“They made me feel like a teacher rather than a praccie”: sinking or swimming in pre-service drama education

Support, professional guidance and modelling of teaching practice offered by quality mentor teachers are important components in preparing teachers for the profession. Yet research confirms the impact of poor mentoring on pre-service teachers’ developing pedagogy. This paper reports findings from a qualitative study with pre-service drama teachers and their mentors as a way of better understanding how mentoring impacts their developing pedagogy, in a learning area that is highly interactive and relational. Data comprised of observations of planning and teaching, participant interviews, journals and field notes representing five pre-service drama teachers’ experience of mentors during an extended teaching practicum. These data revealed the considerable variance and disparities in mentoring styles and quality and the repercussions for the pre-service drama teachers. The discussion addresses the implications of these findings in light of those mentor attributes identified as most conducive to creating competent and confident beginning drama teachers.     

Academic Librarian Burnout: A Survey Using the Copenhagen Burnout Inventory (CBI)

Abstract

In the Spring of 2018, the authors administered the highly validated and reliable Copenhagen Burnout Inventory work-related sub-scale to 1,628 academic librarians employed within the United States. Academic librarians reported a total work-related burnout score of 49.6. Overall, female participants who were 35–44?years of age reported the highest levels of work-related burnout with males and older individuals reporting the lowest levels of work-related burnout. This study also revealed some interesting information about non-binary/third-gender librarians that suggests further research is warranted.     

Creating an Emotional Intelligence Community of Practice: A Case Study for Academic Libraries

Abstract

Using Etienne Wenger’s concept of a community of practice, UH Libraries’ Liaison Services Department developed departmental members’ emotional intelligence. The social learning structure of the community of practice mirrors the emotional intelligence learning model theorized by Daniel Goleman. This case study demonstrates how this approach can benefit a unit within an academic library. Using a community of practice approach to build a space for social learning creates an environment in which library workers are able to learn and practice the skills of emotional intelligence among their colleagues and within the context of the norms and values of the work environment.     

ICT teacher training: Evidence for multilevel evaluation from a national initiative

This paper is one of a pair that re-examines the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. Reanalysis of data gathered for the 2004 evaluation uncovers the complexity of such professional development. The effectiveness of contrasting approaches to ICT-related teacher training was analysed using the national survey of 496 trainees and experts' reports on 11 of the 47 training providers. multilevel evaluation of professional development was shown to be robust for ICT teacher training, including a significant correlation between the views of experts and those of teachers. The presence of the middle level of 'organisational support and change' emerged as a particularly discriminating factor, indicating that higher-quality teacher training supports change in the classroom and in the school. Therefore, we recommend that all five of Guskey's levels be consistently adopted for the evaluation of ICT teacher training, and that research should also adopt a multilevel model. A second paper delves deeper to describe and contrast the highest and lowest-rated approaches to ICT teacher training.     

Assessing abuse risk beyond self-report: analog task of acceptability of parent-child aggression

Objectives

The present investigation reports on the development and initial validation of a new analog task, the Parent-Child Aggression Acceptability Movie Task (P-CAAM), intended to assess respondents’ acceptance of parent-child aggression, including both physical discipline and physical abuse.

Methods

Two independent samples were utilized to develop and evaluate the P-CAAM: an undergraduate sample to initially pilot the task and a separate sample of normative parents for additional assessment of validity. Scores from the P-CAAM were compared to related measures, including measures of self-reported disciplinary attitudes, child abuse potential, harsh parenting style, and use and escalation of physical discipline practices on another analog parenting task.

Results

Across the studies, the P-CAAM demonstrated acceptable internal consistency and construct validity, evidencing mild to moderate associations with both self-report and analog measures. Participants demonstrating increased acceptance of physical discipline and physical abuse on the P-CAAM analog task also reported greater approval of physical discipline, greater use of and escalation of physical discipline, harsher parenting styles, and higher child abuse potential on two separate measures.

Conclusions

The P-CAAM analog appears to offer a promising alternative and/or supplement to conventional self-report measures, assessing attitudes regarding the acceptability of parent-child aggression in a way that is less likely to be influenced by social desirability. Suggestions for future evaluations with alternative samples, as well as possible implications of the data for disciplinary reactions are discussed.

Practice implications

The development of alternatives to self-report measurement may lead to clarification of theoretical models of abuse in ways that lead to improvements in intervention programming; analogs may also provide a useful means to assess intervention programming outcomes.     

Correction to: Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning

Cultural Studies of Science Education -     

Measuring Quality Technology Integration in Science Classrooms

Journal of Science Education and Technology - Researchers, evaluators, and practitioners need tools to distinguish between applications of technology that support, enhance, and transform classroom...