Working the Borderlands: working-class students constructing hybrid identities and asserting their place in higher education     

Gill Crozier  Diane Reay  John Clayton 《British Journal of Sociology of Education》2019,40(7):922-937

Abstract

Through the case-study experiences of 24 White and Black, Asian and Minority Ethnic (BAME) working-class students from three very different universities, we aim to illuminate the often hidden struggle for recognition and respect for classed, ‘raced’ and gendered ways of being in the university. We discuss how the students perceive their identities in relation to their universities and their peers, and whether they feel the need to adapt and change their classed/’racialised’ identities in order to survive and progress or whether they resist any pressures and expectations to do so. We explore the tension between ‘assimilation and belonging’ and ‘betrayal and exclusion’ for White and BAME working-class students and consider the intersectional implications. We draw on the concept of hybridity to show the fluidity and fusions of transitioning and developing identities. The article also seeks to contribute further to the illumination of habitus as generative, through a process of hybridity.  相似文献   

IMPROVING CLASSROOM ENGAGEMENT AMONG HIGH SCHOOL STUDENTS WITH DISRUPTIVE BEHAVIOR: EVALUATION OF THE CLASS PASS INTERVENTION     

Tai A. Collins  Clayton R. Cook  Evan H. Dart  Diana G. Socie  Tyler L. Renshaw  Anna C. Long 《Psychology in the schools》2016,53(2):204-219

Off‐task and disruptive classroom behaviors have a negative impact on the learning environment and present a unique challenge for teachers to address. The aim of this study was to evaluate the Class Pass Intervention (CPI) as a behavior management strategy for secondary students with disruptive classroom behavior. The CPI consists of providing students with passes that they can either (1) use to appropriately request a break to engage in a preferred activity for a preset amount of time or (2) keep and later exchange for a preferred item or activity. Using an ABAB withdrawal design with replication through a concurrent multiple baseline across participants design, the CPI was shown to increase academic engagement, which is incompatible with disruptive behavior, in 4 students who engaged in high levels of disruptive behavior throughout the baseline condition. Results also demonstrated partial support for the durability of intervention effects over time and indicated that both teachers and students perceived the intervention to be socially feasible. Implications of the results and directions for future research are discussed.  相似文献   

From domestic helper to ‘assistant teacher’ ‐ the changing role of the British classroom assistant     

Terence Clayton 《欧洲特需教育杂志》2013,28(1):32-44

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To the editor     

Clayton W. Dewey 《Roeper Review》2013,35(2)

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CHRONICLE OF SCHOOL INTEGRATION September‐October     

E. Clayton Calhoun 《Equity & Excellence in Education》2013,46(6):4-12

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Communication openness,satisfaction, and length of employment in Japanese organizations   总被引：1，自引：0，他引：1  

Hiroko Koike  William B. Gudykunst  Lea P. Stewart  Stella Ting‐Toomey  Tsukasa Nishida 《Communication Research Reports》2013,30(2):97-102

Hypotheses were generated regarding the relationship among communication openness, satisfaction, and length of employment in Japanese organizations. A questionnaire was administered to employees of Japanese organizations in the Tokyo area. The data revealed that upward, downward, and lateral communication openness were associated positively with both relational and organizational satisfaction. Length of employment also was associated with downward and lateral communication openness and with both relational and organizational satisfaction. The relationships between length of employment and satisfaction differed for employees in large and small‐to‐moderate sized organizations. Lateral communication openness was associated positively with satisfaction variables and there was a relatively small association between length of employment and satisfaction.  相似文献   

‘I know it’s not proper research,but…’: how professionals’ understandings of research can frustrate its potential for CPD     

Stephen Clayton  Diana Burton  Anne Campbell  Anne Qualter  Tünde Varga‐Atkins 《Educational Action Research》2013,21(1):73-84

This article draws upon the work of two researchers who facilitated practitioner research with school professionals in Liverpool. The researchers themselves had not been involved in practitioner research before. In this account, the researchers reflect critically upon their own experience. The discussion presents the learning curve that the researchers underwent as well as what they discovered about the relationship between practitioners and researchers when engaged in school‐based research. Crucially the issue of practitioners’ understandings of what constituted ‘good’ research emerged as a significant issue. In particular, positivist notions of research that drew from popular scientific understandings, as well as the culture of numerical targeting in the schools system, seemed to shape these practitioners’ sense of what was expected of them as practitioner‐researchers. The article finishes by reflecting upon the possible lessons that this work presents for education managers considering practitioner research approaches for continuing professional development (CPD).  相似文献   

‘Fitting in’ or ‘standing out’: Working‐class students in UK higher education     

Diane Reay  Gill Crozier  John Clayton 《British Educational Research Journal》2010,36(1):107-124

Drawing on case studies of 27 working‐class students across four UK higher education institutions, this article attempts to develop a multilayered, sociological understanding of student identities that draws together social and academic aspects. Working with a concept of student identity that combines the more specific notion of learner identity with more general understandings of how students are positioned in relation to their discipline, their peer group and the wider university, the article examines the influence of widely differing academic places and spaces on student identities. Differences between institutions are conceptualised in terms of institutional habitus, and the article explores how the four different institutional habituses result in a range of experiences of fitting in and standing out in higher education. For some this involves combining a sense of belonging in both middle‐class higher education and working‐class homes, while others only partially absorb a sense of themselves as students.  相似文献   

Viscose and viscoid     

Clayton Beadle 《Journal of The Franklin Institute》1897,143(1):1-12

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Constant shunt method for the measurement of large continuous currents     

Clayton W. Pike 《Journal of The Franklin Institute》1892,133(6):476-488

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