Mentoring the Experienced Teacher

New teachers have a structured induction programme when they first begin teaching and there are systems in place for new headteachers, but for those teachers who are moving to a new post there is often little support. This article looks at mid-career induction. It explores the formal and informal induction acculturation processes that operate and a model of mentoring new staff in a behaviour support unit where staff are working with several agencies. It identifies that opportunities for development to facilitate growth within a learning organisation can occur when the potential of newcomers is recognised.     

A Case Study of Cross‐curricular Practice through Partnership

This paper is concerned with a curriculum development project, framed around the cross‐curricular themes as suggested by the NCC guidelines (1991‐a‐f). It is structured as a teacher partnership experience involving close collaboration between university tutors, student teachers and practising teachers in a local school. From the university's perspective, the curriculum development project grew out of the review and evaluation of the education courses which forms 50% of the four year BA/BSc Hons (Education) degree offered for students preparing to be secondary school teachers. From the school's perspective it offered an opportunity to develop a more formal incorporation of cross‐ curriculum themes into the subject curriculum. The paper discusses the project from three perspectives: the university tutors’, the school teachers’ and the students’, describing professional tutoring partnership in practice.     

To Challenge or Not To Challenge: The Mentor's Dilemma

This paper focuses upon open and distance learning initial teacher education in both primary and secondary sectors and explores the ways in which mentors challenge PGCE students in their professional thinking and classroom practice. It draws upon ethnographic research on mentors and student teachers during one presentation of the course. The data are based on observations of mentors working with students on final student placement, conversations with specialist subject mentor trainers as well as questionnaire and other source material. An analysis of how mentors articulate their knowledge base; the dialogue between mentor and student and the challenge of moving from novice to expert for the student teacher are all considered. Our conclusions have implications for all ITT and will also be a source of valuable practical help for student teachers and mentors.     

The Little Book of Hedge Funds by Anthony Scaramucci

Abstract

BY THE NUMBERS. Detroit, MI: Gale Research Inc., 1997-1998, 4 vols., 2,000 pp., $295.00, ISBN 0-7876-1857. Reviewed by Judith M. Nixon.

BY THE NUMBERS: ELECTRONIC AND ONLINE PUBLISHING. Annemarie Muth (Ed.). ISBN 0-7876-1858-6. Reviewed by Judith M. Nixon.

BY THE NUMBERS: EMERGING INDUSTRIES. Robert S. Lazich (Ed.). ISBN 0-7876-1859-4.

BY THE NUMBERS: NONPROFITS. ISBN 0-7876-1861-6. Reviewed by Judith M. Nixon.

BY THE NUMBERS: PUBLISHING. ISBN 0-7876-1860-8. Reviewed by Judith M. Nixon.

CABELL'S DIRECTORY OF PUBLISHING OPPORTUNITIES IN ACCOUNTING, ECONOMICS AND FINANCE, 7th Edition. David W. E. Cabell (Ed.). Beaumont, TX: Cabell Publishing Co., 1997, 2 Vols., 1172 pp., $89.00, ISBN 0-911753-10-9. Reviewed by Judith M. Nixon.

EXECUTIVE SELECT. Greenwich, CT: Hunt-Scanlon Electronic Publishing, 1997, $1,500.00. Reviewed by Tim Dixon.

GALE'S MARKET SHARE &; BUSINESS RANKINGS WORLDWIDE (CD-ROM) Version 1.0. Gale Research, 1998, 1 CD-ROM disk. ISBN 0-7876-0282-5. Pricing: $975.00 which is ''for a single building, allowing up to 30 simultaneous users and up to 8 users in other libraries.'' Reviewed by Brent Alan Mai.

NATIONAL DIRECTORY OF MINORITY-OWNED BUSINESS FIRMS, 9th edition. Washington, DC: Business Research Services, Inc., 1998, 1200 pp., $275.00, ISBN 0-933527-63-2. Reviewed by Judith M. Nixon.

NATIONAL DIRECTORY OF WOMAN-OWNED BUSINESS FIRMS, 9th edition. Washington, DC: Business Research Services, Inc., 1998, 712 pp., $275.00, ISBN 0-933527-65-0. Reviewed by Judith M. Nixon.

Also available in electronic format for $1,500.00 for data from both books. Minority-Owned Firms only is $1,250.00. Woman-Owned Firms only is $950.00. Reviewed by Judith M. Nixon.

MARKET SHARE REPORTER: AN ANNUAL COMPILATION OF REPORTED MARKET SHARE DATA ON COMPANIES, PRODUCTS, AND SERVICES 1998. Robert S. Lazich. Detroit, MI: Gale Research Inc., 1997, 588 pp., $225.00. ISBN 0-7876-1460-2, ISSN 1052-9578. Reviewed by Judith M. Nixon.     

Sex in College Relationships: The Role Television Plays in Emerging Adults’ Sexual Expectations in Relationships

The purpose of this study was to determine whether emerging adults use relationship television to form their expectations for sexual interaction in romantic relationships. Considering emerging adulthood is a unique period of development providing opportunities to experiment with adult identities, and relationship television contains multiple consistent messages about gender roles in sexual relationships, we questioned whether emerging adults’ relationship television viewing may be related to their sexual expectations in relationships. Our findings indicated women's relationship television viewing was associated with expecting more sexual interaction in their relationship. Men's sexual expectations were moderated by perceived realism. Men who watched more relationship television, and perceived that television to be less realistic, reported expecting less frequent sexual interaction.     

Violence in Schools: Perspectives (and hope) from Galtung and Buber

Research into violence in schools has been growing steadily at an international level, and has shown high degrees of violence at various different levels. Given the seriousness of the problem, finding ways of responding to this issue in schools becomes an imperative for educationists. In this article, we engage with this problem by defending the view that whilst violence might be endemic in schools, there are also real possibilities for working towards different ways of being in relationship in schools. Firstly, we discuss Galtung’s understanding of violence and peace, paying particular attention to his concepts of structural and cultural violence, peacekeeping, peacemaking and peacebuilding. Secondly, we connect Galtung’s notions of peacemaking to Buber’s philosophy of dialogue, in order to make a case for an ‘epistemological shift’ which might enable individuals and communities to achieve ‘peace’. Finally, we direct our argument to the education context and put forward some concrete proposals for peacemaking in schools.