Laurette S M Bristol | Catholic College of Mandeville (original) (raw)

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Papers by Laurette S M Bristol

Research paper thumbnail of Leading-for-inclusion: transforming action through teacher talk

International Journal of Inclusive Education, 2014

Research paper thumbnail of School leadership in the Caribbean: perceptions, practices, paradigms

Journal of Education for Teaching, 2013

Research paper thumbnail of National Tests and Diagnostic Feedback: What Say Teachers in Trinidad and Tobago?

The Journal of Educational Research, 2014

Research paper thumbnail of Socialising principals: early career primary school principals in Trinidad and Tobago

Journal of Educational Administration and History, 2014

Research paper thumbnail of Comparative Collaboration

Culture, Education, and Community, 2012

Research paper thumbnail of Postcolonial Thought

Culture, Education, and Community, 2012

Research paper thumbnail of Professional development: Education for All as praxis

Professional Development in Education, 2013

Research paper thumbnail of Student Learning: Learning Practices

Changing Practices, Changing Education, 2013

Research paper thumbnail of Researching as a Practice-Changing Practice

Changing Practices, Changing Education, 2013

Research paper thumbnail of Revitalising Education: Site Based Education Development

Changing Practices, Changing Education, 2013

Research paper thumbnail of What is ‘good’ mentoring? Understanding mentoring practices of teacher induction through case studies of Finland and Australia

Pedagogy, Culture & Society, 2015

Mentoring is a practice widely utilised to support new teachers. However, in locally formed syste... more Mentoring is a practice widely utilised to support new teachers. However, in locally formed systems, the practice of mentoring is conditioned by traditions and arrangements specific to the site. To understand ‘good’ mentoring, these local arrangements cannot be ignored. In this article, the theory of practice architectures is employed to make explicit the prefiguring arrangements of mentoring practices in Finland and NSW Australia. The findings suggest that mentoring practices are shaped by their ontological specificity and this makes reproducing mentoring practices in different sites problematic. Explicating the prefiguring architectures of practices is critical to understanding the contested nature of mentoring.

Research paper thumbnail of Professional Learning as Practice Development

Changing Practices, Changing Education, 2013

Research paper thumbnail of Teaching: Initiation Into Practices

Changing Practices, Changing Education, 2013

Research paper thumbnail of Practising Leading

Changing Practices, Changing Education, 2013

Research paper thumbnail of Education: The Need for Revitalisation

Changing Practices, Changing Education, 2013

Research paper thumbnail of Changing Practices, Changing Education

ABSTRACT This book aims to help teachers and those who support them to re-imagine the work of tea... more ABSTRACT This book aims to help teachers and those who support them to re-imagine the work of teaching, learning and leading. In particular, it shows how transformations of educational practice depend on complementary transformations in classroom-school- and system-level organisational cultures, resourcing and politics. It argues that transforming education requires more than professional development to transform teachers; it also calls for fundamental changes in learning and leading practices, which in turn means reshaping organisations that support teachers and teaching – organisational cultures, the resources organisations provide and distribute, and the relationships that connect people with one another in organisations. The book is based on findings from research conducted by the authors – the research team for the (2010-2012) Australian Research Council-funded Discovery Project Leading and Learning: Developing Ecologies of Educational Practice. The book provides an introduction to new contributions to practice theory: the theory of practice architectures (what practices are composed of) and the theory of ecologies of practices (how practices relate to one another). Among other examples of practices of learning, teaching, professional learning, leading and researching, the book provides a detailed analysis of a classroom lesson to demonstrate how the theories can be used in the analysis and interpretation of empirical material: practices and the conditions that form and are formed by them.

Research paper thumbnail of Resisting the Unethical in Formalised Ethics: Perspectives and Experiences

Research paper thumbnail of Developing “the Wings to Really Fly”: The Experiences of Four Postdoctoral Research Fellows within an Australian University Faculty of Education

Education Research International, 2014

Research paper thumbnail of Ecologies of Practices

Changing Practices, Changing Education, 2013

Research paper thumbnail of Academic Life-support: The Self Study of a Transnational Collaborative Mentoring Group

Mentoring & Tutoring: Partnership in Learning, 2014

ABSTRACT In this paper, we examined the collaborative mentoring processes of a transnational netw... more ABSTRACT In this paper, we examined the collaborative mentoring processes of a transnational network. A narrative approach was employed to explore the mentoring practices and experiences of 19 women involved in the CURVE-Y-FRiENDs (C-Y-F) network. Their mentoring practices go beyond transnational, ethnic, discipline, and university borders. The processes employed in the network can be conceptualized as pathways to professional relationships. The narratives of C-Y-F members illustrated collaborative mentoring as an expression of the personal and professional dimensions of support, which must be part of academic life. Collaborative mentoring relationships and discourse provided a response to the current inconsistencies in faculty mentoring practices and have implications for the ways in which administrations and faculty in general initiate more empathetic structures and procedures that better meet the mentoring needs of women and minority faculty in academia.

Research paper thumbnail of Leading-for-inclusion: transforming action through teacher talk

International Journal of Inclusive Education, 2014

Research paper thumbnail of School leadership in the Caribbean: perceptions, practices, paradigms

Journal of Education for Teaching, 2013

Research paper thumbnail of National Tests and Diagnostic Feedback: What Say Teachers in Trinidad and Tobago?

The Journal of Educational Research, 2014

Research paper thumbnail of Socialising principals: early career primary school principals in Trinidad and Tobago

Journal of Educational Administration and History, 2014

Research paper thumbnail of Comparative Collaboration

Culture, Education, and Community, 2012

Research paper thumbnail of Postcolonial Thought

Culture, Education, and Community, 2012

Research paper thumbnail of Professional development: Education for All as praxis

Professional Development in Education, 2013

Research paper thumbnail of Student Learning: Learning Practices

Changing Practices, Changing Education, 2013

Research paper thumbnail of Researching as a Practice-Changing Practice

Changing Practices, Changing Education, 2013

Research paper thumbnail of Revitalising Education: Site Based Education Development

Changing Practices, Changing Education, 2013

Research paper thumbnail of What is ‘good’ mentoring? Understanding mentoring practices of teacher induction through case studies of Finland and Australia

Pedagogy, Culture & Society, 2015

Mentoring is a practice widely utilised to support new teachers. However, in locally formed syste... more Mentoring is a practice widely utilised to support new teachers. However, in locally formed systems, the practice of mentoring is conditioned by traditions and arrangements specific to the site. To understand ‘good’ mentoring, these local arrangements cannot be ignored. In this article, the theory of practice architectures is employed to make explicit the prefiguring arrangements of mentoring practices in Finland and NSW Australia. The findings suggest that mentoring practices are shaped by their ontological specificity and this makes reproducing mentoring practices in different sites problematic. Explicating the prefiguring architectures of practices is critical to understanding the contested nature of mentoring.

Research paper thumbnail of Professional Learning as Practice Development

Changing Practices, Changing Education, 2013

Research paper thumbnail of Teaching: Initiation Into Practices

Changing Practices, Changing Education, 2013

Research paper thumbnail of Practising Leading

Changing Practices, Changing Education, 2013

Research paper thumbnail of Education: The Need for Revitalisation

Changing Practices, Changing Education, 2013

Research paper thumbnail of Changing Practices, Changing Education

ABSTRACT This book aims to help teachers and those who support them to re-imagine the work of tea... more ABSTRACT This book aims to help teachers and those who support them to re-imagine the work of teaching, learning and leading. In particular, it shows how transformations of educational practice depend on complementary transformations in classroom-school- and system-level organisational cultures, resourcing and politics. It argues that transforming education requires more than professional development to transform teachers; it also calls for fundamental changes in learning and leading practices, which in turn means reshaping organisations that support teachers and teaching – organisational cultures, the resources organisations provide and distribute, and the relationships that connect people with one another in organisations. The book is based on findings from research conducted by the authors – the research team for the (2010-2012) Australian Research Council-funded Discovery Project Leading and Learning: Developing Ecologies of Educational Practice. The book provides an introduction to new contributions to practice theory: the theory of practice architectures (what practices are composed of) and the theory of ecologies of practices (how practices relate to one another). Among other examples of practices of learning, teaching, professional learning, leading and researching, the book provides a detailed analysis of a classroom lesson to demonstrate how the theories can be used in the analysis and interpretation of empirical material: practices and the conditions that form and are formed by them.

Research paper thumbnail of Resisting the Unethical in Formalised Ethics: Perspectives and Experiences

Research paper thumbnail of Developing “the Wings to Really Fly”: The Experiences of Four Postdoctoral Research Fellows within an Australian University Faculty of Education

Education Research International, 2014

Research paper thumbnail of Ecologies of Practices

Changing Practices, Changing Education, 2013

Research paper thumbnail of Academic Life-support: The Self Study of a Transnational Collaborative Mentoring Group

Mentoring & Tutoring: Partnership in Learning, 2014

ABSTRACT In this paper, we examined the collaborative mentoring processes of a transnational netw... more ABSTRACT In this paper, we examined the collaborative mentoring processes of a transnational network. A narrative approach was employed to explore the mentoring practices and experiences of 19 women involved in the CURVE-Y-FRiENDs (C-Y-F) network. Their mentoring practices go beyond transnational, ethnic, discipline, and university borders. The processes employed in the network can be conceptualized as pathways to professional relationships. The narratives of C-Y-F members illustrated collaborative mentoring as an expression of the personal and professional dimensions of support, which must be part of academic life. Collaborative mentoring relationships and discourse provided a response to the current inconsistencies in faculty mentoring practices and have implications for the ways in which administrations and faculty in general initiate more empathetic structures and procedures that better meet the mentoring needs of women and minority faculty in academia.