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How do digitally enabled movements of workers reshape, replace, or reinforce the role of unions? Based on a comparative case study of the 2018 #RedForEd teachers' strikes in West Virginia, Oklahoma, and Arizona, this article argues that despite the hierarchical and bureaucratic character of statewide teachers' unions, the infrastructure they provided to organize, connect, and legitimize teachers' actions was critical for statewide strikes. Facebook provided a forum for teachers to express frustrations, scale participation, and in some cases, organize actions. However, the unions' coordinating capacities were also central. These findings show how combining the mobilizing capacities of social media with existing movement infrastructure can facilitate collective action. In contrast to predictions of digitally enabled activism ushering in an era of "organizing without organizations," these findings suggest that 21st-century labor movements must meld old and new organizational forms, and not discard the century-and-a-half accumulation of labor infrastructure won by previous generations. [ABSTRACT FROM AUTHOR]

The article presents the discussion on profession, teacher career professional life, or beginning teacher educators’ professional development. Topics include conditions for understanding and enhancing quality in teacher education contributing to valid research in the area; and reflection being cultivated in pre-service teachers through a pedagogy of self-assessment.

This paper proposed equity theory as a potential theoretical framework that may be considered to underpin an alternative compensation model that can work for teachers in the K-12 system in the United States. This approach may help with ensuring teacher performance and retention. The current compensation system adopted in many districts needs to be re-designed and should consider introducing an alternative compensation model to boost performance and to retain high-quality teachers in the nation's classrooms. [ABSTRACT FROM AUTHOR]

This paper addresses perceptions of how Ontario's response to the COVID-19 pandemica has changed the role of teachers. It explores the opportunity for Ontario's teachers to reframe their approach to curricula and pedagogy through their own personal leadership and to use the current pandemic landscape as a gateway rather than a barrier to growth. It chronicles the first wave of the pandemic response in Ontario's education sector, reveals windows of opportunity that have existed and continue to exist within current education policy, and explores scholarly work in the areas of currere, lived curriculum, localized curricula, and leadership in the spirit of learning and living. [ABSTRACT FROM AUTHOR]

Building on social psychological research on individual bias, this article uses the concept of "perceived blameworthiness" to investigate whether Black and Latino boys are perceived by teachers as being more culpable, or "blameworthy," than White boys for objectively identical, routine classroom misbehavior at school. To isolate teacher bias from true differences in behavior, I use an original video experiment involving 1,339 teachers in 295 U.S. schools. Teachers in the experiment are randomly assigned to view and respond to a video of a White, Black, or Latino boy committing identical misbehavior. I find that Black boys experience teacher blaming bias, where they are perceived as being more "blameworthy" than White boys for identical misbehavior. Results for Latino boys are directionally similar to those for Black boys but do not reach statistical significance. Findings have implications for racialized assessments of behavior across a range of evaluative contexts. [ABSTRACT FROM AUTHOR]

Lecturers who use the 'one-minute paper' generally praise it as a learning tool, for the teacher as well as the students. This article surveys the literature on this widely applicable technique and presents new evidence on students' opinions of it and the extent of its use in the classroom. The benefits for both students and teachers appear sizeable for such a modest amount of time and effort, and students generally perceive the one-minute paper favourably. However, the one-minute paper can be easily employed to excess, reflected in quickly declining response rates over the course of two lecture series. Survey evidence suggests that the one-minute paper is perhaps not used especially extensively in UK and US higher education, largely due to lack of knowledge of its existence and the perception that it would be too time-consuming to analyse the responses. [ABSTRACT FROM AUTHOR]

Behavioural genetics regards intelligence and educational attainment as highly heritable (genetically influenced) and polygenic (influenced by many genes) traits. Researchers in the field have moved beyond identifying whether and how much genes influence a given outcome to trying to pinpoint the genetic markers that help predict them. In more recent years, behavioural genetics research has attempted to cross-over into the field of education, looking to play a role in education research and the construction of education policy. In response to these developments, this paper explores PreK-12 American educators' perceptions of intelligence in relation to genetics and their views on the relevance of behavioural genetics findings for education. It does so within the context of an ugly history tied to race and racism and an uncertain future. Findings from this mixed-methods study suggest that US teachers believe that genetics play an important role in a student's intelligence and academic achievement. Furthermore, teachers are open to learning more about the inclusion of genetics research in education policy. At the same time, however, teachers believe that the environment, and in particular parents and a child's home environment, plays a substantial role in a student's abilities and education outcomes. [ABSTRACT FROM AUTHOR]

Background: Videogames can be useful tools for teaching and learning. To plan educational uses, potential benefits and possible problematic aspects of specific titles need to be critically assessed by teachers and school leaders prior to implementation. Theory and Method: Based on game ontological models, we identify salient areas of inquiry in games research and use these to structure a template for evaluation. This way we operationalize foundational games research and put key insights to practical use in the planning and preparation of videogame-based teaching sessions. Aims: We develop a template for the evaluation of videogames as tools for and objects of teaching and learning to facilitate critical uses of these technologies in schools and other educational settings. Results: We present a template for critical evaluation to facilitate the use of videogames for educational endeavors. The template distinguishes between videogames as tools for and objects of teaching and learning and is structured along the game ontological dimensions of 1) sign system, 2) rules and mechanics, 3) materiality and 4) players, and includes aspects of both representation and simulation. This way, we disentangle a complex phenomenon and make its components amendable for critical analysis and constructive intervention. Discussion and Conclusion: We offer illustrating examples for how the template can be used to assess the usability of specific titles in education and discuss advantages and disadvantages. Finally, we suggest steps for implementation and further improvement. [ABSTRACT FROM AUTHOR]

In this article, we look at three teacher education programs across three countries--Australia, Bhutan, and Canada--to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and development. Qualitative data were collected from teacher candidates from one teacher education program in each country to obtain the views and reflections of teacher candidates about the power and pedagogy of self-assessment to inform their learning and development. Analysis of results led to three overarching themes: (a) consistent learning priorities of pre-service teachers as they engage with reflection; (b) pedagogical features that leverage self-assessment strategies to enhance reflective practice; and (c) the possibilities for reflection to facilitate a professional stance towards learning. Each theme is discussed with consideration for teacher education practices and theory. [ABSTRACT FROM AUTHOR]

This article focuses on the ethical challenges which may arise when a research-based theater (RbT) project is undertaken with students in a school or in another educational setting. It focuses on three case studies where I worked as an RbT practitioner with students in a single-sex boys' school and Pre-Service Teachers (PSTs) in a Master of Teaching program. For over 15 years, I have worked as an RbT practitioner, and I have developed a set of ethical principles pertaining to the writing and the performance of the RbT piece. I discuss in this article that even with such ethical principles in place, unforeseen critical incidents of an ethical nature may arise in an RbT project that may lead the RbT practitioner to reappraise the effectiveness of these principles in their work. [ABSTRACT FROM AUTHOR]

Job satisfaction is a vital factor regarding turnover rates, especially among women. Work life balance today, especially in times of COVID where home and work place have transgressed boundaries is an imperative precursor for the well-being of an individual. A satisfying job well-integrated into life, balances the overall mental and emotional quotient of working women particularly in the current pandemic in which the workplace is posing a new and unlike set of challenges and problems for women. Research suggests that work place problems faced by the Indian women are mostly long working hours, less recognition of work, lack of motivation and stress related issues, but the new normal of working remotely from home now is altogether an unexpected work scenario. With respect to emerging nations, problems of work life balance among women in the education sector are not well researched. Increased women employment has led to a swelling attention from academia and industry on WLB. With greater access to better educational opportunities, increasing number of women are entering the workforce, and shifting from being home-makers to the organized work force, thereby necessitating an urgent need to examine this phenomenon. Carrying on with online classes remotely has become the order of the day, and it is becoming stressful when both school and personal life operate from the same space. The main idea here is to understand challenges during COVID which are being faced by school teachers in Noida delivering content to students from home and their surviving strategies. [ABSTRACT FROM AUTHOR]

Bridging research in social psychology with scholarship on racialized organizations, this article shows how individual bias and organizational demographic composition can operate together to shape the degree of discrimination in schools. To understand Black and Latino boys' higher rates of discipline that persist net of differences in behavior, I combine an original video experiment involving 1,339 teachers in 295 U.S. schools with organizational data on school racial/ethnic and socioeconomic composition. In the experiment, teachers view and respond to a randomly assigned video of a White, Black, or Latino boy committing identical, routine classroom misbehavior. I find that, compared to White boys, Black and Latino boys face a double jeopardy. They experience both (1) individual-level teacher bias, where they are perceived as being more "blameworthy" and referred more readily for identical misbehavior, and (2) racialized organizational climates of heightened blaming, where students of all races/ethnicities are perceived as being more "blameworthy" for identical misbehavior in schools with large minority populations versus in predominantly White schools. This study develops a more comprehensive understanding of the production of racial/ethnic inequality in school discipline by empirically identifying a dual process that involves both individual teacher bias and heightened blaming that is related to minority organizational composition. [ABSTRACT FROM AUTHOR]

In the last two decades, a renewed interest has arisen, both from the structural engineering and architectural field, to exploit the elegance and structural efficiency of structural surfaces. This paper discusses a project-based course aimed at graduate architecture and civil engineering students to i) develop an in-depth understanding of the basics of surface structures, ii) cultivate relevant numerical and physical form finding proficiency, iii) communicate complex technical issues with peers and iv) problem scope, brainstorm and generate design alternatives for force-modeled systems. Because of the nature of the course and workshop objectives, the evaluation of the effectiveness is qualitative rather than quantitative. Therefore, the findings are supported by students' reactions captured in their course evaluations as well as their chosen careers paths after graduation. Since there is rarely room for the introduction of new courses in an established academic curricula, this paper also shows how the course can be adapted to project-based workshops which can vary in length from half of a day to three days. In conclusion, this paper is of interest to educators in structural engineering and architecture because it contributes to methods for effectively teaching structural surface structures. [ABSTRACT FROM AUTHOR]

One teacher makes the point more directly: black teachers and principals hired in the 1970s who had not been part of the 1960s struggles "did not operate the schools any better than White principals had" (p. 137). Shelton argues that the criminalization of teacher unionists - a rhetoric supported by the actual arrest of teacher unions leaders in Newark, Philadelphia, and New York - was the most decisive factor in destroying the liberal-labor coalition and opening the door to school privatization. Keywords: education; school choice; black schooling; teacher unions; segregation EN education school choice black schooling teacher unions segregation 678 685 8 04/12/22 20220501 NES 220501 Shelton, Jon (2017). But while better financed schools can be one factor in attracting teachers to the profession like those that Todd-Breland and Purdy interview, they can only thrive in an environment that supports the whole child and the whole teacher. [Extracted from the article]

There has been some exploration of the conceptualisation of teachers as change agents within educational change literature. While this body of work does consider how teachers understand, harness and influence the process of curriculum change, within the policy rhetoric and educational change literature there is limited reference made to how the change agent role is translated into practice. To illustrate the complex nature of the change process this paper explores the experiences of generalist primary teachers at the ‘chalk face’ as they initiate physical education curriculum change within their school contexts. This paper reports on the findings of a study investigating how five Scottish primary teachers with a postgraduate qualification in primary physical education construed and took forward curriculum change. A qualitative and interpretivist approach to the research was taken to analyse how the knowledge and skills the teachers gained from the professional development they had undertaken contributed to their agency to initiate curriculum change within their school contexts. Drawing on the work of Fullan, the concept of change agentry is used to analyse the experiences of the individual teachers as they exercised their agency to enact curriculum change. The paper concludes by reflecting on the findings of the study to suggest factors that may support and constrain teachers acting as change agents. [ABSTRACT FROM AUTHOR]

National monitoring data and research suggest that British adopted children achieve poorer educational outcomes and experience higher levels of emotional, social and learning difficulties in school, compared to the general population. However, few studies have elicited the perspectives of adopted children and adoptive parents in relation to school experiences. The current study used a qualitative design to explore the lived educational experiences of adopted children through semi-structured interviews with 11 secondary-aged adoptees and a focus group with six adopters. Thematic analysis identified five themes within the narratives of the adoptees and adopters: inner turmoil; social disconnection; unsupportive school contexts; relational repair; and misperceptions and prejudice. These findings were presented to 20 Designated Teachers (DTs) within a workshop to explore how the experiences of the adoptees and adopters can be used to inform their role. Three themes were found, which illustrate broad implications for DTs' practice with adopted children and adoptive parents in schools: raising awareness; developing relationships; and supporting emotional needs. Key implications for schools, post-adoption support services and policymakers are discussed. [ABSTRACT FROM AUTHOR]

The situations people find themselves in and how they experience them is fundamental to a host of life and work outcomes. However, most research has so far only relied on self-reports and is thus not able to disentangle different situation components. The present study therefore examined the dynamics between self- and other-rated situation characteristics, personality traits, and personality states in an educational setting. One hundred and seventy-three student teachers (n = 2244–2261 observations) and 94 supervisors (n = 1110–1122 observations) participated in a 13- or 14-day experience sampling study during student teachers' internships and rated situations and teachers' personality states twice daily. Answering three research questions yielded that (1) self-rated traits were mostly not associated with self- or supervisor-rated situation characteristics; (2) self- and supervisor-rated situation characteristics predicted self- and supervisor-rated personality state expressions (although effects were largest for same-rater associations); and (3) there were no interaction effects of traits and situation characteristics on personality state expressions. These results have important theoretical and applied implications as they advance our understanding of person-situation dynamics in an applied setting and suggest that associations between situations and personality states are not solely attributable to common rater effects. [ABSTRACT FROM AUTHOR]

This article informs about the 22nd Annual Conference of the Western Marketing Educators' Association (WMEC) which will be held on April 16-18, 1998 at the Catamaran Resort Hotel in San Diego, California. The conference will include competitive papers and special sessions. In keeping with the focus of WMEA, topics dealing directly with marketing education will be emphasized. Proposals for special sessions and conceptual and empirical papers that focus on several areas of marketing education are invited. In the curriculum issues these topics will be discussed: Developing new or interdisciplinary courses; Integrating ethics, management of technology, and international issues into the marketing curriculum; Integrating student interpersonal competency development; Developing institutes, centers, and interest/advisory groups. In the faculty development issues these topics will hold priority: Faculty development and evaluation; Methods of validating more broadly defined scholarly activity; Integrating scholarship and teaching; Balancing career obligations in research, teaching, and service.

Despite the breadth and depth of educational neuroscience research and teachers' interest in neuroscience, teachers often have limited access to reputable sources. As a result, neuromyths–misapplied or over-simplified claims related to brain science–have proliferated. School Psychologists have training in education, applied neuroscience, and evidence-based practices. As such, school psychologists are poised to mitigate the negative impact of teacher neuromyth endorsement. This study examined the endorsement rate of neuromyths by teachers to identify knowledge gaps to inform future training in this area. In-service and preservice teachers from grades K-12 completed an online survey of common neuromyths. Many neuromyths are pernicious and continue to be endorsed by teachers, most commonly related to learning styles and multiple intelligences. These results support the need for increased training in neuroscience for teachers and suggest a desire for factual and useful information about educational neuroscience, which school psychologists can provide in educational contexts. [ABSTRACT FROM AUTHOR]

The research to practice gap continues to be a prominent concern among professionals in the field of education. Traditional staff development in which teachers attend presentations and workshops for a few days each year has been one method for attempting to bring empirically validated instructional practices into the classroom. Unfortunately, traditional staff development has had little effect on classroom practice. This paper will present an alternative strategy for bridging the research to practice gap-bringing university researchers and classroom teachers together to collaboratively plan and execute classroom research. Because a great many universities are located in or near rural areas, rural school districts can provide rich opportunities for collaborative partnerships. This paper will provide guidelines for uniting researchers and practitioners in the endeavor of collaboratively designing and implementing classroom research. [ABSTRACT FROM AUTHOR]

Based on a study of the masculinising practices of a single-sex primary teacher training college in Ireland 1928-38, this paper argues that the body served as the primary means of classification and differentiation in the social construction and regulation of masculinities. Following Connell's body reflexive practice theory that bodies are both agents and objects of practice and that `masculinity refers to male bodies but is not determined by male biology', and Bourdieu's conceptualisation of the body as a form of physical capital as a bearer of symbolic value, produced presented and managed to acquire status and distinction across social fields, this paper demonstrates how the body was used as an object and, to a lesser extent, agent in the masculinisation process at this institution, especially while students practised teaching in Practising Schools under the supervision of college staff. [ABSTRACT FROM AUTHOR]

This paper offers a social semiotic analysis of the school classroom, in this case the subject English classroom, as a material instantiation of pedagogic discourse. The classroom is looked at as a multimodal sign: the semiotic 'residue' or 'sediment' of discursive practices over time. In particular it discusses how visual displays and spatial design in the English classroom can be thought of as signs of school English. From this perspective a teacher's classroom can be understood as a sign of how she or he mediates 'official' government and school discourse. Drawing on three illustrative examples of English classrooms from three different schools, the paper argues that the variation between these classrooms can be understood in part as a consequence of the complex web of social relations that mediate and institutionally frame pedagogy. [ABSTRACT FROM AUTHOR]

The rise of interest in the learning organization (LO) concept attests to the value of learning by individuals and organizations for continuous improvement and adaptability to the ever-changing environment. Although the LO concept originated from business contexts, it was subsequently extended to educational organizations, particularly to schools. This paper presents research on the way LO is practised by a school in Singapore that subscribes to the LO philosophy. Using Ortenblad’s four integrated LO aspects (organizational learning, learning at work, learning climate and learning structure) as a framework of analysis, the research shows that the school practises the four aspects in a way that is unique to its school context, but that wider cultural factors have to be taken into account when interpreting LO in an Asian school context. [ABSTRACT FROM AUTHOR]

Although education is a staple of news coverage, the reporting of school-based education rarely receives attention within journalism and media studies. Scholars in other areas, however, have argued that news coverage of education is highly influential and should be examined. The research consensus has been that education coverage is mostly negative and, further, that teachers are frequently portrayed as the ones to blame for perceived shortcomings in school systems. Such coverage is said to concern and affect schoolteachers. However, to date, very few studies have canvassed teachers' attitudes towards the reporting of education. This article contributes to this under-researched area by providing the results of a series of interviews with 25 Australian schoolteachers and principals about their perceptions of news coverage of education. The vast majority of the teachers interviewed considered news about schooling and teachers to be predominantly, and unfairly, critical. They described news reporting of education as frequently inaccurate and generally superficial. Many expressed a distrust of journalists and were wary about being interviewed. The implications of these findings are discussed, and recommendations for journalism practice and journalism education are outlined. [ABSTRACT FROM AUTHOR]

This paper explores pre-service PE teachers’ conceptions of outdoor education (OE) in Singapore. Survey questionnaires were administered to 120 pre-service teachers; 14 teachers participated in follow-up semi-structured interviews. The findings indicate that OE is predominantly situated within the outdoor camp environment. Pre-service teachers regularly envisioned the purpose of OE as to instil a sense of discipline among students and to ameliorate the negative health impacts of an urban and wealthy lifestyle. We propose that the dislocation of OE from local and situated school contexts as well as the instrumental nature of OE pedagogy runs contrary to aims of fostering acquisition of life skills and character development. We concomitantly question how the pre-service teachers’ envisioning of OE can convincingly support holistic learning outcomes deemed beneficial to Singaporean youth and society more broadly. [ABSTRACT FROM PUBLISHER]

The provision of customized black and minority ethnic (BME) leadership courses and programmes is one of the measures being employed to address the under-representation of teachers and school leaders from minority ethnic backgrounds. This strategy has always attracted controversy as opinions have been divided about its value and benefits. Yet there is paucity of literature on the content and impact of customized BME leadership programmes. This paper examines the perception and reported experiences of participants of Equal Access to Promotion (EAP) and Investing in Diversity (IiD), two BME leadership development programmes, for the benefits and value-added by customized BME leadership development programmes. The paper also draws attention to current statistics on the positioning of BME teachers and school leaders within the school system in England and the perceived impact of customized BME programmes in addressing the barriers faced by BME teachers in their drive for development and progression. [ABSTRACT FROM PUBLISHER]

All students, including those with significant cognitive disabilities, must participate in accountability testing under NCLB regulations. Each state must provide an alternate assessment for students unable to participate in general accountability testing. Carefully designed alternate assessment systems have the potential to go beyond meeting federal reporting requirements by providing meaningful information about student progress that can guide decision making at the classroom and district level. In this paper, we discuss issues related to alternate assessment, including (a) balancing standardization and individualization, (b) setting performance criteria, (c) establishing links with progress monitoring and instruction, and (d) addressing special challenges of rural school systems that must be considered in designing and implementing an alternate assessment system that can fulfill this vision. [ABSTRACT FROM AUTHOR]

The article presents comments of authors on the article "School District Organization and Student Achievement," by Charles E. Bidwell and John D. Kasarda. In a recent paper, Bidwell and Kasarda propose a framework of analysis and a way of thinking about organizational effectiveness generally and school effects specifically. The force of the paper is to criticize the myriad studies of school effectiveness for underemphasizing the role of organizational structure as an element in the input output process. The model, containing a variety of measures of organizational structure, yields substantial organizational effects on academic achievement. For example, district pupil-teacher ratios, administrative ratios and measures of staff qualifications all have significant effects on district average pupil achievement. In fact, the effects are much larger than those reported by other researchers. One contends that this discrepancy can be explained by noting three flaws in Bidwell and Kasarda's analysis. One treats these problems in some detail because they are commonly found in segments of the school effectiveness literature and they have general implications for the conduct of studies of organizational effectiveness.

This paper is a beginning attempt to introduce teachers of intermediate and advanced sociology courses to the potential benefits of using conceptual analysis as an alternative didactic strategy. The basic framework for this approach is outlined briefly in terms of its foundations in analytic philosophy. The paper then reviews some relevant sociological literature which has incorporated the viewpoint of "ordinary" language analysis (or, alternatively, conceptual analysis). Several techniques are outlined and their use for instruction is discussed. These include ways of analyzing basic sociological terms through types of definitions (the definitional approach) and through the transition from definitions to use (the use approach), as well as ways to analyze vagueness and ambiguity. Several methods for developing "cases" are also given. This paper then expands upon these techniques by showing how they can be applied to the analysis of the phrase "equality of educational opportunity," and also gives other applications for classroom practice. [ABSTRACT FROM AUTHOR]

School teachers have been shown to favor ethnic majority over minority students. However, it is unclear what psychological processes motivate ethnicity-based discrimination. Of the studies that have examined the psychological roots of teacher discrimination, most have focused on implicit or explicit prejudice. We propose an alternate predictor: dehumanization. Using a within-subject paradigm with a small-scale experiment (N = 29) and a larger scale replication (N = 161), we find that Hungarian preservice teachers consistently discriminate against Roma minority students by recommending that they be denied entry to higher track secondary schools, and preferentially placing them into lower track schools, relative to equally qualified ethnic majority Hungarian students, and that the severity of the ethnic tracking bias is predicted by dehumanization (but not prejudice). In fact, the relationship between dehumanization and discrimination holds (and may be significantly stronger) for teachers who express the lowest levels of prejudice towards the Roma. [ABSTRACT FROM AUTHOR]

The organizers of this colloquy and the authors of The Fight for America's Schools ask two important questions: What are the political and organizational challenges faced by groups opposed to school choice and test-based accountability reforms? And what do they portend for the landscape of education politics going forward? In this article, I discuss two such challenges and their implications. First, the groups discussed in the book have so far been united by opposition to school choice and test-based accountability reforms, but they may well suffer going forward from the absence of a positive policy agenda—a set of specific alternative policies that would improve student achievement and school performance. Second, the strongest of these groups by far are teacher unions, but barring fundamental changes in union leaders' incentives, they are unlikely to adopt the book's recommendation that they abandon the traditional model of "business unionism" in favor of "social justice unionism." [ABSTRACT FROM AUTHOR]

This article builds on Mazzei's concept of minor inquiry to advance the concept of a minor pedagogy. We do so by folding poststructural theory into the evidence of experience, spotlighting a collective enunciation of the pedagogical event among individuated concepts, speakers, and moments. These pedagogical events are at once quotidian and more than one. In this spacetime individuation falls away, and the production of qualitative research expertise becomes a function of the entanglement of human and more-than-human pedagogues. At the level of the everyday, we recount our experiences in a doctoral program as professor and advisor (Lisa) and student and advisee (Laura). These experiences are selections from our (continuing) joint encounters with qualitative inquiry instruction. Enfolding these everyday pedagogical-theoretical practices of qualitative inquiry produces minor pedagogy, and minor pedagogy produces these folds. As such, minor pedagogy is a pedagogy of the ontological turn. [ABSTRACT FROM AUTHOR]

In the fall of 1968, 54,000 of 57,000 New York City teachers went on strike in what has since become known as the Ocean Hill-Brownsville Teachers' Strike. With schools closed for thirty-six days, from September to November, more than one million students were left without schools to attend. Nearly 300,000 of them were high school students—many of whom utilized their "time off" to become or, in some cases, continue to be socially and politically active. This article outlines high school students' involvement in the Ocean Hill-Brownsville Crisis. It centers upon the New York High School Student Union, which was established as a citywide student organization in September of 1968. During the tense days of that autumn, members of this organization openly supported the African American community's call for decentralization of schools and firmly opposed the United Federation of Teachers's strike action. [ABSTRACT FROM AUTHOR]

Effective professional development (PD) for teachers should be directly and intricately linked to their teaching practice. One way to link PD to practice is for administrators or coaches to provide performance feedback based on classroom observations, accompanied by reflection and coaching. This type of PD can be time-consuming and difficult to manage in practice, but technology offers ways to facilitate performance feedback. This article highlights a multimedia observation tool capable of documenting teachers' instructional moves in real time with the intent of providing a teacher with unbiased, descriptive data used to fuel coaching conversations. Additional multimedia options are provided for observing instruction and providing critical performance feedback with the intent of improving student learning outcomes. [ABSTRACT FROM AUTHOR]

Recent research on the relationship between instructional policy and classroom practice suggests that teachers interpret, adapt, and even transform policies as they put them into place. This paper extends this line of research, using an in-depth case study of one California elementary school to examine the processes by which teachers construct and reconstruct multiple policy messages about reading instruction in the context of their professional communities. Drawing primarily on institutional and sensemaking theory, this paper puts forth a model of collective sensemaking that focuses on the ways teachers co-construct understandings of policy messages, make decisions about which messages to pursue in their classrooms, and negotiate the technical and practical details of implementation in conversations with their colleagues. It also argues that the nature and structure of formal networks and informal alliances among teachers shape the process, with implications for ways in which messages from the policy environment influence classroom practice. Finally, the paper explores the role school leaders play in shaping the sensemaking process. [ABSTRACT FROM AUTHOR]

Although research on teacher cognition is no longer in its infancy, it has largely failed to affect the ways in which programs and teachers are evaluated. In accordance with what Raths and Katz (1985) call the Goldylocks Principle, the notion of teacher cognition may simply be ‘too big’ (too general and vague) for mundane application. This review was designed to compare alternative approaches to the evaluation of teacher cognition and to consider ways in which the literature of this subfield may be discouraging its application. Teacher cognition is defined as pre- or inservice teachers' self-reflections; beliefs and knowledge about teaching, students, and content; and awareness of problem-solving strategies endemic to classroom teaching. This paper describes and critiques five different approaches to the evaluation of teacher cognition: (a) direct and non inferential ways of assessing teacher belief (b) methods that rely on contextual analyses of teachers' descriptive language, (c) taxonomic for assessing self-reflection and meta cognition, (d) multi method evaluations of pedagogical content knowledge and beliefs, and (e) concept mapping. In the final section, ambiguities and paradoxes inherent in this literature are discussed, particularly the continued use of rhetoric associated with process-product research. Questions regarding the ecological validity of measurement tools and tasks are raised. A suggestion is made that it may be politically exigent to begin relating measures of teacher cognition to valued student outcomes. [ABSTRACT FROM AUTHOR]

The focus of this paper is on data reflecting the match between teacher-based assessments of students' achievement levels and an objective measure of student learning. These data are treated as relevant to the validity or accuracy of the judgmental measures. The paper begins with a discussion of two contexts in which such judgments are relevant: the teacher decision-making and assessment contexts. The second section presents a review of studies in which data are presented on the match between judgments and test scores. Two types of studies are reviewed. The first represents an indirect test of validity in the sense that there is a discrepancy between the judgmental measure (usually a rating of achievement) and the criterion measure (a score on a standardized achievement test). The second provides a more direct test of validity in that teachers are directly asked to estimate the achievement test performance of their students. On the whole, the results revealed high levels of validity for the teacher-judgment measures. The studies revealed, however, some variability across teachers in accuracy levels and suggested the operation of certain other moderator variables. The paper concludes with a set of recommendations for future research on the judgments and a set of recommendations for improvements in the teacher- assessment process. [ABSTRACT FROM AUTHOR]

This paper explores ways in which the boundaries between educational research, policy, and practice are being—and can further be—blurred in the postmodern age. First, it describes two paradigms of knowledge and how knowledge is used or generated by practitioners: knowledge utilization and teachers' self-generated knowledge. The distinctions between these two positions, it is argued, are much less clear cut than is commonly claimed. Indeed, I suggest, in a complex, diverse, and rapidly changing postmodern world, the boundaries between university discourse and school-level discourse about education should become more open still. The remainder of the paper exemplifies and analyzes how these different forms of knowledge and discourse in education can be transformed in productive ways. Four practical examples of such transformation drawn from my own research and development work are described. Finally, 10 principles for reinventing the nature of and relationships between knowledge creation and knowledge utilization in education are outlined. [ABSTRACT FROM AUTHOR]

This article presents an extensive review of the literature on simulation games for teaching and learning, with a special emphasis on sociology. The key features of simulation gaming are discussed by addressing the following questions: What are simulation games? What are they designed to teach? On what learning theory are they based ? How effective have they been? What are the problems involved in using them? How should they be used properly? What are some popular simulation games relevant to instruction in sociology? This paper is addressed to teachers of sociology who are using simulation games currently, those who wish to return to using them, and those who are interested in using them for the first time. The paper argues that even though simulation games long ago passed their peak of popularity, they are still alive and well and offer instructors of sociology one more tool on the pedagogical shelf. [ABSTRACT FROM AUTHOR]

A student trying to learn from classroom instruction is confronted wish a complex task. The successful student must determine what actions are expected by the teacher and must grasp the intended consent of the lesson, connecting and integrating that content with prior knowledge. This paper presents a model of the skills a student needs to have to make sense of a mathematics lesson taught by a good teacher. The model of the learner contains a variety of cognitive competencies: an action system, a lesson parser, an information gatherer, a knowledge generator, and an evaluator. A description of how the model functions during a 2-day lesson sequence provides an empirical example. [ABSTRACT FROM AUTHOR]

The article discusses a study on issues associated with English as an Additional Language (EAL) in order to come out with suggestions for promoting further good practice in classrooms. The study centers on the challenges confronted by teachers and paraprofessionals who must be sensitive to cultural attitudes, language and ethnic diversity. It suggests that schools should be more inclusive with high-quality continuous professional development programmes for the staff. It recommends a holistic approach where EAL pupil provision is of high quality.

In a bid to curb violence incurred via the abuse of teacher authority, some educators appear to denounce all forms of imposition. The author of this paper refers to this aversion to imposition and the romantic practices it promotes as educational niceness. This essay is written to furnish a theoretical justification for educational imposition. Using tools of language and philosophical analysis the author argues that education without imposition is both futile and irresponsible. The paper exposes four fallacies associated with educational niceness, traces its philosophical roots, discusses its perils, and concludes by proposing a more defensible alternative—a pedagogy of coercive restraint. [ABSTRACT FROM AUTHOR]

This article sets out the ways in which primary schools have come to bear significant risks in making decisions over whether, how and when to reflect transgender issues. We examine press reporting that arose in relation to a recent incident in the UK in which a primary school in East Sussex was widely criticised for instigating a 'transgender education' initiative. We argue that despite tacit indications that UK Government supports 'transgender education' as a learning area for children as young as five years old, there is an ongoing risk to primary schools who implement such initiatives. The nature of this risk is located within the usage of equalities terminology in governmental discussions and official guidance that effectively acts to gloss over the enduringly controversial nature of transgender issues. The vague and non-specific nature of equalities terminology allows for both heteronormative and transgressive interpretation, thereby locating the risk of public criticism with primary schools, and head teachers in particular. [ABSTRACT FROM AUTHOR]

In this article, the authors illustrate efforts toward adopting methods germane to the emerging field of sociomaterial studies while examining the integration of schoolwide mindfulness practices. Informed by a posthumanist perspective, sociomaterial studies in education work to reveal the ways in which the bodily and other material aspects of educational practice are entangled with the social contexts of schooling. Significance of this discussion includes the ways in which aspects of the study's methodology shift conventional humanist models for researching educational meanings held by students, teachers, and researchers, to include a perspective that promotes a focus on the social-with-material dimensions of data, analysis and their multisensory productions. [ABSTRACT FROM AUTHOR]

Early math instruction is the subject of increasing attention by early childhood researchers. There is evidence to suggest that early math skills are highly predictive of later academic achievement but that there are disparities in early math skills among young children. The purpose of this study was to examine the effectiveness of a systematic instructional procedure on early math skills with two preschoolers who were at risk for math delays. Target math skills were selected based on the individual needs of each child and included sorting, patterning, and shape manipulation. The instructional procedure was effective for helping two children acquire early math skills, with a functional relation demonstrated for each participant. There were mixed results for generalization and maintenance. Contributions to the literature, limitations, and implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

This paper reports on a study of one pre-service teachers implementation of the sport education (SE) model in a post-primary school in Ireland. The study sought to identify and understand the mechanisms that facilitate or inhibit learning to teach the model from the perspective of a pre-service teacher. Occupational socialization was used to examine how past teaching experiences, physical education teacher education (PETE) and school culture influenced and impacted on the experience of learning to teach the SE model. Qualitative data are reported from interviews and diary entries. Findings reveal that professional socialisation occurring in PETE had the most influence on the pre-service teacher's experience of learning to teach the model. A number of recommendations are made for teacher education and for professional development specialists attempting to improve professional development opportunities and facilitate curricular change. [ABSTRACT FROM AUTHOR]

This paper draws on data from a longitudinal research project, undertaken with newly qualified teachers of physical education (PE), to consider ways in which experienced teachers influence the professional development of their less experienced colleagues. It examines claims that the subject has been 'masculinized' and considers the outcomes of such a process on the development of its teachers. The research explored the experiences of teachers during their induction year, using questionnaires, 'professional life histories' and semi-structured interviews as the main data collection methods in a process that spanned five years. The actions of the new teachers support claims that PE has developed in 'explicitly gendered ways'. They looked to experienced teachers to develop their professional practice and specifically adopted the approaches of male teachers. Explanations for such actions include the perceived success of behaviour management strategies, the allocation of management roles within the subject, the need to survive and the notion that girls are a 'problem' in PE. [ABSTRACT FROM AUTHOR]