Using Social Theory in Educational Research

Dressman, Mark

doi:10.4324/9780203870518

Cited by 10 publications

(15 citation statements)

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“…That is, further studies are recommended to induce social theories for analysing practice under institutional culture, for instance, ways in which work is organised, decisions are taken, power is distributed and the nature of values and attitudes about the university (Dressman, 2008) to avoid institutional cultural influences being in "great danger of becoming meaningless" (Trowler, 2008).…”

Section: Resultsmentioning

confidence: 99%

Spanning professional and academic: The changing identity of professional administrators and managers in Hong Kongs higher education context

Cheng¹

2017

Educ. Res. Rev.

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This paper builds on Whitchurch's notion of the 'blended professional' which aims to examine how mixed professional activity affects professional administrators and managers' identity disposition in universities in Hong Kong. In response to complex missions and demands of contemporary higher education globally, diverse projected-oriented professional managers have emerged in universities and are dedicated to a wide range of short-and long-term funded projects. Certainly, Hong Kong is no exception. The distinction between academic and non-academic staff has become less prominent for these managers who work across and between university functions. Yet, amongst discussions, Hong Kong -even in Asian Country -has received scant attention. By drawing empirical data from three professional managers currently working in a Hong Kong university' research and development centres, this qualitative paper investigates through Whitchurch's framework, how professional activities affect their identity disposition at their workplaces in Hong Kong context.

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Section: Resultsmentioning

confidence: 99%

Spanning professional and academic: The changing identity of professional administrators and managers in Hong Kongs higher education context

Cheng¹

2017

Educ. Res. Rev.

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“…Foucault argues that technologies of domination such as the panopticon were used to monitor prisoners. Dressman (1997Dressman ( , 2008 has used the metaphor to describe modern day panopticons in education that monitor students such as testing and recording the number of books read on charts. In contrast to his analysis of technologies of domination, Foucault, in the 1980s, focused on technologies of the self as practices by which individuals can "transform themselves in order to attain a certain state of happiness, purity, wisdom, perfection or immortality" (Foucault, 1988, p. 18).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Impact of No Child Left Behind on Teachers' Writing Instruction

McCarthey

2008

Written Communication

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The study uses Foucault's framework of governmentality to understand the impact of No Child Left Behind (NCLB) on teachers' writing instruction and attitudes toward writing in high- and low-income schools. Using interviews and observations of 18 teachers, the study identified four themes: emphasis on testing, curricular effects, awareness of lower-achieving students, and concerns for English language learners. While teachers shared concerns in those areas, there were differences in how teachers from high- and low-income schools experienced the impact of NCLB on their writing instruction. The study suggests that NCLB has affected teacher morale as well as the nature and amount of writing instruction, but that school contexts figure into teachers' instruction. The example of one teacher from a low-income school demonstrates the potential for teachers to resist the coercive aspects of NCLB through their writing instruction.

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“…For current and enduring themes in comparative education, see Bray, Adamson, and Mason (2007), Kubow andFossum (2007), andthe National Research Council (2003). For a brief introduction of critical theory, see the introductory chapters of Anyon (2008), Dressman (2009), and Levinson (2011).…”

Section: Introductionmentioning

confidence: 99%