Discourse appropriation and category boundary work: casual teachers in the market     

Jennifer Charteris  Kathryn Jenkins  Marguerite Jones  Michelle Bannister-Tyrrell 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):511-529

With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual relief teachers (CRTs) performativity. Anti-essentialist theories support this exploration of CRT subjectivities and processes of discourse appropriation. Using collective biography methodology as re-storied memory work, this article speaks back to neoliberal politics of casualisation. The stories draw attention to how both experienced practitioners and newly graduated teachers might ‘do’ category boundary work within the complexity of school politics as they navigate the uncertainty of gaining and maintaining employment in the Education market.  相似文献   

Structural marginalisation,othering and casual relief teacher subjectivities     

Jennifer Charteris  Kathryn Jenkins  Michelle Bannister-Tyrrell  Marguerite Jones 《Critical Studies in Education》2017,58(1):104-119

Produced through market relations of neoliberal managerialism, teacher subjectivities are becoming progressively commodified. With the increasing casualisation of the teaching workforce, the well-being and status of casual relief teachers (CRTs) can be seen as an area of concern, at risk of ‘flexploitation’. More than just a convenient labour pool, CRTs operate on the margins of school communities, a space fraught with a range of issues. In many instances, CRTs experience less job satisfaction; less rapport with students and colleagues and less access to school information, professional development, resources and teaching materials. This article draws on a positioning theory to frame the discursive production of CRT selves within the neoliberal milieu. It offers a detailed analysis of collective biographies that explore narrative formations of casual teaching. Schooling discourse is replete with metaphorical language that frames teacher positioning, and a range of existing metaphors in CRT literature highlight their vulnerability in particular. Rather than offering an analysis that addresses casual teacher performance as a problem to be solved, this article proposes that the relationship between ‘structural marginalisation and the ‘othering’ that CRTs can experience is associated with the politics of market-related performativity.  相似文献   

如何看待考研     

Renee 《中国大学生就业》2002,(7):10-11

考研无疑是大学生们毕业时选择人数最多的道路之一,从这个实际情况来看,他最适合绝大多数同学.这是什么原因呢?我们在这里尝试综合一下,也许是画蛇添足,但也许能给低年级的同学们一点启发.  相似文献   

A framework for enabling graduate outcomes in undergraduate programmes     

C. H. Bond  A. McLean  N. Smith  S. Frielick  M. Jenkins 《高等教育研究与发展》2017,36(1):43-58

Our research aim was to determine what enables engagement with graduate outcomes in tertiary institutions in Aotearoa/New Zealand. We used a mixed methods approach comprising a survey sent to all tertiary institutions, follow-up interviews with 10 academic leaders and eight case studies of good practice of programmes engaged with graduate outcomes across four institutions. Using a general inductive approach, analysis of the academic leader interviews generated five categories of enablers: external drivers, structural/procedural, development, student achievement and contextual enablers. Combining these enablers led to an integrating framework for institutional engagement in the development of graduate outcomes. Drawing on wider datasets from the survey, interviews and cases studies, relevant strategies were identified that staff and students perceived influenced the development of graduate outcomes. The framework and the associated strategies adopt a ‘whole-of-institution’ approach, which is inclusive of programmes, staff and students and their individual histories, traditions, cultures and purposes thus allowing for each institution’s unique characteristics.  相似文献   

Stability of Observed Maternal Behavior Across Tasks,Time, and Siblings     

Sheri Madigan  Andre Plamondon  Dillon Browne  Jennifer Jenkins 《Parenting, science and practice》2016,16(2):108-124

Objective. To further understanding of the stability and variability in maternal behavior across tasks, time, and sibling pairs. Design. Mothers (a total of 451) were observed separately in interactions with two of their children across two tasks and three time points. Independent observers rated responsive and negative maternal behaviors. Results. Moderate to large correlations across tasks (responsivity = .51; negativity = .41), time points (responsivity = .40; negativity = .38), and siblings (responsivity = .56; negativity = .49) were found. Although these correlations indicate significant stability (i.e., consistency) of maternal behavior, they also indicate variability, with unexplained variance ranging from 69–84% for responsivity and 75–86% for negativity. Conclusions. Proportions of maternal behavior across tasks, time, and siblings can and cannot be accurately predicted given examination of maternal behavior in a comparable task, later time point, or sibling. The current study underscores the importance of considering both stability and variability as equally critical components for understanding maternal behavior.  相似文献   

Exploring the Structure and Benefits of an Integrated Yearlong Dual Certification Student Teaching Internship     

Colby T. Kervick  Emma Jenkins  Kelly A. Swindlehurst 《The Teacher Educator》2020,55(2):165-189

Abstract

Many teacher preparation programs offering dual certification have engaged in program redesign to establish greater integration between general education and special education. This article presents findings from an exploratory case study that examined the perspectives of former preservice teacher candidates and school personnel regarding an integrated yearlong dual certification internship. Findings indicated research participants (a) placed value on the breadth and authenticity of the experience; (b) built deep relationships with students and staff that contributed to building confidence; and (c) felt the structure and impact of the model yielded positive outcomes for both the school and for preservice teacher candidates. Implications for practice include suggestions for how teacher preparation programs might move toward integrated models of dual certification teacher preparation and explore the importance of clinically rich partnerships that benefit both preservice teacher candidates and field sites.  相似文献   

Infants' Reliance on a Social Criterion for Establishing Word-Object Relations   总被引：3，自引：0，他引：3  

Dare A. Baldwin  Ellen M. Markman  Brigitte Bill  Renee N. Desjardins  Jane M. Irwin  Glynnis Tidball 《Child development》1996,67(6):3135-3153

The language children hear presents them with a multitude of co-occurrences between words and things in the world, and they must repeatedly determine which among these manifold co-occurrences is relevant. Social factors—such as cues regarding the speaker's referential intent—might serve as one guide to whether word-object covariation should be registered. In 2 studies, infants (15–20 months and 18–20 months in Studies 1 and 2, respectively) heard novel labels at a time when they were investigating a single novel object; in one case the label was uttered by a speaker seated within the infant's view and displaying concurrent attention to the novel toy (coupled condition), whereas in the other case the label emanated from a speaker seated out of the infant's view (decoupled condition). In both studies, subsequent comprehension questions indicated that infants of 18–20 months registered a stable link between label and object in the coupled condition, but not in the decoupled condition, despite the fact that covariation between label and object was equivalent in the 2 conditions. Thus, by 18–20 months children are inclined to establish a mapping between word and object only when a speaker displays signs of referring to that object.  相似文献   

考研:名校比一般学校好考     

Renee 《中国大学生就业》2002,(7):24-26

在选择考研的学校时,考哪个学校是和考哪个专业一样重要的问题,考名校还是考一般的学校,考本校还是外校,这是个问题.我的观点是,还是考名校比较好.  相似文献   

Gender in plants     

Renee M. Borges 《Resonance》1998,3(4):64-71

Complex evolutionary forces determine whether plants are male, female or hermaphrodite throughout their lives or whether they switch from one sex to another. This article explores these often conflicting forces and seeks answers for sex change in plants.  相似文献   

Gender in plants     

Renee M. Borges 《Resonance》1998,3(11):30-39

What is the difference between plant sex and plant gender? Why does stress sometimes cause maleness and other times result in femaleness? Do plant hedge mating bets using sex change? This article addresses these and other evolutionary questions about plant gender.  相似文献