The Innovative Educational Thought of Jane Roland Martin: A Review Essay

D. G. Mulcahy highlights some of Jane Roland Martin's major contributions to the field of philosophy of education in this review essay. He focuses on several of Martin's better‐known works — including Reclaiming a Conversation, The Schoolhome, Changing the Educational Landscape, Coming of Age in Academe, Educational Metamorphoses, and School Was Our Life — tracing through them the development of her reconceptualization of the idea of a liberal education from the early1980s to the present day. Viewing Martin's contribution from the perspective of liberal education, he contends, underscores the optimistic spirit of her work as well as its originality and significance for the theory of education as a whole. Mulcahy gives particular attention to these elements of Martin's thought: the importance she attributes to educating the young for active participation in the world and not mere observation of it; her analysis of the range and complexity of our cultural wealth; her concept of a gender‐sensitive education; and her emphasis on the unique contribution of the experience of women to education. Martin's substantial body of work, Mulcahy concludes, stands as a compelling alternative to mainstream educational theorizing, one that offers hope for the potential of educational renewal.     

Linked lives: stability and change in maternal circumstances and trajectories of antisocial behavior in children

Drawing on the notion of linked lives, this study examined the effects of stability and change in maternal circumstance on developmental trajectories of antisocial behavior in children 4 to 7 years of age. Using data from a national sample of young mothers and growth curve analysis, the study demonstrated that early maternal circumstances influences early antisocial behavior, whereas stability and change in these circumstances both exacerbate and ameliorate behavior problems. Of particular note, meaningful escape from poverty attenuates antisocial behavior whereas persistence in poverty or long-term movement into poverty intensifies such problems. These findings highlight the importance of structural context for parenting practices and the need to consider child development in light of dynamic and changing life-course fortunes of parents.     

Impacts of an Early Childhood Mathematics and Science Intervention on Teaching Practices and Child Outcomes

abstract

This randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers’ mathematics and science instruction, and children’s mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children’s outcomes. In Year 2, children in intervention classrooms made greater gains in teachers’ ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children’s mathematics and science knowledge and skills.     

Traveling Chaucer: Comparative Translation and Cosmopolitan Humanism

Through the comparative study of non‐Anglophone translations of Geoffrey Chaucer's The Canterbury Tales, we can achieve the progressive goals of Emily Apter's “translational transnationalism” and Edward Said's “cosmopolitan humanism.” Both translation and humanism were intrinsic to Chaucer's initial composition of the Tales, and in turn, both shaped Chaucer's later reception, often in ways that did a disservice to his reputation and his verse. In this essay, Candace Barrington argues that comparative translation provides a means whereby new modes of translation, like Apter's, can promote a different version of humanism, like Said's; she demonstrates this process in a brief philological study of Nazmi A??l's Turkish translation of The Squire's Tale. While we can see the infusion of Turkish values and perspectives in the new text, we can also see that the Turkish reveals new insights into Chaucer's subtle and nuanced use of language.     

Clinical supervision using interactive/compressed television (I/C‐TV)

Abstract

The purpose of this paper was to examine the impact emerging interactive/compressed television (I/C‐TV) could have on a technologically based clinical supervision model for preservice teachers. This paper looked at the clinical supervision model as it is framed in a traditional school experience. It is clear that major change must occur in the area of technology training for the preservice teacher to ensure that technology ignorance does not create barriers to performance in the clinical experiences. Equally important is the change in the clinical supervision process itself. This paper suggests methods for the use of the clinical supervision model within the technology environment. The authors offer suggestions for creating appropriate processes, which include the following: adaptations of the clinical supervision model, incorporation of I/C‐TV capabilities, and early and frequent teaching in authentic settings.     

Understanding emotions as situated,embodied, and fissured: thinking with theory to create an analytical tool

An emerging theoretical perspective is that emotions are a verb or something we do in relation to others. Studies that demonstrate ways to analyze emotions from a performative stance are scarce. In this article, a new analytical tool is introduced; a critical performative analysis of emotion (CPAE) that draws upon three theoretical perspectives: emotions as situated, as embodied, and as fissured. These three theoretical perspectives (i.e. critical sociocultural, narrative, and rhizomatic) allow researchers to think with theory. Data from teaching children with a critical inquiry curriculum demonstrates a CPAE. Educators are encouraged to continue to embrace the malleability of theories, to push educational research forward by finding new ways to research inquiries, and to adapt CPAE for further research interests.     

What builds student capacity in an alternative high school setting?

Good mental health is a learning enabler for adolescents, demonstrating a reciprocal relationship between mental health and learning outcomes. This article describes a Canadian participatory action research partnership between students, staff and a nurse researcher working together to explore student capacity-building experiences at an alternative high school. Fourteen themes including the importance of supportive healthy relationships within the school environment demonstrated what was happening that built capacity in students. We found that when students’ voices were nurtured and they participated in school decision-making processes, a sense of capability resulted; often extending into long-term positive effects. Research outcomes were shared with key decision-makers including the Board of Education Trustees.