Mentoring in black and white: the intricacies of cross‐cultural mentoring

Cross‐cultural mentoring relationships can be sites of struggle around the issues of race, class and gender. In addition, the mentor/protégé relationship offers micro‐cosmic insight into power relations within western society. The authors of this paper, a black woman associate professor and a white male professor, use the example of their mentoring relationship to illustrate six common issues facing academicians involved in these relationships: (1) trust between mentor and protégé; (2) acknowledged and unacknowledged racism; (3) visibility and risks pertinent to minority faculty; (4) power and paternalism; (5) benefits to mentor and protégé; and (6) the double‐edged sword of ‘otherness’ in the academy. Literature is used for review and critique of mentoring in the academy while offering personal examples to illustrate the complexity and success of a 13‐year mentoring relationship between a duo who began their association as teacher/student.     

SPRINGFIELD RULING UPSET

On January 15, 1965, U.S. District Judge George C. Sweeney ruled that the Springfield, Mass, school board was constitutionally obligated to “eliminate to the fullest extent possible racial concentration in its elementary and junior high schools within the framework of effective educational procedures . . . “’ [See text of ruling in Integrated Education, April‐May, 1965, pp. 44‐46 For background, see Integrated Education, December, 1964‐January, 1965, p. 7.] The school board appealed.     

Centrality of enactive experiences,framing, and motivation to student teachers’ emerging professional identity

Professional identity has emerged as a common theme in teacher development research, and the student-teaching practicum is often identified as foundational to identity development. In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, we used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers (n = 14). Our findings are organized around a model that highlights the phenomenon of “negotiating who I am as a teacher,” which helps us describe differences between student teachers who changed identity vs. those that did not, and psychological and contextual reasons for renegotiation of identity. Discussion focuses on comparisons with previous models and possible implications for teacher education.     

Faculty/Staff Perceptions of a Standards-Based Exit Portfolio System for Graduate Students

New standards for certification were recently developed for speech–language pathology graduate training programs by the American Speech-Language-Hearing Association. The new standards are outcomes-based rather than process-based. Using a collective case study approach, this article highlights the perceptions of faculty and staff regarding use of a standards-based exit portfolio system for students in a Speech–Language Pathology graduate program at a medium-sized, public university after two semesters of use.Tena L. McNamara received a B.S. degree in Speech Pathology and Audiology and an M.S. degree in Audiology from Bradley University, and the Doctor of Audiology Degree from the University of Florida. She is now Assistant Professor at Illinois State University. Special interests include soundfield FM systems utilized in classroom settings, auditory processing disorders, electrophysiology, and phonological awareness. Rita L. Bailey is a speech–language pathologist and holds a B.S. and an M.S. in Speech–Language Pathology and an Ed.D. in Special Education, all from Illinois State University. She is an Assistant Professor in the Department of Speech Pathology and Audiology at Illinois State University. Her primary research interests include pediatric dysphagia, service-learning, alternative-augmentative communication methods, and voice. E-mail: tlmcnam@ilstu.edu.     

学校与工作的整合——教育及变革中的工作场所

本文通过对相对工资变化和职业分布数据的分析及案例的研究,认为主导美国的传统教育观念未能有效地为今日市场准备好各种人力资源;而新近对高绩效工作模式和教与学的研究显示,一种将学术教育与职业教育整合的改革,对增强劳动队伍的有效性,提高其“高级的通用能力”起重要作用。其中工作场所和课程的整合不能各自孤立地进行,需纳入重新构建学校和工作场所双方更宽泛的战略之中。     

Diarrhea Management Training in Early Childhood Settings

This study addresses the health of young children and how to safely and effectively care for children with diarrhea in the home and in early child care settings. A baseline survey showed the prevalence of oral rehydration solution (ORS) usage at last diarrhea bout to be low. An educational workshop was developed to train parents and child care professionals on how to properly manage young children with diarrhea and reduce the risk of diarrhea spread at home and in early childhood settings. Specific intervention activities are discussed and program activities, including specially designed materials for mixing homemade ORS are described. A comparison of pre- and postintervention data indicates substantial gains in knowledge among both urban and rural populations. Implications of research findings are discussed along with suggestions for future research.     

The Vertex Project: Children Creating and Populating 3D Virtual Worlds

This paper outlines early investigations and initial outcomes of The Vertex Project, a school‐based action research project currently underway at Middlesex University. The project aims to explore the potential of Shared 3D Virtual Environments as creative learning tools for children, and looks into the challenges facing their practical integration into the primary classroom. Working in partnership with three primary schools, the project sets out to investigate the teaching and learning possibilities offered by Internet based 3D virtual environments, placing particular emphasis on the opportunities provided by the active participation of children in the design and construction of their own virtual worlds, and in the creation of avatars with which to represent themselves within these spaces.