Journal articles: 'Professional class'

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Richards, Sue. "First Class Professional, Second Class Citizen." Practice Nursing 8, no. 9 (1997): 48. http://dx.doi.org/10.12968/pnur.1997.8.9.48.

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Elfick, Jacqueline. "Class Formation and Consumption among Middle-Class Professionals in Shenzhen." Journal of Current Chinese Affairs 40, no. 1 (2011): 187–211. http://dx.doi.org/10.1177/186810261104000107.

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This paper explores the role of consumption in defining Chinese middle-class identity by examining the consumption practices of urban professionals. It is widely agreed that China has a thriving middle class. The exact definition of this middle class, however, is disputed by scholars and the Chinese popular press. Debates about class are also manifest in the daily lives of urban professionals. One of the most interesting areas in which identity is contested is that of consumption. The research is based on 60 in-depth interviews among professionals conducted in Shenzhen in the period 2004–2010. New wealth means that the myriad of goods on offer is accessible to large sections of the urban population. Professionals have become keen and selective shoppers. Many describe their consumption practices as informed by their own highly individualistic taste. This paper argues that professional consumption practices sometimes express individual taste but, more importantly, serve to articulate a collective social identity.

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Cowman, Krista, and Louise Jackson. "Middle-class women and professional identity." Women's History Review 14, no. 2 (2005): 165–80. http://dx.doi.org/10.1080/09612020500200427.

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Zvonkovic, Anisa M., Kyung-Hee Lee, Erika Brooks-Hurst, and NaYeon Lee. "Recession Jitters Among Professional Class Families." Journal of Family Issues 35, no. 6 (2013): 755–75. http://dx.doi.org/10.1177/0192513x13476503.

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Driver, Jeffrey. "World-class partnerships enhance professional development." Journal of Healthcare Risk Management 24, no. 1 (2004): 1–2. http://dx.doi.org/10.1002/jhrm.5600240102.

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Moore, Wendy Leo. "Professional Identity Crisis: Race, Class, Gender, and Success at Professional Schools." Contemporary Sociology: A Journal of Reviews 35, no. 6 (2006): 588–89. http://dx.doi.org/10.1177/009430610603500624.

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Harkness, Geoff, and Peggy Levitt. "Professional Dissonance." Sociology of Development 3, no. 3 (2017): 232–51. http://dx.doi.org/10.1525/sod.2017.3.3.232.

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This article examines the working lives of creative-class professionals in the Global South using two case studies: university educators and museum professionals employed in Qatar. A small country on the Arabian Peninsula, Qatar is an ideal site for the study of professionals in a developing yet authoritarian nation. We argue that the cultural attributes of the professorial and curatorial communities, including creativity, autonomy, and intellectual freedom, are in conflict with the authoritarian political context, giving rise to professional dissonance. Professional dissonance occurs when the norms, values, and ideas embraced by a particular occupational group conflict with the norms, values, and ideas in the settings in which they work. To cope, university educators and museum professionals turn to five strategies—resistance, subversion, submission, conversion, and exit—although variations in the content and institutional structures of their work lead each group to deploy them in somewhat different ways. These strategies may be replicated in other contexts of high professional dissonance, caused by authoritarianism or otherwise.

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Gellis, Mark. "Leadership, Teamwork, and the Professional Writing Class." Journal of Technical Writing and Communication 28, no. 3 (1998): 251–63. http://dx.doi.org/10.2190/l6em-44xu-42x1-l0e6.

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This article argues that examining leaders and leadership techniques is a valid subject for technical and professional writing and communication classes. The article describes an assignment for studying leadership and provides related instructional materials.

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Freire, João. "Teachers: Between trade union and professional class." Portuguese Journal of Social Science 12, no. 1 (2013): 25–41. http://dx.doi.org/10.1386/pjss.12.1.25_1.

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Larsen, Carsten Hvid, Louise Kamuk Storm, Stig Arve Sæther, Nicklas Pyrdol, and Kristoffer Henriksen. "A world class academy in professional football:." Scandinavian Journal of Sport and Exercise Psychology 2 (October 21, 2020): 33–43. http://dx.doi.org/10.7146/sjsep.v2i0.119746.

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The holistic ecological approach puts an emphasis on the environment in which prospective elite athletes develop. Applying the holistic ecological approach, this article examines talent development among male under-19 football players at Ajax Amsterdam which has a history of successfully developing several of its juniors to top-level international players. Principal methods of data collection include interviews, participant observations of daily life in the environment, and analysis of documents. The environment was centred around the relationship between players and a clubhouse community consisting of a team of coaches, teachers, experts, and managers that helped the players to focus on: Handling dual careers (sport and school), developing mental toughness, social skills and work ethic. Furthermore, the environment was characterised by a strong, open, and cohesive organisational culture based on each player as an investment, social responsibility and individual development before winning matches. We argue that the holistic ecological approach holds the potential to inspire coaches and practitioners to be sensitive to and analyse not only the individual player’s athletic development but also the overall strategies and organisational settings, in the talent development environment.

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Gunaratne, Manjriker. "Integrating Professional Experience in Geotechnical Class Designs." Journal of Engineering Education 84, no. 2 (1995): 117–19. http://dx.doi.org/10.1002/j.2168-9830.1995.tb00157.x.

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Sullivan, William M. "Professional Identity Crisis: Race, Class, Gender, and Success at Professional Schools (review)." Review of Higher Education 30, no. 3 (2007): 336–37. http://dx.doi.org/10.1353/rhe.2007.0016.

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Fernandes, Márcia Astrês, José Willyans Oliveira Galvão Sousa, Wendes Silva de Sousa, et al. "Cuidados prestados ao idoso com Alzheimer em instituições de longa permanência." Revista de Enfermagem UFPE on line 12, no. 5 (2018): 1346. http://dx.doi.org/10.5205/1981-8963-v12i5a230651p1346-1354-2018.

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RESUMOObjetivo: analisar o cuidado prestado pelos cuidadores aos idosos acometidos com Alzheimer em Instituição de Longa Permanência. Método: estudo qualitativo, descritivo-exploratório, por meio de entrevistas, com 14 profissionais de uma Instituição de Longa Permanência, processadas no software IraMuTeQ. Resultados: foram obtidas cinco classes semânticas, a saber: Classe 2 - A rotina dos cuidados prestados pelos profissionais da instituição; Classe 1 - A importância dos profissionais nos cuidados ao idoso com sinais das consequências do Alzheimer: dificuldades de concentração e memória; Classe 4 - Lapsos de memória dos idosos com a doença de Alzheimer; Classe 5 - O papel do profissional no cuidado integralizado ao idoso com Alzheimer; Classe 3 - Ausência da família nos cuidados ao Idoso com Alzheimer. Conclusão: o cuidado se encontra satisfatório, porém foram observados pontos negativos como ociosidade dos idosos, ausência familiar e déficit de conhecimento teórico-científico por parte de alguns profissionais. Descritores: Idoso; Doença de Alzheimer; Cuidador; Família; Atenção à Saúde; Enfermagem. ABSTRACT Objective: to analyze the care provided by caregivers for the elderly with Alzheimer’s in Long-Stay Institution. Method: a qualitative study, descriptive-exploratory, conducted through interviews, with 14 professionals from an institution of long-stay, processed with the IraMuTeQ software. Results: there were obtained five semantic classes, namely: Class 2-The routine of care given by professionals of the institution; Class 1-The importance of the elderly care professionals with signs of the effects of Alzheimer’s: difficulties of concentration and memory; Class 4-Memory lapses of the elderly with Alzheimer’s disease; Class 5-The role of the professional in the full care to the elderly with Alzheimer’s; Class 3-Absence of the family in the care for the elderly with Alzheimer’s. Conclusion: the care is good, but negative points have been observed as idleness of the elderly, family, and absence of scientific-theoretical knowledge deficit on the part of some professionals. Descriptors: Elderly; Alzheimer’s Disease; Caregiver; Family; Health Care; Nursing.RESUMEN Objetivo: analizar el cuidado proporcionado a los cuidadores de ancianos con Alzheimer de una institución de larga estancia. Método: estudio cualitativo, descriptivo exploratorio, a través de entrevistas, con 14 profesionales de una institución de larga permanencia, procesado en el software IraMuTeQ. Resultados: se obtuvieron cinco clases semánticas, a saber: Clase 2-La rutina de atención por profesionales de la institución; Clase 1-La importancia de los profesionales del cuidado a los ancianos con las muestras de los efectos de la enfermedad de Alzheimer: dificultades de concentración y memoria; Clase 4-Memoria decae de los ancianos con enfermedad de Alzheimer; 5-El rol de clase del profesional en el cuidado a los ancianos con Alzheimer; Clase 3-Ausencia de familia en los ancianos con cuidado de la enfermedad de Alzheimer. Conclusión: la atención es bastante buena, pero se han observado puntos negativos como la ociosidad de los ancianos, la familia y la ausencia de déficit de conocimiento científico teórico por parte de algunos profesionales. Descriptores: Ancianos; Enfermedad de Alzheimer; Cuidador; Familia; Atención a la Salud; Enfermería.

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Ruggera, Lucia. "Licensed professions: a new look at the association between social origins and educational attainments in Italy." Higher Education 82, no. 2 (2021): 369–86. http://dx.doi.org/10.1007/s10734-021-00701-y.

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AbstractIt has long been known that Italy is characterized by the highest levels of professional regulation in Europe, but little attention has been given to the link between professional regulation and educational stratification. This article investigates the association between social origins and education by focusing on fields of study within tertiary education and by disaggregating the upper class of social origin into different micro-classes of professionals. Thus, since these professions are regulated in the first place by educational fields of study, it assesses how processes of social closure enhance occupational intergenerational immobility in the professional employment in Italy. Recently, deregulation of liberal professions in Italy has been central in many public and political debates. It contributes to these debates by examining the micro-level dynamics in the professionals’ social reproduction and related practises of social exclusion, which may have strong implications for policy interventions. By using ISTAT’s “Sbocchi Professionali dei Laureati” survey (2011), and employing multinomial logistic regressions, it shows how social selection into highly regulated fields of study is guided by parents’ professional domain. The analyses indicate that both sons and daughters of licensed professionals are more inclined to graduate in a field of study that is in line with the father’s profession and that this propensity is stronger among children of regulated self-employed professionals.

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Davis, Shannon N. "Book Review: Professional Identity Crisis: Race, Class, Gender and Success at Professional Schools." Gender & Society 20, no. 5 (2006): 683–85. http://dx.doi.org/10.1177/0891243206291787.

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Tushnet, Mark, and Michael Sandel. "A Public Philosophy for the Professional-Managerial Class." Yale Law Journal 106, no. 5 (1997): 1571. http://dx.doi.org/10.2307/797189.

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Orrange, Robert M. "INDIVIDUALISM, FAMILY VALUES, AND THE PROFESSIONAL MIDDLE CLASS." Sociological Quarterly 44, no. 3 (2003): 451–80. http://dx.doi.org/10.1525/tsq.2003.44.3.451.

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Makarova, Nataliya. "MASTER CLASS IN THE SYSTEM OF PROFESSIONAL JOURNALISM." RSUH/RGGU Bulletin. Series History. Philology. Cultural Studies. Oriental Studies, no. 4 (2016): 86–95. http://dx.doi.org/10.28995/2073-6355-2016-4-86-95.

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Pease, Edward C. "Professional Orientation Equals Second-Class Status in Academe." Journalism Educator 48, no. 3 (1993): 38–45. http://dx.doi.org/10.1177/107769589304800306.

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Hoadley, Ursula, and Paula Ensor. "Teachers' social class, professional dispositions and pedagogic practice." Teaching and Teacher Education 25, no. 6 (2009): 876–86. http://dx.doi.org/10.1016/j.tate.2009.01.014.

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Bahr, Roald, and Jonathan C. Reeser. "Injuries among World-Class Professional Beach Volleyball Players." American Journal of Sports Medicine 31, no. 1 (2003): 119–25. http://dx.doi.org/10.1177/03635465030310010401.

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Background Very little is known about the injury characteristics of beach volleyball. Purpose To describe the incidence and pattern of injuries among professional male and female beach volleyball players. Study Design Cohort study–retrospective injury recall and prospective registration. Methods Injuries occurring over a 7.5-week interval of the summer season were retrospectively registered by interviewing 178 of the 188 participating players (95%) in the 2001 Beach Volleyball World Championships. Injuries were also cataloged prospectively during five of the tournaments held during this interval. Results Fifty-four acute injuries was recorded, of which 23 (43%) resulted in 1 or more days of missed practice or competition. The incidence of acute time-loss injuries was estimated to be 3.1 per 1000 competition hours and 0.8 per 1000 training hours. Knee (30%), ankle (17%), and finger injuries (17%) accounted for more than half of all acute time-loss injuries. In addition, 67 players reported 79 overuse injuries for which they received medical attention during the study period. The three most common overuse conditions were low back pain (19%), knee pain (12%), and shoulder problems (10%). Similar results were observed in the prospective portion of the study. Conclusions The rate of acute time-loss injuries in beach volleyball is considerably lower than that in most other team sports, but overuse injuries affecting the low back, knees, and shoulder represent a significant source of disability and impaired performance for professional beach volleyball players.

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Hall, David, and Lisa Jones. "Social class (in)visibility and the professional experiences of middle-class novice teachers." Journal of Education for Teaching 39, no. 4 (2013): 416–28. http://dx.doi.org/10.1080/02607476.2013.782121.

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Grineva, M. V. "THE ROLE OF HOME READING CLASS IN THE LANGUAGE TRAINING OF STUDENTS OF INTERNATIONAL ECONOMIC RELATIONS." MGIMO Review of International Relations, no. 5(32) (October 28, 2013): 286–91. http://dx.doi.org/10.24833/2071-8160-2013-5-32-286-291.

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Nowadays the growing professional orientation of all the aspects of foreign language teaching is widely recognized as the main trend in the process of enhancing the system of foreign language teaching at higher education institutions which specialize in training students majoring in international economic and political relations. In view of the above the article focuses on the role of teaching home reading and analyzes the possibility of its integration into the professionally oriented process of teaching English as a foreign language to would-be economists. Another reason why the issue of teaching home reading is of utmost importance is that due to the prevailing communicative approach in teaching English as a foreign language, coupled with teaching English for professional purposes, some researchers and practising teachers are of the opinion that large-sized literary works are «incompatible» with an efficient foreign language curriculum. Hence, the importance of analyzing the role of such texts in teaching English given its increasing professionalization. According to the author, the specific features of reading literature in a foreign language make it an irreplaceable and useful resource for a wide range of linguistic competences. However, its competence forming potential can only be fully realized if certain general and specifically professional criteria for choosing a literary text for a home reading class are implemented. Such criteria are as follows: the reader’s emotional involvement with the plot and the problems raised in a book; a low degree of linguistic and cultural deviations; popular literary genres; clear professional orientation of a text. The author goes on to analyze the professionally oriented novels by J.Grisham and J.Mead and concludes that they can be successfully incorporated into professionally oriented process of teaching English, as they fully satisfy all the above criteria and, moreover, represent a unique resource for a wide spectrum of professional competences of a future economist, both linguistic and non-linguistic (e.g. sociocultural and analytical competences). In addition, the learning aids written by the author encourage students to treat the text of the books as a source of professionally meaningful information.

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Mokrova, N. V. "THE PROJECT "ENGINEERING CLASS IN MOSCOW SCHOOL"." Informatics in school, no. 10 (December 23, 2019): 55–58. http://dx.doi.org/10.32517/2221-1993-2019-18-10-55-58.

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The issues of implementation of the project "Engineering class in Moscow school" are discussed. The results of the pre-professional examination in three areas of training are presented, the low level of pre-professional knowledge was noted. The research course of solving applied problems of engineering practice with the use of modern software has not been studied. Based on the analysis of the results of pre-professional examinations in the areas of research, technology and programming, conclusions about the weak information support of the project and the unwillingness of school graduates to expand the fields of training are obtained.

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Abu-Rabia-Queder, Sarab. "The Paradox of Professional Marginality among Arab-Bedouin Women." Sociology 51, no. 5 (2016): 1084–100. http://dx.doi.org/10.1177/0038038516641621.

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This study examines the mechanisms that create a paradox of marginality among middle-class Arab-Bedouin professional women in Israel by applying an intersectional analysis of their everyday professional life. It shows that the paradox of their marginality – despite their possessing high educational capital in their society, comparable to that of highly educated professional Jewish (men and women) and Arab-Bedouin male colleagues – is reproduced through the differential validation of embodied cultural capital based on women’s cultural roles solely as a symbol of their professional inferiority. The study indicates that when their professional capital intersects with other power axes within the public sphere – for example, ethnicity/racism, gender, religious norms and tribalism – it is not accorded recognition or legitimacy by male Arab-Bedouin professionals or by Jewish professionals, colleagues and clients, thus giving rise to representational intersectionality.

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Oliveira, Paulo S. G., Luciano F. da Silva, Dirceu d’Silva, Maria C. Tecilla, and Rodrigo C. da Silva. "World Class Manufacturing Operations Management: Scale Development and LHEMI Model Proposition." International Journal of Innovation and Technology Management 15, no. 05 (2018): 1850042. http://dx.doi.org/10.1142/s0219877018500426.

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This paper aims to create a quantitative model of World Class Manufacturing (WCM) using the findings of Oliveira (2015) who identified six constructs using the PLS-PM method to create a WCM-LHEMI model, which is an acronym for Lean Manufacturing, Human Resource Management, Environmental Practices, and Marketing Integration. We created a questionnaire using the variables that exploratory factor analyses identified as consistent and distributed it to 1000 professionals using the LinkedIn professional network. From these, our final sample consisted of 180 completed questionnaires, which exceeded the 68 answers needed to have an adequate sample based on suggestions by G*Power Software. Eleven hypotheses were analyzed and six were accepted and considered valid. A goal of this research was to examine the professional’s perception about the need for enterprises to have environmental practices to become WCM enterprises. A main contribution of this study was to propose a WCM model using professional perceptions about what denotes a WCM enterprise through a PLS Statistics method.

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Gural, S. K., and N. S. Tereshkova. "Professional competence development on the class of technical translation." Yazyk i kul'tura, no. 3(31) (September 1, 2015): 80–85. http://dx.doi.org/10.17223/19996195/31/8.

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Chang, Hasok. "Turning an undergraduate class into a professional research community." Teaching in Higher Education 10, no. 3 (2005): 387–94. http://dx.doi.org/10.1080/13562510500122339.

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Jacobs, Kerry. "CLASS REPRODUCTION IN PROFESSIONAL RECRUITMENT: EXAMINING THE ACCOUNTING PROFESSION." Critical Perspectives on Accounting 14, no. 5 (2003): 569–96. http://dx.doi.org/10.1016/s1045-2354(02)00140-5.

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GRAEBER, David. "Anthropology and the rise of the professional-managerial class." HAU: Journal of Ethnographic Theory 4, no. 3 (2014): 73–88. http://dx.doi.org/10.14318/hau4.3.007.

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Abergel, Eric, Ales Linhart, Gilles Chatellier, et al. "Vascular and cardiac remodeling in world class professional cyclists." American Heart Journal 136, no. 5 (1998): 818–23. http://dx.doi.org/10.1016/s0002-8703(98)70126-7.

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MENDEZ-VILLANUEVA, ALBERTO, DAVID BISHOP, and PETER HAMER. "ACTIVITY PROFILE OF WORLD-CLASS PROFESSIONAL SURFERS DURING COMPETITION." Journal of Strength and Conditioning Research 20, no. 3 (2006): 477–82. http://dx.doi.org/10.1519/00124278-200608000-00004.

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Jiyang Wang. "Optical Ethernet: making Ethernet carrier class for professional services." Proceedings of the IEEE 92, no. 9 (2004): 1452–62. http://dx.doi.org/10.1109/jproc.2004.832953.

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Soto Laveaga, Gabriela. "Shadowing the Professional Class: Reporting Fictions in Doctors' Strikes." Journal of Iberian and Latin American Research 19, no. 1 (2013): 30–40. http://dx.doi.org/10.1080/13260219.2013.805718.

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Casbergue, Renée M., April Whatley Bedford, and Karen Burstein. "CLASS Reliability Training as Professional Development for Preschool Teachers." Journal of Research in Childhood Education 28, no. 4 (2014): 426–40. http://dx.doi.org/10.1080/02568543.2014.944724.

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Abergel, Eric, Gilles Chatellier, Albert A. Hagege, et al. "Serial left ventricular adaptations in world-class professional cyclists." Journal of the American College of Cardiology 44, no. 1 (2004): 144–49. http://dx.doi.org/10.1016/j.jacc.2004.02.057.

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Kokkinen, Lauri, Carles Muntaner, Aki Koskinen, and Ari Väänänen. "Occupational class, capitalist class advantage and mortality among working-age men." Journal of Epidemiology and Community Health 74, no. 1 (2019): 3–6. http://dx.doi.org/10.1136/jech-2019-212952.

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BackgroundDisparities in mortality have been firmly established across occupational grades and the incomes they earn, but this line of research has failed to include individuals’ relationships to capital, as suggested by class analysists.MethodsAccording to Wright’s classification, the research generated 10 mutually exclusive classes based on occupation and investment income: worker; capitalist worker; professional; capitalist professional; supervisor; capitalist supervisor; manager; capitalist manager; self-employed; and capitalist self-employed. The study participants (n=268 239) were randomly selected from the Statistics Finland population database and represent 33% of Finnish men aged 30–64 years. The mortality data were monitored over the 1995–2014 period.ResultsThe sociodemographic-adjusted HRs for mortality were lowest for capitalist managers (HR 0.50; 95% CI 0.36 to 0.69) as compared with that for workers without a capitalist class advantage. A positive occupational class gradient was found from managers to supervisors to workers. The capitalist class advantage independently affected the disparities in mortality within this occupational hierarchy.ConclusionDifferent occupational class locations protect against premature death differently, and the capitalist class advantage widens the premature-death disparities among the occupational classes. To monitor and explain social inequalities in health in a more nuanced way, future research on investment income as well as the operationalisation of the capitalist class advantage is encouraged.

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Jackson, C. L., I. Wright, O. T. Winful, L. Feinstein, and I. Adams. "0367 Social Determinants of Black-White Disparities in the Work-Sleep Relationship by Occupational Class: A Sequential Mixed Methods Approach." Sleep 43, Supplement_1 (2020): A140—A141. http://dx.doi.org/10.1093/sleep/zsaa056.364.

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Abstract Introduction Although Black adults disproportionately work in lower-wage, lower-skilled jobs and experience short sleep (&lt;7 hours), which has been shown to vary by employment industry and occupation, there is scant literature regarding the influence of the work-sleep relationship on racial/ethnic sleep disparities. Our prior quantitative research based on nationally-representative data revealed a novel finding that the prevalence of short sleep was generally highest at professional occupational classes among Black adults but was the least prevalent among their White counterparts. Methods To identify reasons for short sleep generally increasing with increasing professional occupations among blacks but decreasing among whites, we conducted a qualitative study using a sequential mixed methods design among Black and White workers across a range of industries and occupations. Occupations were classified as “professional” (e.g., doctors; lawyers) or “non-professional” (e.g., retail; food service). Race-matched trained facilitators conducted 36 focus groups that were homogenous in terms of race-sex/gender-occupational class and 63 one-on-one interviews (N=334 overall participants) using semi-structured interview guides. NVivo software was used to identify themes/patterns. Results Participants were a mean age of 41 ± 11 years, 42% were men, 58% had an annual income of ≥$50,000, and 57% were professionals. Black professionals overwhelmingly described less informational and emotional support as well as needing to “work twice as hard to get half as far” (i.e., John Henryism) compared to coworkers as potential explanations for work-sleep disparities. Both Black and White professionals identified longstanding social structures, interpersonal discrimination, income disparities, and familial or self-imposed pressures to succeed. White professional women frequently reported experiences with gender discrimination, which - they reported - may intersect with and amplify the effects of racial discrimination among Black women. Regardless of occupational class, Black men additionally described unique stressors (e.g., political climate; finances; police). White men frequently avoided discussing disparities, and the existence of disparities was often denied/questioned by non-professionals across race and sex/gender. Conclusion Our findings inform future research and interventions designed to illuminate and/or address sleep disparities emanating from the workplace. Support This work was funded by the Intramural Program at the National Institute of Environmental Health Sciences (Z1AES103325-01).

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Graue, Elizabeth, Kelly Hatch, Kalpana Rao, and Denise Oen. "The Wisdom of Class-Size Reduction." American Educational Research Journal 44, no. 3 (2007): 670–700. http://dx.doi.org/10.3102/0002831207306755.

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In this study, the authors explore the implementation of a statewide class-size reduction program in nine high-poverty schools. Through qualitative methods, they examined how schools used class-size reduction to change staffing patterns and instructional programs. Requiring changes in space allocation, class-size reduction was accomplished through attention to pupil:teacher ratio, with classes ranging from 15:1 to 30:2 team taught. Most partner classes used tag-team teaching, with one teacher leading and the other doing clerical work. Working without specific professional development to enhance teaching in smaller classes, it made sense that teachers continued to solo practice. Class-size reduction is both a programmatic and instructional reform, and as such, it requires specific professional development to promote change.

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Warren, Amber N. "Language teachers’ narratives of professional experience in online class discussions." Text & Talk 40, no. 3 (2020): 399–419. http://dx.doi.org/10.1515/text-2020-2063.

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AbstractLanguage teachers’ narratives of professional and personal experience have been shown to support sense-making, problem-solving, and the forging of personal connections, as well as to aid in developing their identities as language teachers. As language teacher education increasingly moves online, examining how teacher-learners engage in the sharing of professional experiences through narratives in these spaces is of paramount importance. This paper traces narratives of professional experience across 1,089 discussion posts shared by 10 Master’s students throughout one graduate-level online course, analyzing participants’ forum discussions to understand the functions of these narratives for the teacher-learners engaged in the course. Findings demonstrate how narratives of professional experience served to warrant individuals’ claims about topics related to multilingual writing pedagogy and teaching multilingual learners in general, positioning them as competent experts, often by presenting narrative events as something experienced time and again. Finally, this study considers how narratives of professional experience produce and reproduce a particular view of teachers’ role in educating language learners, collaboratively building on one another to preclude alternative stances, even when making potentially controversial claims.

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YU, NILAN G. "Class Identity, Class Interests: The Philippine Professional Association of Social Workers' Record under Martial Law." Asia Pacific Journal of Social Work and Development 18, no. 1 (2008): 3–13. http://dx.doi.org/10.1080/21650993.2008.9756028.

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Ostermann, Ana Cristina, and Caroline Comunello da Costa. "Gender and professional identity in three institutional settings in Brazil." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 22, no. 2 (2012): 203–30. http://dx.doi.org/10.1075/prag.22.2.02ost.

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The current study looks at the construction of professional identity and its relations with gender, by analyzing the discursive practices of a unique set of contrasting groups, i.e. three parallel institutions created to address violence against women in Brazil: An all female police station and two crisis intervention centers – one run by feminists professionals and the other run by lay women from a working class community. In particular, the study investigates how the professionals in each setting respond to self and other assessments made by the female victims of violence.

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Rothstein, Mark A., John T. Wilbanks, and Kyle B. Brothers. "Citizen Science on Your Smartphone: An ELSI Research Agenda." Journal of Law, Medicine & Ethics 43, no. 4 (2015): 897–903. http://dx.doi.org/10.1111/jlme.12327.

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Beginning in the 20th century, scientific research came to be dominated by a growing class of credentialed, professional scientists who overwhelmingly displaced the learned amateurs of an earlier time. By the end of the century, however, the exclusive realm of professional scientists conducting research was joined, to a degree, by “citizen scientists.” The term originally encompassed non-professionals assisting professional scientists by contributing observations and measurements to ongoing research enterprises. These collaborations were especially common in the environmental sciences, where citizen scientists participated in counting wildlife and measuring environmental conditions. Later, patient groups began to play a more active role in supporting clinical trials and collecting health records from affected individuals.

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Congdon. "Langston Hughes, Esquire, and the Professional-Managerial Class." Journal of Modern Periodical Studies 10, no. 1-2 (2020): 27. http://dx.doi.org/10.5325/jmodeperistud.10.1-2.0027.

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Moreno, Dafne del Carmen. "Resisting the Power of Curators and the Professional Art Class." Journal of Extreme Anthropology 1, no. 2 (2017): 48–53. http://dx.doi.org/10.5617/jea.4896.

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A student essay for the Special Student Issue of the Journal of Extreme Anthropology accompanying the art exhibition 'Artist's Waste, Wasted Artists', which opened in Vienna on the 19th of September 2017 and was curated by the students of social anthropology at the University of Vienna. This essay focuses critically on the role of curators and 'art explainors' in determining what is art and what is worthy of our attention and argues that we should resist this infantilization of the audiences by the professional art class.

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Nelson, Arthur C., Casey J. Dawkins, Joanna P. Ganning, Katherine G. Kittrell, and Reid Ewing. "The Association Between Professional Performing Arts and Knowledge Class Growth." Economic Development Quarterly 30, no. 1 (2015): 88–98. http://dx.doi.org/10.1177/0891242415619008.

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Laurison, Daniel, and Sam Friedman. "The Class Pay Gap in Higher Professional and Managerial Occupations." American Sociological Review 81, no. 4 (2016): 668–95. http://dx.doi.org/10.1177/0003122416653602.

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McKenna, Steve, M. N. Ravishankar, and David Weir. "Critical perspectives on the globally mobile professional and managerial class." critical perspectives on international business 11, no. 2 (2015): 118–21. http://dx.doi.org/10.1108/cpoib-10-2014-0043.

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Purpose – The purpose of this paper is to introduce the papers in the special issue. Design/methodology/approach – A general description of each paper in the special issue is provided. The introduction highlights the need for more research into the broad topic of the global elite. Findings – Research in the social sciences uses a very broad definition of the global elite. It would be helpful in critical management and organization studies and critical international business research, to begin to identify important and key research areas that enable a more critical investigation of whom the global elite are and how they might be studied. Originality/value – This paper introduces five diverse papers that deal with issues pertaining to a global elite and transnational capitalist class.

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Metzgar, Jack. "The Professional Middle Class: Workers and Not Workers at All." New Labor Forum 29, no. 3 (2020): 74–81. http://dx.doi.org/10.1177/1095796020949509.

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Crawley, Sara L. "GENDER, CLASS AND THE CONSTRUCTION OF MASCULINITY IN PROFESSIONAL SAILING." International Review for the Sociology of Sport 33, no. 1 (1998): 33–42. http://dx.doi.org/10.1177/101269098033001003.

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Journal articles on the topic 'Professional class'

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