Becoming a problem: Behaviour and reputation in the early years classroom     

Maggie MacLure  Liz Jones  Rachel Holmes  Christina MacRae 《British Educational Research Journal》2012,38(3):447-471

How does it happen that some children acquire a reputation as a ‘problem’ in school? The article discusses some findings of a qualitative study involving children in the Reception year (ages 4–5). The research focused on problematic behaviour as this emerged within, and was shaped by, the culture of the classroom. A key question for the research was: what makes it difficult for some children to be, and to be recognised as, good students? Using an analytic framework derived from discourse and conversation analysis, we identify some critical factors in the production of reputation, including: the ‘discursive framing’ of behaviour; the public nature of classroom discipline; the linking of behaviour, learning and emotions; the interactional complexities of being (seen to be) good, and the demands on children of passing as the ‘proper child’ required by prevailing discourses of normal development, as coded in UK early years curriculum policy and pedagogy.  相似文献   

Children and objects: affection and infection     

Liz Jones  Maggie MacLure  Rachel Holmes  Christina MacRae 《Early Years: An International Journal of Research and Development》2012,32(1):49-60

This paper considers young children’s (aged 3–5 years) relations with objects, and in particular objects that are brought from home to school. We begin by considering the place of objects within early years classrooms and their relationship to children’s education before considering why some objects are often separated from their owners on entry to the classroom. We suggest that the ‘arrest’ of objects is as a consequence of them being understood as ‘infecting’ specific perceptions or constructs of young children. We further suggest that a focus on the dichotomy between affection/infection for and of certain objects may offer new possibilities for seeing and engaging with children, thus expanding the narrow imaginaries of children that are coded in developmental psychology, UK early years education policy and classroom practice.  相似文献   

Why Change to the Chinese Classification Scheme? A Case Study in an Academic Library     

Maggie Liu  Lolita Kwok  Kylie Chan 《Cataloging & classification quarterly》2013,51(8):852-868

This article provides a background for the change of the classification system for Chinese language materials at an academic library. It describes how the decision was made; how choices on partial reclassification or total reclassification were made; and how matters such as project planning, implementation, and vision for the future are being handled. It is hoped that the authors’ experience can offer tips for other libraries contemplating reclassification projects. By making use of the Chinese Library Classification (CLC) numbers from various sources in Mainland China, the authors envisage increased cataloging efficiency and cost saving in the long run.  相似文献   

Leadership Reflections: Leadership Development Through Service     

Maggie Farrell 《图书馆管理杂志》2013,53(4):308-317

  相似文献   

Leadership Reflections: Parent Leadership     

Maggie Farrell 《图书馆管理杂志》2013,53(6):597-604

Abstract

There are many types of leadership but little known is parent leadership – how parental skills are applied to the workplace. Libraries depend more on soft skills that facilitate work and advance an organization. How individuals work together in an organization is just as critical as the work they accomplish. This depends on the ability of employees to develop and utilize their soft skills complementing their technical skills and expertise. As leaders focus more on behavior, they may tap into their parenting techniques in order to coach, guide, direct, and resolve conflicts. While a leader may not be able to ground an employee or take away their TV watching privileges, they might find themselves resorting to similar techniques in their management.  相似文献   

Leadership Reflections: Organizational Culture     

Maggie Farrell 《图书馆管理杂志》2013,53(8):861-872

Abstract

Organizations function as small societies with their unique behaviors, patterns, and communication. Organizational culture describes how individuals work within libraries and the patterns, assumptions, values, attitudes, and behavior that help an organization to operate within its environment and achieve, or not achieve, its mission. Effective leaders must understand the operational framework of their libraries in order to be successful in managing or to change the culture in support of strategic goals. Changing the culture of an organization is difficult and a long-term process with a realistic understanding of the current behaviors and a determined vision for how an organization should work. There are some specific strategies that may aid leaders in transforming a library culture into a productive and effective set of behaviors that will contribute to a library’s success.  相似文献   

Leadership and Social Justice     

Maggie Farrell 《图书馆管理杂志》2013,53(6):722-730

ABSTRACT

Leaders have tremendous influence not only in their organizations but for the profession and within the communities they serve. Librarianship has strong core values that are the foundation of our services but librarians also create an environment that supports diversity of opinions. How does a library leader balance social justice while serving the broad needs of a community? Is there an inherent conflict between personal perspectives and the encompassing multiple viewpoints? Library leaders may face difficult decisions in determining social justice issues within their libraries considering personal beliefs, institutional responsibilities, and community impacts. Every library leader has opportunities to address social justice issues within libraries and in so doing, will advance community goals of inclusiveness of all members.  相似文献   

THEORETICAL RESOURCES   总被引：1，自引：1，他引：0  

Maggie MacLure 《Educational Action Research》2013,21(1):106-116

  相似文献   

Reading Recovery: Parents' Views     

Maggie Moore  Barrie Wade 《English in Education》1993,27(2):11-18

  相似文献   

'Goslob is a Boy's Name'     

Anne Maher  Barrie Wade  Maggie Moore 《English in Education》1997,31(1):24-35

This class-based case study explores how firmly established are primary school children's gender expectations and how far a primary school environment serves to reinforce or challenge their expectations. Children of differing ages responded to a specially written story framework. Their responses indicated a gender stereotyping which influenced interpretation. Implications for teaching are discussed.  相似文献