to develop as reflective practitioners. This work is based mainly on the experiences of a group of teachers who were NQTs in 1992–93 and who wrote assignments that were submitted in May 1994. It is in three parts. In Part One we identify the problem as we see it; in Part Two we present our model for filling the ‘gap’; and Part Three explores the learning outcomes for the new teachers and ourselves. 相似文献
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Luc Van den Berge 《Journal of Philosophy of Education》2013,47(3):391-406
The publication of Frank Furedi's Paranoid Parenting in 2001 was trend‐setting in the sense that it addresses parents directly in a way that is intended to be both critical and supportive, by helping parents to look through a sociological lens at their alleged predicament. Furedi's hope is that this will lead to the restoration of parental self‐confidence, which he claims to be sorely lacking in contemporary (Western?) society. I argue that such a project would be more likely to succeed if one were to hold a less dim view of the way both parents and other individuals are connected with their own society. By introducing a cultural‐hermeneutical perspective on human agency, based on a specific reading of Heidegger and Taylor, I suggest a more constructive way to reconnect parents with the ongoing conversations in their communities and to conceptualise parenting support. 相似文献
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William Barnet Le Van 《Journal of The Franklin Institute》1882,114(5):331-336
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W. Barnet Le Van 《Journal of The Franklin Institute》1882,113(6):419-427
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W. Barnet Le Van 《Journal of The Franklin Institute》1882,113(5):348-363