Olwen Mcnamara
Biographic Data
| ID | 4001817 |
|---|---|
| NAME | Olwen Mcnamara |
| GIVEN NAMES | Olwen |
| FAMILY NAME | Mcnamara |
| SIGNATURE | MCNAMARA O |
| AFFILIATIONS | Manchester Metropolitan University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 114 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 4 |
Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from initial teacher training courses
This article reports the findings of a research project which examines the reasons why minority ethnic trainees withdraw from teacher training courses. It highlights a number of issues, the most significant of which is that withdrawal is a process not an event. The most common causes of withdrawal were ‘personal’ and ‘family’ reasons. However, the combination of these two factors with various issues to do with the initial teacher training (ITT) i…
Numeracy Coordinators: ‘Brokering’ Change Within and Between Communities of Practice
This paper draws on a study of numeracy coordinators in primary schools in the UK in the second year of the implementation of the National Numeracy Strategy (NNS). It identifies them as working between three main tasks: embedding the Strategy, sustaining teacher collegiality and auditing accountability. We identify tensions in 'being a coordinator' in relation to these tasks, especially for discourse and identity. We assess the usefulness of the …
Rites of Passage in Initial Teacher Training: Ritual, performance, ordeal and Numeracy Skills Test
Transition' was identified by cultural anthropologists in the early twentieth century as the liminal stage of a 'rite of passage'. Contemporary anthropology challenges the structural nature of these classic interpretations of ritual and analyses them as 'performance theory': 'social drama' (Turner), 'dramatism' (Burke), 'interaction rituals' (Goffman), and 'ritualisation' (Bell). In applying a contemporary anthropological lens to initial teacher …
Towards an uncertain politics of professionalism: Teacher and Nurse Identities in Flux
This paper is about the nature of contemporary professional identity. It looks at the ways in which 'discursive dynamics' come to re-write the professional teacher and nurse as split, plural and conflictual selves, as they seek to come to terms with a political impetus written through what the authors term an 'economy of performance' in uncertain conflict with various 'ecologies of practice'. The teacher and nurse are thus located in a complicate…
Warranting Practices: Teachers Embedding the National Numeracy Strategy
This paper explores the notion of the ‘evidence-based practitioner’ in relation to the National Numeracy Strategy (NNS). The exploration is dealt with in the context of a pilot study of the implementation of the NNS one year before its national launch in September 1999. We begin by describing some of the milestones encountered in the relatively short life history of evidence-based practice (EBP) and exploring some of its various articulations. Ch…
Room to Manoeuvre: Mobilising the ‘active partner’ in home‐school relations
Recent shifts within the popular conception of education as an aspect of the market economy positioning parent as consumer, teacher as producer and educated child as product have reformulated the various stakeholders as ‘partners' in the business of educating children. This article, based upon data collected in an action research and development project, attempts to open up an interpretation of the dynamics of home‐school relations in terms of a …
Primary Student Teachers’ Understanding of Mathematics and its Teaching
This article reports on research into primary student teachers’ understanding of mathematics and its teaching undertaken at the Manchester Metropolitan University and funded by the Economic and Social Research Council. The research set out to investigate the ways in which non‐specialist student teachers conceptualise mathematics and its teaching and how their views evolve as they progress through an initial training course. The study has shown ho…
Towards an uncertain politics of professionalism: Teacher and Nurse Identities in Flux
This paper is about the nature of contemporary professional identity. It looks at the ways in which 'discursive dynamics' come to re-write the professional teacher and nurse as split, plural and conflictual selves, as they seek to come to terms with a political impetus written through what the authors term an 'economy of performance' in uncertain conflict with various 'ecologies of practice'. The teacher and nurse are thus located in a complicate…
Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from initial teacher training courses
This article reports the findings of a research project which examines the reasons why minority ethnic trainees withdraw from teacher training courses. It highlights a number of issues, the most significant of which is that withdrawal is a process not an event. The most common causes of withdrawal were ‘personal’ and ‘family’ reasons. However, the combination of these two factors with various issues to do with the initial teacher training (ITT) i…
Rites of Passage in Initial Teacher Training: Ritual, performance, ordeal and Numeracy Skills Test
Transition' was identified by cultural anthropologists in the early twentieth century as the liminal stage of a 'rite of passage'. Contemporary anthropology challenges the structural nature of these classic interpretations of ritual and analyses them as 'performance theory': 'social drama' (Turner), 'dramatism' (Burke), 'interaction rituals' (Goffman), and 'ritualisation' (Bell). In applying a contemporary anthropological lens to initial teacher …
Room to Manoeuvre: Mobilising the ‘active partner’ in home‐school relations
Recent shifts within the popular conception of education as an aspect of the market economy positioning parent as consumer, teacher as producer and educated child as product have reformulated the various stakeholders as ‘partners' in the business of educating children. This article, based upon data collected in an action research and development project, attempts to open up an interpretation of the dynamics of home‐school relations in terms of a …
Numeracy Coordinators: ‘Brokering’ Change Within and Between Communities of Practice
This paper draws on a study of numeracy coordinators in primary schools in the UK in the second year of the implementation of the National Numeracy Strategy (NNS). It identifies them as working between three main tasks: embedding the Strategy, sustaining teacher collegiality and auditing accountability. We identify tensions in 'being a coordinator' in relation to these tasks, especially for discourse and identity. We assess the usefulness of the …
Primary Student Teachers’ Understanding of Mathematics and its Teaching
This article reports on research into primary student teachers’ understanding of mathematics and its teaching undertaken at the Manchester Metropolitan University and funded by the Economic and Social Research Council. The research set out to investigate the ways in which non‐specialist student teachers conceptualise mathematics and its teaching and how their views evolve as they progress through an initial training course. The study has shown ho…
Warranting Practices: Teachers Embedding the National Numeracy Strategy
This paper explores the notion of the ‘evidence-based practitioner’ in relation to the National Numeracy Strategy (NNS). The exploration is dealt with in the context of a pilot study of the implementation of the NNS one year before its national launch in September 1999. We begin by describing some of the milestones encountered in the relatively short life history of evidence-based practice (EBP) and exploring some of its various articulations. Ch…
Primary Student Teachers’ Understanding of Mathematics and its Teaching
This article reports on research into primary student teachers’ understanding of mathematics and its teaching undertaken at the Manchester Metropolitan University and funded by the Economic and Social Research Council. The research set out to investigate the ways in which non‐specialist student teachers conceptualise mathematics and its teaching and how their views evolve as they progress through an initial training course. The study has shown ho…
Room to Manoeuvre: Mobilising the ‘active partner’ in home‐school relations
Recent shifts within the popular conception of education as an aspect of the market economy positioning parent as consumer, teacher as producer and educated child as product have reformulated the various stakeholders as ‘partners' in the business of educating children. This article, based upon data collected in an action research and development project, attempts to open up an interpretation of the dynamics of home‐school relations in terms of a …
Warranting Practices: Teachers Embedding the National Numeracy Strategy
This paper explores the notion of the ‘evidence-based practitioner’ in relation to the National Numeracy Strategy (NNS). The exploration is dealt with in the context of a pilot study of the implementation of the NNS one year before its national launch in September 1999. We begin by describing some of the milestones encountered in the relatively short life history of evidence-based practice (EBP) and exploring some of its various articulations. Ch…
Rites of Passage in Initial Teacher Training: Ritual, performance, ordeal and Numeracy Skills Test
Transition' was identified by cultural anthropologists in the early twentieth century as the liminal stage of a 'rite of passage'. Contemporary anthropology challenges the structural nature of these classic interpretations of ritual and analyses them as 'performance theory': 'social drama' (Turner), 'dramatism' (Burke), 'interaction rituals' (Goffman), and 'ritualisation' (Bell). In applying a contemporary anthropological lens to initial teacher …
Towards an uncertain politics of professionalism: Teacher and Nurse Identities in Flux
This paper is about the nature of contemporary professional identity. It looks at the ways in which 'discursive dynamics' come to re-write the professional teacher and nurse as split, plural and conflictual selves, as they seek to come to terms with a political impetus written through what the authors term an 'economy of performance' in uncertain conflict with various 'ecologies of practice'. The teacher and nurse are thus located in a complicate…
Numeracy Coordinators: ‘Brokering’ Change Within and Between Communities of Practice
This paper draws on a study of numeracy coordinators in primary schools in the UK in the second year of the implementation of the National Numeracy Strategy (NNS). It identifies them as working between three main tasks: embedding the Strategy, sustaining teacher collegiality and auditing accountability. We identify tensions in 'being a coordinator' in relation to these tasks, especially for discourse and identity. We assess the usefulness of the …
Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from initial teacher training courses
This article reports the findings of a research project which examines the reasons why minority ethnic trainees withdraw from teacher training courses. It highlights a number of issues, the most significant of which is that withdrawal is a process not an event. The most common causes of withdrawal were ‘personal’ and ‘family’ reasons. However, the combination of these two factors with various issues to do with the initial teacher training (ITT) i…
Pedagogy (5 works) · Sociology (4 works) · Numeracy (3 works) · Psychology (3 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Context (archaeology) (2 works) · Educational Assessment and Improvement (2 works) · Educator Training and Historical Pedagogy (2 works) · Literacy (2 works)