Looking at Learning as Preparation for Teaching

One of the more heated and consequential debates in teacher education today concerns the instructional methods used in preparation programs and the knowledge and skills that teacher candidates should acquire. In this study, I examine looking at learning as a pedagogical approach to transition teacher candidates from the technical conceptions of teaching that they bring to the field toward a conception that more closely aligns with the research on how people learn for understanding (National Research Council 2000, 2005). Data are taken from responses given by teacher candidates to a writing prompt administered at the course outset and field reports they submitted following field assignments that required them to detail moments of learning as they presented volunteer learners with materials they selected to spark their curiosity and elicit exploration. The approach is an application of Duckworth’s critical exploration methodology (2006) in the field of teacher education and responds to the call of leaders in the field of teacher education to articulate a “pedagogy of teacher education” that is grounded in theory (Grossman, 2005) and reflects the nature of teaching for understanding itself (Loughran, 2006).     

Ethnic Socialization in Neighborhood Contexts: Implications for Ethnic Attitude and Identity Development Among Mexican‐Origin Adolescents

Neighborhood Latino ethnic concentration, above and beyond or in combination with mothers' and fathers' ethnic socialization, may have beneficial implications for minority adolescents' ethnic attitude and identity development. These hypotheses, along with two competing hypotheses, were tested prospectively (from  = 12.79–15.83 years) in a sample of 733 Mexican‐origin adolescents. Neighborhood ethnic concentration had beneficial implications for ethnic identity processes (i.e., ethnic exploration and perceived peer discrimination) but not for ethnic attitudes. For Mexico‐born adolescents, high maternal ethnic socialization compensated for living in neighborhoods low on ethnic concentration. Findings are discussed vis‐à‐vis the ways in which they address major gaps in the neighborhood effects literature and the ethnic and racial identity development literature.     

Teacher education research and education policy-makers: an Australian perspective

As teacher educators, we want our research to be influential in contributing to educational policy and practice, but there remains little understanding about ways in which teacher educators might more productively engage with each other and policy-makers so as to maximise their research impact. Drawing on an empirical study and policy document analysis, this paper seeks to foster a generative ‘researcher-policy-maker dialogue’ by understanding more about policy-makers’ perspectives of what shapes their decision-making and the current role of research evidence in those decisions. Using a research utilisation theoretical framework and discourse analysis, data revealed various factors that served as barriers or enablers to using research in making education policy decisions. Results indicated that policy-makers largely position research as key to solving their policy problems. As such they sought better communication strategies to utilise research findings in a timely, free and publicly accessible, user-friendly manner. Overall, they called for a greater dialogue and engagement at all stages of the policy process and criticised what they perceived as a ‘fly in-fly out’ research approach. Recommendations suggest new collaborative approaches and genres are needed for the teacher education research community to have a greater impact in influencing policy.     

Job satisfaction among academic staff: An international perspective

This study examined aspects of academics'satisfaction with theirjob across the eight nations (Australia, Germany, Hong Kong, Israel, Mexico,Sweden, UK, USA). Interesting patterns emerged across countries reflectingdifferences in the international academic climate. The study also exploredpatterns of job satisfaction and dissatisfaction more closely for theAustralian data, and examined the impact of context elements, includingworking climate and atmosphere, on general levels of job satisfaction.Results indicated that factors related to the environment in which academicswork, including university atmosphere, morale, sense of community, andrelationships with colleagues, are the greatest predictors of jobsatisfaction. Implications for university management and governing bodiesare discussed.     

New Orleans Early Intervention Study of Children with Visual Impairments

There is widespread agreement that early intervention for children with visual impairments and their families is important and beneficial. However, few con- trolled prospective studies of the effectiveness of various types of early intervention have been completed with these children. This randomized study evaluated the immediate and long-term effects of a comprehensive, weekly homebased intervention for infants and toddlers with visual impairments, compared with a low-intensity treatment through parent group meetings offered approximately 12 times per year. In annual assessments conducted for t h e years after the intervention was begun, there were negligible statistically significant or practical differences between groups based on a variety of measures of child and family functioning. In light of the cost-effectiveness analyses reported, questions are raised about the type of early intervention that should be provided to children with visual impairments.     

Theorising teacher professionalism as an enacted discourse of power

In this article I elaborate a theoretical framework for examining teacher professionalism as an enacted discourse of power. Central to this framework is an understanding of professionalism as a process that relates to the ways teachers attempt to influence the quality and character of their work. For subject teaching associations this process connects to issues of power such as teacher participation in educational policy‐making, and the advocacy of subject interests. In this article I theorise professionalism as enacted by subject teaching associations, arguing that the enacted form is shaped by changing structural, cultural and agential variables. Finally, I explore the interactive relationship between structure, culture and agency in the work of subject teaching associations, and present a working model through which enacted professionalism may be analysed and interpreted.     

Exploring the Field: Empowering voice and identity

This article reports on the findings of a research project (Exploring the Field) carried out with two Year 6 classes during the period of the FIFA World Cup in 2006. Drawing on Elaine Millard’s concept of ‘fusion literacy’ the pupils’ contributions to individual journals and a class blog are analysed. Key findings relate to ways in which the content of the project, which accorded with many of the pupils’ interests, combined powerfully with the communicative channels offered by the journals and blog. This combination gave some pupils new opportunities to find a writing voice and, given the global status of the tournament, raised particular issues about identity.     

Longitudinal Relations Among Parenting Styles,Prosocial Behaviors,and Academic Outcomes in U.S. Mexican Adolescents

This article examined parenting styles and prosocial behaviors as longitudinal predictors of academic outcomes in U.S. Mexican youth. Adolescents (N = 462; Wave 1 M_age = 10.4 years; 48.1% girls), parents, and teachers completed parenting, prosocial behavior, and academic outcome measures at 5th, 10th, and 12th grades. Authoritative parents were more likely to have youth who exhibited high levels of prosocial behaviors than those who were moderately demanding and less involved. Fathers and mothers who were less involved and mothers who were moderately demanding were less likely than authoritative parents to have youth who exhibited high levels of prosocial behaviors. Prosocial behaviors were positively associated with academic outcomes. Discussion focuses on parenting, prosocial behaviors, and academic attitudes in understanding youth academic performance.