Basic Irony: Examining the Foundations of School Mathematics With Preservice Teachers

This article reports on an inquiry into what tends to be taken for granted with regard to the teaching and learning of mathematics. The inquiry, undertaken in the context of a course on methods for mathematics teaching, was developed around an examination of the mathematical notions that infuse conventional theories of cognition and that permeate the structures and practices of school mathematics. In particular, concepts drawn from or aligned with Euclidean geometry were examined. Specifically, alternatives drawn from fractal geometry were explored. The importance of interrogating the often-transparent figurative underpinnings of our thinking about thinking is highlighted.     

Accounting for Cheating: An Evolving Theory and Emergent Themes

This study examines student responses to the question, “What circumstances, if any, could make cheating justified?” It then assesses how well those responses can be classified by existing theories and categories that emerge from a qualitative analysis of the data. Results show considerable support for techniques of neutralization, partial support for the accounts perspective, and further insights from emergent categories. Reasons offered by students as justifications for cheating serve both rational decision making and post-hoc rationalizations. Policies designed to promote academic integrity must address both of those. The rational decision making view suggests an implicit contract between instructor and student that offers opportunities for reducing cheating by clarifying expectations for students and by designing courses that live up to the instructor’s side of that contract. The rationalizing view reinforces the need for consistent enforcement of clear standards.     

EARLY TRANSFER: A CASE STUDY OF TRADITIONAL-AGED COMMUNITY COLLEGE STUDENTS

The traditional 2+2 path no longer reflects the general practice of student transfer between 2- and 4-year institutions. However, students continue to enroll in and complete a substantial number of credits at community colleges. Studies related to transfer most frequently have focused on gathering statistics to measure posttransfer academic performance or student perceptions regarding the transfer process. It is important to talk with students to understand why they transfer before completing the associate degree. This article presents a qualitative analysis of interviews with 103 students who transferred from a public community college to a public state university. Findings indicated that many students enrolled at the community college with a specific intent other than earning the associate degree. Faculty members and students at both the community college and the university also influenced the number of credit hours students completed before transfer.     

Linking Communication Scholarship and Professional Practice in Colleges and Universities

The 2004 recipient of NCA's Gerald M. Phillips Award for Distinguish Applied Scholarship, Brent Ruben's professional record spans more than three decades and has focused in four major areas: organizational development, communication/information systems, medical/health communication, and intercultural communication. His publication record and professional presentations are extensive. His work with the Center for Organizational Development and Leadership at Rutgers is especially noteworthy and serves as an example of his best applied work. The reviewers were especially impressed with his most recent book, entitled Pursuing Excellence in Higher Education. His use of Baldrige-based criteria by which to measure excellence is a fine example of applying well-tested standards to the field of higher education. His work represents some of the best in the field of applied communication.     

The development of national standards for adult educators in Namibia

Since gaining independence from South Africa in 1990, Namibia has placed considerable emphasis on education, including adult learning. As a means of improving the quality of adult learning, the Namibian Ministry of Education commissioned the development of national standards in 2010 to express competency requirements for adult educators. Particular attention was paid to the views of adult learners who participated through thirty focus groups. The participatory process revealed that the work of an adult educator is more complex and demanding than had previously been appreciated. The required competencies were categorised under four headings: (1) Knowledge as an adult educator, (2) Practice as an adult educator, (3) Relationships as an adult educator and (4) Ethics and professionalism as an adult educator. The Namibia Qualifications Authority, acting under its legislative mandate of setting occupational standards for occupations, jobs, posts and positions, approved the national standards in 2011.     

Exploring How to Model Formative Assessment Trajectories of Posing‐Pausing‐Probing Practices: Toward a Teacher Learning Progressions Framework for the Study of Novice Teachers

A robust body of evidence supports the finding that particular teaching and assessment strategies in the K‐12 classroom can improve student achievement. While experts have identified many effective teaching and learning practices in the assessment for learning literature, teachers’ knowledge and use of “high leverage” formative assessment (FA) practices are difficult to model in novice populations. By employing advances in construct modeling, the theoretical underpinnings of learning progressions research, and four principles of evidence‐centered design, teacher educators along with psychometricians can test hypotheses about teacher learning progressions. Utilizing an FA moves‐based framework, the article examines how beginning teachers’ posing, pausing, and probing practices align with five key strategies of FA. Examples of construct maps, instructional tasks, and turns of talk analysis using scoring guides are provided from an empirical study of novice science preservice teachers in a high‐needs school district.