Exploring young adults\u27 perspectives on communication with aunts

Women are typically studied as daughters, sisters, mothers, or grandmothers. However, many, if not most, women are also aunts. In this study, we offer a preliminary exploration of the meaning of aunts as familial figures. We collected 70 nieces\u27 and nephews\u27 written accounts of their aunts. Thematic analysis of these accounts revealed nine themes, which were divided into two categories. The first category represented the role of the aunt as a teacher, role model, confidante, savvy peer, and second mother. The second category represented the practices of aunting: gifts/treats, maintaining family connections, encouragement, and nonengagement. Our analysis illuminates important aspects of aunts in family schema and kin keeping

Teacher Role In Formation Politeness Of Student Learning Process

Language as a communication tool has an important role in human interaction. Language can be used to convey ideas, ideas, feelings, desires, and so forth to others. To be able to communicate well certainly should be able to adjust the language used. One of the main functions of communication is to maintain the continuity of the relationship between the narrator and hearer. Language is an important pillar in the formation of character, in addition to religious education and moral education. In education, teachers must have pedagogical, professional, personal, and social. Teachers who have a good competence speech acts certainly have a good and well mannered to students. In the learning process, teachers and students communicate in give and receive course materials. The learning process is certainly not only provides knowledge alone, but give the values of character to students. In this case, the teacher must have a principle that must be controlled properly, correctly and precisely. Thus, teachers are expected to master the communication and understanding the principles of politeness in speaking well and correctly. The goal is a description of a form of politeness in the learning process. This research is a descriptive study which seeks to describe a form of politeness in the learning process. Data collection method used is the method refer to the data collection techniques are 1) recording technique using a tape recorder, and 2) technical note on the data card. Furthermore, methods of data analysis using pragmatic frontier

Teacher Role and Involvement in Curriculum Development and Mapping

In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program (“Guide to curriculum development,” 2006). It can be subject specific or a generalized overview of expectation. It must be a usable tool to assists teachers in the development of individualized strategies and the methods and materials necessary for them to be successful. Keywords: curriculum development, teacher involvement, challenge in curriculum development DOI: 10.7176/JEP/12-28-01 Publication date:October 31st 202

The roles of adult siblings in the lives of people with severe intellectual and developmental disabilities

BACKGROUND: Siblings of people with intellectual and developmental disabilities (IDD) often assume key roles to support their brothers and sisters. For people with more significant support needs, siblings may undertake additional roles and responsibilities throughout their lives. The purpose of the present study was to identify and describe the roles of adult siblings who have a brother or sister with severe IDD. METHOD: Seventy‐nine adult siblings from 19 to 72 years of age completed an online survey with open‐ended questions about the roles they play in their relationships with their brother or sister. RESULTS: Thematic analysis resulted in identification of several roles including caregiver, friend (social partner), advocate, legal representative, sibling (teacher/role model), leisure planner and informal service coordinator. CONCLUSION: Siblings assume key roles in the lives of people with IDD and need support from family and professionals to perform these roles.Accepted manuscrip

Role consensus and job satisfaction in the educational organization : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University

A theory of social exchange was used as the framework for investigating role consensus between the Head Teacher and his staff on expectations of teacher and Head Teacher role and relating consensus to teacher job satisfaction. Association between job satisfaction and a number of personal variables was also hypothesised. The sample consisted of 147 intermediate school teachers in the ten intermediate schools in a New Zealand city. Only one of two central hypotheses proved significant. Role consensus between the Head Teacher and his staff on expectations of Head Teacher behaviour was positively related to job satisfaction, in that the greater the role consensus the greater the job satisfaction. No relationship was found between role consensus on expectations of teacher behaviour and job satisfaction. Only one of the personal variables, sex, proved to be related to job satisfaction, in that female teachers expressed greater job satisfaction than male teachers

Professionalism and Professional Status: Contrasting Aspects of the Teacher Role

When teachers talk about themselves as professionals two related, but at bottom different, ideas are involved, The first is that of a skilled performance, a practical competence within a sector of activity, underpinned by theory, but essentially the outcome of study, formation, and a lengthy period of immersion in a technik : classroom teaching and all that goes with it, including all relevant aspects of belonging as a full practicing member to a school or college, The second idea is that of professional status, This is an aspiration or a claim, to some extent realised, to enjoy certain privileges, social esteem, a level of salary, a style of relating to other people who are seen as clients, not customers, together with a degree of autonomy in the workplace, At the level of public rhetoric about pay, conditions of service and comparabilities, discourse moves easily between these two ideas, slipping rather than arguing from one to the other. But in the real world social, economic and political conditions see to it that they are kept separate, save for the lucky few, those free professionals such as successful surgeons with large private practices or eminent barristers. For example, when we talk about professional training for teachers we are usually referring to an arranged set of experiences by which people are prepared to embark on a career which will lead to a degree of maturity in the skilled performances and the sorts of Self-presentations and commitments that go with them, These come only after a quite prolonged practical experience, a matter of years rather than weeks, Training, however, involves the conferring of credentials which give a licence to practice (not necessarily a certificate of competence) and entry to an occupational group, These entry gates have been steadily narrowed over the decades, and sharply so in the U.K, since teachers have been in surplus, Because professionalism as skill has been officially credentialised and entry requirements raised it is difficult to talk about it without overtones of professional status lurking about in the language

Becoming a Reflective In-service Teacher: Role of Research Attitude

In this article we consider the importance of the role of reflective practice and research attitude for the professional development of in-service teachers. Nine teachers engaged in an international master course (in a Belgium and French university) are interviewed to obtain self-narratives. The two years full-time master was aimed to acquire skills of science educational research. The interview was conducted at the end of the master to explore their reflective practices and to evaluate the impact of the research attitude developed during the master on their reflective practices. From the results we can consider how the reflection practice is differently by the teachers interviewed especially in relation to seniority in the teaching. The research activities learned in the master course has enabled the teachers to develop and expand they reflective practice on the analysis of their experience. In the same time emerges the need of a regular and more guided support to improve the reflective practice, especially for junior teachers