Teaching and nurturing: changing conceptions of self as teacher in a case study of becoming a teacher

Interest is growing in better understanding how teachers think and how they come to think like teachers. From a theoretical orientation informed by insights gained from symbolic inter‐actionism, recent research in the role metaphors play in self‐understanding, and schema theory, the authors present a case study of the first year of teaching of a divorced mother of five young children. Over the course of the year this teacher's understanding of herself as teacher changes, as indicated by changes in her personal teaching metaphor, teacher is nurturer. The reasons for these changes are explored. Of particular note is the struggle this teacher has balancing the demands of home and work. Finally, some implications for teacher education are discussed.     

Class‐size and Learning: the Tennessee experiment — what follows?

Abstract

The exceptionally large ‘Tennessee experiment’ — involving 7000 pupils — to elucidate the effects of class‐size on primary school pupils’ rate of learning has been widely interpreted as showing convincingly that classes of 15 pupils learn more rapidly, in an important sense, than classes of 24 pupils. The present re‐analysis in terms of value‐added in learning — the annual increase in SAT scores (rather than the absolute levels of those scores) — indicates that the benefits to average children resulting simply from a lowering of class‐size, while positive, are negligible in magnitude and not justifiable in relation to the additional economic resources required. The paper suggests that benefits are more likely to result from targeting additional resources to improved teaching styles, improved teaching materials and providing small classes for pupils with recognised learning difficulties; further research on class‐size needs to concentrate on the correct proportion of low‐attaining pupils that would benefit from attending small classes, the optimal size of such classes, and the fractions of the day which pupils with varying difficulties should attend small and normal‐sized classes.     

Audio-Visual Training in the Netherlands

In 1972 the Netherlands Institute for Audio-Visual Media (NIAM) in the Hague established a new department in Rotterdam to provide information and advice on the selection of audiovisual equipment and training in the use and applications of the different media. The information service was to be provided free of charge, but a fee would be charge for the training courses.     

The Media and Educational Testing: In Pursuit of the Truth or in Pursuit of a Good Story?

The measurement community needs to better understand how to interact with the media to effectively disseminate important findings from educational testing efforts. To this end, the current paper will review media coverage of educational testing and related issues and elaborate on areas of concern and opportunities for improved communication between measurement professionals and the media. Common misinterpretations of test results and measurement concepts will be discussed and suggestions for the clearer presentation and explanation of such information will be offered. Also, practical advice and strategies for handling different types of interactions with the media will be provided. The implications of focusing on this topic in the measurement profession and the inherent public value of this focus are highlighted throughout the paper.     

International coproduction

Dealing with international coproduction of educational films in an article like this asks for a certain introudction. The ever-increasing influence of visual media on the community today and the intensified use of these media in all forms of instruction and education in schools and other educational institutions constitute an inducement to examine the possibilities of international cooperation in the production of these media.     

Language arts in the elementary school: A challenge to teachers

According to Dr. Cooper, the students of some teachers are still spending most of their time filling in blanks, labeling parts of speech, and even diagramming sentences. The result is that most students dislike language and develop a meager facility in oral and written communication.