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81.
Tanya Fitzgerald 《Journal of educational administration and history》2008,40(2):113-128
For the past two decades schools and teachers in New Zealand and elsewhere have been the subject of and subjected to intense public scrutiny of their performance and professional activities. In effect, policy solutions have cast teacher and school performance as a ‘problem’ to be solved/resolved via the intervention of the State. Consequently, the policy remedy has been the introduction of audit mechanisms such as systems of performance management to define, regulate and control teaching and teachers. That is, the State has directly intervened in the professional work and activities of teachers based on the flawed assumption that teachers cannot be trusted and therefore require the intervention of the State and its agencies to ensure their performance is aligned with organisational objectives. And while one of the hallmarks of a profession and professional practice is adherence to a set of prescribed standards, performance management has rendered teachers accountable to the State, not professional peers. And, as this article outlines, this has served to de‐professionalise teaching and teachers’ work. 相似文献
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Tanya R. Berry John C. Spence Sean M. Stolp 《Research quarterly for exercise and sport》2013,84(2):302-309
Abstract This research examined attentional bias toward exercise-related images using a visual probe task. It was hypothesized that more-active participants would display attentional bias toward the exercise-related images. The results showed that men displayed attentional bias for the exercise images. There was a significant interaction of activity level by gender, and simple slopes analysis showed that active women displayed attentional bias toward the exercise-related images and inactive women displayed attentional bias toward the control images. A similar analysis with explicit attention to the pictures as the outcome variable was not significant. These findings confirm that attention for exercise-related images can be captured automatically regardless of whether people report they are attending to them. 相似文献
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April M. Schueths Tanya Gladney Devan M. Crawford Katherine L. Bass Helen A. Moore 《International journal of qualitative studies in education》2013,26(10):1259-1276
This qualitative study examines emotion themes reflected in student evaluations from required diversity courses at a predominantly white, US public university. We analyze two years of student evaluations for 29 instructors. Situated by the work of Acker, Jaggar, and Hochschild, we find contradictory themes of perceived instructional bias and the value of diversity lessons. Student evaluations result in systematic disadvantage for minority instructors that may be heightened for female instructors of color. Non-minority instructors (both male and female) gain privileges by avoiding dealing with diversity directly which is reflected in student evaluations through the process of “ducking diversity”. The organizational structure of required diversity courses marginalizes the scholarship and emotion work of minority instructors and inherently reproduces the very inequalities they are designed to combat. 相似文献
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Karla Washington Sharon Bowland Kay Mueggenburg Margaret Pederson Sheila Otten Tanya Renn 《Journal of Teaching in Social Work》2013,33(5):514-530
Professional leaders have identified clear roles for social workers involved in advance care planning (ACP), a facilitated process whereby individuals identify their preferences for future medical care; yet information about effective teaching practices in this area is scant. This study reports on the experiences of 14 social workers who participated in a nationally recognized, evidence-based ACP facilitator certification program. Researchers first analyzed data consisting of participants’ in-depth reflective writings using an inductive thematic analysis process. Identified themes were subsequently grouped into three categories to characterize the “novice” experience of participants: theoretical knowledge, skill development, and self-reflection. Findings underscore the importance of ACP training in social work education and the need for teachers to help learners better understand the process of professional skill development. 相似文献
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Philip J. Osteen Todd J. Vanidestine Tanya L. Sharpe 《Journal of Teaching in Social Work》2013,33(2):111-128
Methods of incorporating culturally competent practice and social justice curricula often are addressed in a required course or across courses using an infusion model. This research explored multicultural curricula and MSW students' attitudes about race and diversity. Data were collected from 297 MSW students enrolled at two universities. Multivariate analysis of variance revealed significant differences between students in programs with required multicultural coursework and those utilizing an infusion model, with respect to attitudes toward African Americans but not on measures of diversity or social equality and justice. The results indicate the differential outcomes based on curriculum models and support the need for further research in this area. 相似文献
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Lawrence P. Cahalin Tanya Kinney LaPier Donald K. Shaw 《Cardiopulmonary Physical Therapy Journal》2011,22(1):5-15
The processes that occur with normal sternal healing and potential complications related to median sternotomy are of particular interest to physical therapists. The premise of patients following sternal precautions (SP) or specific activity restrictions is the belief that avoiding certain movements will reduce risk of sternal complications. However, current research has identified that many patients remain functionally impaired long after cardiothoracic surgery. It is possible that some SP may contribute to such functional impairments. Currently, SP have several limitations including that they: (1) have no universally accepted definition, (2) are often based on anecdotal/expert opinion or at best supported by indirect evidence, (3) are mostly applied uniformly for all patients without regard to individual differences, and (4) may be overly restrictive and therefore impede ideal recovery. The purpose of this article is to present an overview of current research and commentary on median sternotomy procedures and activity restrictions. We propose that the optimal degree and duration of SP should be based on an individual patient''s characteristics (eg, risk factors, comorbidities, previous activity level) that would enable physical activity to be targeted to particular limitations rather than restricting specific functional tasks and physical activity. Such patient-specific SP focusing on function may be more likely to facilitate recovery after median sternotomy and less likely to impede it.Key Words: median sternotomy, sternal precautions, physical therapy, exercise protocols 相似文献
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Jeanine FinnAuthor vitae 《Government Information Quarterly》2011,28(3):409-415
How individuals share information with respect to politics and policy in networked research environments is an area ripe for interdisciplinary study. In this analysis, I explore some of the more current and salient research findings from several disciplinary literatures (communications, computer science, organizational behavior, information science, and public policy) to examine how current research perceives the influence of technology-aided communications on policy-making conversations. I suggest that a community-centric view, which takes into account online and offline group affiliations and their related power dynamics, is just as important as an individual-based unit of analysis. This understanding points to directions for the thoughtful creation of digital resources that appropriately reflect and support inter- and intra-group knowledge-sharing behavior. 相似文献