GROWING AS TEACHER EDUCATORS: Learning New Professional Development Practices

This article examines the ways that, in Holocaust education in Jewish schools in Melbourne and New York at the beginning of the 21st century, knowledge of the Holocaust is transferred to students in chronological form. It begins by asking: What work do chronological narratives do within the Holocaust historical narratives offered within Jewish high school classrooms? In order to explore this question, examples from curricula and interviews with the teachers are explored. It is argued that while the use of chronological narratives within the high-school classroom to narrate historical events is not unique to the teaching of the Holocaust, the work which this narrative form does is particular to the negotiation of the traumatic aftermath of the Holocaust.     

EDUCATIONAL BROKERAGE: A MECHANISM FOR ESTABLISHING ELDERS AS EDUCATORS

Although frequently underutilized as educators, older adults can be valuable resources to universities, colleges, and communities. This paper examines some reasons for underutilization of elders and suggests an educational brokerage system as a means of maximizing their educational contributions and rewards. A case study of an emerging brokerage system is presented.     

RETIRED EDUCATORS AS ADVOCATES: PROMOTING K-12 EDUCATION ABOUT AGING

Retired educators and other older adults can be influential advocates for K-12 education about aging, by promoting balanced and accurate education related to aging across grade levels and core disciplines. This article presents the processes, outcomes, and evaluation of a pilot project involving retired educators in Colorado and Montana. The experiences from this pilot project can help guide future efforts of retired older adults to increase teacher awareness of the need for K-12 education about aging.     

HOW EARLY CHILDHOOD EDUCATORS ARE ADVOCATES: IMPLICATIONS FOR TEACHER EDUCATORS

The aim of the present study was to examine prospective early childhood educators' attitudes towards teaching multicultural classes using the planned behavior theoretical framework. One hundred and forty-eight undergraduate students voluntarily participated in the study. Participants were divided into two groups. The first group comprised students who attended courses on multicultural education, whereas the second group comprised students who did not attend those courses. A specifically designed questionnaire was administered to assess attitudes toward teaching multicultural classes, subjective norms, perceived behavioral control, and self-assessed knowledge. Results showed that the planned behavior model can be applied to the multicultural domain. Self-assessed knowledge significantly increased the predictability of the prospective students' intentions only for the first group (R ² = .61). It was concluded that prospective early educators' participation in courses regarding cultural diversity facilitated their attitudes towards teaching children from various cultural backgrounds.     

JEWISH EDUCATORS VS. MIXED MARRIAGES

Mixed marriages are a hemorrhage in the body of American Jewry. In the average Hebrew school classroom 20–25 percent of the students will someday marry out. Even in day schools 5–10 percent will marry out, although most of them will influence their spouses to convert. (Jewish children who do not receive a Jewish education will marry out in even higher percentages, and rarely influence their partners to become Jewish.) This exogamy (outmarriage) results in a doubling of the divorce rate. In addition, the majority of the children of exogamous manages do not identify themselves as Jews. Can Jewish educators influence some of these children to consciously seek Jewish mates? only if they try.     

COLLEGE EDUCATORS AND THE RETIREMENT DECISION

Our findings from a survey study of retired educators (N – 373) confirm that reasons for the retirement decision have changed over time. Long‐term retirees were found to stress the influence of statutory imperatives in leaving the workplace, whereas the recently retired, and women in particular, were more likely to cite factors related to personal interest and life‐style. Results suggest that university personnel programs engaged in retirement life planning need to be responsive to retirees' changing needs.     

THE PARENTS COUNCIL

The aim of this article is to consider the psychological mechanisms that may prevent individuals from achieving religious tolerance and religious pluralism. After defining these concepts and explaining why they are desirable outcomes, four psychological obstacles to the achievement of religious tolerance and religious pluralism will be explored by considering both research in psychology and the literature on religious education. The aim of identifying these obstacles is to enable us to suggest how they might be overcome through education, and what the implications for religious education are.     

父亲在哪儿？

兄弟俩在看一些美丽的油画。“看,”哥哥说。“这些画多漂亮呀!”“是啊,”弟弟说道,“可是在所有这些画中,只有妈妈和孩子。爸爸去哪儿了呢？”哥哥想了会儿,然后说道：“他正在画这些画呗。”     

THE TRAINING OF EDUCATORS OF ADULTS

What is described in this article is a project for the training of para‐professionals for adult education programmes (AE), namely, people who will be able to lead adult education without having previously acquired the necessary professional background. The project is being carried out on an experimental basis by means of an agreement between the Ministry of Education (MEC) of Spain and the Universities of Val‐ladolid and Salamanca. Community development, the basic idea underlying adult education programmes, revolves around four themes: vocational training; education directed at fostering the awareness of students of their rights and responsibilities as citizens; personal growth; and the acquisition of basic literacy. This programme is conducted in three stages: acquisition of basic knowledge via courses on theory; practical classes and workshops; and monitored practical training classes. By means of this experimental course programme, the Spanish university system is opening itself up to the training of educators of adults as a new if still minor area in the field of social education.     

WOMEN EDUCATORS: LEADERSHIP IN THE 1990s

Institutions of higher learning have been places where men have ruled supreme, but in the past 20 years women have come into the sphere of academia with strong academic backgrounds and an energetic desire to establish a place for themselves equal to their male counterparts in the profession. Women administrators, teachers, lecturers, research scholars, and counselors are moving into career positions and are sharing with distinction the responsibilities and duties of education. To maintain this academic impetus, women educators in junior colleges, in community colleges, and in universities must continue to strive for the highest goals. In a world of change and of much discord, educators will be called on to contribute knowledge and solutions that will lead to a more peaceful universe. Women educators must have a role in world affairs as well as in the educational institutions of the world.     

DEVELOPING GERONTOLOGY EDUCATORS THROUGH A GRADUATE TEACHING PRACTICUM

Three particular functions of higher education institutions are examined with reference to possible and appropriate tasks related to gerontological education and training. A series of matrices, each dealing with one component of educational gerontology and the three functions, provides a model that could serve as a means of allocating resources and identifying appropriate involvement of the institutions.     

PROFESSIONAL NOTICING PRACTICES OF NOVICE MATHEMATICS TEACHER EDUCATORS

The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those educating teachers. This research explores how novice mathematics teacher educators professionally notice as they engage in teaching experiments and create models of student’s mathematical thinking. Findings indicate the novice teacher educators are including some evaluative comments in their professional noticing practices but lack in-depth interpretive analysis about student thinking and rarely make connections between student’s thinking and the broader principles of teaching and learning. These findings provide evidence for the importance of supporting teacher educators with developing their abilities to professionally notice.