Research and Teacher Education: A British Perspective

The title of a lecture or address is often the least important part of it. Sometimes, indeed, it is almost an after-thought. In the case of my address today, however, the words of the title are important. What one puts between ‘research’ and ‘teacher education’ — on, or and, or in – makes a great deal of difference to the subject matter.     

The Effects of Antecedent Cues on Teachers’ and Mental Health Workers’ Perceptions of Students’ Life Event Stressors

This study examined point‐in‐time and point‐of‐view antecedent cue effects on teachers’ and mental health workers’ perceptions of life events’ impact on students. Increased congruence between student and adult perceptions of life events’ impact was demonstrated via systematic variation of cue conditions designed to limit the contribution of historical and personal referents. Implications are discussed in terms of future research and training efforts.     

Portfolios, Accountability, and an Interpretive Approach to Validity

How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments?     

Dialogue in the support of learning to teach: a case study of a mentor/mentee pair in a teacher education programme

In this paper, we examine the role of reflection in teacher preparation, specifically within a mentoring relationship between cooperating and preservice teacher. We report findings from a case analysis of this pair who engaged in problem-posing dialogue within pre- and post-conferences around practice over one year of their work together in an elementary-level classroom. The context is an innovative programme in which cooperating teachers pursue their Master’s degree while undergraduates (preservice teachers) complete their elementary education degrees. Our analysis of talk about teaching during six coaching cycles as well as supporting documents illustrates how Jane’s mentoring supported reflective practices and disrupted a notion of a field experience as simply a place to ‘practice’ pedagogical knowledge with corrective feedback. Additionally, we explore the tensions in this approach to mentoring. This case study has implications for teacher educators who seek to bolster teacher preparation through the support of mentoring relationships.     

The 1989 Research Selectivity Exercise: A Statistical Analysis of Differences in Research Rating between Universities at the Cost Centre Level

This paper reviews the outcomes of the 1988/9 UFC research selectivity exercise and uses these as a basis for recommendations to those undertaking the 1992/3 exercise. Attention is drawn to disparities between subjects which may result in inefficient allocations at institutional level. Of eight factors incorporated into a statistical model only size of cost centre is consistently associated with research selectively score. The only other variable that influences an individual cost centre's score in the majority of subject areas is that institution's score in other subjects - thus suggesting a 'halo' effect. Surprisingly, research expenditure per member of staff is not strongly associated with reseach selectively rating.     

Student Assessment of Self-Efficacy and Practice Readiness Following Simulated Instruction in an Undergraduate Social Work Program

ABSTRACT

The use of simulated instruction is a growing trend in social work education. This study examined the effectiveness of simulated instruction with undergraduate social work students. In this mixed methods study, the extent to which simulated instruction improved self-efficacy and practice readiness was assessed. Results of the study suggest that simulated instruction helps improve key practice skills and increases recognition of diversity in practice. Moreover, students self-reported increased mastery in interviewing, managing emotions, and engaging in culturally competent practice.