Connecting religion and teacher identity: The unexplored relationship between teachers and religion in public schools

It is increasingly acknowledged that for individuals to participate in a pluralistic and democratic society, they must understand religious conviction and difference. In educational literature, the discussion surrounding education and religion focuses on the implications for students. It is important to consider what this may mean to the teachers, as teachers directly influence student learning. This article uses literature on religion, multiculturalism, teacher identity, and popular culture to connect teachers' private religious identifications to their professional identities in public school classrooms. It supports future research in this area and provides a theoretical framework for subsequent studies.     

Simultaneous Delivery of a Face-to-Face Course to On-Campus and Remote Off-Campus Students

The purpose of this case study was to determine the feasibility of delivering a course on-campus and in real time, simultaneously transmitting it to students who were remotely accessing the same course. In future years, it is anticipated that universities will have inadequate physical facilities to meet the demands of an increasing student population. Additionally, with warnings of impending pandemics, universities need to be prepared to deliver courses in alternative ways to ensure continuity of instruction. Thus, this pilot project was designed to deliver a course to a large section of students while also allowing off-campus students access to the course in real time. The planning and delivery of the course is described, including the technology used, the support provided by the university and technology support staff, the course that was used for the pilot project, and how students were selected to participate as the off-campus students. The perspectives of the instructor, teaching assistant, students (both on- and off-campus), and technology support personnel are summarized.     

Seeing one another as “other”

In this paper, the authors discuss two complementary life history research projects investigating prospective teachers' identities in relation to their race and social class. Drawing on the experiences of one student from each study, they show how both whites and students of color primarily thought about one another as “others”—people who fundamentally differed from one another and whom they understood through preconceived ideas about a group. The authors draw on a Bakhtinian notion of how a “surplus of sight” enables one to develop understandings of an “other” and also of oneself.     

‘They call me headmaster’: Malawian and Australian women leaders

This article explores commonalities in the lives and work of women head teachers in Malawian secondary schools and women principals in Australian Lutheran schools. In both Australia and Malawi women are under-represented in school leadership and often appointed to complex schools and communities. We commence with a brief discussion of Malawi and Australia’s political and educational histories which have much in common, before outlining current selection policies for school leadership. The second part of the article explores women leaders’ initial and ongoing challenges in relation to their school systems, daily work and domestic lives. The final section focuses on their perspectives of current strategies to address women’s under-representation as leaders in their respective school systems. Notwithstanding the stark contrast in socio-economic contexts, we highlight enduring transnational inequalities in women leaders’ lives and work in Malawian secondary and Australian Lutheran schools.     

<Emphasis Type="Italic">See The Dance</Emphasis>: Piloting an Arts-Based Intervention in Higher Education

Every year in higher education institutions across the United States many college students from underrepresented minority groups experience prejudice, discrimination, and verbal harassment based on their race and/or ethnicity. Although underutilized as a preventative intervention strategy in higher education, studies show that the arts have enormous potential to reduce risk factors by facilitating anti-bias education in a nonthreatening way. As a proof of concept, this study discusses the social problem, provides a summary of an arts-based intervention design and development process, and reports the results of a pilot test.     

Effect of carbohydrate ingestion during cycling exercise on affective valence and activation in recreational exercisers

Carbohydrate (CHO) ingestion enhances “feel-good” responses during acute exercise but no study has examined the effect of regular ingestion of CHO on affective valence. We investigated the effect of CHO ingestion on perceptual responses and perceived work intensity of individual exercise sessions throughout a 10-week cycling (“spin”) exercise intervention. We also assessed whether any changes in affect and/or perceived work intensity would influence health and fitness parameters. Twelve recreational exercisers (46 ± 9 years; nine females and three males) were randomly allocated to either CHO (7.5% CHO; 5 mL · kg^?1 per exercise session; n = 6; CHO) or placebo (0% CHO, taste- and volume-matched solution; n = 6; PLA) groups. Participants exercised 2 × 45-min per week, over a 10-week intervention period. Perceptual measures of exertion (RPE), affect (feeling scale, FS) and activation (felt arousal scale, FAS) were assessed after each exercise session. The FAS ratings increased over time in CHO but decreased throughout the intervention in PLA (P = 0.03). There were no differences in heart rate (P = 0.70), RPE (P = 0.05) and FS (P = 0.84) between trials. Furthermore, no changes in health and fitness parameters were observed over time or between groups. CHO ingestion enhanced ratings of activation in recreational exercisers throughout a 10-week cycling intervention.     

Too Many Pumpkins

丽贝卡·埃斯特尔是一位老妇人。在她年轻的时候,她家里很穷,他们能吃的就只有南瓜,所以她讨厌南瓜。