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21.
Una O’Connor Felicity Hasson Christine McKeever Jayne Finlay 《Journal of Research in Special Educational Needs》2021,21(2):146-155
The assistant workforce is a constituent presence in all schools. Progressive reconfiguration of the role has resulted in a hybrid position, with assistants customarily navigating power relationships in the hierarchy of the school. This paper employs Bourdieu’s theory of social fields, in particular, his system of relations, as a means to consider the intersection of habitus and capital amongst assistants in special schools in Northern Ireland. Using this analytic approach, focus group interviews with Classroom Assistants and Health Assistants explored their current deployment, their interaction with each other and with teachers. Data was collected from 47 participants across 7 special schools, with interviews transcribed and thematically analysed. Findings revealed assistants as a workforce in transition, whose conventional habitus has been steadily disrupted by a supply and demand culture often at variance with the origins of the post. Whilst such divergence has the potential to create a site of struggle, the burgeoning social and cultural capital held by assistants has, instead, re-configured their perceived position within the special school environment, creating more porous professional boundaries and an increasingly fluid professional identity. These explanatory insights offer a fresh perspective for further research into this pivotal yet under-researched group in Northern Ireland. 相似文献
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Lenora G. Knapp Lori J. Stark Jayne A. Kurkjian Anthony Spirito 《Educational Psychology Review》1991,3(4):309-334
Although standardized and psychometrically-sound instruments for assessing children's coping are essential to both clinical practice and theory development, there have been few systematic efforts to design such measures. This review of assessment instruments compatible with the Lazarus and Folkman (1984) formulation of coping reveals a limited number of instruments but great diversity in the types of techniques employed to assess the coping of children and adolescents. Types of measures critiqued include projective techniques, interviews, questionnaires, and behavioral observation scales. A comprehensive assessment procedure is proposed and suggestions for future research are discussed. 相似文献
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Bob Boissy Jayne Marks T. Scott Plutchak Caitlin Trasande Peter Jaszi Michael Remington 《期刊图书馆员》2016,70(1-4):44-54
The expert speakers from the publishing, librarian, and vendor communities regrouped at the end of the Society for Scholarly Publishing–NASIG Joint Meeting to answer questions or elaborate on information they presented earlier during the meeting. 相似文献
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Jayne M. Morgan 《Communication Studies》2013,64(1):85-102
A cultural‐critical approach is used to explore dominant and alternative ideologies of change reflected in the metaphors of a retail‐based management staff. The case study reveals the managers as change agents were well versed in the corporate call to “get out of the box, “yet reflected a less transformational vision of change in their own discourse. Traveling metaphors used by the store‐level managers indicated a process orientation to change, but one that severely limited discussion about other possible routes toward the desired end. Suppressed alternative metaphors speaking to the personal losses and frustrations associated with change are exposed and validated in this analysis. Implications for research and practice are discussed. 相似文献
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Nina Yssel Jayne R. Beilke Kathy L. Church Jay S. Zimmerman 《The Teacher Educator》2013,48(4):295-305
Abstract School districts throughout the United States have responded in different ways to recent acts of violence. Responses vary from external security measures, which include metal detectors, see‐through backpacks, and fences, to programs that train teachers and students to recognize potentially dangerous threats and behavior. Literature indicates that teacher education programs have generally failed to address this issue in preservice teacher education. The purpose of this article is to present a conceptual model for incorporating conflict resolution in preservice teacher education. The CoRE model offers teachers conflict resolution/ peer mediation skills in a four‐level approach: Foundational Knowledge, Integration, Contextual, and Implementation. 相似文献
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