Reframing assessment: Reconceptualising relationships and acknowledging emotional labour

2017 ◽  
Vol 18 (4) ◽  
pp. 375-386 ◽  
Author(s):  
Maria Cooper
Keyword(s):  
Relationship Building ◽  
Assessment Practices ◽  
Infants And Toddlers ◽  
Relational Pedagogy ◽  
Reciprocal Relationships ◽  
Emotional Labour ◽  
Reflective Dialogue ◽  
Aotearoa New Zealand ◽  
Theoretical Perspectives ◽  
Teachers Experiences

Implementing relationships-based pedagogies in infant and toddler settings might assume that teachers’ experiences of emotional labour will be acknowledged. This assumption may be complicated by assessment practices that both rely on and detract from relationship-building opportunities with infants and toddlers. Assessment also relies on reciprocal relationships between teachers, and between teachers and families. Drawing on sociocultural theoretical perspectives, this article illustrates how one team of infant-toddler teachers in Aotearoa-New Zealand reframed their assessment understandings and practices to acknowledge their experiences of emotional labour with infants and toddlers. Consequently, positive changes in the teachers’ relationships with children, with families and with each other eventuated. The author argues that reconceptualising relationships in infant-toddler settings requires an understanding of assessment as a reflexive, relational process that can occur during everyday interactions, and emotional labour as central to relationship-building. Implications include teachers’ need for time, reflective dialogue and support to address tensions between assessment and relational pedagogy, so that relationships might be reconceptualised and the importance of emotional labour acknowledged.

Beginning teachers in early childhood education: A critical discourse analysis of policies in Aotearoa New Zealand and the United States

2021 ◽  
pp. 147821032110016
Author(s):  
Jessica Cira Rubin ◽  
Susan Tily
Keyword(s):  
Discourse Analysis ◽  
Beginning Teachers ◽  
Critical Discourse Analysis ◽  
The United States ◽  
Critical Discourse ◽  
Professional Careers ◽  
Aotearoa New Zealand ◽  
Teachers Experiences ◽  
Politics And Culture ◽  
Early Phases

The early phases of teachers’ professional careers are multi-layered and informed by many factors, including teachers’ values, their own experiences in schools, and the nested contexts of their professional employment. While in teachers’ everyday lives government policies sometimes operate beneath the surface rather than overtly, these policies influence many teachers’ experiences, contributing significantly to what critical discourse analysis scholars call the ‘issue’ of teachers’ available subjectivities being influenced by prevailing ideologies as they are newly entering the profession. In this analysis, we activate critical discourse analysis in order to offer new understandings about policies and contexts associated with new teachers entering the profession. Our analysis is significant in its co-consideration of policies from contexts that we see as experiencing the influence of neoliberal ideologies in different ways. As critical discourse analysis is transdisciplinary, it also offers chances to transcend boundaries of politics and culture to inquire into social wrongs as we actually experience them in a world that is globally connected and globally influenced. The significance of this analysis, then, lies with the continued questioning we hope that it, and others like it, make possible.

Stories, emotions, partnerships and the quest for stable relationships in the Greenlandic mining sector

Polar Record ◽  
2020 ◽  
Vol 56 ◽  
Author(s):  
Lill Rastad Bjørst
Keyword(s):  
Mining Industry ◽  
Theoretical Framework ◽  
Relationship Building ◽  
Special Focus ◽  
Current Position ◽  
Mining Sector ◽  
Emotional Labour ◽  
The Past ◽  
Economic Basis ◽  
New Development

Abstract This study aims to understand the emotional labour and relationship building in connection to the expected mining industry in Greenland. Greenland mining is often portrayed as something that could create an economic basis for national independence which makes politicians curious about what a potential “partnership” could make possible. Envisioning future relationships (in debates about mining in Greenland) also set the framework for reinterpretation and redefinition of the past, to give meaning to promised new development; hence, this kind of future-making tends to be contested. The analysis centres around stories of what could be (if Greenland really was a place of mining), and the theoretical framework makes use of Ahmed’s and Wetherell’s interpretations of affective economies. Thus the study discusses emotional labour with a special focus on partnership, emotions and filtration, while visiting affective scenes and sites related to the mining of Greenland’s minerals. Greenland’s current position as a state in formation, while still reconciling with experiences from the past, affects relationship building, the openness to flirtation, and sometimes creates conflicts and hieratical structures between the potential partners to be.

Online Relationship Formation

2017 ◽  
Vol 81 (3) ◽  
pp. 21-40 ◽  
Author(s):  
Irina V. Kozlenkova ◽  
Robert W. Palmatier ◽  
Eric (Er) Fang ◽  
Bangming Xiao ◽  
Minxue Huang
Keyword(s):  
Online Shopping ◽  
Relationship Building ◽  
Relationship Formation ◽  
Online Relationships ◽  
Reciprocal Relationships ◽  
Online Sales ◽  
Relationship Partners ◽  
Different Types ◽  
Dynamic Payoffs ◽  
Level Analysis

As online shopping evolves from being primarily transactional to being more relational, sellers aim to form online relationships. This article investigates online relationship formation, identifies the performance payoffs that result from forming different types of online relationships (unilateral vs. reciprocal), and tests the most effective relationship-building strategies. Study 1, based on a longitudinal buyer-level analysis of an online shopping community, reveals that buyers use community-, seller-, and buyer-generated signals to identify suitable relationship partners and reduce online shopping risk. These signals generally diminish in importance as buyers gain experience but become more important when buyers are forming reciprocal relationships. Study 2 evaluates the dynamic payoffs of online relationship formation (seller-level analysis) on sales; the effect on sales of reciprocal relationships is three times greater and lasts seven times longer than that of seller-initiated, unilateral relationships. Study 3 is a field experiment testing managerially actionable strategies for leveraging relationships to grow online sales. Tenets arising from differences between online and offline relationships, together with the results from the three studies, inform an emerging theory of online relationships.

Religion and Crime

Criminology ◽  
2013 ◽  
Author(s):  
Sung Joon Jang
Keyword(s):  
Drug Use ◽  
Empirical Test ◽  
Meta Analysis ◽  
The Other ◽  
Unexpected Finding ◽  
Reciprocal Relationships ◽  
Moral Communities ◽  
Theoretical Perspectives ◽  
Review Systematic ◽  
Social Capital Perspective

Scholarly discussion and empirical study of the religion-crime relationship goes back to the beginning of criminological thought, though at times such discussion and study has been limited in content and crude in approach. Nonetheless, religion has rarely been incorporated into major theories of crime and criminological research. However, scientific studies of the influence of religion on crime and drug use have been increasingly conducted, particularly since the publication of Hirschi and Stark’s landmark study “Hellfire and Delinquency” (Hirschi and Stark 1969, cited under the “Hellfire” Study and Controversy), which reported no relationship between adolescent religiosity and delinquency. This rather unexpected finding drew two opposite reactions in the form of empirical research. One line of research suggested that Hirschi and Stark failed to find a significant religiosity-delinquency relationship because they analyzed the type of delinquency and data that was less likely to have a significant relationship detected. The other offered a theory explaining how the null finding confirms the spuriousness (i.e., nonexistence) of the religiosity-delinquency relationship and an empirical test of the theory. However, according to reviews of existing research—whether based on a method of traditional literature review, systematic review, or meta-analysis—a majority of studies tend to confirm significant negative associations between religion and crime and drug use. The negative associations have been found in research conducted at both micro and macro levels. To explain the micro-level relationship, researchers have mostly applied control theories or learning and socialization theories (or both), though other theoretical perspectives have been employed as well, such as general strain theory, a social capital perspective, and developmental/life-course perspectives. In testing these theories, researchers have examined bidirectional or reciprocal relationships between religion and crime rather than assuming that the religion-crime relationship is unidirectional. Macro-level research on religion and crime, on the other hand, has been conducted to test Stark’s “moral communities” thesis and other contextual effects of religion. In addition, some researchers have raised and addressed methodological issues in research on religion and crime, such as selection bias and appropriate statistical and modeling approaches to properly estimate the religion-crime relationship. Although negative associations between religion and crime tend to have been empirically established by previous studies, the “criminology of religion” as a subfield is still in its infancy.

scholarly journals Enhancing Volunteer Youth Sport Coaching Practices through Intergenerational Dialogue

2011 ◽  
Vol 4 (3) ◽  
pp. 44-64 ◽  
Author(s):  
John Naslund ◽  
Garfield Pennington
Keyword(s):  
Action Research ◽  
Generational Differences ◽  
Youth Sport ◽  
Relationship Building ◽  
Action Research Project ◽  
Extensive Experience ◽  
Reflective Dialogue ◽  
Coaching Strategies ◽  
Community Sports ◽  
Sport Coaches

A major determinant of the quality of youth’s experiences in community sports is their relationship with their coaches. It is highly desirable to investigate the practices employed by these coaches, many of whom are volunteers, as their values and coaching strategies can be encouraging for young athletes or can be demoralizing and ruin their sporting experience altogether. The unique perspectives of volunteer youth sport coaches are rarely considered, and by providing them with opportunities to openly reflect upon their practices, it may be possible to assist these coaches in improving their practices and ultimately improve the sporting experience for youth. This article describes an action research project whereby two volunteer youth sport coaches from British Columbia, Canada, engaged in a practical demonstration for using reflective dialogue in order to examine their own coaching practices. Both coaches, who are 50 years apart in age and whose coaching experience ranges from seven to over 50 years, coach different sports at different levels (elite to participation) for youth aged 11-18 years. The coach participants engaged in action research through journal writing, open discussions, and audio-recorded reflective dialogues over a period of six months. Qualitative analysis of the dialogues revealed six key themes that were significant to both coaches: motivation, confidence building, team spirit, relationship building, communication, and coaching values. The coaches comment on the effectiveness of reflective dialogue as a strategy that could help volunteer youth sport coaches better understand the importance of their roles as coaches, identify challenging aspects of their coaching, and serve as a means to further develop their coaching skills and knowledge. In addition, the coaches comment on their generational differences, and discuss the importance of having senior coaches with extensive experience mentor younger less-experienced coaches.

scholarly journals A Youth Perspective:  Collaboration for Youth Development within Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Amy Lavini
Keyword(s):  
New Zealand ◽  
Alternative Education ◽  
Youth Development ◽  
Phenomenological Approach ◽  
Relationship Building ◽  
Youth Services ◽  
Frontline Workers ◽  
Collaborative Processes ◽  
Aotearoa New Zealand ◽  
Youth At Risk

<p>Collaboration is an increasingly popular approach to addressing the multi-faceted needs of youth-at-risk both within academic literature and government policy in New Zealand. Due to being a relevantly new concept, there is limited evidence in the literature regarding how it is being implemented and whether implementations are successful. There is aparticular gap within the literature regarding the experiences of frontline workers and youth themselves. As youth are the key benefactors of youth services it seems important to understand whether and how they perceive the collaborative approach to be working to assist them in their development. To determine this, the following study explores the experiences of nine youth in New Zealand regarding collaborative processes used by services they have been privy to over recent years. Youth participants came from across New Zealand and altogether have experienced a range of youth interventions, from alternative education to Family Group Conferences, aimed at addressing anti-social and criminal behaviours. Taking a phenomenological approach, the study is carried out using concepts from the framework of Appreciative Inquiry (AI). The use of AI ensured the study was strengths focussed and allowed youth to become active agents rather than subjects of enquiry. Furthermore, it has allowed a positive paradigm for discussing ways to ensure that youth services are better focussed on youth's needs, feelings and understandings. Along with the findings regarding collaboration a common theme arose when youth were invited to share their stories which highlighted further areas for discussion when addressing successful service outcomes. That is, the importance of relationship building.</p>

Rehabilitation Counselling Theory and Quality Practice Reported in The Australian Journal of Rehabilitation Counselling

2001 ◽  
Vol 7 (2) ◽  
pp. 65-73
Author(s):  
Ross Crisp
Keyword(s):  
Minority Group ◽  
Australian Journal ◽  
Relationship Building ◽  
Research Papers ◽  
Rehabilitation Process ◽  
Research Participants ◽  
Theoretical Perspectives ◽  
Building Assessment ◽  
Vocational Counselling ◽  
Specific Disability

In this study, the author reviewed 32 studies, published in The Australian Journal of Rehabilitation Counselling (AJRC) from 1995 to 2000, that examined the authors' theoretical perspectives and how the authors and/or rehabilitation counsellors (RCs) as research participants defined quality practice. Their theoretical perspectives ranged from systems, psychological and psychosocial theories and specific disability or minority group issues. These theoretical perspectives were examined in relation to the methods of quality practice advocated by AJRC authors and/or their RC-research participants, these being: relationship building, assessment, goal setting, affective and vocational counselling, case management, self-care, and evaluation of services. Notwithstanding a commendable diversity in the range of theory and quality practice reported, several AJRC authors observed a lack of clarity regarding the professional identity of RCs; and the research papers lacked consistency and clarity in defining the characteristics of RC-participants. There were also opposing views concerning where RCs stood in relation to other stakeholders in the rehabilitation process. Further research is recommended to better understand the diversity evident in the roles and functions of Australian RCs in different rehabilitation settings.

scholarly journals Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings

2015 ◽  
Vol 6 (2) ◽  
pp. 71-86 ◽  
Author(s):  
Sonja Arndt ◽  
Marek Tesar
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Teaching And Learning ◽  
Local Context ◽  
Assessment Practices ◽  
Narrative Assessment ◽  
Aotearoa New Zealand ◽  
Learning Stories ◽  
Curriculum Framework ◽  
Te Whāriki

Abstract This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.

A Comparative Longitudinal Analysis of Theoretical Perspectives of Interorganizational Relationship Performance

2007 ◽  
Vol 71 (4) ◽  
pp. 172-194 ◽  
Author(s):  
Robert W. Palmatier ◽  
Rajiv P. Dant ◽  
Dhruv Grewal
Keyword(s):  
Transaction Cost Economics ◽  
Relationship Building ◽  
Interorganizational Relationship ◽  
Relational Norms ◽  
Exchange Performance ◽  
Specific Investments ◽  
Theoretical Perspectives ◽  
Causal Ordering ◽  
Relationship Performance ◽  
The Relationship

Four theoretical perspectives currently dominate attempts to understand the drivers of successful interorganizational relationship performance: (1) commitment–trust, (2) dependence, (3) transaction cost economics, and (4) relational norms. Each perspective specifies a different set and distinct causal ordering of focal constructs as the most critical for understanding performance. Using four years of longitudinal data (N = 396), the authors compare the relative efficacy of these four perspectives for driving exchange performance and provide empirical insights into the causal ordering among key interorganizational constructs. The results demonstrate the parallel and equally important roles of commitment–trust and relationship-specific investments as immediate precursors to and key drivers of exchange performance. Building on the insights gleaned from tests of the four frameworks, the authors parsimoniously integrate these perspectives within a single model of interfirm relationship performance consistent with a resource-based view of an exchange. Managers may be able to increase performance by shifting resources from “relationship building” to specific investments targeted toward increasing the efficacy or effectiveness of the relationship itself to improve the relationship's ability to create value. Moderation analysis indicates that managers may find it productive to allocate more relationship marketing efforts and investments to exchanges in markets with higher levels of uncertainty.

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