The relationship between political participation intentions of adolescents and a participatory democratic climate at school in 35 countries

In the literature it is expected that a participatory democratic climate is associated with civic and political engagement intentions of adolescents. In this paper we use a three level multilevel analysis to explore these relations: the individual, school and country level. Using data from the International Civic and Citizenship Education Study (2009) from 35 countries, we find that the individual student perception of a participatory democratic climate, especially openness in classroom discussions at the individual level, is positively associated with intended political participation. The teachers’ and principals’ perception of the participatory climate, on the other hand, were not related to the intention to participate. In this discussion we offer some ideas on how this individual level effect might be explained.     

Climate Education: Empowering Today's Youth to Meet Tomorrow's Challenges

This paper provides an introduction to the concept of pedagogical link‐making in the context of teaching and learning scientific conceptual knowledge. Pedagogical link‐making is concerned with the ways in which teachers and students make connections between ideas in the ongoing meaning‐making interactions of classroom teaching and learning. First of all we draw upon socio‐cultural perspectives to outline why we think that ‘link‐making’ is fundamental to science learning and consequently to science teaching and then we identify three main forms of pedagogical link‐making. The related research literature is then used to specify pedagogical link‐making approaches associated with each of the three main forms. Finally, the resultant framework of link‐making forms and approaches is applied in analysing a teaching sequence taken from a UK secondary school science classroom. Part of this analysis involves identifying specific pedagogical tools/strategies that might be employed in the classroom to support link‐making.     

Beyond the Book: Using Web 2.0 Tools to Develop 21st Century Literacies

New information and communications technologies (ICT) are redefining teacher education. A university faculty member and an instructional technology consultant incorporated information and communications technologies within a graduate university methods course. The following research questions explored student perceptions of using Web 2.0 tools as a language arts teaching tool: (a) Do pre-service teachers feel adequately prepared to implement 21st century skills using Web 2.0 tools? and (b) What are the barriers that exist for teachers in using Web 2.0 tools in promoting literacy? Findings suggest educators must continue research of Web 2.0 tools to design new learning opportunities for the future.     

Principals’ Coordinating Strategies and School Effectiveness 1

This paper examines the relationship between strategies used by principals to coordinate organizational activities and school effectiveness. The dominant view of effective principals suggests that they generally emphasize those tasks which are directly related to teaching and learning and assert influence and authority surrounding these tasks to coordinate instructional programs. Attention has also been placed in the effectiveness literature on the importance of developing a shared sense of direction to achieve coordination and effectiveness. The results of a study of elementary school principals in community schools in Israel suggest that principals' roles in framing school goals, that is, establishing a clear mission, are more instrumental in establishing school effectiveness than are the emphases of traditional areas which have been associated with school effectiveness.

     

BACKGROUND AND TRAINING OF TEACHERS IN JEWISH SCHOOLS: CURRENT STATUS AND LEVERS FOR CHANGE

Abstract

This paper presents a secondary analysis of data from a survey of teachers in the Jewish schools of three communities. Previous findings had shown that only 19% of teachers have professional training in both Jewish content areas and in the field of education, and despite incomplete professional backgrounds, little professional growth was required of teachers. What can be done to enhance and expand professional growth activities for teachers in Jewish schools? Analyses reported in this paper examine three possible “levers” for changing standards for professional growth: state licensing requirements for pre‐schools, state requirements for continuing education among professionally‐trained teachers, and community incentives for training of supplementary school teachers. Results indicate that pre‐school teachers in state‐licensed pre‐schools and supplementary school teachers who were paid for meeting a professional growth standard reported that they were required to attend more in‐service workshops, compared to other teachers who were not subject to these conditions. In addition, standards for the quantity of in‐service were higher among teachers who have stronger Judaic backgrounds and who are committed to a career in Jewish education.     

Stepping out of the norm: an examination of praxis for a culturally‐relevant pedagogy for African‐American children

This paper examines two Anglo teachers' understanding of their praxis as they attempted to present a culturally‐relevant physical education programme to a class of African‐American 6^th‐grade students. In this case, the content was ‘stepping’, a branch of the African‐American vernacular dance tree. Five specific themes emerged: teacher apprehension; concerns about teacher legitimacy; resolution of apprehension and concerns; the unique nature of the content; and continual ethical uneasiness. The teachers expanded their understanding of praxis beyond thinking, acting, and reflecting to consider the political and social aspects that impact curriculum, pedagogy, and students.     

Why do adults learn? Developing a motivational typology across 12 European countries

Participation in adult education is today generally considered an individual responsibility. However, participation is the result of a complex bounded agency between individuals, educational institutions and regulating governments. This paper explores the motives of 12,000 European adult learners in formal adult education in 12 European countries. Analysis shows consistent patterns comparable to welfare state typologies. Further exploration demonstrates that motives to participate in adult education courses can be interpreted in relation to the labour market, education and social policy in the country of participation.     

Biological Inquiry: A New Course and Assessment Plan in Response to the Call to Transform Undergraduate Biology

We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which >50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in class and in labs, which are devoted to building authentic research skills through open-ended experiments. Students develop core biological knowledge, from the ecosystem to molecular level, and core skills through regular practice in hypothesis testing, reading primary literature, analyzing data, interpreting results, writing in disciplinary style, and working in teams. Assignments and exams require higher-order cognitive processes, and students build new knowledge and skills through investigation of real-world problems (e.g., malaria), which engages students’ interest. Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas. It also retains 94% of students (both BA and BS track) compared with 79% in the majors-only course it replaced. The project has had broad impact across the entire college and reflects the input of numerous constituencies and close collaboration among biology professors and students.