Curriculum homeplacing as complicated conversation: (re)narrating the mentoring of Black women doctoral students

ABSTRACT

Through personal and dialogical narratives, we explore the ways Black women mentors (do not) reveal to their mentees their lived-experiences and the personal pain associated with the pursuit of careers in higher education; how and why their narratives of pain and pursuit are negotiated, sanctioned, and/or strategically altered; and the impact these decisions have on the development of Black women graduate students. Drawing on hooks’ notions of ‘imperialist white supremacist capitalist patriarchy’ (2015), ‘radical honesty’ (2004), and ‘homeplace’ (1990), we deploy the concept of curriculum homeplacing to more critically examine Black women’s mentoring relationships.     

The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools

The relationship between the different mediational means for supporting students’ learning with digital tools in science group work in a Norwegian lower-secondary school is examined. Analyses of teacher-student and student-student interactions are located in cultural-historical theory and draw on Galperin’s conceptualisation of learning processes. Findings show that digital tools, task design, peer collaboration, and teacher’s interventions dialectically interplay to shape how learners use mediational means: (1) digital tools are the resources that enable students to explicate their (mis)understandings; (2) compare-and-contrast tasks promote analytical thinking; (3) peers present themselves as resources who promote development of conceptual understanding; (4) the teacher guides learners’ attention towards the potential of the mediational resources, elicits, organises, and structures students’ knowledge. The dialectical interplay of these mediational means creates a system that supports and guides students’ learning.     

A rubric to track the development of secondary pre-service and novice teachers’ summative assessment literacy

Abstract

Teachers require specialised assessment knowledge and skills in order to effectively assess student learning. These knowledge and skills develop over time through ongoing teacher learning and experiences. The first part of this paper presents a Summative Assessment Literacy Rubric (SALRubric) constructed to track the development of secondary science teachers’ summative assessment literacy. The analytic rubric consists of 10 dimensions spread across three categories drawn from the literature and context-specific empirical evidence: knowledge of assessment, understanding the context for assessment, and recognising the impact of assessment. The second part of this paper applies the SALRubric in a case study to explore the development of summative assessment literacy of New Zealand secondary science pre-service and novice teachers. An increasing sophistication in these teachers’ summative assessment literacy was evident over 20 months albeit in a nuanced manner for individual teachers. The rubric was a very useful tool for evaluating and documenting shifts in teachers’ summative assessment literacy over time. Implications of the use of SALRubric are discussed in terms of summative assessment literacy practice and development.     

Changing the face of reference: adapting biomedical and health information services for the classroom, clinic, and beyond

This article describes how the reference department at a large academic health sciences library evolved to address the clinical and research information needs of the parent organization without losing its close connections to the classroom and curriculum. Closing the reference desk, moving to on-call and house call models, designing positions such as clinical research librarian and basic biomedical sciences librarian, finding alternative funding to grow the department, providing technology and training to facilitate librarians' work, and developing programming for and taking advice from library clients facilitated efforts to create a relevant presence and solidify the library's place in the university community.     

Evaluating leadership development in an academic program

An evaluation of the Royal Military College of Canada's Aboriginal Leadership Opportunity Year leadership practicum was conducted in 2009. This novel approach used several human performance technology (HPT) models to frame the evaluation and identify the dimensions and subdimensions of merit. This article explains the theoretical framework of the evaluation, how and why different HPT models complemented the evaluation process, the challenges faced in executing the evaluation, and the teams' findings on using this approach.     

Organizational Dysfunction: A Conflict of Trust and Control

The objective of our article is to examine organizational dysfunction as a consequence of misfit between organizational controls and levels of workforce trust within nations. By examining three elements of trust, we suggest that trust varies among national workforces. This relationship provides a basis for a theoretical framework which posits that a negative relationship between trust and control can produce organizational dysfunctions when there is a misfit between organizational control and societal trust. We propose that financial accounting practices serve as an important indicator of inherent societal trust which should fit controls implemented at the managerial accounting level. The paper concludes with a discussion of contributions and implications for future research.     

Skill Sets for the Human Performance Technologist

Demand for human performance technology (HPT) practitioners is growing at the same time as their numbers are increasing. Yet no standard repertoire of professional skills exists, nor is there any agency with authority to define required skill sets. A number of sources do, however, offer guidelines. These are observation of current practice, a rich and expanding literature, professional societies, recognized practitioners and knowledgeable clients. These sources provide us with strong indicators as to what constitute skill sets for both current and future practice. This article presents suggested basic and advanced skill sets, identifies future skill needs, and concludes with suggestions for maintaining and enhancing proficiency as a human performance technologist.