首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 363 毫秒
1.
Abstract

This article aims to present preliminary data to validate and show the effectiveness of the educational programme Thinking emotions with a sample of children aged two years. To test its effectiveness, a sample of 57 children was selected. The sample was divided into experimental group (N = 38) and control group (N = 19). Participants were evaluated for overall development (Brunet-Lezine) and emotional understanding through two tests (AKT and TEC) before and after the implementation of the programme in the classroom. The tutors implemented the programme during school hours in weekly 45-minute sessions over six months. The results show significant advances in emotion understanding of children in the experimental group versus the control group. Results are discussed considering the implications of early education on emotions and the consequences on psychological wellbeing.  相似文献   

2.

The analysis describes the broad consensus which is currently emerging about the nature of the educational changes which are necessary for the creation of a 'learning society' and contrasts this vision with the contemporary reality of an education system which is every day more constrained by formal assessment. The implications of these tightening bonds for the development of universities in the third millennium are explored in terms of research evidence which documents the impact of conventional forms of assessment on student learning. The argument is made that this emphasis on 'categoric' assessment if fundamentally incompatible with aspirations towards the creation of a 'learning society'. This is partly because institutions must necessarily give their attention to obtaining high scores and cannot risk the substantial changes in the reorganisation of teaching and learning that an 'empowering' educational environment would arguably require and partly because of the power of the prevailing assessment discourse to define priorities. The article uses Lyotard's concept of 'performativity' to examine these contemporary tensions in higher education, their origins and potential significance for the creation of a 'learning society'.  相似文献   

3.
ABSTRACT

Background: In common with other service-oriented occupations, teaching is a profession that requires employees to engage in emotional labour. In order to perform their day-to-day roles effectively, teachers are expected to manage and utilise their emotions in nuanced ways, with a high degree of control. As research suggests a complex relationship between emotional labour and occupational burnout, it is essential to examine this further in the context of teaching, so as to better understand the issues associated with teacher burnout.

Purpose: This paper aims to explore the literature on emotional labour and burnout, using the lens of sociological research to examine how multiple contexts shape people’s experiences in occupations. We present a theoretical discussion on how expectations for emotion displays and management, alongside structural factors, may shape the experiences of teachers.

Sources of evidence: We reviewed literature on emotional labour and burnout to examine this relationship within the context of contemporary constraints, including educational policies, accountability and emergent interpersonal dynamics in the everyday lives of school teachers. We focussed mainly on the United States public school system and used search terms including emotional labour, emotion work, emotion management and feeling rules. An inductive analytic strategy was used to identify common themes in the literature.

Findings and Conclusion: The thematic analysis of literature suggested that the intertwining of structural- and interactional-level expectations for emotional labour fosters close yet complicated relationships with teacher burnout. In bringing attention to these relationships, we offer suggestions as to the directions education researchers and administrators might take to better comprehend and address teacher burnout.  相似文献   

4.
BackgroundEmotional maltreatment is the most pervasive but least studied form of abuse.ObjectiveIn the present study, we examined the role of emotion reactivity and emotion regulation in emotional child maltreatment.MethodsWe identified nine studies that compared levels of parental emotion reactivity and regulation in emotionally maltreating families with levels in non-maltreating families.ResultsOur meta-analytic findings revealed that, in comparison to non-maltreating parents, parents who are emotionally maltreating their children report higher levels of negative affect, depression, verbal aggression, and anger. We also found that in comparison to non-maltreating parents, emotionally maltreating parents report lower levels of emotional control, emotion regulation, and coping strategies.ConclusionsWe outline the theoretical and practical implications of these results, and emphasize how research into the etiology of child maltreatment may provide the basis for more effective prevention, screening, and treatment practices designed to eradicate emotional maltreatment.  相似文献   

5.
IntroductionAs feedback that nursing students receive during internships triggers emotional episodes, it results in changes in self-esteem, motivation, and learning behaviors. The adaptive or maladaptive nature of emotions is modulated via emotion regulation strategies.MethodTo understand how the students experienced and acted upon these emotional episodes, we applied an existential phenomenological approach.ResultsStudents experience a wide range of emotions in feedback situations. These emotions regularly require the use of emotion regulation strategies. We have described three kinds of such strategies. Based on the results of this and previous studies, we have developed a comprehensive model of feedback processing by students in the context of nursing internships, in which emotions and their regulation are central.DiscussionEmotion regulation strategies are often unconscious and should be developed by students during their training, especially in consciously designed feedback conditions of teachers and instructors, in which students should feel understood, respected, and invited to actively involve themselves in the processing of feedback. Finally, we make a few recommendations to education professionals.ConclusionsFeedback processing by future nurses during internships involves a complex emotional process that affects their behavior, either conducive to learning or not. Emotion regulation strategies may be required in these situations. Moreover, students' emotions are influenced by various determinants, which evolve in a circular dynamic as feedback occurs over time.  相似文献   

6.
Drawing into a discussion of the politicisation of emotion, this paper develops a framework to analyse some of the processes and strategies by which educational policies and pedagogical practices ??emotionalise?? the representation of refugees in conflict-ridden societies such as Cyprus and explores the implications for peace education. In particular, this paper aims to refine our understanding of how emotions affect the ways in which educational policies and practices reproduce self-other dichotomies through certain representations of the refugee experience. It is argued that these dichotomies are relevant to the emotional reactions against peace education initiatives. Second, this paper examines alternative possibilities of promoting peaceful coexistence, while taking into consideration the affective (re)production of refugee representations yet without undermining the refugee experience. Better understanding of how emotion is involved will help educational policymakers and teachers in divided societies to take into account the hitherto poorly developed aspects of the ways in which emotions, the refugee experience and peace education are inextricably intertwined.  相似文献   

7.

Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these affect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved significantly by using instructional programs and practices that reflect their cultural heritages, experiences, and perspectives. Several components of this ''culturally responsive teaching'' are explained, along with some research findings about its effects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society.  相似文献   

8.

This article is based on two major studies. One study was carried out in 1985 and the other in 1987. The discussion examines Form IV Cambridge School Certificate pupils' aspirations in Zimbabwe with special reference to the post‐independence period. Among the main factors said to determine pupils' aspirations, highlighted in the study include: the class structures of scoiety, parents' occupations, gender, the urban‐rural dichotomy and the type of schools attended.

Pupils' aspirations for a developing country such as Zimbabwe have implications for the country's education policies. These implications are in areas such as the expansion of educational provisions, universal primary education, material provision, educational costs, manpower supply and demand and entry into the University.

As far as cost implications are concerned, there is debate in Zimbabwe as to whether the country can afford free and compulsory primary education given limited resources. At the same time limited resources have affected the quality of education. This article attempts to give suggestions as to what education policy makers could do to improve upon the situation.  相似文献   

9.

This article examines how the development of inclusive education policies has been constrained by the adhesion of traditional regular and special education imperatives. The fragmentation of educational policy-making presses us towards exclusion; and the protection of professional interests reinforces individual pathologies and creates further exclusionary pressures. The authors contend that inclusive education is not a linear progression from 'special educational needs' and we must endeavour to understand the very different nature of these knowledge bases. Deconstruction is presented as a way of exposing exclusion as it is inscribed within inclusive education policies. The article ends with a series of openings for dialogue about inclusion which address the relationship between ideas and politics; a new politics of research; envisioning forms of schooling which eschew the modernist blueprint; reflexivity; and the teaching of inclusion.  相似文献   

10.

This paper considers the growing concern of 'including' permanently excluded students from schools and pupil referral units (PRUs) into a further education environment. The author looks at how further education and PRUs can collaborate to ensure the educational and social success of students who have been permanently excluded from school and some of the issues surrounding it.  相似文献   

11.

In this article a case is made both for the utility of deconstructive questions and also for the danger of taking such questions as a sole or overriding methodological agenda in education. The discussion is mounted by attention to grounded contexts and dilemmas rather than by a commitment to abstract concerns about ''power'' or ''Other'' or ''polyphony of voices.'' The framing dilemma is how one might construct a research methodology course that is not based on positivism, relativism, or a reification of current theory as an enduring answer for students. The article takes two substantive fields of inquiry in education- (1) inequality and access in education and (2) gender and education- to argue that following through some substantive issues for educational research can provide ways of thinking about the relative merits, power, pertinence, and relationships among quantitative, qualitative, and deconstructive agendas. Finally, the article outlines a research methodology course constructed by the author to attempt to put into practical form the assumptionsabout education and research methodology that are argued in this article.  相似文献   

12.
ABSTRACT

This paper considers the way in which current notions of integration and curriculum entitlement may disadvantage pupils with exceptional needs. An illustrative case of a pupil with profound and multiple learning difficulties is discussed along with general issues of entitlement arising, and the implications for that individual. Through an examination of the effects of the criteria for ‘being educated’ that result from the implementation of the National Curriculum in the UK, we question current perceptions of issues such as normalization, age appropriateness and 'integration’. We use a case study of a child with autism to question whether his educational interests are best served by current notions of integrated education. We suggest a broader notion of education that encompasses rather than contrasts with care, and suggest that curriculum entitlement should involve common curricular principles rather than common curricular content and should not deny within‐child factors. We further suggest that ‘integration’ should be reconceptualized as 'inclusion’ and we query the features that make educational needs ‘special’  相似文献   

13.

The 'drop-out' of working-class students from universities has been identified as one of the most pressing issues for the higher education (HE) sector in the United Kingdom. This article draws on the initial findings of a major research project that explores the meanings and implications of such withdrawal from HE amongst young working-class people. The article argues that drop-out should be seen not just as an educational problem, but also as a manifestation of sociocultural change. To understand drop-out we need to look beyond student support needs or institutional barriers to cultural narratives and local contexts. This enables us to use a sociological frame to understand the educational question, and employ the educational data to contribute to sociological debates on class. The article analyses 'drop-out' as a self-fulfilling cultural narrative that is increasingly connoted as working class, as well as being a consequence of the material exigencies of working-class circumstances. It illustrates how class identity mutates yet stays the same, with the working class still positioned in terms of 'lack'. Although the possibility of university study has become a part of working-class identity, the expectation that this experience may be 'flawed' or 'spoilt' has also become engrained. The article analyses drop-out as two sides of one coin: as both significantly influenced by local culture and as having a perceived impact upon that culture, with different effects in different locales.  相似文献   

14.

This account is based on case study data collected in two first phase schools (5-8 years) in England. The focus is the response of parents and teachers to a supposed opening up of schools through increased parental involvement in schooling. With acknowledgement of appropriate education policy and critical educational research, the authors argue that government policy depoliticises both educational outcomes and parent-teacher relations. The idea of the 'open' school dominates the data; it emerges as a metaphor of convenience and is pivotal in the way in which parents and teachers use it to explain and sustain parent-teacher relations of a mutually acceptable kind. Value is placed by both parties on an atmosphere of open communication, informality and routine. In the process of parent-teacher relations the advantage lies with the teachers, and parental empowerment is something of a myth. The metaphor of 'openness' is not questioned by parents and teachers, and it covers a process where trading is taking place between routine parental needs and the professional power and control of the teachers. There are clear indicators in the data which show that what drives parental involvement in these schools is teacher priorities coupled with some parental compliance, under the cover of the 'open' school, and not government policy imperatives.  相似文献   

15.

This article reports on a research project designed to explore a group of women scientists' understandings of themselves and science. The project uses an unconventional methodology: - a mixture of conventional qualitative research methods and techniques developed for use in psychotherapy. Its preliminary results appear to contradict some of the assumptions on which much of past work on girls and science education is based. For example, we found that, for the women involved in this project, factors such as the presence in their lives of strong female role models and/or the use of 'girl-friendly' curriculum materials were not important in their decision to continue the study of science to university level. Other factors - some of which were quite unexpected - had a much greater effect. The article outlines the methodology of this project and some of its findings, and explores the implications of these findings for future work on the gender and science education question.  相似文献   

16.
There is a resurgence of interest in the powerful concept of emotion in current educational policy and practice. This article calls for the recognition and conceptualisation of a triadic schema for theorising the location of emotion within a creative educational experience. The schema represents emotion within three domains within current practice: Person, Process and Product. The principal focus of the article is pupils aged 5‐16 and consideration is given to the application of the conceptualised schema within art and design education as represented by the national curriculum statement of importance. The central hypothesis of the work is that greater recognition of an emotional dimension within a triadic schema ‐ developing emotional capacity in students to engage in a creative process (person); stimulating emotional engagement through appropriate learning contexts (process) and facilitating the emotional interfacing with outcomes (product) ‐ will help conceptualise the powerful interrelationship between emotion, creativity and learning. Based upon an extensive synthesised literature review a schema, developed through abductive reasoning and grounded theory, ultimately conceptualises the overarching theme of emotion within a creative, learning and product‐orientated experience within the primary and secondary stages of England's education system.  相似文献   

17.

A programmatic study of inequality/difference in New Zealand education has been carried out, for a quarter of a century, within a family resource framework that has supported both theoretical and empirical research. Although deeply influenced by Bourdieu's theories of social and cultural reproduction, its adherence to a realist philosophy of science means that its structure-disposition-practice explanatory schemes cannot be represented as Bourdieusian. This article takes the concept of habitus (as a set of learned dispositions)and argues that durable embodied cognitive schemes, acquired by children in classed environments, are a principal cause of observed class variation in educational performance. This view challenges accounts in which 'ability'is regarded as 'socially constructed'. The entire history of the sociology of education might be written in terms of its struggle against the dominant influence of IQ theory as an explanation of inequality/difference in education. It is not clear that our discipline has yet been successful in that struggle. These matters are discussed with reference to empirical data on the association between social class and educational achievement in New Zealand. The evidence suggests that class patterns of attainment, particularly on standardized tests designed to assess verbal intelligence, support the thesis that cognitive operations effected by the cognitive habitus are fundamentally involved in the reproduction of inequality/difference. It seems that the primary effects of socialisation may be more important than the secondary effects that many sociologists have taken as their proper area of concern. Some policy implications of this thesis - which is neither a move to encode IQ theory in a radical discourse nor an attempt to reinstate classical deficit theory - are discussed in the context of state-sponsored possibilism currently being imposed on many educational systems.  相似文献   

18.
In educational research, emotion has attracted substantial attention since the mid-1990s. While there are many studies of teacher emotion in educational change in the West, there is a remarkable dearth of such studies in China. This qualitative study attempts to address this issue by examining teachers?? emotional experiences in the national curriculum reform of senior secondary education in China. Results indicate that teachers revealed complex emotional responses to the reform. These emotions were related to teachers?? perceptions about the use of new textbooks, teaching approaches, and, more importantly, the uncertain changes in college entrance examinations. Three types of teachers with different emotions and professional identities are identified in the reform (i.e., the losing heart accommodators, the drifting followers, and the cynical performers). These findings highlight the Chinese perspective on teacher emotion and provide some implications for the management of curriculum reform and teacher emotion in the Chinese context.  相似文献   

19.

This article is set in the context of current moves in British education policy towards a fixed concept of 'what works' and a questionable certainty about 'best practice'. The author explores the value of postmodern thinking in challenging these state-endorsed certainties and in opening up new possibilities for research, critique and practice. She identifies four key areas of educational authority to which postmodernism offers a significant challenge: the authority of power/knowledge; the authority of models of learning; the authority of identity; and the authority of language. The author identifies recent work in a postmodern frame which challenges these authorities, and outlines current educational contexts in which postmodern thinking has a valuable contribution to make. In conclusion, she suggests that postmodernism opens a new window on the politics of possibility, offering one of the most powerful contemporary radical approaches to inquiry and critique available to the sociology of education.  相似文献   

20.

Self-assessment is an established aspect of teaching in higher education, informing reflective practice, self-study and continuing professional development, and offering a fundamental method in student-centred approaches to the support of learning. However, reflective self-assessment is often treated uncritically by its proponents, where it is taken for granted as 'a good thing'. Self-assessment is typically grounded in a humanistic-psychological approach that fails to critically investigate its own theories of knowledge, such as the assumed transparent nature of the 'self'. Where many practitioners regard self-assessment as a radical and 'freeing' practice, a post-structuralist critique of the dominant humanistic approach to teaching in higher education exposes self-assessment as a normative and 'disciplining' educational practice, where the self is constituted, not constitutive. An argument is made for an alternative to humanistic models of self-assessment as a self-forming without invoking personal agency.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号