‘I'm just there to ease the burden’: the parent support adviser role in English schools and the question of emotional labour     

Stephen M. Cullen  Mairi‐Ann Cullen  Geoff Lindsay 《British Educational Research Journal》2013,39(2):302-319

In 2005, the Department for Education and Skills announced a £40 million investment in a new school support worker role, the parent support adviser (PSA), for 20 English local authorities. A pilot project ran from 2006–2008 and resulted in the establishment of 717 PSAs in 1167 schools. The national evaluation of the project forms the evidential basis of this paper, with interviews conducted with 69 PSAs, 85 PSA line managers and 105 parents and a database recording casework with nearly 21,000 parents. This paper focuses on the nature of the PSA role as the first centrally funded parent support role in English schools. The theoretical framework provided by the concept of ‘emotional labour’ and the development of the concept represented by the 4Ps typology provides the conceptual structure. This paper argues that although the characteristics of the PSA role appear to place it within the category of work requiring emotional labour, PSAs and parents regard that aspect of the role in a positive light. For the PSAs there was little evidence that emotional labour necessary for the role of PSA led to dissonance between role and worker or alienation from the product of PSA labour.  相似文献   

Participation and equity in higher education: are we going back to the future?     

Geoff Whitty 《牛津教育评论》2013,39(2):267-280

The December 2008 special issue of the Oxford Review of Education provided a review of education policy during Tony Blair’s tenure as Prime Minister. This paper forms a response to the ten contributions to that special issue and discusses some of the issues raised in them. While a few positive aspects of education under New Labour were identified in the special edition, it focused more on the failures of New Labour than its achievements. A common theme to emerge from the papers included the government’s pursuit of neo‐liberal market policies at the expense of its professed commitment to social justice. While accepting that the government’s failure to tackle the differences in educational outcomes between advantaged and disadvantaged pupils constitutes a major failing, the present author argues that significant achievements, such as early years provision, were neglected in the special issue. He also discusses the electoral considerations facing New Labour and the personal role of Tony Blair in determining policy. The paper goes on to consider whether New Labour’s education policy has changed since the departure of Blair and identifies some hints of a potentially more progressive approach developing under Brown. It concludes by suggesting that contributing towards a debate about alternatives to Blairite policies should now become a priority for the ‘educational establishment’.  相似文献   

A knock to the system: A new sociotechnical systems approach to sport-related concussion     

Amanda Clacy  Natassia Goode  Rachael Sharman  Geoff P. Lovell  Paul M. Salmon 《Journal of sports sciences》2017,35(22):2232-2239

Broader contextual factors that influence concussion management have tended to be overlooked. To address this, the present study used a sociotechnical systems approach to identify perceived responsibilities and applied strategies for three domains of concussion management (i.e., prevention, identification and treatment). Participants were 118 members of the community rugby union system in Australia (69.2% male). Participants from throughout the rugby system (e.g., players, parents, coaches, club management) were asked open-ended questions about their perceived responsibilities and the strategies they use for concussion management. It was found that (a) proper training, technique correction and education were recurrent prevention themes; (b) the majority of key stakeholders felt that they could consistently identify concussion; however, medical aids (medics) were the only system actors who stated a responsibility to use standardised concussion assessment measures and (c) less than one third of the respondents indicated their involvement in treating concussion. This study identifies specific junctures in the system that prevents effective concussion management strategies. A sociotechnical systems approach improves the understanding of concussion prevention, and management beliefs and behaviours.  相似文献   

Editorial     

Geoff Fox 《Children‘s Literature in Education》1996,27(1):1-2

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Language,discourse and teaching the language arts: The development of imaginative self‐understanding     

Geoff Madoc‐Jones 《Teaching Education》2013,24(1):73-79

Paul Ricoeur asks that we conceive of the imagination less in terms of visual images than in terms of language. He develops this idea as part of the hermeneutic work of interpreting literary texts and posits that the world disclosed by the literary work provides a space for the imaginative consideration of new possibilities for the self. I describe some principles for educating children in a literary tradition that may assist in the development of linguistic expression and self‐understanding. Furthermore, some suggestions are made concerning the education of language arts teachers in this regard.  相似文献   

Time for curriculum reform: the case of mathematics     

Andrew Noyes  Geoff Wake  Pat Drake 《Curriculum Journal》2013,24(4):511-528

Mathematics education is rarely out of the policy spotlight in England. Over the last 10 years, considerable attention has been given to improving 14–19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting curriculum change by drawing upon evidence from our evaluation of the Mathematics Pathways Project (MPP). From 2004 to 2010 this project, which was directed by England's Qualifications and Curriculum Authority, aimed to improve the engagement, attainment and participation rates of 14- to 19-year-old learners of mathematics. Our particular focus is upon the temporal problems of piloting new curriculum and assessment and we draw on Lemke's discussion of timescales, heterochrony and the adiabatic principle to consider the interlocking and interference of various change processes.  相似文献   

Inference by Eye: Pictures of Confidence Intervals and Thinking About Levels of Confidence     

Geoff Cumming 《Teaching Statistics》2007,29(3):89-93

A picture of a 95% confidence interval (CI) implicitly contains pictures of CIs of all other levels of confidence, and information about the p‐value for testing a null hypothesis. This article discusses pictures, taken from interactive software, that suggest several ways to think about the level of confidence of a CI, p‐values, and what conclusions can be drawn from inspecting a CI.  相似文献   

Everything is connected: giftedness within a broad framework for cognition     

Geoff Woolcott 《High Ability Studies》2012,23(1):115-117

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Making R&D More Than Research Plus Development     

Geoff Stanton  & Andrew Morris 《Higher Education Quarterly》2000,54(2):127-146

Much criticism of educational research has focussed on the problem of its effective dissemination to practitioners. This paper explores an alternative model, in which research, in some of its modes at least, is linked with development rather than dissemination. This argument is made in the context of further education. Most further education colleges have a tradition of involvement in development work, and many have a senior member of staff responsible for it. An examination of this has led to the conclusion that a two-way link needs to exist between researchers and those who have the role of development manager in colleges. It is argued that a well developed model embracing both research and development could be very powerful, and could establish a new and more productive relationship between colleges and universities. However, it is also argued that this relationship cannot be fully effective without some form of mediation. This requires the creation of a new kind of professional to undertake this function. The model proposed is one in which research and development remain distinct activities, each with their own disciplines and expertise, but where R&D as an integrated concept becomes more than the sum of its parts.  相似文献   

Developing a ‘leading identity’: the relationship between students’ mathematical identities and their career and higher education aspirations     

Laura Black  Julian Williams  Paul Hernandez-Martinez  Pauline Davis  Maria Pampaka  Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72

The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus, her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding of leading activity and leading identity offers new insights into students’ identity development.  相似文献