Getting emotional: a critical evaluation of recent trends in the development of school leaders     

Marlene Morrison  Kathryn Ecclestone 《School Leadership & Management》2013,33(3):199-214

Emotion is a growing focus for contemporary thinking about leadership in public policy and corporate arenas. In British education systems, three imperatives are evident: the idea that transformation is essential; leadership succession in crisis; and, more recently, that leaders must be able to run organisations that address the emotional well-being of staff and students. Viewed as a key outcome of schooling, its importance is mirrored in school leadership, especially professional development. This article considers whether this represents a step-change in leadership development praxis or is, instead, an invasive form of emotional engineering redolent of long-established orthodoxies of control and domination. If so, it is argued, leadership development as the advocacy of emotional acumen presents moral technology as a new form for intervening in leaders' emotional selves, thereby distracting them from addressing fundamental aspects of education for which they are primarily responsible.  相似文献   

Drug prevention for young people with social,emotional and behavioural difficulties attending special education provision     

Patrick McCrystal 《Emotional and Behavioural Difficulties》2013,18(4):305-314

The levels of drug use amongst school‐aged young people have risen over the past decade. Prevention initiatives have been developed using empirical evidence obtained from school‐based surveys. The empirical evidence base of drug use amongst young people with social, emotional and behavioural difficulties (SEBD) attending special education provision is very limited. The implications of this knowledge gap for addressing drug use amongst these young people are explored in this paper. Proposals for the way forward are suggested, for developing a framework for targeted evidence‐based interventions for young people attending emotional and behavioural difficulty units.  相似文献   

Editorial     

Keith Morrison 《Educational Research and Evaluation》2013,19(5-6):373-377

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Editorial     

Keith Morrison 《Educational Research and Evaluation》2013,19(2):103-105

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Editorial     

Keith Morrison  Greetje van der Werf 《Educational Research and Evaluation》2013,19(8):691-692

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LGBTQ literature in middle school classrooms: possibilities for challenging heteronormative environments     

Elizabeth G. Dinkins  Patrick Englert 《Sex education》2013,13(4):392-405

This paper uses a case study approach to examine how the heteronormative nature of one middle school setting and classroom environment shapes the climate of safety, support and learning for LGBTQ students when they are engaged in studying a novel with a gay character. Heteronormative environments inform and shape positioning of and by students and teacher, impacting how knowledge is created, processed and applied. LGBTQ literature integrated into the classroom curriculum invites opportunities for possibilities through windows and mirrors for exploration of the world and self. Heteronormativity, positioning and LGBTQ literature thereby become interactive catalysts that create and foreclose possibilities and impossibilities for student learning. Three themes emerged from the study that reveal positioning and possibilities when studying a text with a gay character: (1) the school environment and classroom context positioned students as heterosexual; (2) students and teacher positioned gender performance and sexual identity as other; and (3) while the text acted as both a window and a mirror, the teacher and students consistently framed different, and sometimes contradictory, views for each other. Together, these themes reflect a nested understanding of gender performance and sexual identity that subscribed to heterosexual norms and limited possibilities for LGBTQ students.  相似文献   

“Emerging” organized crime hypotheses in criminology textbooks: The case of African-American organized crime     

Sean Patrick Griffin 《Journal of Criminal Justice Education》2013,24(2):287-301

Contemporary textbooks exhibit competing historical perspectives regarding so-called “emerging” organized crime groups. Some texts argue that organized crime committed by groups other than Sicilian/Italian-Americans is now emerging. Others hold that many of the “emerging” groups have been organizing crime for some time and that it is the research in this area that is emerging. This paper briefly examines these propositions, presenting the two groups of thought regarding African-American organized crime. The author then presents a literature review of African-American organized crime research to assist scholars and instructors attempting to better understand the competing perspectives.  相似文献   

Using Gestalt theory to teach document design and graphics     

Patrick Moore  Chad Fitz 《Technical Communication Quarterly》2013,22(4):389-410

Gestalt psychology principles of figure‐ground segregation, symmetry, closure, proximity, good continuation, and similarity provide a simple yet powerful analytic vocabulary for discussing page layout and graphics. The six principles apply readily to typography, white space, data tables and maps, the relation between graphics and text, and other facets of textual design. The principles explain many difficulties that readers have in processing texts and graphics, and they explain why well‐designed pages and graphics are effective.  相似文献   

Identifying Dysfunctional Education Ecologies: A DisCrit Analysis of Bias in the Classroom     

Subini Annamma  Deb Morrison 《Equity & Excellence in Education》2013,46(2):114-131

In this critical theoretical conceptualization situated in Disability Critical Race Theory (Annamma, Connor, & Ferri, 2013), we identify the current education system as a series of dysfunctional education ecologies. We next analyze how dysfunctional education ecologies are maintained through implicit bias, consider how these biases may impact classroom interactions, and reframe bias as dysconscious racism (King, 1991). Finally, we explore how school personnel can use transformative praxis (Freire, 1970) to actively dismantle these dysfunctional education ecologies through a shift in both their epistemological and axiological commitments to develop functional ecologies of learning by enacting a DisCrit Classroom Ecology.  相似文献   

Developmental Education: The Cost Literature and What We Can Learn From It     

D. Patrick Saxon 《Community College Journal of Research & Practice》2013,37(8):494-506

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