Maternalist discourse in nursery nurse training at Wellgarth Nursery Training School from 1911 to 1939: current dilemmas of class and status in historical context     

Jane Read 《Gender and education》2019,31(2):171-188

This article explores current dilemmas of status surrounding professional roles for the early years workforce through research into training for nursery nurses at Wellgarth Nursery Training School, London, from 1911 to 1939. It interrogates the issues through the lens of vocational habitus and feminine and emotional capital and draws comparison with contemporary training for Froebel teachers. The data identify maternalist discourse as a common factor in training for Wellgarth and Froebel students, with consequences for a gendered workforce. The research demonstrates that class was the key factor in the ability to pursue a career in nursery nursing or teaching, and shaped unique professional identities. The historical perspective sets current European and English policy on early years professional roles, and the plethora of recent literature on differentiated constructions of professionalism, which problematises conceptions of professional roles as caring or teaching, within a history dating back over 100 years.  相似文献   

Education sector reform: The Ugandan experience     

Alan Penny  Michael Ward  Tony Read  Hazel Bines 《International Journal of Educational Development》2008

In 1998 the Government of Uganda (GoU) began implementing an ambitious reform programme called the Education Strategic Investment Plan (ESIP) in order to effect Universal Primary Education (UPE). This paper offers a perspective on how the GoU has met the challenge of financing education reform, addressed the need to improve the quality of basic education and increased access and equity while improving efficiency at primary and post-primary levels of education. The development model described in this paper privileges good governance and donor co-operation within a Sector Wide Approach. Important lessons have been learned in Uganda including the need for political commitment to universal primary education within a clear conception of whole sector reform. However, the discourse of SWAPs tends to function primarily in the formal sphere and not at the level of the experience of most teachers, pupils and their families, yet it is at this level that national education policies have to be mediated in practice. More attention needs to be given in education sector reform to the processes as well as the context of change.  相似文献   

Gender,popularity and notions of in/authenticity amongst 12‐year‐old to 13‐year‐old school girls     

Barbara Read  Becky Francis  Christine Skelton 《British Journal of Sociology of Education》2011,32(2):169-183

This paper draws on data from a research project investigating gendered identities and interactions of high‐achieving students in Year Eight in England (12–13 years old), particularly in relation to students’ ‘popularity’ amongst their peers. As part of this study 71 students were interviewed from nine different schools in urban, rural and small town locations. From an analysis of participants’ conceptions of the characteristics of ‘popular’ and ‘unpopular’ students, this paper looks in depth at notions of in/authenticity and how it is perceived and judged in relation to the self and others. In particular, the paper focuses on the genderedness of such discourses of in/authenticity as constructed by these students, and relates such concerns to theorizations of ‘impossible’ femininity.  相似文献   

The conceptualisation of a modified formative assessment model for non‐verbal students with autism and severe learning difficulties     

Tereza Aidonopoulou‐Read 《British Journal of Special Education》2020,47(1):88-109

The popularity of formative assessment has increased since the publication of work by Black and Wiliam in 1998. Even though it is a useful teaching tool, in most cases it has only been possible to use it for students with high levels of cognitive and communicative ability. The aim of this article is to propose a modified, personalisable model of formative assessment for non‐verbal students with autism and severe learning difficulties. Five students with autism and severe learning difficulties participated in systematic video observations over a period of eight weeks, during which student behaviour and attainment were recorded. The behaviour checklist gave an accurate representation of the students' level of engagement and predicted attainment, but differences in passive learning objectives (those requiring passive co‐operation) and active ones (those requiring active contribution) were noted. The introduction of engaging resources improved engagement, but tangible rewards had a negative effect on attainment. Praise had a positive effect on engagement and attainment.  相似文献   

Characteristics and experiences of interns in strength and conditioning     

Paul Read  Jonathan D. Hughes  Richard Blagrove  Ian Jeffreys  Mike Edwards  Anthony N. Turner 《Journal of sports sciences》2017,35(3):269-276

Student coaches undertake internships to develop practical skills and gain experience to improve employability prospects. The characteristics of the coaches who undertake these internships, their experiences and the nature of the work being performed are currently unknown. The purpose of this study was to report the characteristics of strength and conditioning (S&C) coaches who have undertaken internships and their experiences during their respective placements. A total of 113 men and 6 women completed an online survey. Placements generally lasted 6–12 months (66%), were unpaid (93%) and took place at professional teams (63%). All respondents had a standard of experience prior to commencement (82%); a higher-education degree (bachelor’s degree 56%; master’s degree 18%) and others were qualified S&C coaches (16%). Activities consisted largely of coaching (47%), data collection (22%) and equipment set-up (25%) but lacked provision of appropriate training. Mentors were allocated to interns; however, often developmental objectives were not discussed, meetings were rarely documented, and in some cases, no meetings took place. This study suggests that internships offer worthwhile experiences and assistance in skill development to progress in S&C. However, clearer guidelines are required to define the responsibilities of employers and interns, to maximise these experiential learning opportunities and avoid the exploitation of willing students.  相似文献   

Britney,Beyoncé, and me – primary school girls’ role models and constructions of the ‘popular’ girl     

Barbara Read 《Gender and education》2011,23(1):1-13

This paper looks at the ways in which the gendered social construction of the ‘popular girl’ infuses girls’ ideas as to their role models: those representing who they would like to be when they ‘grow up’. It will look at the ways in which the gendered characteristics that are seen to be of most value to girls (often embodied by ‘celebrities’ such as Britney and Beyoncé) often reflect socially dominant constructions of femininity. These characteristics can in some ways be seen to emphasise passivity rather than agency and power – for an example in an emphasis on attractiveness and appearance rather than activity and accomplishments. However, such desired characteristics are also those considered to characterise the ‘popular’ girl at school – a position of power and influence amongst girls’ peers. Therefore such desires are complexly located within both the constraints of hegemonic femininities and the dynamics of power relations between girls themselves.  相似文献   

Does the gender of the teacher really matter? Seven‐ to eight‐year‐olds’ accounts of their interactions with their teachers     

Bruce Carrington  Becky Francis  Merryn Hutchings  Christine Skelton  Barbara Read  Ian Hall 《Educational studies》2007,33(4):397-413

In recent years, policy‐makers in England, Australia and other countries have called for measures to increase male recruitment to the teaching profession, particularly to the primary sector. This policy of targeted recruitment is predicated upon a number of unexamined assumptions about the benefits of matching teachers and pupils by gender. For example, it is held that the dearth of male ‘role models’ in schools continues to have an adverse effect on boys’ academic motivation and engagement. Utilizing data from interviews with more than 300 7‐ to 8‐year‐olds attending primary schools in the north‐east and south‐east of England, the paper sets out to scrutinize these claims. The findings revealed that the gender of teachers had little apparent effect on the academic motivation and engagement of either boys or girls. For the majority of the children, the gender of the teacher was largely immaterial. They valued teachers, whether men or women, who were consistent and even‐handed and supportive of them as learners.  相似文献   

Contrasting computer input devices for teaching children with severe learning difficulties to read     

Anna Wright  Pauline Read  Mike Anderson 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(2):106-112

Many teachers make the assumption that CAL systems which use a touch screen are more effective for children with severe learning difficulties than those which use a concept keyboard. These two experiments look at which is more effective in helping these children to maintain a previously acquired sight vocabulary, and to learn new sight words. It was predicted that the touch screen would prove more effective because it places fewer information processing demands on pupils. Surprisingly, no difference was found between the two systems.  相似文献   

Librarians in small hospitals     

Read M 《Bulletin of the Medical Library Association》1978,66(2):244-245

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The simultaneous production of educational achievement and popularity: How do some pupils accomplish it?   总被引：3，自引：0，他引：3  

Becky Francis  Christine Skelton  Barbara Read 《British Educational Research Journal》2010,36(2):317-340

In spite of research showing that pupils—particularly boys—tend to experience tension between high academic achievement and popularity with peers at school, some pupils continue to maintain simultaneous production of both. This article focuses on a sample of 12–13 year‐old pupils, identified as high achieving and popular, to examine classroom subjectivities, with attention to their practices around gender and educational achievement. Data are drawn from a qualitative study funded by the Economic and Social Research Council, which involved observation of classes at nine different co‐educational state schools in England, and interviews with 71 high‐achieving pupils, including 22 that were identified as high achieving and popular. The study findings belie the notion that high‐achieving pupils necessarily jeopardise their social standing with classmates. However, it also demonstrates the importance of embodiment and even essential attributes in productions of subjectivity that successfully ‘balance’ popularity and achievement. Nevertheless, high‐achieving and popular pupils are shown to undertake significant identity work, employing particular gendered performances and practices in order to maintain this simultaneous production.  相似文献