Performativity and affectivity: Lesson observations in England's Further Education colleges
TL;DR: The authors investigated the different expectations, relationships and identities of teachers and (mis)conceptions of "authenticity" in teaching and learning observations (TLO) and found that affective reactions to perceived managerial intrusion into their professional space had a negative impact on them and their students' learning.
Abstract: Teaching and learning observations (TLOs) are used in educational environments worldwide to measure and improve quality and support professional development. TLOs can be positive for teachers who enjoy opportunities to ‘perform’ their craft and/or engage in professional dialogue. However, if this crucial, collaborative developmental element is missing, a TLO becomes intrinsically evaluative in nature and creates complex emotions – within and beyond the classroom. For some teachers, affective reactions to perceived managerial intrusion into their professional space has a negative impact on them and, in turn, their students’ learning. International research on TLOs has focused on schools or universities. My research centres specifically on England’s Further Education colleges (FE). Through Interpretive Interactionism, I investigate the different expectations, relationships and identities of teachers and (mis)conceptions of ‘authenticity’ in TLOs. Teaching involves our unique (dis)embodied ‘performativity’ (...
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1,071 citations
TL;DR: The Unschooled Mind (1991) as mentioned in this paper argues that schools, even when publicly acknowledged as successful, are failing at their most critical task-teaching for real understanding and that early-developed ideas, stereotypes, and "scripts" (descriptions of recurrent events) continueto dominate the thinking of even advanced teachers.
Abstract: Howard Gardner is well known to teachereducators,particularlyforhisearlier book,Frames ofMind: The Theory ofMuir tipleInteUigences(1983). Morerecently, the ConferenceonArtistic Intelligences (1989) and the development of Arts PROPEL havefamiliarized musicteacher educators even more specifically with Gardner's work. In The Unschooled Mind (1991), Gardnercontinues topricktheconsciences ofeducators by gettingdown to the very heartofthematter. Schools, hesays, do not nowteachthewaychildrenlearn, andoften what children learn before or outside of school is more powerful than competing information presented in school and can interferewithschool-delivered knowledge. Gardnercontendsin hisintroductory material that schools, even when publicly acknowledged as successful, are failing at their most critical task-teaching for real understanding. As always, Gardner provides examples that areabundantandtothe point. He offers evidence that early-developed ideas, stereotypes, and "scripts" (descriptions of recurrent events) continueto dominate the thinking of even advanced
442 citations
Book•
01 Jan 1994
TL;DR: This chapter discusses classroom observation in context, the use of quantitative and qualitative methods, and research into classrooms.
Abstract: List of figures Acknowledgements Preface 1. An Introduction to classroom observation 2. The use of quantitative methods 3. The use of qualitative methods 4. Classroom observation in context 5. Research into classrooms 6. Observation and action Bibliography Index
353 citations
Journal Article•
249 citations
TL;DR: The second edition surveys the recent changes that have taken place in psychoanalytic social theory, including critical theory, Lacanian and post-Lacanian theory, post-structuralism and feminism as mentioned in this paper.
Abstract: This text is a benchmark critique of Freudian theory in which a dialogue between the Frankfurt School, the Lacanian tradition and post-Lacanian developments in critical and feminist theory is developed. Considering afresh the relations between self and society, Elliot argues for the importance of imagination and the unconscious in understanding issues about the self and self-identity, ideology and power, sexual difference and gender. The second edition surveys the recent changes that have taken place in psychoanalytic social theory. Traditions of thought covered include critical theory, Lacanian and post-Lacanian theory, post-structuralism and feminism.
59 citations
References
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9,101 citations
01 Jan 2012
TL;DR: This chapter discusses the process and problems of Educational Research, the role of educational theory, ethics in research, and ethical issues in research.
Abstract: Preface Part I. Foundations of Research 1. Science, Schooling, and Educational Research Learning About the Educational World The Educational Research Approach Educational Research Philosophies Conclusions 2. The Process and Problems of Educational Research Educational Research Questions Educational Research Basics The Role of Educational Theory Educational Research Goals Educational Research Proposals, Part I Conclusions 3. Ethics in Research Historical Background Ethical Principles Conclusions 4. Conceptualization and Measurement Concepts Measurement Operations Levels of Measurement Evaluating Measures Conclusions 5. Sampling Sample Planning Sampling Methods Sampling Distributions Conclusions Part II. Research Design and Data Collection 6. Causation and Research Design Causal Explanation Criteria for Causal Explanations Types of Research Designs True Experimental Designs Quasi-Experimental Designs Threats to Validity in Experimental Designs Nonexperiments Conclusions 7. Evaluation Research What Is Evaluation Research? What Can an Evaluation Study Focus On? How Can the Program Be Described? Creating a Program Logic Model What Are the Alternatives in Evaluation Design? Ethical Issues in Evaluation Research Conclusions 8. Survey Research Why Is Survey Research So Popular? Errors in Survey Research Questionnaire Design Writing Questions Survey Design Alternatives Combining Methods Survey Research Design in a Diverse Society Ethical Issues in Survey Research Conclusions 9. Qualitative Methods: Observing, Participating, Listening Fundamentals of Qualitative Research Participant Observation Intensive Interviewing Focus Groups Combining Qualitative and Quantitative Methods Ethical Issues in Qualitative Research Conclusions 10. Single-Subject Design Foundations of Single-Subject Design Measuring Targets of Intervention Types of Single-Subject Designs Analyzing Single-Subject Designs Ethical Issues in Single-Subject Design Conclusions 11. Mixing and Comparing Methods and Studies Mixed Methods Comparing Reserch Designs Performing Meta-Analyses Conclusions 12. Teacher Research and Action Research Teacher Research: Three Case Studies Teacher Research: A Self-Planning Outline for Creating Your Own Project Action Research and How It Differs From Teacher Research Validity and Ethical Issues in Teacher Research and Action Research Conclusions Part III. Analyzing and Reporting Data 13. Quantitative Data Analysis Why We Need Statistics Preparing Data for Analysis Displaying Univariate Distributions Summarizing Univariate Distributions Relationships (Associations) Among Variables Presenting Data Ethically: How Not to Lie With Statistics Conclusions 14. Qualitative Data Analysis Features of Qualitative Data Analysis Techniques of Qualitative Data Analysis Alternatives in Qualitative Data Analysis Computer-Assisted Qualitative Data Analysis Ethics in Qualitative Data Analysis Conclusions 15. Proposing and Reporting Research Educational Research Proposals, Part II Reporting Research Ethics, Politics, and Research Reports Conclusions Appendix A: Questions to Ask About a Research Article Appendix B: How to Read a Research Article Appendix C: Finding Information, by Elizabeth Schneider and Russell K. Schutt Appendix D: Table of Random Numbers Glossary References Author Index Subject Index About the Authors
8,706 citations
"Performativity and affectivity: Les..." refers background in this paper
...My qualitative interviews involved a sample of seven lecturers and seven managers recruited mainly through ‘convenience sampling’ (Cohen and Manion, 1994)....
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Book•
01 Jan 1959
TL;DR: The sociological imagination is a sociological vision, a way of looking at the world that can see links between the apparently private problems of the individual and important social issues as discussed by the authors.
Abstract: C Wright Mills is best remembered for his highly acclaimed work The Sociological Imagination, in which he set forth his views on how social science should be pursued Hailed upon publication as a cogent and hard-hitting critique, The Sociological Imagination took issue with the ascendant schools of sociology in the United States, calling for a humanist sociology connecting the social, personal, and historical dimensions of our lives The sociological imagination Mills calls for is a sociological vision, a way of looking at the world that can see links between the apparently private problems of the individual and important social issues Leading sociologist Amitai Etzioni brings this fortieth anniversary edition up to date with a lucid introduction in which he considers the ways social analysis has progressed since Mills first published his study in 1959 A classic in the field, this book still provides rich food for our imagination
7,700 citations
Book•
05 Jan 1994TL;DR: This book has been substantially rewritten with the aim of greater clarity and a considerably expanded treatment of discourse analysis are provided in the new edition as discussed by the authors, which takes account of the growing interest in qualitative research outside sociology and anthropology from psychology to information systems, health promotion, management and many other disciplines.
Abstract: This a much expanded and updated version of David Silvermans best-selling introductory textbook for the beginning qualitative researcher.
Features of the New Edition:
• Takes account of the flood of qualitative work since the 1990s
• All chapters have been substantially rewritten with the aim of greater clarity
• A new chapter on Visual Images and a considerably expanded treatment of discourse analysis are provided
• The number of student exercises has been considerably increased and are now present at the end of every chapter
• An even greater degree of student accessibility: Key Points and Recommended Readings appear at the end of each chapter and technical terms are highlighted and appear in a Glossary
• A more inter-disciplinary social science text which takes account of the growing interest in qualitative research outside sociology and anthropology from psychology to geography, information systems, health promotion, management and many other disciplines
• Expanded coverage 50% longer than the First Edition
This book has a more recent edition (2006)
7,584 citations
"Performativity and affectivity: Les..." refers background or methods in this paper
...With this in mind, my research methodology is logically situated in an approach sensitive to these individuals and their needs something quantitative methods arguably cannot offer (Silverman, 2001)....
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...With this in mind, my research methodology is logically situated in an approach sensitive to these individuals and their needs something quantitative methods arguably cannot offer (Silverman, 2001)....
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...I had built up rapport with some of the participants and my knowledge and familiarity of their experiences provided a depth to the narratives that produced rich data (Silverman, 2001) or ‘thick description’ (Denzin, 1989)....
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Book•
01 Jan 1995
TL;DR: Goleman as mentioned in this paper argues that our view of human intelligence is far too narrow, ignoring a crucial range of abilities that matter immensely in terms of how we do in life, including self-awareness and impulse control, persistence, zeal and self-motivation, empathy and social deftness.
Abstract: Is IQ destiny? Perhaps not nearly as much as humans think. This text argues that our view of human intelligence is far too narrow, ignoring a crucial range of abilities that matter immensely in terms of how we do in life. Drawing on brain and behavioural research, the author shows the factors at work when people of high IQ flounder and those of modest IQ do surprisingly well. These factors add up to a different way of succeeding in life - one the author terms "emotional intelligence". Emotional intelligence includes self-awareness and impulse control, persistence, zeal and self-motivation, empathy and social deftness. These are the qualities that mark people that excel. They are also the hallmarks of character and self-discipline, of altruism and compassion. As Goleman demonstrates, the personal costs of deficits in emotional intelligence can range from problems in marriage and poor physical health in adults to eating disorders and depression in children. But the news is hopeful. Emotional intelligence is not fixed at birth. Goleman's argument gives insights into the brain architecture underlying emotion and rationality. He shows how emotional intelligence can be nurtured and strengthened in all of us. Since the emotional lessons a child learns actually sculpt the brain's circuitry, Goleman provides detailed guidance as to how parents and schools can benefit from this.
6,487 citations
"Performativity and affectivity: Les..." refers background in this paper
...…to successful learning and an ‘outstanding’ lesson however that may be defined involve a better understanding of our ‘emotional practice’, which importantly for teachers seems strongly linked to elements of emotional intelligence and self-esteem (Allen, 2002; Goleman, 1995; Mortiboys, 2005)....
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...Perhaps elements that contribute to successful learning and an ‘outstanding’ lesson however that may be defined involve a better understanding of our ‘emotional practice’, which importantly for teachers seems strongly linked to elements of emotional intelligence and self-esteem (Allen, 2002; Goleman, 1995; Mortiboys, 2005)....
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