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This article uses the concept of emotional labour to understand some of the changes that are ongoing in the teaching profession. While research has explored the impact of the new performance culture upon teachers’ work and identified a marginalisation of the caring and emotional aspects of teaching, the concept of emotional labour allows us to extend this argument. Using interviews with teachers who have had their capability questioned, in the majority of cases through the threat or implementation of capability procedures, this article draws upon newer conceptualisations of emotional labour to analyse some of the changes teachers are experiencing with the introduction of new accountability and performance systems. Utilising Bolton’s typology of different forms of emotion management in the workplace, we argue it is possible to recognise the distinctiveness of the emotion work carried out by teachers and identify why teachers’ emotion work is particularly vulnerable to the educational reforms associated with the standards agenda. We suggest that not only is there a shift away from the caring aspects of teaching, but also the emotional work teachers are expected to perform is becoming increasingly prescribed in ways that mirror the management of emotional labour carried out in the service sector. This is particularly the case in the primary sector where the majority of teachers in the study were working. 相似文献
153.
Schwandt, Thomas A. (1997) Qualitative Inquiry: a Dictionary of Terms. Thousand Oaks, CA: SAGE Publications, Inc. 183 pp. $ 23.95 ISBN‐0–7619–0254–6 VanTassel‐Baska, J. (1998). Excellence in Educating Gifted and Talented Learners, Third Edition with chapters by Camilla Persson Benbow, John F. Feldhusen, Kenneth Seeley, and Linda Kreger Silverman. Denver, CO: Love Publishing Co. (532pp., $58.00 hb, ISBN 0–89108–255–7. Moore, D.P. and Buttner, E.H. (1997). Women entrepreneurs: Moving beyond the glass ceiling. Thousand Oaks, CA: Sage Publications, Inc. (262 pp., $19.95 pb, ISBN 0–7619–0464–6) Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development (132 pp., $21.95 pb, ISBN 0–87120–342–1). 相似文献
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C. Matt Seimears Emily Graves M. Gail Schroyer John Staver 《The Educational forum》2013,77(2):265-271
The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science. 相似文献
156.
Feel American,Watch American,Eat American? Remote Acculturation,TV, and Nutrition Among Adolescent–Mother Dyads in Jamaica
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Gail M. Ferguson Henna Muzaffar Maria I. Iturbide Hui Chu Julie Meeks Gardner 《Child development》2018,89(4):1360-1377
Globalization prompts remote acculturation toward U.S. culture in Jamaica; this study used a bioecological systems approach to examine its proximal impact on nutrition through U.S. cable TV consumption, and maternal influences in the home. Overall, 330 randomly selected adolescent–mother dyads from schools in Kingston, Jamaica (Madolescent_age = 13.8 years, SDadolescent_age = 1.8) completed questionnaires reporting American identity and behavioral preferences, daily time spent watching U.S.‐produced TV programs, and frequency of eating unhealthy foods. Actor–partner interdependence models revealed that girls’ American identity/behavior directly predicted their unhealthy eating, whereas girls’ mothers and boys’ American identity/behavior indirectly predicted unhealthy eating as mediated by their U.S. TV hours. Additionally, mothers’ American identity/behavior predicted daughters’ unhealthy eating as mediated by mothers’ U.S. TV hours. Remote acculturation theory may facilitate more targeted research and prevention/intervention. 相似文献
157.
The purpose of this research was to determine the diagnostic validity of Part Two of the AAMD Adaptive Behavior Scale-School Edition (ABS-SE) for the classification of behavior-disordered (BD) children. The sample consisted of 66 elementary school students ranging in age from 7-0 through 12-11. There were three groups of subjects: (a) children classified BD; (b) children referred for behavior problems, but not classified; and (c) children in regular classrooms, neither referred nor classified. Teachers completed Part Two of the ABS-SE for all subjects. Validity was investigated for both domain and factor scores, with discriminant analyses yielding significant classification results. Using the domain scores generated by the stepwise discriminant analysis, the overall rate of correct classification was 71.21%; using factor scores, the level of correct classification increased to 77.27%. 相似文献
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This article begins with a theoretical background for a teacher-research project, using the framework of transformational
curriculum. The authors designed a first-grade health unit incorporating Gardner's (1987) multiple intelligences. This article
details the process two classroom teachers used to translate theory into practice. 相似文献
160.
Gail McMillan 《Learned Publishing》1994,7(2):93-98
Electronic journals portend tremendous advantages to libraries. Patron access is swift and sure; these journals are never missing from the shelves, and they need not be delayed for technical processing because they can be ‘sent’ to public display and serials maintenance almost simultaneously. However, how will library users know what journals are available to them? They should be able to find electronic journals through the same means they find information in all other formats—through libraries’ online catalogs. The phrase ‘mark it and park it’ has not lost its relevance in the virtual library environment. 相似文献