Advertisement

The Heart of Advocacy

Implications for Schooling
  • Kirsten Hutchison
  • Bernie Neville
Chapter
  • 467 Downloads

Abstract

In this chapter we synthesise the sets of knowledge and understandings about teaching and learning developed through the school-based advocacy programs described in this collection. Within a competitive educational climate of outcome – driven performance assessment, the centrality of emotional and interpersonal relationships in good teaching and learning is too often ignored.

Keywords

Emotional Intelligence School Climate Professional Learning Youth Unemployment Emotional Demand 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Brackett, M. A., & Caruso, D. R. (2007). Emotional literacy for educators. Carey, NC: SEL Media.Google Scholar
  2. Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary school teachers. Psychology in the Schools, 47(4), 406–417.Google Scholar
  3. Brotheridge, C. M., & Grandy, A. A. (2002). Emotional labour and burn-out: Comparing two perspectives of “people work”. Journal of Vocational Behaviour, 60, 17–39.CrossRefGoogle Scholar
  4. Guglielmi, R. S., & Tatrow, K. (1998). Occupational stress, burnout and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68, 61–69.CrossRefGoogle Scholar
  5. Henry, J., Barty, K., & Tregenza, K. (2003). Connecting through the middle years: Final evaluation report. Melbourne, Australia: Department of Education and Training.Google Scholar
  6. Hillman, K., & McMillan, J. (2005). Life satisfaction of young Australians: Relationships between education, training and employment and general and career satisfaction. Melbourne, Australia: ACER.Google Scholar
  7. Johnson, S., Cooper, C. L., Cartright, S., Donald, I., Taylor P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20, 179–187.CrossRefGoogle Scholar
  8. Ocean, J. (2000). Advocacy evaluation (Unpublished). Melbourne, Australia.Google Scholar
  9. Saulwick, I., & Muller, D. (2006). Fearless and flexible: Views of gen Y. A qualitative study of people aged 16 to 24 in Australia. Melbourne, Australia: Dussledorp Foundation.Google Scholar
  10. Shan, M. H. (1998). Professional commitment and satisfaction among teachers in urban middle schools. The Journal of Educational Research, 92, 67–73.CrossRefGoogle Scholar
  11. Stanwick, J., Lu, T., Rittie, T., & Circelli, M. (2014). How young people are faring in the transition from school to work, foundation for young Australians. NVCER.Google Scholar
  12. Vendenberghe, R., & Huberman, A. M. (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar

Copyright information

© Sense Publishers 2015

Authors and Affiliations

  • Kirsten Hutchison
    • 1
  • Bernie Neville
    • 2
    • 3
  1. 1.Faculty of Arts and EducationDeakin UniversityAustralia
  2. 2.Faculty of EducationLa Trobe UniversityAustralia
  3. 3.Co-Ordinator, Bachelor of Holistic CounsellingPhoenix Institute of AustraliaAustralia

Personalised recommendations