Audible conversational affordances and constraints of verbalizing professional noticing during prospective teacher lesson study

Lesson Study, which assumes multiple variations, is a collaborative method that provides an opportunity for teachers to notice professionally. We analyzed how audible conversational components afforded and constrained the verbalization of professional noticing of a lesson study team. The team, comprised of six prospective teachers, a classroom teacher, and a university facilitator, participated in weekly lesson study cycles in a teacher education program. Results indicate that a structured lesson study process afforded professional noticing as participants attended to and analyzed students’ thinking. However, noticing was constrained by shifts in the conversation content and lengthy segments of individuals exerting expertise. Findings indicate that the facilitator played a crucial role in increasing the incidence of professional noticing and also contributed to the decline of noticing. Implications for teacher education programs are included.     

Undergraduate Social Work Students’ Perceptions of a Team-Based Learning Approach to Exploring Adult Development

ABSTRACT

Social work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and interpersonal growth for students. This study explores perspectives of 93 undergraduate social work students regarding the benefits and challenges of using a TBL approach to research adult development. Despite identifying several benefits of this method, including in-depth learning and enhanced relationships, students also experienced significant challenges to working in teams.     

Anger Management Using a Cognitive‐behavioural Approach for Children with Special Education Needs: A literature review and meta‐analysis

This review examines the use of a cognitive‐behavioural approach to anger management in children with special needs in community settings. Eighteen experimental studies involving a total of 408 children were located. The participants were mainly of high school age, with an IQ above 80, and with behavioural or emotional disorders. A moderate effect was observed for improvement in the three dimensions of anger: behaviour, cognition and emotion – although conclusions need to be very tentative. The interventions employed varied greatly in their characteristics and there were concerns about the quality of many studies. Further research is needed to investigate the interaction between intervention features and participant characteristics.     

Post‐Fordism and the Theorisation of Educational Change: what's in a name?

Post‐Fordist approaches offer a stimulating account of recent educational restructuring. There is, however, a problem with the term itself and the way it has framed and defined the debate. Mot only does it combine a number of diverse frameworks, applications and conclusions, but it also composites different levels of definitional coherence. In this way post‐Fordist education tries to operate as a generalised metaphor whilst also incorporating more tightly‐defined conceptual narratives. The result is that these different meanings become collapsed and the term itself swamped by overuse. A consequence is that the model is less able to offer an incisive or distinctive perspective on educational change. When specific post‐Fordist narratives are used to interrogate educational restructuring it is clear that they are unable to capture the range of levels in which change is both generated and manifest. This raises a broader issue for educational theorisation—identifying the structures that mediate and link the economic and educational realms (and in particular, the role of politics and ideology). A further conclusion is that grand theoretical designs need to be chaperoned by a policy analysis approach or at least a more detailed account of the policy sector to be explained.