Using activity systems analysis to identify inner contradictions in teacher professional development

This study took place in the United States and explored teacher perspectives on the situational factors that influence their professional development using Engeström's (Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy) four levels of inner contradictions in activity systems analysis. In this process, we addressed the question: what do teachers perceive as sources of conflicts in their professional development? Semi-structured interviews with participants were the primary data source in this study. By using this analysis method, the findings indicated that teachers perceived that their motivation and goals for participating in professional development were not in alignment with their school district and universities that designed and facilitated professional development activities. This misalignment contributed to various situational challenges that became obstacles for teachers to improve their classroom practices through curricular-based interventions.     

The impact of an older adult parent on communicative satisfaction and dyadic adjustment in the long-term marital relationship: adult-children and spouses' retrospective accounts

This research examined adult-children and their spouses' (N v = v 15 dyads) self-reports of communicative behaviors in the long-term marital relationship when caring for an older adult parent in their home and long-term married couples (N v = v 34 dyads) not caring for a parent. A quasi-experimental retrospective design was implemented to determine the effect of an older adult parent on the relational change of the adult marital dyad. Results of a mixed model ANOVA revealed a significant 2-way interaction effect in a negative direction regarding communicative satisfaction for long-term married couples after a parent has moved into the adult-child home with no other substantial or significant findings. An analysis of the means indicated that the interaction effect is a function of the fact that having a parent present slightly decreases marital satisfaction, whereas when the parent is not present satisfaction increases. Implications of the results for the study of caring for an older adult parent in the adult-child and spouse long-term marital relationship are discussed, and future applications of the life span developmental perspective are suggested     

The librarian as research informationist: a case study

Question:

How can an embedded research informationist add value to the scientific output of research teams?

Setting:

The University of California–Los Angeles (UCLA) Louise M. Darling Biomedical Library is an academic health sciences library serving the clinical, educational, and research needs of the UCLA community.

Methods:

A grant from the National Library of Medicine funded a librarian to join a UCLA research team as an informationist. The informationist meets regularly with the research team and provides guidance related to data management, preservation, and other information-related issues.

Main Results:

Early results suggest that the informationist''s involvement has influenced the team''s data gathering, storage, and curation methods. The UCLA Library has also changed the librarian''s title to research informationist to reflect the new activities that she performs.

Conclusion:

The research informationist role provides an opportunity for librarians to become effective members of research teams and improve research output.     

Planning in the Middle: Co-Planning Between General and Special Education

Professional development programs tailored to address co-teaching performance in Arkansas provided data for 3 cohorts of middle school co-taught teams. This study provides an analysis of middle school plans and provides recommendations as to how to more effectively meet the needs of co-taught teams. Using a content analysis approach, monthly lessons plans submitted by teams over a 3-year period were analyzed. The purpose of this analysis is to provide the field with considerations about what is and is not occurring in the written process related to co-teaching, specifically co-planning in middle schools. In total, 155 lesson plans were analyzed, which were further broken down into 755 days of plans. Findings indicate these teachers utilized a diversity of co-taught models, but 1 model (1 lead, 1 support) dominated their planning. Areas of concern focused on a lack of focus on behavior and utilization of technology for students with disabilities.     

Dismantling Segregation Together: Interconnections between the Méndez v. Westminster (1946) and Brown v. Board of Education (1954) School Segregation Cases

May 17, 2004 marked the 50th anniversary of the most significant school segregation case: Brown v. Board of Education (1954) Brown et al. v. Board of Education of Topeka et al. 1954. 347 U.S. 483, 74 S. Ct. 686, 98 L. Ed. 873  [Google Scholar]. While the Brown decision eliminated the legal theory of “separate but equal,” the success of the Méndez et al. v. Westminster School District et al. (1946) Méndez et al. v. Westminster School Dist. of Orange County et al. 1946. 64 F. Supp. 544 (S.D.Ca.)  [Google Scholar] case helped boost public sentiment against segregation, setting the stage for Brown. Méndez made possible the defeat of school segregation laws by revealing the detrimental effects and moral dangers of segregation; in California, it helped bring about the end of de jure school segregation. In this essay, I analyze the similarities of Méndez and Brown by comparing key legal strategies and rhetoric in each case. I also show that civil rights leaders of the time thought that Méndez had ramifications for black desegregation efforts, even if the basis for Chicano and black discrimination were not the same. Before examining the ties between the two, I discuss important historical works on Méndez written between 1976 and 2001 that this essay builds upon.     

Increasing early childhood preservice teachers’ intercultural sensitivity through the ABCs

While the early childhood student population has become increasingly diverse in the U.S., its teaching force remains primarily European American. The diverse student population demands that early childhood educators possess intercultural sensitivity in order to teach their culturally diverse learners effectively. This study examined the implementation of the ABCs of Cultural Understanding (the ABCs), a multicomponent instructional activity to promote intercultural sensitivity, in a preservice early childhood education course. Twenty-two early childhood preservice teachers participated in the study. The findings suggest the ABCs helped the participants develop intercultural sensitivity and strengthened their awareness and appreciation of other cultures. Despite the positive impact, the findings show most participants were in the early stages of intercultural sensitivity development. It is recommended that consistent exposure to and experiences with assignments like the ABCs are necessary to further promote intercultural sensitivity among preservice teachers.     

Adult Jewish Learning: What Do We Know? What Do We Need to Know?

This article describes the emergence of the field of adult Jewish learning and the need for research in this burgeoning aspect of contemporary Jewish life. The authors describe the context in which the upsurge of adult Jewish learning has occurred, drawing attention to the absence of systematic data collection about programs, funding structures, or long-term impacts. They review existing research about adult Jewish learners, learning experiences, and teachers, and identify three categories (and numerous questions) for future research: (1) the purposes of adult Jewish learning; (2) adult Jewish learning settings, subject matter, and methods of instruction; and (3) underrepresented groups in adult Jewish learning programs.     

Interference control in a new rule use task: age-related changes, labeling, and attention

Three experiments examined 3- to 6-year-olds' interference control using a task in which children saw 2 corresponding sets of colored cards, a large set in front of them and a small set behind them. A colored candy (Smartie) was placed on a large card with mismatching color, and children could win the Smartie by selecting the small card that matched the color of the large card. Three-year-olds performed poorly whereas older children performed well. Having children label the correct color before responding improved 3-year-olds' performance (Experiment 2), as did pointing to the large card (Experiment 3); decreasing the affective salience of the stimuli (colored beads vs. Smarties) did not (Experiment 3). Results reveal the role of selective attention in action control.