Context as mediator: teaching residents’ opportunity and learning in high-need urban schools

This article presents findings from an exploratory empirical study of teaching residents’ opportunities and learning within the overlapping contexts of English as a Second Language (ESL)/special education classrooms and high-need urban schools. Utilizing documentation from the first year of a teacher residency program, our findings illustrate the central role that mentor teachers play in determining the kinds of opportunities afforded to teaching residents and the ways in which factors unique to these clinical contexts shape learning. Implications center on the preparation of mentor teachers and the work of teacher education programs in the US.     

Exploring the dimensionality of morphological knowledge for adolescent readers

This study examined the dimensionality of morphological knowledge. The performance of 371 seventh‐ and eighth‐graders on seven morphological knowledge tasks was investigated using confirmatory factor analysis. Results suggested that morphological knowledge was best fit by a bifactor model with a general factor of morphological knowledge and seven specific factors, representing tasks that tap different facets of morphological knowledge. Next, structural equation modelling was used to explore links to literacy outcomes. Results indicated the general factor and the specific factor of morphological meaning processing showed significant positive associations with reading comprehension and vocabulary. Also, the specific factor of generating morphologically related words showed significant positive associations with vocabulary, while specific factors of morphological word reading and spelling processing showed small negative relationships to reading comprehension and vocabulary. Findings highlight the complexity of morphological knowledge and suggest the importance of being cognizant of the nature of morphology when designing and interpreting studies.     

Secretary's advisory committee on genetic testing: its emerging role in public policy deliberation on genetic tests

The Secretary's Advisory Committee on Genetic Testing (SACGT) was established by the U.S. Secretary of Health and Human Services, Donna E. Shalala, to provide a public forum for the formulation of policy advice in the complex and growing area of genetic testing. After a careful nomination and selection process, the Secretary announced the appointment of thirteen advisors to the SACGT in June 1999. The first meeting of the SACGT was held June 30, 1999. This article describes the purpose, formation, and function of the SACGT. Before addressing these questions about the role of the SACGT, we first will explain what genetic testing is, how it is currently used, and what new uses it may be put to in the future.     

Social justice teacher educators: what kind of knowing is needed?

ABSTRACT

What do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual, pedagogical, sociological, social) as an analytic lens, the authors examined teacher education literature published between 2010 and 2016 in three international journals from Australia, the U.K. and the U.S. The study reveals that teacher educators in different contexts seem to highlight personal and contextual knowledge in their preparation of equity-minded preservice teachers and provides insight into how they conceptualise educational equity and social justice. The study illuminates what is likely in place in initial teacher education programmes, and what may be needed or missing if teacher educators are to prepare teachers for today’s diverse classrooms.

Abbreviation ITE: Initial Teacher Education ITE     

Introduction: Reflexions on Interdisciplinarity in Adapted Physical Activity

ABSTRACT

The articles included in this special issue of Quest emerged from a research workshop entitled Thinking About Our Thinking in Adapted Physical Activity, held at the University of Alberta in Edmonton, Canada, from June 18–19, 2013. The aim of the workshop was to examine different worldviews that contribute to the adapted physical activity research literature, to identify key disciplinary assumptions, and to outline their consequences for multidisciplinary and interdisciplinary research in the field. A lack of understanding of the basic assumptions held by researchers often impedes communication between the disciplines. Hence, a sub-theme of this special issue is communication across disciplines. These conversations are, of course, essential to interdisciplinary inquiry.     

Unpacking the data: an analysis of the use of Danielson’s (2007) <Emphasis Type="Italic">Framework for Professional Practice</Emphasis> in a teaching residency program

This mixed methods study examines one teacher preparation program’s use of Danielson’s 2007 Framework for Professional Practice, with an emphasis on how different stakeholders in the traditional student teaching triad rated student teachers, called residents, and justified their ratings. Data sources include biannual self-assessments of each resident as well as assessments by the residents’ cooperating teachers and university supervisors based on the Framework, including both a numerical score for each of the 22 indicators and a written justification for the highest and lowest scores in each of the four domains. Findings show significant differences in terms of how stakeholders are rating residents’ teaching practice. The variation in scores and rationales raises questions about the reliability and validity of the results of the Framework for use as a tool to evaluate student teachers. Implications for practice include the need to consider multiple and potentially conflicting roles, such as that of providing feedback while also evaluating student teachers. In addition, we consider the costs and benefits of more extensive training around the Framework within teacher preparation, if a lack of expertise with the rubric was the cause for the variation. Finally, we consider implications for student teachers around the different messages they may be receiving about what it means to learn to teach.     

Youth worker perception of the term ‘professional’ a Victorian study

This article is an exploration of the Youth Workers’ Association of Victoria (1967–1982), and highlights the tensions among youth workers and the difficulties they experienced as they attempted to move their occupation towards a profession and to establish themselves as professionals in society. In studying the Youth Workers#x2019; Association through the focus of professionalism, the article critically examines the approach to education, qualifications, membership, ethics, industrial awards, response to government and relationship with young people. After tracing the demise of the Association, the article raises doubts about the future of youth work as a unified field of endeavour given the fragmentation and diversification that is evident in Victoria today.     

Gender differences in reading motivation: does sex or gender identity provide a better account?

This study examined sex differences in reading skill and reading motivation, investigating whether these differences could be better accounted for by sex, or by gender identity. One hundred and eighty‐two primary school children (98 males) aged 8–11 completed a reading comprehension assessment, reading motivation questionnaire and a gender role questionnaire. While there were no sex differences in reading skill or extrinsic reading motivation, girls had significantly higher intrinsic reading motivation. However, responses to intrinsic motivation were better explained by gender identity than sex. In addition, a feminine identity was more closely associated with many different aspects of reading motivation than a masculine identity. Implications for our understanding of sex differences in reading are discussed.     

An Adaptive Blended Learning Model for the Implementation of an Integrated Medical Neuroscience Course During the Covid-19 Pandemic

The implementation of an integrated medical neuroscience course by technologically pivoting an in-person neuroscience course to online using an adaptive blended method may provide a unique approach for teaching a medical neuroscience course during the Covid-19 pandemic. An adaptive blended learning method was developed in response to the requirements necessitated by the Covid-19 pandemic. This model combined pedagogical needs with digital technology using online learning activities to implement student learning in a medical neuroscience course for year one medical students. This approach provided medical students with an individually customized learning opportunity in medical neuroscience. The students had the complete choice to engage the learning system synchronously or asynchronously and learn neuroscience materials at different locations and times in response to the demands required to deal with the pandemic. Students' performance in summative and formative examinations of the adaptive blended learning activities were compared with the previous performance obtained the previous year when the contents of the medical neuroscience course were implemented using the conventional “face-to-face” learning approach. While the cohort of our students in 2019 and 2020 changed, the contents, sessions, volume of material, and assessment were constant. This enabled us to compare the results of the 2019 and 2020 classes. Overall, students' performance was not significantly different between the adaptive blended learning and the in-person approach. More students scored between 70% and 79% during the adaptive blended learning compared with in-class teaching, while more students scored between 80% and 89% during the in-person learning than during the adaptive blended learning. Finally, the percentage of students that scored >90% was not significantly different for both Years 2019 and 2020. The adaptive blended learning approach was effective in enhancing academic performance for high-performing medical students. It also permitted the early identification of underachieving students, thereby serving as an early warning sign to permit timely intervention.