The Good Working Mother: Managerial Women’s Sensemaking and Feelings About Work–Family Issues     

Patrice M. Buzzanell  Rebecca Meisenbach  Robyn Remke  Meina Liu  Venessa Bowers  Cindy Conn 《Communication Studies》2013,64(3):261-285

We use a sensemaking lens to explore how women managers experience and articulate work–life concerns upon their return to paid work following maternity leaves. We focus on 11 women who held different types of managerial positions, including vice presidents, circulation managers, and human resources experts. We found that our participants re‐framed the good mother image into a good working mother role that fit their lifestyles and interests. To accomplish this reframing, participants engaged in three thematic processes supportive of the good working mother image: (a) good working mothers arrange quality child care; (b) good working mothers are (un)equal partners; and (c) good working mothers feel pleasure in their working mother role. These themes and image were both ironic and fragile constructions of working motherhood. Because these themes and images enable participants to make sense of and establish the worth of working motherhood to family members, friends, acquaintances, organizational members, and community members, they provide a reason why middle‐ or upper‐class working and stay‐at‐home mothers may be in conflict about work and family choices.  相似文献   

The introduction of nurture groups in Maltese schools: a method of promoting inclusive education     

Carmel Cefai  Paul Cooper 《British Journal of Special Education》2011,38(2):65-72

Against the background of increasing stress and pressures in young people's lives and their apparent manifestation in social, emotional and behavioural problems in schools, there has been a renewed interest in nurture groups as an educational intervention. Nurture groups are designed to address the unmet social and emotional needs of young children and provide them with the necessary skills and competencies for productive engagement in schooling. This article written by Carmel Cefai and Paul Cooper, who are, respectively, the Director and Visiting Professor at the European Centre for Emotional Resilience and Socio Emotional Health at the University of Malta, discusses the recent introduction of nurture groups in the primary sector in Malta, showing how they both extend the capacity of primary schools to become more inclusive, and to develop into resource centres for emotional literacy and parental education. A challenge perceived to lie ahead is to develop an intervention model that is adapted to the needs and values of the local educational context while remaining faithful to the theoretically sound principles and practices of therapeutic education.  相似文献   

Different regions,diverse classrooms? A study of primary classrooms in China     

Carmel McNaught  Beatrice Lok  Hongbiao Yin  John Chi-Kin Lee  Huan Song 《Asia Pacific Journal of Education》2014,34(3):319-336

Classroom experience is shaped by a number of factors. In this paper, we report a classroom observation study in China, illustrating regional variation in students' classroom learning experiences. Through comparing and contrasting observed classroom practices in three different regions in China (Chongqing, Hong Kong and Shanghai), the paper provides an analysis of the variation in classroom learning experiences of primary school students in China. Our empirical classroom observation data illustrates some key differences in the pedagogy, the use of classroom activities, and the implementation of the curriculum between individual schools. More substantial differences in classroom practices are found when comparing schools from different regions than those within a given city, leading us to conclude that regional impacts on student experience appear to be more important than within-city factors such as the location of a school or its level of facilities.  相似文献   

END-OF-LIFE DECISION MAKING: PRACTICES,BELIEFS AND KNOWLEDGE OF SOCIAL WORKERS IN HEALTH CARE SETTINGS     

Perla Werner  Sara Carmel 《Educational gerontology》2013,39(5):387-398

The aim of the present study was to examine the involvement, beliefs, and knowledge of social workers in health care settings in the process of making decisions regarding life-sustaining treatments. A convenience sample of 68 social workers participated in the study (65 F and 3 M; mean age = 42.4 ; SD = 10.0 . Fifty-two participants worked at hospitals and 16 at nursing homes. The area in which social workers reported being more involved were activities related to family members. The extent of social workers' involvement was related to their beliefs regarding their role and their knowledge about life-sustaining treatments. Findings of this study emphasize the need for developing educational programs aimed at expanding social workers' knowledge in order to increase their autonomy and professional involvement in end-of-life decision making.  相似文献   

Challenges Confronting Career-Changing Beginning Teachers: A Qualitative Study of Professional Scientists Becoming Science Teachers     

James J. Watters  Carmel M. Diezmann 《Journal of Science Teacher Education》2015,26(2):163-192

  相似文献   

Introduction     

Michael Carmel 《Health information and libraries journal》1989,6(2):109-109

  相似文献   

Time-motion analysis of elite field hockey, with special reference to repeated-sprint activity     

Spencer M  Lawrence S  Rechichi C  Bishop D  Dawson B  Goodman C 《Journal of sports sciences》2004,22(9):843-850

Limited information exists about the movement patterns of field-hockey players, especially during elite competition. Time-motion analysis was used to document the movement patterns during an international field-hockey game. In addition, the movement patterns of repeated-sprint activity were investigated, as repeated-sprint ability is considered to be an important fitness component of team-sport performance. Fourteen members of the Australian men's field-hockey team (age 26+/-3 years, body mass 76.7+/-5.6 kg, VO2max 57.9+/-3.6 ml.kg(-1).min(-1); mean+/-s) were filmed during an international game and their movement patterns were analysed. The majority of the total player game time was spent in the low-intensity motions of walking, jogging and standing (46.5+/-8.1, 40.5+/-7.0 and 7.4+/-0.9%, respectively). In comparison, the proportions of time spent in striding and sprinting were 4.1+/-1.1 and 1.5+/-0.6%, respectively. Our criteria for 'repeated-sprint' activity (defined as a minimum of three sprints, with mean recovery duration between sprints of less than 21 s) was met on 17 occasions during the game (total for all players), with a mean 4+/-1 sprints per bout. On average, 95% of the recovery during the repeated-sprint bouts was of an active nature. In summary, the results suggest that the motion activities of an elite field-hockey competition are similar to those of elite soccer, rugby and Australian Rules football. In addition, the investigation of repeated-sprint activity during competition has provided additional information about the unique physiological demands of elite field-hockey performance.  相似文献   

Editorial—Quality in the market-place: White Paper challenges*     

Michael Carmel 《Health information and libraries journal》1990,7(4):185-189

  相似文献   

Using Interactive Journal Writing as a Strategy for Professional Growth     

Carmel Maloney  Glenda Campbell-Evans 《Asia-Pacific Journal of Teacher Education》2002,30(1):39-50

In recent years journal writing as a tool for reflective practice has gained prominence in teacher education programs. This paper reports the investigation of journal writing as a means for student teachers and university to better understand the process of learning to teach. The aims of the study were to examine how journals are used; to explore what students learn and what university teachers learn; and to identify which strategies work best. Survey and interview data were collected from the student authors of the journals. Analysis of the data contributed to our understanding of the process of interactive journal writing and the strategies we used as university teachers. Students used the journals in a number of ways. They used the journals to get direction on practice and planning, as a tool for analysis, as an emotion release, and as a way of 'sorting things out'. Students identified a number of strategies used by the university teachers as journal respondents which contributed to students' learning about teaching. This research focused our attention on interactive journal writing as a strategy that has the potential to promote reflective practice.  相似文献   

Pedagogical intersubjectivity,autism and education: can teachers teach so that autistic pupils learn?     

Carmel Conn 《International Journal of Inclusive Education》2018,22(6):594-605

Effective pedagogy and inclusive practice are located within the quality of learning relationships and the context-sensitive, moment-to-moment professional judgements made by teachers within learning interactions. In particular, good teachers are able to align themselves with pupils’ subject positions, though this experience of relatedness within learning interactions is a bodily one that is mundane and mostly overlooked. The aim of this article is to explore whether this account of learning, that crucially involves a shared way of being minded, is adequate to describe the learning of pupils on the autism spectrum. Problems with the idea of ‘pedagogical intersubjectivity’ in relation to autism are noted. Using personal accounts of learning interactions and recent micro-level research findings about the competences of autistic children in favourable interactional ecologies, it is argued however that experiences of relatedness in learning should be considered as important for autistic pupils too. It is concluded that a key aspect of good practice in relation to autism and education is that teachers are able to critically reflect on their bodily experiences of interaction with autistic pupils as a way of deepening their understanding and developing their professional practice.  相似文献