Wellbeing: How we make sense of it and what this means for teachers     

Tim O’Brien  Dennis Guiney 《Support for Learning》2021,36(3):342-355

In this paper, the authors discuss their grounded research carried out with teachers about the wellbeing of teachers. They explore the importance of making the concept of wellbeing more intimate and consider hedonic and eudaimonic ways of looking at wellbeing. They present a model of layered reflection which illuminates key factors that have an impact on the wellbeing of teachers.  相似文献   

Has inclusion become a barrier to inclusion?     

Tim O’Brien 《Support for Learning》2020,35(3):298-311

In this reflective piece the author focuses on the meaning that he made of inclusion in a book that was published almost twenty years ago. He then reflects on the meaning he makes of the current situation. He explores the problematic nature of the concept of inclusion, whether labels actually enable inclusion, research-informed implications of inclusion for those who do not experience SEND and the damaging impact of hyperaccountability and marketisation. He proposes that we may find future solutions by embracing complexities and educating for diversities.  相似文献   

Stakeholder influence strategies in bidding for a professional sport franchise license     

Jackie Heffernan  Danny O’Brien 《Sport Management Review》2010,13(3):255-268

This paper examines an application for a franchise license in Australia's professional rugby league competition, the National Rugby League (NRL). Frooman's (1999) typology of stakeholder influence strategies is used to analyse the negotiation of resource relationships between a Gold Coast franchise bid team and its key stakeholders. Primary data came from 12 interviews with nine key actors in the bid process; these were buttressed by secondary data. Frooman's typology provided a useful heuristic, but did not fully account for the critical role of firm legitimacy in stakeholders’ choice of influence strategies. The bid team negotiated stakeholders’ initial direct withholding strategies by creating access to the intangible resource of legitimacy. This subsequently provided access to material resources such as finance, a new stadium, and, ultimately, a franchise license. The findings are of note to practitioners and scholars interested professional sport and stakeholder theory.  相似文献   

Introduction     

Stanley Rothman  Alan Charles Kors  Dennis O’Brien  William B. Allen  John Agresto 《Academic Questions》1999,12(4):13-18

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Framing Refuge: Media,Framing, and Sanctuary Cities     

Benjamin Gonzalez O’Brien  Elizabeth Hurst  Loren Collingwood 《Mass Communication and Society》2019,22(6):756-778

The refugee sanctuary movement in the United States has shifted to include undocumented immigrants fleeing violence and economic strife. Given the negative tenor of coverage of undocumented immigration, and ties between framing and policy views on immigration, how the media frames sanctuary cities is likely to impact public perceptions of these cities and their policies. To assess media coverage of sanctuary policies, we analyzed articles from five national newspapers from 1980 to 2017 with both human content analysis and dictionary-based computational analysis. We find that framing around religion/morality and conflict has decreased, while stories focusing on crime and partisanship have increased. We discuss implications for public opinion and the likelihood that the American public will take their cues from media framing and elite discourse when it comes to sanctuary policies.  相似文献   

ISDN: Linking the information highway to the classroom     

John Fox  Karen Loutsch  Michelle O’Brien 《TechTrends》1993,38(5):18-20

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STEP UP to networks for science teacher professional development     

Carl Stannard  Thomas O’Brien  Andrew J. Telesca 《Journal of Science Teacher Education》1994,5(1):30-35

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Responding to racism at school: Ethnic-racial socialization and the academic engagement of Black and Latinx youth     

Kimberly R. Osborne  Ashley A. Walsdorf  Mia A. Smith-Bynum  Samantha Redig  Dawn Brinkley  Margaret Tresch Owen  Margaret O’Brien Caughy 《Child development》2023,94(1):219-236

Guided by the Theory of Racial Socialization in Action (TRSA; Smith-Bynum in press), this study examined observed caregiver-provided ethnic-racial socialization in response to a school-based discriminatory dilemma. Forty-five Black and 36 Latinx caregivers (88% mothers) with low-income and their children (M_age = 11.09, SD = 0.29; 46.3% female) participated in Dallas, Texas from 2018 to 2019. Dyads responded to a hypothetical scenario in which a school counselor makes a discriminatory comment to the child. Results of a factor mixture analysis suggested that caregivers engaged in the dialogue using one of four approaches: Low-engaged, Legacy, Racial Literacy, or High-engaged. Profiles were found to differ significantly by the race/ethnicity and language of caregivers and were associated with youth’s concurrent behavioral engagement (R² = .04).  相似文献   

Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014     

Laura Crane  Jade Davies  Anne Fritz  Sarah O’Brien  Alison Worsley  Anna Remington 《British Educational Research Journal》2022,48(1):22-48

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood.  相似文献   

Competing Activation During Fantasy Text Comprehension     

Sarah D. Creer  Anne E. Cook  Edward J. O’Brien 《Scientific Studies of Reading》2018,22(4):308-320

During comprehension, readers’ general world knowledge and contextual information compete for influence during integration and validation. Fantasy narratives, in which general world knowledge often conflicts with fantastical events, provide a setting to examine this competition. Experiment 1 showed that with sufficient elaboration, contextual information can dominate the integration and validation of fantastical information. In Experiments 2a and 2b, contextual support was diminished and general world knowledge dominated integration and validation and disrupted fantasy comprehension. Experiment 3 demonstrated that skilled readers make better use of contextual elaborations during integration and validation than less skilled readers, leading to different consequences for comprehension.  相似文献