When everything is under control: Chronicling the affective containment experiences of Filipino elderly in institutionalized settings     

Allan B. de Guzman  Les Paul Valdez  Beatrice Nicole D. C. Pascasio  Francis Joachim C. Pascual  Sidfred C. Pelayo 《Educational gerontology》2017,43(5):226-237

Affective Containment has been recognized as a means to manage negative experience by projecting emotions to others. To date, there are no known literatures on the process of affective containment in the elderly context; hence, this grounded theory investigation. This study aims to describe the process by which affective containment is experienced by a select group of institutionalized Filipino elderly. To achieve the overall intent of this study, Strauss and Corbin’s Grounded Theory design was employed. Face-to-face, semi-structured interviews were carried out among 20 institutionalized Filipino elderly. Field texts were subjected to thematic analysis involving open, axial, and selective coding. The overall validity of the findings was ensured through member checking procedure. An interesting set of phases emerged relative to the layer of experience, namely: Holding-up, Gearing-up, and Opening-up; collectively known as the 3-Stage Analogy of Elderly Affective Containment. Said model describes how emotions can be contained to other individuals through interactions inside the institution. The study has eidetically described and examined the process of affective containment among the institutionalized Filipino elderly. Findings of the study invite nurses to put premium to nurse–patient relationship and provide timely interventions with a view to improving emotional health.  相似文献   

Affiliation policy rhetoric and reality in the Ghanaian higher education context     

Francis Ansah  Patrick Swanzy 《Journal of Higher Education Policy & Management》2019,41(2):204-218

The present affiliation policy regime of Ghana’s higher education system has existed for more than two decades. However, empirical studies to examine the policy rhetoric and reality with regard to building quality assurance capacity in mentored institutions appear non-existent. This paper is based on an illustrative qualitative case study undertaken to examine the achievements and challenges of implementing the policy to build internal quality assurance capacities in mentored institutions. The study was guided by Institutional Theory using 12 key informant in-depth interviews and document reviews as data collection sources. The findings indicate a minimal achievement of the policy intent on internal quality assurance capacity building due to key implementation challenges such as a tripartite relationship structure; increasing cost on mentored institutions and increasing workload on mentor institutions. The study concludes that the gap between the policy rhetoric and reality in the studied mentored institutions appears undesirable and requires stakeholders’ attention.  相似文献   

Industry into teaching: an alternative model   总被引：1，自引：0，他引：1  

Annette Green  Rod Francis 《Asia-Pacific Journal of Teacher Education》2004,32(1):23-33

Teacher shortages have encouraged initiatives to tailor training programs to meet the demand in both past, current and future contexts. Such programs have been streamlined to ensure a rapid response to shortages, in addition to also drawing participants from non‐traditional groups as a source of potential educators. More broadly in teacher education, recent developments have explored online and other forms of distance education, problem‐solving methodologies and increased site‐based workplace learning opportunities. The Accelerated Teacher Training Program (ATTP) currently offered at Charles Sturt University is based on an innovative model which combines together aspects of best practices to deliver an effective and quality course. This program was developed in response to the NSW Department of Education and Training’s (DET) need to meet the demand for more Technology and Applied Studies (TAS) teachers. This paper will look at the issue of teacher supply and demand and discuss the design, context and implementation of the ATTP, with a special focus on the professional practice and problem‐solving elements of the course.  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   

The problem of gender categorisation: addressing dilemmas past and present in gender and education research     

Becky Francis  Carrie Paechter 《Gender and education》2015,27(7):776-790

Developments in the field of gender theory as applied to education since the 1970s are briefly reviewed in order to highlight key challenges and debates around gender categorisation and identification in gender and education. We argue that conundrums of categorisation have haunted, and continue to haunt, the field of gender theory, and empirical applications (such as the case of education) in particular. We explain how we have attempted to address some of the conundrums arising in our own theoretical work, and analyse remaining challenges that we feel the field of education needs to address in order to advance theoretically. Identifying two key tensions underpinning this empirical dilemma of gender categorisation – the tension between agency and determinism in gender identification, and that between gender deconstruction and gender analysis – we seek to weave a path through some of these complex debates, and to indicate ways in which they may be addressed in future work. We argue that in order to avoid essentialism and reification of gender distinction, we need to apply a ‘three-fold’ analysis that incorporates three different elements in our categorisation of gender: spectator perspective; respondent perspective and social context.  相似文献   

Impacting policy discourse? An analysis of discourses and rhetorical devices deployed in the case of the Academies Commission     

Becky Francis 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):437-451

Academisation of the English secondary school system has been extremely rapid and represents significant changes to the governance of the English school system. However, there has been a relative scarcity of attention to the rationales, rhetorics and discourses underpinning the academies programme. Seeking to address this gap, a poststructuralist discourse analytic lens is applied to 63 written submissions to the Academies Commission from a range of stakeholder groups, in order to map the different discourses and narratives drawn on in relation to academies and academisation. In setting out the various discourses identified, a cluster of discourses and rhetorical devices that produce the British education system as ‘in crisis’ are given especial attention. It is argued that these discourses provide the rationale and legitimisation for radical policy intervention as exemplified by the academies programme. The findings also provoke discussion concerning potential subjective agency in the promotion or otherwise of particular narratives and ‘conceptual emblems’ that inform the field of educational policy.  相似文献   

How to Create the Ideal Son: The unhidden curriculum in pseudo-Plutarch On the Training of Children     

Graeme Francis Bourke 《Educational Philosophy and Theory》2013,45(10):1174-1186

This article enquires into the curriculum advocated in the only ancient Greek treatise concerning education that has survived in its entirety, entitled On the Training of Children. The treatise was highly influential in Europe from the Renaissance to the nineteenth century, and thus exhibits certain assumptions concerning the purpose of curriculum that lie behind the development of western education and may still be influential today. The inquiry is conducted in three stages: the intended recipients of the curriculum are identified; its elements are enumerated and evaluated; and its aims are inferred from the text. I conclude that the curriculum was intended for wealthy, privileged boys, that philosophy (though not independent theorising) was the most valued subject of study and that the aim of the curriculum was to instil in the recipients aristocratic values and modes of behaviour. Finally, some topics are suggested for reflection, in response to these conclusions, upon existing curricula.  相似文献   

Developing a student veterans center: The confluence of academic and military cultures     

Lynette Cook Francis  Amanda Kraus 《About Campus》2012,17(4):11-14

Lynette Cook Francis and Amanda Kraus describe the benefits and challenges of working together with student veterans to develop a program that contributes to their successful transition to higher education.  相似文献   

The P scales: how well are they working?     

Francis Ndaji  Peter Tymms 《British Journal of Special Education》2010,37(4):198-208

  相似文献   

The use of models as a practical aid in the design of suspension bridges     

Francis P. Witmer 《Journal of The Franklin Institute》1943,236(2):147-166

  相似文献