When the going gets tough: Direct,buffering and indirect effects of social support on turnover intention

We examined the role of social support in turnover intention among new teachers. First, we tested and found evidence for a direct negative relationship between social support and turnover intention. Second, we tested the social support buffer hypothesis, and found that teachers with higher social support had lower turnover intention in the face of higher workload, compared to teachers with lower support. Third, we examined a mediational hypothesis, and found that social support acts indirectly, through job satisfaction in relation to turnover intention. These findings suggest that social support can be a valuable resource for new teachers.     

Negotiating spaces: the in-betweeness of becoming a teacher

Pre-service teachers move through multiple learning communities during teacher education programs, arguably emerging as authentic insiders in teaching culture. In this case study, a critical perspective is offered by Ann, a First Nations learner who described her experience of teacher education, and how she came to question different aspects of her university program and practicum assignment which challenged her understandings of self. The experiences of pre-service teachers like Ann are often hidden from view, and what they perceive as shortcomings in programming are often unseen within institutional contexts. Ann articulated numerous gaps that still reside within teacher culture despite structures that are in place to address such gaps. The situated knowledge of pre-service teachers can offer alternative perspectives to guide the future of teacher education by drawing attention to shifts underway among students that will change the nature of professional practice.     

A Delphi Study and Initial Validation of Counselor Supervision Competencies

The authors addressed the lack of supervision training standards for doctoral counseling graduates by developing and validating an initial list of supervision competencies. They used content analysis, Delphi polling, and content validity methods to generate a list, vetted by 2 different panels of supervision experts, of 33 competencies grouped into 5 categories.     

Academic Optimism and Teacher Education

Abstract

Stereotypes are a particularly insidious factor in the formation of pre‐ and in‐service teachers’ images of students. Teachers who rely on stereotypes rather than try to see the students behind them run the risk of letting cultural and individual biases work to their own disadvantage and to the disadvantage of the next generation of high school students. This article describes a project called Teaching and Learning Together that brings preservice teachers into direct dialogue with high school students with the goal of helping preservice teachers learn to attend to high school students and analyze the pedagogical implications of that attention prior to undertaking teaching responsibilities.     

Current status of the lateral flow immunoassay for the detection of SARS-CoV-2 in nasopharyngeal swabs

Early detection of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and diagnosis of coronavirus disease 2019 (COVID-19) are priorities during the pandemic. Symptomatic and suspected asymptomatic individuals should be tested for COVID-19 to confirm infection and to be excluded from social interactions. As molecular testing capacity is overloaded during the pandemic, rapid antigen tests, such as lateral flow immunoassays (LFIAs), can be a useful tool as they allow greater test availability and obtain results in a very short time. This short review aims to present the analytical properties of LFIAs in the detection of SARS-CoV-2 in nasopharyngeal swabs. Lateral flow immunoassay is a method that combines thin-layer chromatography and indirect immunochemical sandwich method and allows the detection of a specific SARS-CoV-2 antigen in nasopharyngeal swabs. Swab specimens should be adequately collected and tested as soon as possible. Users should pay attention to quality control and possible interferences. Antigen tests for SARS-CoV-2 show high sensitivity and specificity in cases with high viral loads, and should be used up to five days after the onset of the first symptoms of COVID-19. False positive results may be obtained when screening large populations with a low prevalence of COVID-19 infection, while false negative results may happen due to improper specimen collection or insufficient amount of antigen in the specimen. So as to achieve reliable results, a diagnostic accuracy study of a specific rapid antigen test should be performed.     

Cultivating Intergroup Emotions: An Intergroup Threat Theory Approach

The current study tests whether media consumption is associated with negative intergroup emotions toward Blacks, Latinos, and Asians and whether media use indirectly influences intergroup emotions via threat perceptions. We do so using a two-study survey design. Results from Study 1 indicated that media consumption is associated with anger toward Latinos and Asians but not anger toward Blacks. We also found that media use was associated with anxiety toward Blacks, Latinos, and Asians. Results from Study 2 indicated that media use indirectly influences anger and anxiety toward Blacks and Latinos through perceptions of threat. Media consumption did not indirectly influence anger and anxiety toward Asians, though perceptions of threat did directly influence intergroup emotions toward this group. The discussion highlights the important, but negative, role of media in intergroup processes.     

Gender,work and workplace learning

In this paper, I mill argue that contemporary debates about learning in the workplace fail to pay adequate attention to issues of gender and power in organisations. With reference to the feminist literature on the sociology of organisations, I will review some of the central ideas of the work of a few prominent adult educators on the topic of workplace learning. In this process, I will endeavour to highlight the uncritical way in which the discourse over workplace learning has developed within adult education circles. The relative absence of critical perspectives, and the embracing of dominant management thinking about organisational change, mean that this literature in fact fails to provide adult educators in organisations with an adequate framework for analysing and understanding the complex dynamics of their work, and threatens to further entrench structures and practices which discriminate against women.