Don’t we care?: the ethics and emotional labour of early years professionalism   总被引：1，自引：1，他引：0  

Geoff Taggart 《Early Years: An International Journal of Research and Development》2011,31(1):85-95

This paper argues that early childhood education and care (ECEC) has a legitimate aspiration to be a ‘caring profession’ like others such as nursing or social work, defined by a moral purpose. For example, practitioners often draw on an ethic of care as evidence of their professionalism. However, the discourse of professionalism in England completely excludes the ethical vocabulary of care. Nevertheless, it necessarily depends on gendered dispositions towards emotional labour, often promoted by training programmes as ‘professional’ demeanours. Taking control of the professionalisation agenda therefore requires practitioners to demonstrate a critical understanding of their practice as ‘emotion work’. At the same time, reconceptualising practice within a political ethic of care may allow the workforce, and new trainees in particular, to champion ‘caring’ as a sustainable element of professional work, expressed not only in maternal, dyadic key‐working but in advocacy for care as a social principle.  相似文献   

Do increased resources increase educational attainment during a period of rising expenditure? Evidence from English secondary schools using a dynamic panel analysis     

Geoff Pugh  Jean Mangan  John Gray 《British Educational Research Journal》2011,37(1):163-189

This article estimates the effects of school expenditure on school performance at Key Stage 4 in England, over the period 2003–07 during which real per pupil expenditure increased rapidly. It adds to previous investigations by using dynamic panel analysis to: exploit time series data on individual schools that only recently has become available; adjust for the potential endogeneity not only of expenditure but also of other determinants of performance; and differentiate the short‐run and the (higher) long‐run attainment effects of spending changes. Consistent with other recent work, the article reports a generally significant but small effect of expenditure on school performance, but it also finds that the effect varies between specialist and non‐specialist schools, with the effect on the latter being larger. Further, the article identifies significant dynamics in the school improvement process, quantifies the long‐run effect of expenditure changes, suggests that spending effects increase with socio‐economic disadvantage, and quantifies absence effects.  相似文献   

Letter from the guest editor     

Geoff Sharrock 《Journal of Higher Education Policy & Management》2014,36(3):239-240

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Mixing Memoir and Desire: James Frey,Wound Culture,and the “Essential American Soul”     

Geoff Hamilton 《Journal of American culture (Malden, Mass. : 2003)》2007,30(3):324-333

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Resistive pulse sensing of magnetic beads and supraparticle structures using tunable pores     

Willmott GR  Platt M  Lee GU 《Biomicrofluidics》2012,6(1):14103-1410315

Tunable pores (TPs) have been used for resistive pulse sensing of 1 μm superparamagnetic beads, both dispersed and within a magnetic field. Upon application of this field, magnetic supraparticle structures (SPSs) were observed. Onset of aggregation was most effectively indicated by an increase in the mean event magnitude, with data collected using an automated thresholding method. Simulations enabled discrimination between resistive pulses caused by dimers and individual particles. Distinct but time-correlated peaks were often observed, suggesting that SPSs became separated in pressure-driven flow focused at the pore constriction. The distinct properties of magnetophoretic and pressure-driven transport mechanisms can explain variations in the event rate when particles move through an asymmetric pore in either direction, with or without a magnetic field applied. Use of TPs for resistive pulse sensing holds potential for efficient, versatile analysis and measurement of nano- and microparticles, while magnetic beads and particle aggregation play important roles in many prospective biosensing applications.  相似文献   

Reviews     

Nancy Green  Patricia Hough  Sandra J. Jackanicz  Geoff Bookbinder 《Literacy》1980,14(1):37-39

Moyle, Donald (compiler) (1979) Teaching Reading. Peddie, W. S. & White, G. R. (1978). Testing in Practice–a guide to the preparation and marking of tests, formal examinations and informal assessments. Drummond, Don and Wignell, Edna (Editors), 1979. Reading: A Source Book. Roswell, Florence G. and Chall Jeanne S., (1979). Roswell Chall Diagnostic Reading Test of Word Analysis Skills.  相似文献   

Faith schools,social capital and academic attainment: Evidence from TIMSS‐R mathematics scores in Flemish secondary schools     

Geoff Pugh  Shqiponje Telhaj 《British Educational Research Journal》2008,34(2):235-267

Social capital theory, recent developments in the theory of identity and a small econometric literature all suggest positive attainment effects from faith schooling. To test this hypothesis, the authors use a unique data set on Flemish secondary school students from the 1999 repeat of the Third International Mathematics and Science Study to estimate an education production function. The results suggest modest attainment benefits in mathematics when schools are influenced by faith communities but not when they are influenced by trade unions or business groups. The authors estimate models with exogenous and endogenous switching to investigate the robustness of this result to school selection policy and parental/student self‐selection. These additional results not only suggest that the positive attainment effects of faith schooling do not reflect selection bias but also provide evidence suggesting that such attainment effects reflect forms of social capital that are more readily available in faith schools than in non‐faith schools. However, the limitations of social capital theory and evidence caution against radical policy conclusions.  相似文献   

BOOK REVIEWS     

Geoff Teece  Dr Rosemary Preston  Mike McLinden  Merike Darmody  Michael Crossley 《比较教育学》2008,44(1):111-119

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The experience of fieldwork; or insider dealings,who profits?     

Geoff Southworh 《Cambridge Journal of Education》1987,17(2):86-88

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Qualitative data analysis in cross‐cultural projects     

Geoff Troman  Bob Jeffrey 《比较教育学》2007,43(4):511-525

Large‐scale research projects, conducted in a cross‐European context, are increasingly attractive to educational researchers and policy‐makers. However, this form of comparative research across cultures brings problems concerning the standardization of data collection and analysis, particularly where ethnographic research is concerned, as it prioritizes a full range of qualitative research strategies. This paper outlines the use of a universal model and the approaches recently taken by two research teams and contrasts these with another recent nine‐partner comparative European study that used ethnographic methods. We then describe the analytical procedures used in the project, which encouraged participant observation and individual researcher interpretation in order to generate grounded accounts and outline how they were culturally sensitive and meaningful to research teams who used varied analytical approaches. However, this raised difficult issues for the ‘final’ analysis and the production of a loosely coupled research report. Our pragmatic solution was a process of ‘qualitative synthesis’ whereby individual partner reports were collated by the Project Director and treated as data and a grounded theory approach was applied to generate tentative theory in respect of creative learning. The paper concludes by arguing that data generated by a loosely coupled approach to qualitative comparative research which uses a wide range of data collection methods can be effectively analysed with a qualitative synthesis.  相似文献