Observing Inquiry-Based Learning Environments Using the Scholastic Inquiry Observation Instrument

This study provides psychometric data for the Scholastic Inquiry Observation instrument and 6 years of research data from an inquiry-based professional training program. The rating instrument provides a resource for measuring 16 inquiry-related learning activities based on level of inquiry implementation and level of active student engagement. Observational data at the item level can be useful for inquiry-based professional development programs. Four scale score options are available for inquiry summarization (Inquiry Implementation for Hypothesis Usage; Implementation of Inquiry Communication; Student Engagement in Hypothesis Usage; Student Engagement in Inquiry Communication) and two scales measuring Student Interest and Mastery of Objectives. Comparisons of the types of inquiry most commonly used and those with the highest levels of active participation by middle school students in science and math classrooms are provided.     

Encouraging Identification with the Larger Campaign Narrative: Grassroots Organizing Texts in Barack Obama’s 2008 Presidential Campaign

Barack Obama’s 2008 presidential campaign motivated thousands of people to train, organize, and recruit volunteers to get involved at the grassroots level. In this essay, I study a set of training manuals used during the 2008 Obama campaign and explore how four key rhetorical devices encouraged volunteers to identify strongly with the campaign. Using Kenneth Burke’s theory of identification, I analyze how (a) “Respect. Empower. Include.,” (b) the Story of Self, (c) volunteer recruitment and retention, and (d) the Obama “O” symbol fostered a sense of mission and commitment to the larger campaign narrative.     

The responsibilisation of teachers: a neoliberal solution to the problem of inclusion

This paper critically examines competing demands placed on teachers, with reference to recent inclusion policy in England and Australia. The authors draw on Michael Foucault’s analysis of power, neoliberalism(s) and biopolitics to explore the ways in which teachers are ‘responsibilised’ into negotiating and fulfilling demands related to both state-imposed accountability practices and social justice agendas. The economic context and associated ‘politics of austerity’ are taken into account in a critical exploration of how the (biopolitical) management of inclusion in the neoliberal present coincides with diminishing funding for social and educational expertise, with ever-increasing responsibilities being placed on teachers to fill this void. The responsibilisation of teachers in recent legislation and statutory guidance discursively constructs the teacher as a professional who takes responsibility for student and school performance, pastoral care, inclusion and social change. Responsibilisation relies on ‘dividing practices’, obliging some teachers to assess the conformity of colleagues to inclusion policy.     

More than experiential learning or volunteering: a case study of community service learning within the Australian context

Community service learning is the integration of experiential learning and community service into coursework such that community needs are met and students gain both professional skills and a sense of civic responsibility. A critical component is student reflection. This paper provides an example of the application of community service learning within an undergraduate health unit at the Queensland University of Technology. Based on survey data from 36 program participants, it demonstrates the impact of CSL on student outcomes. Results show that students benefited by developing autonomy through real world experiences, through increased self‐assurance and achievement of personal growth, through gaining new insights into the operations of community service organisations and through moving towards becoming responsible citizens. Students expect their CSL experience to have long‐lasting impact on their lives, with two‐thirds of participants noting that they would like to continue volunteering as part of their future development.     

Addressing issues in group work in the classroom

For group projects to be pedagogically successful, instructors must understand how students view group work, factors that influence students’ perceptions about group work, and students’ views about the importance of group work. Understanding these factors will provide instructors with guidance in effectively using group projects in their courses. This study examines how students perceive group work after completing a semester-long group project. Our sample consists of 145 students taking an upper division research methods class in the Department of Sociology and Criminal Justice at a large regional university. Our data support the idea that small groups may work more effectively together than larger ones, that high grade point average students have more concerns than others about group work and that those with more time demands are less positive than others about group work. The authors suggest strategies for successful group work in classes.     

School Counseling Site Supervisor Training: An Exploratory Study

This study explored the supervision training needs of site supervisors of master's program school counseling interns via the construct of self‐efficacy. Using the Site Supervisor Self‐Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self‐efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self‐efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self‐efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered.