Search results

1 – 10 of 921
Per page
102050
Citations:
Loading...
Access Restricted. View access options
Book part
Publication date: 25 July 2008

Phillip Vannini

Drawing from in-depth ethnographic interviews conducted at an American public research university with 46 professors I analyze the meanings that faculty in the natural sciences…

Abstract

Drawing from in-depth ethnographic interviews conducted at an American public research university with 46 professors I analyze the meanings that faculty in the natural sciences, social sciences, and humanities assign to the aspect of their work known as service and institutional governance. Regardless of disciplinary affiliation, almost all faculties perceive feelings of self-inauthenticity when they engage in service and governance and view this aspect of their work as meaningless, inconsequential, trite, and as a waste of time. Yet, interviews with two professors show that service and governance work leads them to feel true to themselves because they view it as of a meaningful symbolic space where a truly effectual cultural politics of resistance against alienating institutional forces can take place. I reflect on the latter two professors’ agency and power to redefine symbolic occupational spaces within and outside their selves and occupation.

Details

Studies in Symbolic Interaction
Type: Book
ISBN: 978-1-84663-931-9

Access Restricted. View access options
Book part
Publication date: 11 July 2001

John Visser, Harry Daniels and Ted Cole

Abstract

Details

Emotional and Behavioural Difficulties in Mainstream Schools
Type: Book
ISBN: 978-0-76230-722-7

Access Restricted. View access options
Article
Publication date: 10 December 2019

Lorena Ortega, Ian Thompson and Harry Daniels

Supporting the learning and wellbeing of vulnerable students is an important yet challenging part of school educators’ work. The purpose of this paper is to investigate…

457

Abstract

Purpose

Supporting the learning and wellbeing of vulnerable students is an important yet challenging part of school educators’ work. The purpose of this paper is to investigate advice-seeking patterns around the issue of supporting the learning and wellbeing of vulnerable students, among professional staff in six English secondary schools. The paper focuses on investigating variation in advice-seeking patterns among schools, exploring the association between these patterns and staff perceptions of the school climate for collaboration, and examining how these informal advice-seeking patterns relate to formal support arrangements in the schools.

Design/methodology/approach

A mixed-methods approach that combined findings from social network analysis with in-depth interviews was used.

Findings

It was found that advice-seeking patterns among staff vary substantively, even among similar schools. Furthermore, schools with more cohesive and reciprocal advice networks also showed a stronger climate for collaboration (i.e. mutual respect and distributed leadership). Also, formal organizational structures and informal advice-seeking structures showed coherence in the sample, as formally designated leaders, such as the Headteacher and the Special Educational Needs Coordinators, were generally highly central to their schools’ advice network.

Originality/value

This study advances the field as there is little research that examines the social networks of educators in England, and no previous studies that explore teacher advice-seeking networks in relation to supporting vulnerable students, internationally.

Details

Journal of Educational Administration, vol. 58 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Available. Content available
Book part
Publication date: 17 May 2012

Abstract

Details

Transforming Troubled Lives: Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties
Type: Book
ISBN: 978-1-78052-711-6

Access Restricted. View access options

Abstract

Details

Emotional and Behavioural Difficulties in Mainstream Schools
Type: Book
ISBN: 978-0-76230-722-7

Access Restricted. View access options
Book part
Publication date: 17 May 2012

John Visser, Harry Daniels and Ted Cole

Late in 2010 the Social Emotional and Behavioural Association (SEBDA), based in the United Kingdom, held an international conference at Keble College, Oxford. The theme…

Abstract

Late in 2010 the Social Emotional and Behavioural Association (SEBDA), based in the United Kingdom, held an international conference at Keble College, Oxford. The theme was ‘Transforming Troubled Lives’ and 160 delegates arrived from countries around the globe. Around 50 per cent of those attending presented papers. Some of the presentations were short, others longer, some very practically based and others more theoretically focused. A range of papers has already been published in SEBDA's international journal Emotional and Behavioural Difficulties (volume 16, issue 3). The chapters in this volume draw upon other presentations given at the conference, which we, as editors, felt were representative of the good practice, provision and policy to be found amongst professionals working both to transform the sometimes troubled lives of children and young people and to ensure that these students are included in educational settings.

Details

Transforming Troubled Lives: Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties
Type: Book
ISBN: 978-1-78052-711-6

Available. Content available
Book part
Publication date: 11 July 2001

Abstract

Details

Emotional and Behavioural Difficulties in Mainstream Schools
Type: Book
ISBN: 978-0-76230-722-7

Available. Content available
Book part
Publication date: 17 May 2012

Abstract

Details

Transforming Troubled Lives: Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties
Type: Book
ISBN: 978-1-78052-711-6

Access Restricted. View access options
Book part
Publication date: 11 July 2001

Abstract

Details

Emotional and Behavioural Difficulties in Mainstream Schools
Type: Book
ISBN: 978-0-76230-722-7

Available. Content available

Abstract

Details

Transforming Troubled Lives: Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties
Type: Book
ISBN: 978-1-78052-711-6

1 – 10 of 921
Per page
102050