On cross‐cultural bridges and gaps: identity transitions among trailblazing Druze women   总被引：1，自引：0，他引：1  

Naomi Weiner‐Levy 《Gender and education》2008,20(2):137-152

The emotional conflicts and evolving Identity of the first Druze women who turned to study in Israeli universities is explored in this paper. While the benefits of higher education are widely discussed, this article wishes to focus on the different, more complex effects of education on the lives and identities of women. The study examines the complex identity patterns of these pioneering women after returning to their villages on completing their studies – influenced by their uniqueness as the first women in their community to achieve academic degrees and by the intercultural transitions they experienced along the way. The narrative identity and emotional processes are derived through interview analysis of 34 first Druze women that entered universities. The findings are viewed in light of modern and postmodern psychological theories of identity discussing lacunæs in western identity theories that cannot entirely account for certain aspects of interviewees’ identities.  相似文献   

Possibilities or paradoxes? How aspiring turnaround principals conceptualise turnaround and their place within it     

Jennie Weiner 《School Leadership & Management》2016,36(5):471-492

This study focuses on how a cohort of participants in a programme aimed at producing ‘turnaround leaders’ came to understand this policy and their role within it. Using a theory of action framework, I find that, over time, participants’ espoused theories of turnaround shifted in three key areas: (1) the cause of poor school performance, (2) the principal’s approach to leading change, and (3) the district’s role in turnaround. While these shifts created more complex views of organisational change, they also produced disillusionment and highlighted tensions in current conceptualisations of turnaround including their potential role in enacting it.  相似文献   

On the innovativeness of foreign affiliates: Evidence from companies in The Netherlands   总被引：1，自引：0，他引：1  

Bert M. Sadowski  Gaby Sadowski-Rasters 《Research Policy》2006,35(3):447-462

In examining the distinctive contributions of foreign subsidiaries and domestic firms to innovative performance in Dutch manufacturing, the paper shows that foreign ownership is an important factor in explaining inter-firm differences affecting innovativeness. It characterizes innovativeness by distinguishing between products that are new to the firm (‘imitative’ innovations), and those products that are new to the market (‘real’ innovations). It uses firm-level data for 4780 firms which took part in the Community Innovation Survey (CIS-2) for 1996 in The Netherlands. It concludes that foreign subsidiaries are more innovative, they are more likely to introduce ‘imitative’ as well as ‘real’ innovations compared to domestic firms. In comparison with the population of innovative companies, however, there is greater heterogeneity among foreign subsidiaries, i.e. they are not more likely to introduce ‘real’ innovations if they cannot utilize knowledge transfer from an associated company.  相似文献   

Where the two shall meet: Exploring the relationship between teacher professional culture and student learning culture     

Jennie M. Weiner  Monica C. Higgins 《Journal of Educational Change》2017,18(1):21-48

This study focuses on the understudied connection between teachers’ and students’ perceptions of school culture. Utilizing a longitudinal sample of approximately 130,000 students and 9000 teachers in 225 New York City traditional public schools, we investigate how professional culture among teachers intersects with students’ collective emotional engagement—that is, the extent students together view the school environment as trusting and respectful, both between teachers and students and among students (i.e., student learning culture). We find that when the teachers report a strong collaborative culture, believe they have adequate materials, and feel physically safe, students report a stronger and more positive learning culture. Our results thus fill a gap in prior research on school change that has looked at either teacher or student perceptions of school culture but not the two together. Here, because our results demonstrate such a positive relationship between the collective views of teachers and the collective views of students regarding the environment in which these groups work, they suggest new avenues for research to examine how such subcultures within a school may, together, act as critical and interdependent levers for school change.  相似文献   

Optimum non-linear Wiener filters     

M. Rudko  D.D. Weiner 《Journal of The Franklin Institute》1979,308(1):57-68

General conditions are given for the optimality of non-linear Wiener filters which minimize the mean-square difference between the desired and actual filter outputs. These conditions, which are a generalization of the Wiener–Hopf equation are applied to the Gaussian case and the kernels of the optimum realizable and unrealizable systems are derived.  相似文献   

‘Capitalizing on sport’: sport,physical education and multiple capitals in Scottish independent schools     

John Horne  Bob Lingard  Gaby Weiner  Joan Forbes 《British Journal of Sociology of Education》2011,32(6):861-879

This paper draws on a research study into the existence and use of different forms of capital – including social, cultural and physical capital – in three independent schools in Scotland. We were interested in understanding how these forms of capital work to produce and reproduce advantage and privilege. Analysis is framed by a multiple capitals approach drawing on and developing the work of Putnam and especially Bourdieu. We suggest that sport plays a role with important effects for strong bonding and for the production of symbolic capital in the form of branding by each school.  相似文献   

Slippage and/or symbolism: gender,policy and educational governance in Scotland and Sweden     

Joan Forbes  Elisabet Öhrn  Gaby Weiner 《Gender and education》2011,23(6):761-776

This article provides an overview and analysis of the relationship between gender, educational policy, and governance in Scotland and Sweden and the two countries’ response to European Union and global legislative and policy change. In Scotland, gender is mainly invisible in recent policies on inclusion, achievement beyond academic attainment, and the idealisation of the child. Gender is thus marginalised within a range of factors contributing to social in/equality. In Sweden, in contrast, gender has higher visibility in policy and governance as both an indicator of democracy and a means of preserving social democratic consensus and prosperity. However, recently its privileged position has come under attack. We draw on social capital, gender, and policy theory to analyse the range of influences on gender and educational governance in the two countries including that of the social capital of organised feminism.  相似文献   

Control as Care: How Teachers in “No Excuses” Charter Schools Position Their Students and Themselves     

Julianna Lopez Kershen  Jennie Miles Weiner  Chris Torres 《Equity & Excellence in Education》2013,46(3-4):265-283

Abstract

This qualitative study focuses on how early career charter school teachers (n?=?20) in schools utilizing a “no excuses” discipline approach describe their interactions with students. Using positioning theory as an analytic tool, we explore how teachers engage the language of no excuses discipline and associated behaviors to position their students as passive beings unaware of “what is best for them” and potential deviants needing oversight. In this way, relationships were largely described as focused on control and compliance. The findings raise questions about how no excuses systems shape teachers’ understandings of care for their students as well as how teacher-student relationships develop.  相似文献   

Implementing Quality Service-Learning Programs in Community Colleges     

Lauren Weiner Vaknin  Marilee J. Bresciani 《Community College Journal of Research & Practice》2013,37(12):979-989

This cross-case comparative study at Western Community College and the University of the Coast explored through a constructive lens the characteristics that lead to sustainable, high quality service-learning programs and how they are implemented at institutions of higher education. The researchers determined that both Western Community College and the University of the Coast (a) have diverse collaborative partnerships that promote excellent communication between all of the entities, (b) offer a wide variety of service-learning courses to connect curricular and cocurricular experiences, (c) have a stable funding base, (d) provide the necessary resources, (e) have continuity in staffing, and (f) incorporate feedback and assessment into their respective service-learning programs. The findings from this study, based on one-on-one interviews, focus groups, observations, and document analysis, serve as a model on how to create quality and sustainable service-learning programs that combine academic scholarship, off-campus learning discoveries, reflection, civic engagement, and meaningful community service. The research may be applicable for educators at community colleges at various stages in developing service-learning programs, or who are transforming faltering programs, trying to make them sustainable.  相似文献   

Supporting behaviour support: developing a model for leading and managing a unit for teenagers excluded from mainstream school     

Mike Solomon  Gaby Thomas 《Emotional and Behavioural Difficulties》2013,18(1):44-59

In the UK, mainstream schools can decide to exclude students because of their behaviour. Students are then placed in pupil referral units (PRUs, sometimes known as short-stay schools) until their needs can be more thoroughly assessed so that they can then be placed appropriately. This article outlines the development of one particular approach to leading and managing a PRU for students aged 11–14. Beginning with the idea that staff and students all have a range of needs to be met, the approach draws on psychoanalytic ideas of containment, holding and attachment, as well as recent neuro-developmental research, to demonstrate how students' needs can be best met through meeting the professional needs of staff. A range of interventions and areas of practice are then described to illustrate how containment, management and support are operationalised in day-to-day practice. Specific areas of impact of these interventions for students and their families are then highlighted.  相似文献