Knowing me, knowing you: The rise of therapeutic professionalism in the education of adults

Ecclestone, Kathryn; Hayes, Dennis; Furedi, Frank

doi:10.1080/02660830.2005.11661516

Cited by 49 publications

(39 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One might also argue that the type of students one typically finds in HE in FE may well need this type of supportive environment: 'it has been pointed out that those studying for a degree in a further education college are: more likely to be over 25, more likely to study part-time, and more likely to come from areas with low rates of participation in HE than students in HEIs' (HEFCE 2006, 9). Notwithstanding the reservations that some academics have towards how this might contribute to a diminished view of these individuals (Ecclestone, Hayes, and Furedi 2005;Ecclestone and Hayes 2008).…”

Section: Autonomy and Pedagogymentioning

confidence: 99%

Higher education in further education: capturing and promoting HEness

Lea

Simmons

2012

Research in Post-Compulsory Education

View full text Add to dashboard Cite

Section: Autonomy and Pedagogymentioning

confidence: 99%

Higher education in further education: capturing and promoting HEness

Lea

Simmons

2012

Research in Post-Compulsory Education

View full text Add to dashboard Cite

“…This is a not a skill that is intuitive for many people (Ecclestone, Hayes, & Furedi, 2005). Teaching may be undermined by feeling vulnerable and being unwilling to take risks with other people, including students.…”

Section: Discussion Of the Key Findings In Relation To The Literaturementioning

confidence: 99%

“…Reinforcing the need for self-respect in school settings, Ecclestone et al (2005) emphasize that teaching can be undermined by teachers'…”

Section: Self-respect As the Third Aspect Of Respectmentioning

confidence: 99%

See 1 more Smart Citation

phenomenological study of high school teachers' perceptions and experiences of the promise : students are known by name, strength, and need

Brown¹

View full text Add to dashboard Cite

High school students, like everyone, want to be understood. Current research suggests students with a positive, supportive relationship with at least one adult in school attend school more regularly and are more likely to graduate. Low high school graduation rates contributed to the Highline School District's promise that "students are known by name, strength, and need." This study sought to understand high school teachers' perceptions and experiences with the district promise and their beliefs of how to best teach and support students. Six teachers from two district high schools were interviewed, and their responses coded and interpreted using Interpretive Phenomenological Analysis. The results showed teachers are aware of the district promise. They believe they are not able to know each and every student they teach due to the large number of students assigned them. Teachers believe knowing students is important but find it too time consuming and unrealistic given the curricular expectations and classroom management responsibilities, leaving no time for interaction and communication. Teachers did indicate that if knowing students were evaluated, they would make more effort. Accordingly, teachers generally treat all students as having similar learning needs. Two special education teachers had different practices and beliefs; they know their students because of the federal requirements to assess student needs and to create instructional goals based on those needs thus they are able to provide differentiated instruction to cater to student needs. Both high schools use small group, advisory programs to create trusting relationships with adults, yet the program was met with skepticism and apathy by half of the teachers because they do not believe the program is effective for them nor do they believe they are prepared to teach the lessons and perform other tasks that support the students in their advisory group. In each interview, teachers said they wanted to collaborate with other teachers, to feel known, and to work in a school 3 supportive of themselves and students. The main recommendation of this study is for increased teacher support and training in knowing students strengths and needs. Lastly, to fulfill the district promise, it is imperative for the school district to initiate and develop a supportive school community with the involvement of school administrators, teachers, and students.

show abstract

“…by contributing not only to students' intellectual development, but also to a transformation in their learner identities and a growth in their perceptions of their abilities, such 'kind' relationships fostered persistence and resilience rather than the dependency and inadequacy that Ecclestone, Hayes and Furedi (2005) denounce as the by-products of a therapeutic culture. We will examine later some of the practical implications of this finding, after we have explored some of our evidence on the role of partners and family.…”

Section: Relations With Staffmentioning

confidence: 99%

The Importance of Social Support Structures for Retention and Success

Field¹,

Morgan-Klein²

Widening Participation in Higher Education

View full text Add to dashboard Cite

This chapter is concerned with the social relationships of non-traditional students. While we are certainly interested in the ways in which these can influence integration into the university community, the pape also explores the ways in which students' networks change through the course of their study. It draws on a research study of retention and non-traditional learners in Scotland, undertaken as part of a wider European research project. Among other things, the project was concerned to identify those factors that can promote retention for non-traditional students, as well as those that inhibit retention. We concentrate in this chapter on the ways in which students' social relationships can help or hinder their integration. Retention and student integrationStudents leave courses early for a variety of reasons. The National Audit Office (NAO) summarised the most commonly cited as personal reasons, lack of integration into the institution, dissatisfaction with course or institution, lack of preparedness, wrong choice of course, financial reasons, and to take up a more attractive opportunity (NAO, 2007, p. 23). In many cases, a combination of different factors influences students' decisions to leave or stay, with different factors having a different weight at different times (Longden 2004). Perhaps the most influential author, and certainly the most frequently cited, is Vincent Tinto. Brian Longden (2004, p. 128) has described Tinto's student integration model as having achieved 'near paradigm status' in the field. It has also been widely adapted for policy purposes, with a particular focus on promoting academic and social integration within higher education (Stolk et al, 2007, p. 58).Tinto (1975, 1988) treats retention as a process that occurs through the life cycle of studenthood, from pre-university stages through to graduation. In this process, he argues that student interaction with the formal and informal dimensions of the university plays a critical role in shaping decisions on departure or persistence. The process starts with the separation stage, during which students prepare to leave their previous environment (home, school/college), and are largely influenced by personal characteristics such as family background and educational ability. This is then followed by the integration stage, in which students start to identify with the institution, and with the wider community of students (and staff), leading them to re-evaluate their institutional commitment and academic expectations. In Tinto's model, the processes of academic integration and social integration are therefore intertwined, and indeed complement one another.Hilary McQueen has noted that Tinto's work is itself heavily influenced by Durkheimian notions of social integration (McQueen, 2009, pp. 70-1). While Tinto notes the importance of academic factors in understanding retention and withdrawal, his model also encompasses other aspects of interaction between institution and student, including the degree to which students see themselves as shari...

show abstract

Knowing me, knowing you: The rise of therapeutic professionalism in the education of adults

Cited by 49 publications

References 16 publications

Higher education in further education: capturing and promoting HEness

Higher education in further education: capturing and promoting HEness

phenomenological study of high school teachers' perceptions and experiences of the promise : students are known by name, strength, and need

The Importance of Social Support Structures for Retention and Success

Contact Info

Product

Resources

About