<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">John Rafferty</style></author><author><style face="normal" font="default" size="100%">Tuija  A.  Turunen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRINCIPALS’ WORK STORIES WITHIN NEO-LIBERAL SCHOOL REFORM</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">discourse analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">managed professionals</style></keyword><keyword><style  face="normal" font="default" size="100%">Neo-Liberalism</style></keyword><keyword><style  face="normal" font="default" size="100%">school reform</style></keyword><keyword><style  face="normal" font="default" size="100%">work stories</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1432232389.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">64</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this research is to investigate the work stories of four principals as they implement a neo-liberal school reform program in their schools. Work stories were defined as explanatory frameworks the principals used to explore the effects of the program. The work stories included several sub-themes, story lines. Discourse analysis was used to identify the work stories and the story lines within semi-structured interviews with the principals. The results indicate that the principals constructed the neo-liberal school reform program as a new, better school culture. The new culture needed to be promoted with enough firmness to establish social norms and to ensure conformity of teacher behaviour. To ensure the implementation of the program, the principals positioned themselves as corporate leaders or sporting coaches with little reference to educational considerations. The work stories positioned the teachers in their schools as ‘managed professionals’ with diminished trust and respect as teaching and educational professionals. Analysing work stories helps to understand what is happening to particular individuals within particular institutions at particular times. Within the neo-liberal landscape, there is a temptation to think that the social relations, meanings and assumptions of schooling are no longer problematic. Discourse analysis provides one way to see behind these temptations and provides an alternative analysis on neo-liberal reform programs.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">75-85</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tuija  A.  Turunen</style></author><author><style face="normal" font="default" size="100%">Raimo   Kaasila</style></author><author><style face="normal" font="default" size="100%">Anneli   Lauriala</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ESTABLISHING A COOPERATIVE WRITING GROUP AMONG TEACHER EDUCATORS: POSSIBILITIES AND CHALLENGES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic writing</style></keyword><keyword><style  face="normal" font="default" size="100%">cooperative research</style></keyword><keyword><style  face="normal" font="default" size="100%">researcher’s career</style></keyword><keyword><style  face="normal" font="default" size="100%">social comparison</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1410007502.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">43</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Getting published has become important in academia and also among teacher educators. The purpose of this paper is to investigate potential benefits and challenges when establishing an academic writing group among Finnish teacher educators. The three authors of this paper applied an autoethnographic approach to study the starting points of the writing group. In the group, mentoring and social support were used to share experiences and knowledge about academic writing. Relationships and contributions from all participants were emphasised. Each member was considered equal to the other members. The study demonstrated that writing for international academic audiences was challenging; it was deemed to be both emotionally and intellectually demanding. Many participants described the experiences of tension when allocating time for teaching and writing. Membership in the group provided possibilities for social comparison. The members encouraged self-improvement and allowed other group members to become reflective mirrors. The participants considered their membership in the writing group positively and indicated that it had contributed to their academic writing. On the basis of the project, it is recommended to establish continuing writing groups to promote academic writing and publishing as a central part of teacher educators’ profession.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">119-130</style></section></record></records></xml>