2,978 research outputs found
Practices of Freedom:Seeking the social justice aims of peer mentoring within a professional development context for Teaching Assistants
Full text linkThe social and economic opportunities offered by education and the role that mentoring can play in this have been documented for a range of professions, including teaching (Furrer, Skinner, & Pitzer, 2014; Gardiner, 2011; Kaunisto, Estola, & Leiman, 2013). Much of the work around the role of peer mentoring within education has centred on how it supports teachers’ professional development (Buzbee Little, 2005; Cordingley, 2005; Furrer et al., 2014; Gardiner, 2011; Rhodes & Beneicke, 2002). What has been less well documented is the extent to which peer mentoring within higher education programmes of study can be utilized for other professionals working within schools (Nicholson, Rodriguez-Cuadrado, & Woolhouse, 2019). Often those overlooked within the research in this field are those who would potentially benefit the most, and this would seem particularly applicable to school teaching assistants, who may belong to a different economic group, have less formal education, and be lower paid than the teachers they work alongside (Chambers, 2015; Dunne, Goddard, & Woolhouse, 2008b; Kerry, 2005; Mansaray, 2006; Sorsby, 2004). To expand understanding in this area, in this chapter we study the reported experiences of over 300 teaching assistants who were studying at a university in North West England, training to use a mathematics intervention that they would deliver to underachieving primary aged pupils within mainstream schools. We construct a dialogue using the work of Lave and Wenger (1991) and Freire’s philosophy to explore peer mentoring as a “practice of freedom” (2000, p. 41). We study the experiences of the teaching assistants to consider the benefits and challenges of peer mentoring within a higher education context when utilized in their professional development. We locate a political approach to education within three key themes: shaping experiences, safe spaces for developing pedagogy, and increasing confidence. Thus, we reflect upon the social justice aims of developing a supportive community of practice for a group of educational professionals who are often undervalued and overlooked (Blatchford, Russell, Bassett, Brown, & Martin, 2007; Chambers, 2015; Dunne et al., 2008b)
Mindscapes: Laura Riding's poetry and poetics /
Full text linkTese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Esta tese propõe uma leitura revisionista da poesia contemporânea através do exame do caso de um dos mais esquecidos escritores norte-americanos do século XX: Laura (Riding) Jackson (1901-1991). O objetivo é demonstrar que Riding não apenas possuía uma poética definida e singular, mas que ela permanece uma das instâncias mais extremas e paradoxais do modernismo anglo-americano, a ponto de Riding abandonar a escrita da poesia em 1938. Recorrendo a conceitos de "formação do cânone" bem como às noções de "discurso" e "função do autor", em Foucault, investigo a construção do cânone da poesia moderna anglo-americana, recuperando o contexto e as circunstâncias da ocultação de Riding. Enquanto cubro os "discursos" poéticos em circulação na primeira metade do século XX-o "imagismo" de Pound, a "dissociação da sensibilidade", "impersonalidade" e "tradição" de Eliot, a "unidade orgância" e "ambigüidade" da Nova Crítica-ofereço um panorama crítico de modernismos alternativos sendo articulados à época. Minha intenção é demonstrar que os poemas de Riding são expressões vigorosas de um escritor para quem "a mente pensando se torna a força ativa do poema", para usar a apta formulação de Charles Bernstein. Entre minhas descobertas sobre as várias e complexas razões que levaram à não-canonização de Riding estão a hegemonia da Nova Crítica, o exílio voluntário de Riding da cena literária (onde são feitas ou desfeitas as reputações), sua recusa em ser antologiada, bem como em ser explicada em termos críticos que não os dela. Todos esses fatores, mais a "dificuldade" de sua poesia, contribuíram para fazer de Riding "a maior poeta esquecida da poesia norte-americana", como escreveu Kenneth Rexroth. Ajudado pelos insights de dois importantes críticos de poesia norte-americana, Charles Bernstein e Marjorie Perloff, defendo que a "poesia da mente" de Riding-onde o que está em jogo é que o que pensamos ser a nossa realidade-representa uma mudança radical no paradigma da poética modernista: de uma poesia centrada na imagem para uma poesia centrada na linguagem. Focalizando a experiência consciente e o tempo duracional do pensamento presente em seus poemas, concluo que as "pensagens" de Riding têm o objetivo preciso de constatar um fato universal: enquanto seres humanos e pensantes, estamos numa condição permanente chamada linguagem
Heritage tourism: a case study of the Laura Ingalls Wilder Heritage Site at Pepin, Wisconsin
Full text linkPlan BMany things must be taken into consideration when developing a heritage tourism site. It can be a wonderful opportunity for the community involved to benefit economically and historically. Heritage tourism can keep alive the heritage and traditions of the communities past. When it is discovered that a heritage site exists, the first step is to consult with the community. A site will not succeed without the acceptance and assistance from the community involved. Once the interest is known, the development process can proceed. After determining that there is a heritage tourism site possibility in their area, a commumity must do research to determine the feasibility of the site, what will make it a success, and how to obtain that success. This study will examine a community with a heritage tourism site that has been successful in developing and maintaining it's site. By conducting this study, other communities seeking information for developing their site will have an example and tool to work with. The site chosen for this study is the Laura Ingalls Wilder site in Pepin, Wisconsin. The town is rich with it's heritage associated with Laura Ingalls Wilder. The development and success for this town will be documented through this study. Laura Ingails Wilder is a perfect choice for examining heritage tourism. The author of many American Pioneer books, she has become famous all over the world. In turn all places that she or her family members lived are or are becoming heritage tourism sites. There are older ones that have been in progress for some years, such as the one in Pepin, and there are ones that are being discovered through the popularity of new books written about Laura's family. These communities would benefi greatly from the information this study will produce. Without the bene-fit of this knowledge communities who are unaccustomed to tourism or the way the other Laura Ingalls Wilder sites operate, may make terrible errors in development, tarnishing the site. This may also reflect badly on the other Laura Ingalls Wilder sites. It is important for new Wilder sites to examine all information and know exactly what they are doing when developing the site. If all the Laura Ingalls Wilder sites can benefit from each other's knowledge and experience it will greatly increase the market for all sites. The more detailed and expansive the sites are about their knowledge and sites to see, the more people are going to want to travel to as many sites as possible, learning all they can about the life of Laura Ingalls Wilder and her family. These sites not only attract Laura Ingalls Wilder fans but all people that are interested in the American Pioneer period of the United States history. This study will provide the knowledge for communities who are developing heritage tourism sites, especially those focusing on Laura Ingalls Wilder. This is a very important study for tourism and especially heritage tourism. When a heritage site is discovered communities run into the barrier of not having the experience and knowledge to develop the site properly. This study will analyze tourism in Pepin, Wisconsin to determine it's successfulness due to the fact that it is a Laura Ingalls Wilder heritage tourism site, and Wfit was developed in a way to provide tourists with a view of Laura Ingalls Wilder's past and the past of many Pioneer Americans. By studying this subject it will allow for many people to benefit. Tourist who are seeking the pleasure of the knowledge of the past, and communities who want to preserve their past and profit from tourism
Introduction
No full textThe introduction starts by defining key terms and explaining the need for a book that addresses mentoring specifically within higher education. The introduction then positions the text within the cross-disciplinary field of mentoring, highlighting key links and themes across the chapters, particularly in terms of mentoring pedagogy within various higher education environments and the aspiration for social justice aims. In selecting the chapters for the book, the editors have drawn together chapters that frame issues around mentoring in higher education primarily within various settings that include the UK, Europe, South East Asia and America. Links are also made to the global context in terms of academic literature, philosophy of education and empirical settings, which will be carried through the various chapters. The introduction concludes with a brief outline of the various sections and chapters to guide readers.</p
Conclusion
No full textIn the conclusion, the editors summarise the key points of each chapter and draw together the central themes and issues that have been addressed across chapters. This includes a discussion around the benefits and social justice outcomes of education professionals working with students, as well as with each other through collaborative approaches to peer mentoring. Four key themes are identified and discussed: flexible models of learning; the importance of time; trusting, respectful relationships; empowerment and foregrounding the voice of mentees. We review the similarities, challenges and difficulties that have been explored in the various contexts to locate the book and its various chapters within a broader field of research around mentoring in higher education within a global context. We conclude by positing further questions and invite readers to reflect upon their own practices in the light of these.</p
Fresh fruit and vegetables: a world of multiple interactions : the case of the Buenos Aires Central Wholesale Market (BACWM)
Full text linkThis research explores ethnographically the everyday social interactions between the ‘users’ of a particular marketplace, the Buenos Aires Central Wholesale Market (BACWM). The ‘users’ of this marketplace are the social actors who work there everyday, and who bring and buy fresh produce. These ´users´ are the ´makers´ of the BACWM since, through their everyday practices, interactions and interpretations and knowledge, they socially construct this hub of distribution
Marketing management capabilities of SMEs: an empirical analysis in the EU
Full text linkSMEs, that represent the greater part of European food firms producing traditional food products (TFPs), meet difficulties in adapting their strategies to market changes, and in competing with big enterprises. Marketing management capabilities play a key role in good SMEs performance in the market. The purpose of this paper is to evaluate the marketing capabilities of SMEs that produce TFPs. The theoretical framework considers the Market Orientation approach and marketing management capabilities in terms of marketing research, marketing strategy, planning and implementation, control and evaluation. A self evaluation tool was developed by means of an interactive questionnaire, available on the web, aimed at assessing traditional food firms competitive position in the marketing area. The sample consists of 112 Italian firms. Descriptive analysis shows that the most problematic dimensions of the marketing management are planning and implementation and control and evaluation. Moreover, the firms’ size is not a relevant feature to determine the marketing capabilities, whereas quality voluntary certifications have a direct linkage with marketing capabilities, as the more a firm is certified the more t improves its marketing performance. Linear Regression model confirms these results.Marketing capabilities, SMEs, traditional food, linear regression, Agribusiness, Marketing,
An exploratory study of the experience of motherhood among maternally bereaved women
No full textThis study qualitatively explores the experience of motherhood among maternally bereaved women. Using a semi-structured interview guide developed by the researcher, ten women who suffered the death of their mothers in childhood or adolescence were
interviewed in person about their maternal loss, their experience of being a mother to one or more children, and the relationship between these two key life events. Participants ranged in age from 31-67, and the ages at which they lost their mother ranged from 5-21. Data was first compiled into brief individual narratives in order to capture the phenomenology of loss and motherhood for each participant. The data was next analyzed using principles of grounded theory to determine common themes among participants. Eleven major and four minor themes were identified, which were then consolidated into four meta-themes: 1) The enduring legacy of maternal loss (lasting impact, early
independence/parentification, feelings of insecurity/instability, feeling unsupported); 2)
History repeating itself – fear of further loss; 3) Making meaning and staying connected; and 4) An opportunity for healing and growth (completing the narrative and repairing disruption, daughters and mothers coming “full circle”, anniversaries as triggers for grieving, standing in her mother’s shoes). Integration into current literature, and clinical and research recommendations are provided.Psy.DIncludes bibliographical referencesby Laura J. Lokke
Cinderella Academics: Teacher Educators in the Academy
Full text linkTeacher educators are a diverse and essential part of the university workforce particularly in post-1992 universities in England. The majority of teacher educators have enjoyed successful careers as teachers and senior leaders in schools. However, their transition from school to university is fraught with difficulties. Inadequate induction to academia, particularly to academic research, coupled with their lack of experience of conducting research, renders them vulnerable within the performative culture of universities (Ellis, McNicholl, Blake, & McNally, 2014). The research landscape within higher education in England is competitive between and within universities. Research is a key element of teacher education (e.g., Burn & Mutton, 2013) and so it is vital that teacher educators engage with and become research active to advance knowledge of all aspects of education. However, new teacher educators are insufficiently supported to start their research journeys within higher education, leaving them on the margins of academe. This chapter reveals the findings of in-depth qualitative semi-structured interviews conducted in one university in North-West England illustrating the dilemma of teacher educators in higher education. The participants in the study explicate the ways in which their presence could be legitimated, for example, through the support of a mentor to lift their status to become research active academics and gain recognition and legitimation in academe
Laura Joan Cooper
No full textLaura Joan Cooper was born in Pittsburgh, California. and graduated from Birmingham High School in Van Nuys, California. While attending High School she also attended classes at the University of Southern California, ultimately receiving her B.A.in 1967. After college, she and her husband moved to New Haven, Connecticut, where he attended graduate school at Yale. During this period, Cooper worked as a secretary, the director of a college dormitory, and finally as a legal assistant for a New Haven public interest law firm. When her husband accepted a teaching position at Indiana University, Cooper enrolled at the University’s law school. As a law student, Cooper served as a Junior Writer (1972/73) for the Indiana Law Journal and as Executive Editor for v.49, 1973/74. She also served as an Associate Instructor for the first year law school course on Civil Procedure (1972/73), as well as for an undergraduate honors course (Fall 1973). Laura J. Cooper received her J.D. degree from Indiana University in 1974.
Upon graduating from law school, Cooper clerked for John S. Hastings at the United States Court of Appeals for the Seventh Circuit. In 1975, she joined the faculty of the University of Minnesota Law School, where she has spent her entire teaching career. She teaches in the areas of Civil Procedure, Conflicts, Labor Law, and Alternative Dispute Resolution in the Workplace. She has published articles on welfare law, conflicts, labor law, and arbitration and is the co-author of three books on workplace dispute resolution. Cooper was the first woman to receive tenure at the University of Minnesota Law School.
Laura J. Cooper was inducted into the Indiana University School of Law Academy of Law Alumni Fellows in 2002. Since 2003, Cooper has held the title of J. Stewart and Mario Thomas McClendon Professor in Law and Alternative Dispute Resolution at the University of Minnesota Law School.https://www.repository.law.indiana.edu/notablealumni/1073/thumbnail.jp
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