After postmodernism: anti-fascist theories     

Kathryn J. Strom 《Educational Philosophy and Theory》2018,50(14):1324-1325

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Structural marginalisation,othering and casual relief teacher subjectivities     

Jennifer Charteris  Kathryn Jenkins  Michelle Bannister-Tyrrell  Marguerite Jones 《Critical Studies in Education》2017,58(1):104-119

Produced through market relations of neoliberal managerialism, teacher subjectivities are becoming progressively commodified. With the increasing casualisation of the teaching workforce, the well-being and status of casual relief teachers (CRTs) can be seen as an area of concern, at risk of ‘flexploitation’. More than just a convenient labour pool, CRTs operate on the margins of school communities, a space fraught with a range of issues. In many instances, CRTs experience less job satisfaction; less rapport with students and colleagues and less access to school information, professional development, resources and teaching materials. This article draws on a positioning theory to frame the discursive production of CRT selves within the neoliberal milieu. It offers a detailed analysis of collective biographies that explore narrative formations of casual teaching. Schooling discourse is replete with metaphorical language that frames teacher positioning, and a range of existing metaphors in CRT literature highlight their vulnerability in particular. Rather than offering an analysis that addresses casual teacher performance as a problem to be solved, this article proposes that the relationship between ‘structural marginalisation and the ‘othering’ that CRTs can experience is associated with the politics of market-related performativity.  相似文献   

Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students     

Jennifer Gore  Rosie Joy Barron  Kathryn Holmes  Maxwell Smith 《The Australian Educational Researcher》2016,43(5):527-549

Internationally, the quality of teachers is a growing focus of educational reform, with new policies attempting to ensure that only the ‘best and brightest’ are selected for the teaching profession. This article tests the assumption underpinning these developments that prospective teachers lack the desired academic and personal qualities. Drawing on data on the career aspirations of 6492 Australian school students in Years 3–12, we investigated who, among these students, expressed interest in teaching and their reasons for doing so. Using logistic regression, we found that interest in teaching was widespread and prior academic achievement was not a significant predictor. Thematic analysis of reasons expressed for interest in teaching indicated that working with children and/or in specific subject areas, altruism, and perceptions of personal suitability for the job dominated student responses. These data provide a counter-narrative to the primacy, in policies for teacher recruitment and selection, of needing to attract ‘better’ students. We argue that policies for improving teacher quality should also capitalise on the widespread interest in teaching among school students. Without such a discursive broadening, we caution that current attempts to attract the ‘best and brightest’ risk undermining the very goals espoused.  相似文献   

Profiles of disruptive behavior across early childhood: contributions of frustration reactivity, physiological regulation, and maternal behavior     

Degnan KA  Calkins SD  Keane SP  Hill-Soderlund AL 《Child development》2008,79(5):1357-1376

Disruptive behavior, including aggression, defiance, and temper tantrums, typically peaks in early toddlerhood and decreases by school entry; however, some children do not show this normative decline. The current study examined disruptive behavior in 318 boys and girls at 2, 4, and 5 years of age and frustration reactivity, physiological regulation, and maternal behavior in the laboratory at 2 years of age. A latent profile analysis resulted in 4 longitudinal profiles of disruptive behavior, which were differentiated by interactions between reactivity, regulation, and maternal behavior. A high profile was associated with high reactivity combined with high maternal control or low regulation combined with low maternal control. Results are discussed from a developmental psychopathology perspective.  相似文献   

The Effects of Teacher Professional Development on Children’s Attendance in Preschool     

Emily C. Hanno  Kathryn E. Gonzalez 《Journal of research on educational effectiveness》2020,13(1):3-28

Abstract

Student absenteeism is a widespread and critical issue in early childhood education. Current efforts to reduce student absenteeism in both preschool and K–12 settings have largely been family- and parent-focused interventions. Yet, interventions targeting teachers and schools may similarly be effective tools to improve student attendance. We utilize data from a large-scale, experimental evaluation of an early childhood professional development intervention to examine whether it impacted children’s absenteeism and chronic absenteeism. Although the professional development targeted the quality of teacher-child interactions and did not target children’s absenteeism, we find that the professional development reduced student absence rates by 1.0 percentage points (equivalent to approximately an additional 1.9?days of preschool). The professional development also reduced chronic absenteeism by 6.0 percentage points. Impacts were concentrated among lower-income children. Implications for policies targeting student absenteeism in preschool settings are discussed.  相似文献   

Educating for sustainability: environmental pledges as part of tertiary pedagogical practice in science teacher education     

Kathryn Paige 《Asia-Pacific Journal of Teacher Education》2017,45(3):285-301

Educating for sustainability has been a key principle underpinning the primary/middle undergraduate teacher education programme at an Australian University for the past decade. Educating for sustainability seeks to provide knowledge and understanding of the physical, biological, and human world, and involves students making decisions about a range of ethical, social, environmental and economic issues, and acting upon them. This study (a part of the ongoing evaluation of our courses) focuses on pre-service teachers (PSTs) who have selected a minor in science and mathematics. Participatory and inclusive learning processes, transdisciplinary collaborations, experiential learning, and the use of local environment and community as learning resources as outlined by Sterling (2001) have formed the basis of much of our practice to develop PSTs’ confidence and competence to teach science. This paper explores one pedagogical practice, environmental pledges which the preservice teachers undertook for 15 weeks. The focus is on the impact that undertaking an environmental pledge has had on the personal and professional lives of two groups, first, four cohorts of final-year science and mathematics pathway PSTs, and second, a small group of early-career teachers who had completed the course in previous years. Data have been collected from final-year science and mathematics students and early-career teachers using ethnographic methods to provide insight into their experiences of using the pledge.  相似文献   

Severe Violence During Adolescence and Early Adulthood and Its Relation to Anticipated Rewards and Costs          下载免费PDF全文

Elizabeth P. Shulman  Kathryn C. Monahan  Laurence Steinberg 《Child development》2017,88(1):16-26

This report compares the effects (concurrent and lagged) of the anticipated rewards and costs of violent crime on engagement in severe violence in a sample of male juvenile offenders (N = 1,170; 42.1% black, 34.0% Hispanic, 19.2% white, and 4.6% other; ages 14–18 at baseline). Anticipated rewards (social approval, thrill) are more predictive of concurrent severe violence than are anticipated costs (social disapproval, risk of punishment). The analysis finds no evidence that perceptions of the rewards and costs of violent crime influence engagement in severe violence 6 months later. The results support the view that adolescence is a time of heightened reward salience but raise doubt about the longitudinal predictive validity of perceptions about crime during this time of life.  相似文献   

Introduction to the Special Issue on Social and Emotional Learning     

Kathryn R. Wentzel 《教育心理学家》2019,54(3):127-128

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Teamwork and Entrepreneurial Behavior among K-12 Teachers in the United States     

Roque do Carmo Amorim Neto  Vinícius Picanço Rodrigues  Kathryn Campbell  Meaghan Polega  Torrie Ochsankehl 《The Educational forum》2020,84(2):179-193

Abstract

This study attempted to identify the predictors of entrepreneurial behavior by assessing a series of variables that included teamwork skills and demographic variables, and to explore teachers’ experiences with teamwork. A sample of 367?K-12 public school teachers completed the survey. The findings indicated that teamwork predicts entrepreneurial behavior. Most participants received teamwork training through their school districts. Barriers to teamwork included time constraints, individual differences, and inability to collaborate.  相似文献   

The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study     

Kathryn Gibbs  K. Louise Mercer  Suzanne Carrington 《International Journal of Disability, Development & Education》2016,63(6):608-622

This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple, instrumental case-study, data were collected by means of semi-structured individual and focus group interviews as well as a review of school reports across a two year period. Findings of the study suggest that taking medication as prescribed together with supporting the students to make and manage friendships, utilising classroom strategies that support learning, and providing an engaging classroom environment are important considerations to promote a positive schooling experience for adolescents with AD/HD.  相似文献