The Meaning of Work/Life: A Corporate Ideology of Work/Life Balance     

Mary F. Hoffman  Renee L. Cowan 《Communication quarterly》2013,61(3):227-246

Organizations wield great power over the structure of contemporary life. Using the rhetorical method of cluster analysis, we investigated the construction of work/life issues on Web sites of companies on Fortune's 2004 list of “100 Best Companies to Work for.” By identifying key terms and the terms that clustered around them, we uncovered a corporate ideology of work/life: 1) work is the most important element of life; 2) life means family; 3) individuals are responsible for balance; and 4) organizations control work/life programs. We conclude that organizational work/life programs may increase, rather than decrease, the amount of control organizations exercise over personal life. We explore the implications of this finding as well as directions for future research.  相似文献   

Information and Communication Technologies for Development: The Bottom of the Pyramid Model in Practice     

Renee Kuriyan  Isha Ray  Kentaro Toyama 《The Information Society》2013,29(2):93-104

The currently influential model for information and communication technologies for development (ICT4D) is based on increasing the well-being of the poor through market-based solutions, and by using low-cost but advanced technologies. Using ethnographic methods, we chart out the contradictions that could arise when such a development-through-entrepreneurship model is implemented. We examine the Akshaya project, a franchise of computer-service kiosks in Kerala, India, which strives simultaneously for social development through access to computers and financial viability through cost recovery and entrepreneurship. We show that tensions within the state and among entrepreneurs and perceptions of public versus private among consumers make it challenging to meet the twin goals of commercial profitability and social development.  相似文献   

All are Worthy to Know the Earth: Henry De la Beche and the Origin of Geological Literacy     

Renee M. Clary  James H. Wandersee 《Science & Education》2009,18(10):1359-1375

Henry T. De la Beche (1796–1855) began his geological career within an elite circle (Geological Society of London, 1817; FRS, 1819), collaborating with influential gentlemen geologists and publishing original research. When his independent income dwindled, De la Beche managed to secure governmental funding for his mapping projects. This led to recognition of the Geological Ordnance Survey (1835) with De la Beche as director. However, De la Beche’s most influential role emerged from his unique position of successfully bridging the privileged circle of gentlemen geologists and the working class of emerging professionals. Henry De la Beche advocated education and knowledge of the Earth for all social classes. He used his government influence to lobby for the establishment of facilities and organizations dedicated to geology’s growing professionalization and popularization. The Museum of Practical Geology, School of Mines, and Mining Records Office were founded largely through his efforts, and each included educational components. De la Beche believed that geological instruction should transcend social boundaries, and thus he was an early advocate for the instruction of lower classes. Henry De la Beche can be acknowledged as an early champion of geological literacy for the general population.  相似文献   

Liberatory Public Education: A Framework for Centering Community and Democracy in Public Education     

Antwan Jefferson  Cindy Gutierrez  Lisa Silverstein 《The Urban Review》2018,50(5):735-756

In this conceptual article, the authors argue that diversity is an invitation to educators, youth, families, and community members to work together—a goal accomplished only by centering the local community rather than the local school—to educate youth and create a more just society. Based upon liberatory and emancipatory education, liberatory public education, an intersectional conceptual framework, brings together recent and current justice-oriented scholarship focused on youth development, curriculum and pedagogy, schooling, and community liberation, making a parallel case for justice-oriented family engagement in public schooling. The authors conclude with implications for teacher education, education policy, and family engagement scholarship.  相似文献   

The Impact of a High Stakes Teacher Evaluation System: Educator Perspectives on Accountability     

Renee M. R. Moran 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):178-193

The use of student achievement data to evaluate an individual teacher's effectiveness has become a new focus in educational policy. This article focuses on the underresearched teacher perception of this new policy measure. Drawing on ethnographic research procedures, this article explores how first-grade teachers in one state navigated a new high-stakes teacher evaluation system. Although the results indicate that teachers have a desire for accountability, findings also show a variety of beliefs on the validity of teacher evaluation, as well as differing applications of scoring measures across school contexts.  相似文献   

On not becoming ‘a mere empirical existence’: exploring ‘who’ and ‘what’ narratives in pre-service English teachers’ writing     

Graham Parr  Scott Bulfin  Renee Castaldi  Elisabeth Griffiths  Charmaine Manuel 《Cambridge Journal of Education》2015,45(2):133-148

Standards-based reforms of education favour narrow forms of teacher professional learning tied to generic standards and pre-determined, measurable outcomes. In high-stakes accountability-driven environments, in schools and initial teacher education programs, educators are rarely encouraged to inquire into their work and professional identities through narrative writing. This article describes and analyses an assessment task in a pre-service teacher education course wherein students explore dialogic forms of critical autobiographical writing as part of an ongoing process of examining and clarifying their views and values about English teaching. Drawing on Cavarero, we argue that the writing these preservice teachers do provides a space for them to negotiate ‘what’ and ‘who’ narratives as they journey to become English teachers. Their writing productively grapples with generic ‘what’ stories such as what standards documents attempt to tell about English teaching, and the ‘unrepeatable uniqueness’ of ‘who’ stories developed out of their individual cultural, educational and linguistic difference.  相似文献   

The Development and Implementation of a Faculty–Student Collaborative Research Project     

Jefferson E. Holcomb  Catherine D. Marcum  Tara N. Richards  Tammatha A. Clodfelter  Melissa A. Alexander 《Journal of Criminal Justice Education》2015,26(2):163-184

Criminal Justice faculty collaborated with undergraduate and graduate students to evaluate federal probation officers’ use of evidence-based skills following the implementation of a new training program designed to improve officer supervision skills and offender outcomes. The project resulted in the coding of over 100 audio recordings of actual officer–offender interactions based upon a developed assessment instrument. Overall, officers demonstrated high levels of adherence to training program skills. This article describes the process used to form a faculty–student collaborative research project and the benefits, challenges, and recommendations for similar projects at other institutions.  相似文献   

A Qualitative Investigation of College Students' Facebook Usage and Romantic Relationships: Implications for College Counselors     

Renee S. Sherrell  Glenn W. Lambie 《Journal of College Counseling》2016,19(2):138-153

The use of social media is a societal trend influencing the way that individuals communicate with and relate to one another. Moreover, Facebook use may facilitate or hinder individuals' relationship growth and development. The purpose of this article is to (a) review research examining Facebook usage and interpersonal relationships, (b) present qualitative insight into the Facebook experiences of college students (N = 16) from a large southeastern university, and (c) offer implications for college counselors.  相似文献   

Encouraging IT students to get serious about assignment writing: evaluation of a Web-based initiative     

Rosemary Clerehan  Giselle Kett  Renee Gedge  Juhani E. Tuovinen   《The Internet and Higher Education》2003,6(4):327-346

Traditionally, students attending university have received support for their assignment writing within a face-to-face framework. Academic writing support delivered via the Internet needs to be rendered in very subject-specific terms for the resource to be perceived as valuable. This paper reports on a project involving writing support staff and a computer science subject leader to develop and evaluate a Web-based academic skills tutorial. The tutorial sought to provide online learning support for interpreting an information technology (IT) assignment topic, extracting information from sources, and integrating the material into a report with the support of online lexical tools. The evaluation sought to determine whether the students found the resource helpful, if improvements were still required, and what implications there were for integrating the resource with subject teaching. Students perceived most value in those sections of the resource that provided them with examples and models, and least in those that required them to engage in interactive activity.  相似文献   

Emotional intelligence at work: The untapped edge for success     

Hendrie Weisinger  Renee L. Loth Cali 《Performance Improvement》1999,38(6):39-42

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