GRAPPLING WITH CLASSROOM MANAGEMENT: THE ORIENTATIONS OF PRESERVICE TEACHERS AND IMPACT OF STUDENT TEACHING

This article describes research conducted to examine 71 preservice teachers' theoretical orientations of classroom management and the impact of student teaching on these orientations as well as their overall views regarding classroom management. Results indicated preservice teachers demonstrated inconsistent beliefs with regard to philosophies of classroom management developed as part of university coursework. Upon completion of student teaching in environments characterized by teacher-centered practices, analyses revealed a shift toward more teacher-centered beliefs and behavior. Conclusions indicate the effects of vicarious and mastery experiences as influential in determining preferred orientations and management techniques cited as relevant within the classroom.     

THROUGH OUR EYES: HELPING EMERGING TEACHERS SEE THEMSELVES

Preservice teachers benefit from opportunities to intentionally and systematically evaluate their practice. Teachers Observational Tools (TOTs) described in this article are useful instruments that effectively guide teaching interns’ and their coaching teachers’ observations. They give education students opportunities to draw conclusions and evaluate their own work rather then relying on coaching teachers’ opinions. These tools are appealing to constructivist teacher educators. These observational techniques have been used effectively by students preparing to teach young children, but could be used effectively by those working with students of all ages. They are popular with preservice teachers and their supervisors and have, additionally, made an important contribution to our University's professional development school partnerships.     

ENGAGING ELEMENTARY PRESERVICE TEACHERS WITH ACTIVE LEARNING TEACHING METHODOLOGIES

The main purpose of this study was to investigate the effects of active learning on preservice teachers' dignity, energy, self-management, community, and awareness (DESCA) abilities, attitudes toward teaching, and attitudes toward science. Third year preservice teachers (n = 77) from two different classes were involved in the study. One intact class was assigned as the experimental group, whereas the other intact class was assigned as the comparison group. The comparison group students received the instruction by traditional teaching, and the experimental group received instruction through an active learning paradigm. DESCA abilities and attitudes were measured before and after instruction. Results revealed that there was a significant difference favoring the active learning instruction on preservice teachers' DESCA scores; however, there was no significant difference on preservice teachers' attitudes toward teaching and science.     

CLASSROOM EXPERIENCES WITH NEW CURRICULUM MATERIALS DURING THE IMPLEMENTATION OF PERFORMANCE STANDARDS IN MATHEMATICS: A CASE STUDY OF TEACHERS COPING WITH CHANGE

A qualitative case study was conducted to investigate the classroom experiences of three sixth-grade teachers and their mathematics coach as they worked with new instructional materials during the implementation of a new state-mandated curriculum based on performance standards in mathematics. Teachers' collective participation in the exploration of the new standards, selection of materials, participation in a summer professional development workshop specifically tied to the use of the new materials, and the creation of an in-school professional development program were catalysts in the teachers' perception of the need to change their practice. The intended state-level standards were implemented with some success; however, despite their desire to change their practice and in contrast to their belief that considerable change had occurred, the data suggest that the change in the teachers' instructional practice was minimal.     

A NEW LOOK AT PRESERVICE TEACHERS' CONCEPTIONS OF CLASSROOM MANAGEMENT AND ORGANIZATION: UNCOVERING COMPLEXITY AND DISSONANCE

This article examines preservice teachers' conceptions of classroom management and organization in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions of classroom management, organization, and rule systems through an open-ended questionnaire. Researchers analyzed responses using a grounded approach. Findings revealed a portrait of student perceptions more complex than those in previous studies, with conceptions often changing according to the nature of the question asked. Respondents exhibited a preoccupation with behavior management previously recognized in other studies; however, findings also revealed underlying conflicts between respondents' theoretical orientations and conceptions of management, a lack of attention to developing student independence, and a conceptual schism between organization and management. Findings suggest a need for teacher educators to clarify the role of management, clarify relationships between organization and management, and help students to bridge specific theory–practice gaps.     

高师课堂呼唤探究性教学

新课程改革实施的关键是教师。教师教育改革必然要进行教学方式的改革。高师院校实施探究性教学是新课程改革的客观需要，是大学生发展的主观需要，是高师院校自身发展的需要。教师应转变观念，结合高师教学实践，积极实施探究性教学。     

FROM PRESERVICE PREPARATION TO WORKING LIFE: CAREER EXPERIENCES OF EARLY CHILDHOOD TEACHERS IN FINLAND

ABSTRACT

This is a case study of four students in an early childhood teacher preparation program at a large, state university that intentionally seeks to emphasize supporting children and families from diverse backgrounds and using culturally responsive pedagogy. The program includes a family engagement course in the first semester that is designed to facilitate students’ recognition of the perspectives of diverse families, as well as practica in schools serving children and families from a range of backgrounds. Our investigation revealed that not all of our participants were willing to completely let go of their preconceived understandings of family diversity and engagement, but those who did were very willing to try multiple ways of building mutually beneficial relationships with families. Our findings suggest that teacher educators must have an understanding of the cultural and family backgrounds of teacher preparation students so as to better support students in decentering and resisting normalizing their own family and school experiences.     

新评吴月娘形象

本文对吴月娘形象提出新的观点。认为吴月娘是封建宗法社会一夫多妻制的最大受害者和殉葬品 ,是西门庆家唯一的忍辱负重者 ;是中国妇女传统道德的坚守者。这是一个值得肯定的正面人物 ,不同意那种说吴月娘是“阴险主妇”、“假正经”、“癞皮狗”的评论     

UNDERSTANDING EMOTIONAL AND BEHAVIOURAL DIFFICULTIES: A CANADIAN PERSPECTIVE

This paper addresses a number of critical difficulties facing workers with EBD students at the current time. These include: the problem with defining effective teaching for children with EBD; the issue of inclusion; the problems surrounding the development and implementation of effective IEP's; the need for appropriate and effective training for teachers and other workers in the area of EBD, and issues of partnership with parents. Drawing on existing research evidence the paper concludes that whilst positive progress has been made in many of these areas there is still much work to be done, and a great need for more research into effective intervention.     

MATHEMATICS EDUCATION VALUES QUESTIONNAIRE FOR TURKISH PRESERVICE MATHEMATICS TEACHERS: DESIGN, VALIDATION, AND RESULTS

The purpose of this study was to develop a questionnaire that could measure preservice mathematics teachers' mathematics educational values. Development and validation of the questionnaire involved a sequential inquiry in which design principles were established from the existing literature and a pool of items was constructed then submitted to experts for consideration of the construct validity. Alterations to the items based on their suggestions were made to produce a trial version of the questionnaire. A pilot study involving preservice mathematics teachers explored the validity and usefulness of the questionnaire. The pilot results were used to revise the questionnaire that was administered to a sample of preservice mathematics teachers attending Cumhuriyet University, Sivas, Turkey. Further explorations of the construct and structural validity, item contributions, and reliability were achieved by using a factor analysis and two different item analysis methods. Results revealed that the questionnaire included four factors, satisfactory item contributions, and acceptable internal consistency. One result obtained in this study suggested that some mathematics education values based on Western culture (e.g., accessibility–special) have not been accepted by Turkish preservice mathematics teachers.     

PROFILE OF NEW TEACHERS IN THE TURKISH EDUCATIONAL SYSTEM

A profile of students entering the teaching profession in Turkey was developed based on demographic and academic information obtained from the University Entrance Examination (UEEX) for 1982 and 1986. Findings reveal that low achieving students and others from low‐income families comprise the majority of persons desiring to become teachers at the elementary and secondary levels, thus posing the possibility of education serving as a vehicle for upward mobility. Alternative are considered so as to alleviate the consequences of the entering of less capable leaders into education than was the case in the past, in Atatürk's time, when educators were held in high esteem.     

UNDERSTANDING THE EDUCATIONAL NEEDS OF OLDER ADULTS: A NEW APPROACH

The educational needs of 103 adults aged 55‐75 were investigated. Using an approach that focused on existential needs prior to assessing their educational needs, and adopting a procedure that helped the group to identify their most basic needs, the inquiry found out that the educational needs expressed through this method considerably differed from those found through traditional checklist methods and are closely related with the major problems of older people at and after the retirement period.     

国家与公共教育:新人力资本理论的分析框架

在过去五十余年中,教育经济学研究对于公共教育问题讨论之话语权为尊奉功能主义传统的理论流派所主导,特别是人力资本理论。本文延伸了既有的理论,并提出了一个新的分析框架,即新人力资本理论。该理论的核心是,人力资本可按照两个维度进行分类。第一个维度是人力资本的生产性属性。与生产性人力资本相对应的是分配性人力资本。第二个维度是人力资本的私人物品属性。按照这一维度,人力资本可以分为两类,第一类是私人物品化的人力资本,第二类是集体物品化的人力资本。传统的人力资本概念仅局限于生产性的、私人物品化的人力资本。但历史与现实中大量的、甚至占主导地位的教育乃是以集体物品化的人力资本或是分配性人力资本的传输为核心的。在此基础上,本研究对于国家与公共教育复杂的关系提出了一个整合性的分析框架。     

DEALING WITH AD/HD IN THE CLASSROOM: ONE TEACHER'S EXPERIENCE 1

In this paper some of the fantasies that arise around the role of the counsellor in schools and how these fantasies, being a measure of the psychic health of the school, impact upon both the referral procedure and the counselling process, are discussed. Illustrated by case studies, ways in which teacher and counsellor are able to combine therapeutic and educational skills to challenge these fantasies and so more efficiently tackle emotionally based learning difficulties are considered. The title refers to the case of a 7 year old boy whose failure to make academic progress could be understood as an emotional refusal to take on further responsibilities of a premature adulthood.