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Littérature scientifique sur le sujet « Staffroom »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 20 février 2023

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Articles de revues sur le sujet "Staffroom"

Christensen, Erin. « Micropolitical staffroom stories : Beginning health and physical education teachers' experiences of the staffroom ». Teaching and Teacher Education 30 (février 2013) : 74–83. http://dx.doi.org/10.1016/j.tate.2012.11.001.

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Paechter, Carrie. « Power Relations and Staffroom Spaces ». FORUM 46, n^o 1 (2004) : 33. http://dx.doi.org/10.2304/forum.2004.46.1.7.

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Paechter, Carrie, et John Head. « Power and Gender in the Staffroom ». British Educational Research Journal 22, n^o 1 (février 1996) : 57–69. http://dx.doi.org/10.1080/0141192960220104.

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Kainan, Anat. « Staffroom grumblings as expressed teachers' vocation ». Teaching and Teacher Education 10, n^o 3 (mai 1994) : 281–90. http://dx.doi.org/10.1016/0742-051x(95)97310-i.

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Barrow, Giles. « Transactional analysis in the classroom, staffroom and beyond ». Pastoral Care in Education 33, n^o 3 (3 juillet 2015) : 169–79. http://dx.doi.org/10.1080/02643944.2015.1070895.

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Yunus, Melor Md. « INNOVATION IN EDUCATION AND LANGUAGE LEARNING IN 21ST CENTURY ». Journal of Sustainable Development Education and Research 2, n^o 1 (30 mai 2018) : 33. http://dx.doi.org/10.17509/jsder.v2i1.12355.

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Innovation evolves all the time and it has tremendously changed English Language Teaching (ELT) particularly alongside advances in technology. This seemingly obvious fact, however, is not necessarily evident to everybody in our profession. This article documents innovations for language teachers based on empirical practices. Among major innovations addressed in this article include digital platforms, online corpora, mobile learning, online authentic materials, communicating with people online, online CPD and the global staffroom.

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Kemp, Nicola. « Views from the staffroom : forest school in English primary schools ». Journal of Adventure Education and Outdoor Learning 20, n^o 4 (27 novembre 2019) : 369–80. http://dx.doi.org/10.1080/14729679.2019.1697712.

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Christensen, Erin, Tony Rossi, lisahunter et Richard Tinning. « Entering the field : beginning teachers’ positioning experiences of the staffroom ». Sport, Education and Society 23, n^o 1 (15 février 2016) : 40–52. http://dx.doi.org/10.1080/13573322.2016.1142434.

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Jinadu, Afeez Tunde, Motunrayo K. Oyaremi et Modinat D. Rufai. « Assessment of the Oyo State Teaching Service Commission Interactive Learning Platforms during COVID-19 Lockdown in Nigeria ». Interdisciplinary Journal of Education Research 3, n^o 1 (9 mars 2021) : 37–44. http://dx.doi.org/10.51986/ijer-2021.vol3.01.04.

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The study assessed the member response rate to the Oyo state teaching service commission (TESCOM) interactive learning platforms during the COVID-19 lockdown in Nigeria. The study adopted a descriptive survey research design. The sample comprised 3,388 respondents drawn from five online learning platforms (Arts, science, commercial, general and staffroom). Two instruments, Response Rate Factor Questionnaire-Survey monkey (r = 0.83) and participant online direct recording (π = 0.76), were used to collect data at three different intervals. Frequency counts and analysis of variance were used to analyse the data collected. Those online at the time of data collection were 59 (5.2%) for science, 23 (4.3%) for arts, 24 (6.4%) for commercial, 84 (7.4%) for general study and 96 (48.5%) in the staff room platform. A significant difference in member response rate was observed across the learning platforms [F(4,10) = 4.374; p= 0.027< 0.05]. Bonferroni post hoc analysis shown by mean plot revealed that general studies platform had the highest mean score (M=169.0) in terms of members response online followed by staffroom (M=79.0) and lastly commercial platform (M=32.67). It was deduced from the findings that members across the TESCOM interactive learning platforms do not respond online the same way by participating on the respective interactive platform to which they belong. Therefore, TESCOM should ensure that teachers and students actively engage in online learning platforms for better teaching and learning.

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Corrie, L. « Subversives in the staffroom : Resolution of knowledge conflicts among teaching colleagues ». Teaching and Teacher Education 12, n^o 3 (mai 1996) : 235–47. http://dx.doi.org/10.1016/0742-051x(95)00036-j.

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Thèses sur le sujet "Staffroom"

Tarnpichprasert, Maneerat. « Inside bilingual education in Thailand : staffroom and classroom perspectives ». Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2797/.

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This research investigates the professional backgrounds, experiences and working conditions of teachers on the bilingual programme (English Programme) in Thailand. Its main purposes are to provide an insight into the professional lives and working situations of these teachers and to contribute to a better understanding of the current state of bilingual teaching in the country. The study adopts a qualitative approach to data collection and analysis. The data set comprises thirty-eight in-depth interviews with a group of Thai and foreign teachers involved in bilingual teaching in Thailand, fieldnotes from school and classroom observation conducted in a leading bilingual school in Bangkok, and an analysis of documentary evidence relevant to bilingual education and bilingual teachers in Thailand. Data analysis uses a grounded approach, employing open, axial and selective coding. The research results reveal a number of fundamental problems for bilingual teachers in Thailand and highlight several factors that undermine the implementation of bilingual education in this context. The overall picture of bilingual teaching and teachers emerging from this study reveals considerable fragmentation and an overall lack of coherence, producing a situation that falls far short of the ideal representation of bilingual education to be found in official Ministry of Education documents. The research reveals that, although bilingual teachers are regarded as a homogeneous group, considerable differences are to be found between different categories of teacher and this gives rise to a range of different problems, including the absence of a shared vision of what bilingual education actually involves, a lack of effective communication between groups and, in some groups, a feeling of not belonging to the school community. The study also reveals problems that affect the quality of educational provision, such as inefficient recruitment procedures and related problems of retention, a failure to appreciate fully the contribution made by foreign non-native speaker teachers, and tensions arising from the relationship between subject and language teaching. The thesis concludes with recommendations for responding to these problems and suggestions for further research.

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Parks, Margaret Clare. « Teacher Relationships in an Australian High School Staffroom : Reconceptualising the significance of teacher relationships during non-contact time in a high school staffroom ». Thesis, Griffith University, 2017. http://hdl.handle.net/10072/371984.

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This study concerns teacher relationships in a high school staffroom in suburban Australia. It emphasises the emotional dimensions of collegiality as expressed and experienced by a professional staff group who occupy a single staffroom during their non-contact [that is, their non-teaching] times of the working day. The study seeks to identify and describe elements; physical, social, cultural, spiritual and micro-political that affects the emotional milieu of the staffroom. This focus is important because the role of staffroom relationships in the professional and personal well-being of a high school teacher is largely missing from the research literature. A qualitative research paradigm is used to investigate how participants felt about the emotional quality of collegial affiliations in the staffroom. The design of the study is social constructionist and participants talk about the relationships that they have with their colleagues and how they interact with the space that they as a staff group occupy. A case study methodology is adopted as the data originate from a single high school. Seventeen staff volunteers participated in two informal interviews conducted over approximately six months. The researcher was employed at the school during the time of data collection and had a personal and professional relationship with the participants. The ramifications of these relationships are acknowledged and discussed in the study. Analysis of the transcribed interview data uses an interpretive paradigm so that each participant has a voice concerning how they negotiate relationships in the staffroom setting provided for them. The two dominant themes that emerge from this study are that of the influence of space and the role of relationships, both collegial [lateral] and hierarchical, on staffroom relationships. Participants reveal a strong sense of purpose for the staffroom in their daily lives. There are multiple perspectives, both positive and negative, that highlight the importance of the staffroom space and the adult interaction contained within it. The size and design of the staffroom materialised as an important contributor to the emotional quality of daily life for these teachers. The size, configuration and equipping of the staffroom influenced the emotional understandings and interactions that take place between colleagues. Staffroom relationships are regarded positively and there are several interlocking factors, such as friendliness, trust and the use of emotional labour, that affect the quality of the relationships that are formed and maintained there. Although not resident in the staffroom, managers have a noticeable impact on how staff members feel about themselves and their colleagues; the influence of managers has a noticeable impact on staffroom collegiality. The objective of the study is to promote a change in the way the non-contact component of a high school teacher’s working life is comprehended and appreciated. Such an understanding is sought for the teachers themselves and for those who do not occupy a high school staffroom but whose decisions affect how a staffroom operates. The study draws on literature concerning teacher emotion in schools and builds on the recent research reports that show unequivocally that how teachers feel about the relationships that they have with their peers and managers influences their sense of individual fulfilment and professional efficacy. This study is important because research on the role of staffroom relationships on the professional and personal well-being of a high school teacher is largely missing from the research literature.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
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Cortazzi, Martin. « Teachers' anecdotes : access to cultural perspectives through narrative analysis ». Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/4221.

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Teachers often tell anecdotes about children or classroom events. Such accounts are regarded as oral narratives of personal experience which are a natural part of teacher-to-teacher talk in occupational culture. In this thesis, models of narrative analysis are reviewed from the disciplines of sociology and sociolinguistics, psychology, literature and anthropology. In the empirical work, nearly one thousand narratives told by primary teachers were elicited in interviews or recorded in teachers' meetings. These are analysed in terms of their content and tellers' perspectives, both of which are considered elements of teachers' culture. Through narrative analysis a picture of primary teaching is built up, as portrayed by teachers. Particular narrative themes focussed upon include children who stand out, breakthroughs in learning, teachers' planning and teachers' experiences of disaster, humour and 'awkward' parents. Based on the analysis of these themes a number of models of teachers' cultural perspectives are suggested. The study proposes that narrative analysis can be used to study the cultural perspectives of occupational groups, in this case of teachers.

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Maria, Kmita. « The importance of humour in educational staffrooms ». Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/4187.

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Staffroom humour constitutes an integral part of teachers’ workplace culture and contributes to the quality of workplace relationships, yet it remains under-researched in the field of educational research. This thesis explores the importance of humour in relationships between teachers and its meaning for the overall workplace culture. This research has two foci; one intended and one acquired. Originally this research was set up to investigate staffroom humour in three educational settings. However, humour between participants and I became another focus of the research. Therefore, apart from exploring how staff use humour in the staffroom and what influences staffroom humour, this research also explores how and why humour was used in interactions between participants and myself. Research was undertaken in three post-16 educational settings in England. This takes the form of a case study and uses a mixture of qualitative methods: group and individual semi-structured interviews, unstructured participant observations and the collection of funny artefacts. Findings show that humour at each workplace is distinctive and makes a unique contribution to workplace culture. Workplace humour is spatially and temporally conditioned. Space and time are crucial conditions determining the use of humour, more important than work politics. Different humour functions are located within workplace relationships and not outside of them. Workplace humour serves to construct, nurture or contest relationships. Contesting and the constructing/nurturing of relationships do not need to be mutually exclusive. Degrees of familiarity between staff, just like type of humour, serve as indicators of the type of work relationship. Familiarity is crucial in deciding who uses humour and how within the workplace. Humour used between participants and researcher reveals a number of expectations and complexities that humour research entails. It also shows how interconnected participants’ and researcher’s behaviours are. What needs to be recognised is the value and role of humour in both relationships between teachers and the participant–researcher relationship. Humour research represents specific challenges and opportunities for rapport, data collection and access negotiation that should be explored further.

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Richards, Keith. « Opening the staffroom door : aspects of collaborative interaction in a small language school ». Thesis, Aston University, 1996. http://publications.aston.ac.uk/14813/.

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Ayres, Judy Louisa. « Investigating the management of diversity in the staffroom of former model C schools in Gauteng ». Thesis, 2013. http://hdl.handle.net/10210/8438.

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M.Ed. (Educational Leadership and Management)
In our dynamic South African society effective leadership is a huge challenge and an important responsibility. It has to be realised that one of the realities that is increasingly imposing itself on socio-politico-economic management all over the world, as globalisation becomes dominant, is the need to manage diversity (Kauzya, 2002:2). School leaders are faced with the challenge of transforming schools to comply with rapidly changing policies to meet the needs of a changing society, and are in a key position to develop a strategy for promoting and managing diversity (Naidu, Joubert, Mestry, Mosoge & Ngcobo, 2008:2). Managing diversity in the workplace is a worldwide phenomenon (Harris, Moran & Moran, 2004:208). Unlike other culturally diverse countries such as the United States, Britain, Canada and Australia which have paid attention to multicultural issues since the 1970s, South Africa is now only beginning to face the challenges brought about by a multicultural approach (Grobler, Wärnich, Carrell, Elbert & Hatfield, 2006:79; Loock, Grobler & Mestry, 2006:16). Managing diversity in South Africa is no easy responsibility due to historical racial segregation and institutionalised separate development, which resulted in a lack of understanding between people from different backgrounds and cultures (Meier, 2007:655; Ngobese, 2004:19-20). If managed well, diversity provides benefits that enhance organisational performance. When ignored or mismanaged, diversity brings challenges and obstacles that can hinder the organisation‟s ability to achieve organisational goals (Cox, 2001:4; Moodian, 2009:36).

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Smith, Deborah. « Secondary School Staffrooms as Perceived, Conceived, and Lived Spaces : An Investigation into their Importance, Decline, and Sublation ». Thesis, 2014. http://hdl.handle.net/1807/65751.

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Secondary school staffrooms serve a genuine need for teachers not easily replaced by subject department workrooms, yet staffroom use in many schools has declined. As a result, some staffrooms are being turned into classrooms or even abolished altogether from secondary school designs. This dissertation investigates the causes and effects of the decline of secondary school staffroom use in a large Canadian school board. Henri Lefebvre’s spatial triad is applied to situate the investigation into spaces that are perceived, conceived, and lived. Staffrooms are analyzed as perceived spaces in the context of the production and reproduction of teachers’ labour, and the sub-communities of teaching found in workrooms. Staffrooms are viewed as conceived spaces by investigating their physical design and placement, as well as the role of secondary-level administrators in supporting or repurposing staffroom space. Staffrooms are understood as lived spaces by exploring how time, history, metaphor, and habit – especially habits formed in the early years of teaching – influence meaning for the users. Quantitative data drawn from a 23-question survey (256 responses) confirmed that although staffroom use had declined for the majority of respondents, secondary school staffrooms were still overwhelmingly considered to be necessary components of secondary schools even among non-users. The data analysis revealed that this decline was influenced by factors such as the isolated location of a staffroom, long distances from workrooms and classrooms to staffrooms, increased workloads, and habit. The findings of are supported by qualitative data in the form of 717 optional comments provided by survey participants, field notes from observing two secondary staffrooms: one inactive and the other frequently used, and through 26 semi-structured interviews held in five different staffrooms. It is my contention that staffrooms remain important to secondary school teachers as potential places for increasing perceptions of staff collegiality, providing opportunities for informal professional learning, developing cross-curricular connections, and managing teacher health and retention. The conclusion suggests how secondary school staffrooms might be reconfigured to better suit the needs of those who wish to use them.

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Livres sur le sujet "Staffroom"

Eyre, Chris. The Elephant in the Staffroom. New York : Routledge, 2017. : Routledge, 2016. http://dx.doi.org/10.4324/9781315545790.

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Kainan, Anat. The staffroom : Observing the professional culture of teachers. Aldershot, England : Avebury, 1994.

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Pike, Graham. Greening the staffroom : A staff development file in environmental education : facilitator's handbook. London : BBC Education, 1990.

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Mosley, Jenny. Turn your school round : A circle-time approach to the development of self-esteem and positive behaviour in the primary staffroom, classroom and playground. Wisbech : Learning Development Aids, 1993.

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Patrick, Easen, dir. Collaborative learning in staffrooms and classrooms. London : David Fulton, 1994.

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Moses, Brian. Behind the Staffroom Door. Macmillan Digital Audio, 2007.

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Behind the Staffroom Door. Macmillan Children's Books, 2007.

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Barker, Jackson. Life Behind the Staffroom Door. Pen It Publications, 2022.

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Your Interview Questions in Teaching (Staffroom Reading). 2^e éd. New Education Press, 1988.

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Houlton, David. Your Multicultural School (A Staffroom Reading Series). New Education Press, 1987.

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Chapitres de livres sur le sujet "Staffroom"

White, Mathew A., et Lea E. Waters. « Strengths-Based Approaches in the Classroom and Staffroom ». Dans Evidence-Based Approaches in Positive Education, 111–33. Dordrecht : Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9667-5_6.

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O’Keeffe, Suzanne. « Identities at Work : The Staffroom, Playground, and School Environment ». Dans Masculinities and Teaching in Primary Schools, 21–34. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93994-6_2.

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Hammersley, Martyn. « Ideology in the Staffroom ? A Critique of False Consciousness ». Dans Routledge Library Editions : Education Mini-Set N Teachers & ; Teacher Education Research 13 vols, Vol218:320—Vol218:334. London : Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-23.

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Alexander, Patrick. « Learning to Act Your Age in the Staffroom : Age Imaginaries in the Lives of ‘Younger Teachers’ ». Dans Schooling and Social Identity, 201–41. London : Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-137-38831-5_6.

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Hammersley, M. « Staffroom News ». Dans Classrooms and Staffrooms, 203–14. Routledge, 2019. http://dx.doi.org/10.4324/9780367823221-16.

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« Your refuge - the staffroom ». Dans The Newly Qualified Teacher's Handbook, 105–16. Routledge, 2002. http://dx.doi.org/10.4324/9780203820445-11.

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« How to use the staffroom ». Dans Teach Now ! The Essentials of Teaching, 40–41. Routledge, 2014. http://dx.doi.org/10.4324/9781315744841-15.

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« The meaning of staffroom humour ». Dans Divided School, 222–48. Routledge, 2012. http://dx.doi.org/10.4324/9780203127827-15.

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Woods, P. « The Meaning of Staffroom Humour ». Dans Classrooms and Staffrooms, 190–202. Routledge, 2019. http://dx.doi.org/10.4324/9780367823221-15.

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« Identity theft – not just a teacher ». Dans The Elephant in the Staffroom, 75–78. New York : Routledge, 2017. : Routledge, 2016. http://dx.doi.org/10.4324/9781315545790-20.

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Actes de conférences sur le sujet "Staffroom"

Oneci, Andra, et Maria-Magdalena Joița. « Information technologies inside and outside the classroom ». Dans Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p157-163.

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Technology is a means of accomplishing a task mainly by using technical processes, methods, or knowledge.The importance of technology in connection with any type of development is widely recognized, especially having considering nowadays’ worldwide Covid-19 context.The passage from standardized to digitalized teaching-learning process hasn’t been easy. Information technology and educational technology are now extensively being used in schools and refer to a wide multitude of teaching-and-learning–related software and hardware used during the lessons. Learning becomes effective when the students are actively engaged, are collaborating with one another, are in charge of their learning process, become critical thinkers and creative problem-solvers. Scientific thinking appears when thinking about the content of science and the set of reasoning processes that permeate the field of science: induction, deduction, experimental design, causal reasoning, concept formation, hypothesis testing, and so on, are combined. Simultaneously, teachers continue their lifelong learning process online, design digital lessons, gamify lessons, obtain real time results, are part of the staffroom at school and also part of a larger, more diverse, virtual staffroom. In conclusion, the goal of using technology inside and outside the classroom is perceived as a way to individualize education and to develop students’ competences and cognitive skills.

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