General experiences + race + racism = Work lives of Black faculty in postsecondary science education

Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary faculty. Research has shown that postsecondary faculty members in general have become increasingly stressed and job satisfaction has declined with dissatisfaction with endeavors and work overload cited as major stressors. In addition to the stresses managed by higher education faculty at large, Black faculty must navigate diversity-related challenges. Illuminating and understanding their experiences can be instrumental in lessening stress and job dissatisfaction, outcomes that facilitate recruitment and retention. This study featured the experiences and perceptions of Black faculty in science education. This study, framed by critical race theory, examines two questions: What characterizes the work life of some Black faculty members who teach, research, and serve in science education? How are race and racism present in the experiences of these postsecondary Black faculty members? A phenomenological approach to the study situates the experiences of the Black participants as valid phenomena worthy of investigation, illuminates their experiences, and seeks to retain the authenticity of their voices.     

Bridging the Divide: A comparative analysis of articles in higher education journals published inside and outside North America

Articles published in three leading North American higher education journals during the year 2000 are compared with those published in three leading, English language, non-North American higher education journals (and with a larger sample of fourteen such journals). The comparison focuses on the location of their authors, the themes researched, the levels at which the analyses are pitched, the methods and methodologies employed, and the explicitness of both methodological and theoretical engagement. Compared to the non-North American sample, the North American articles evidence a dominance of North American-based authors, a greater focus on the student experience, and on institutional and national level studies, and a much stronger emphasis on multivariate analysis as a method. Articles in the North American sample were also more likely to be both methodologically and theoretically explicit. Possible reasons for the divergent patterns observed are identified and discussed.     

“It's a Difficult Matter”1: Historical perspectives on the enduring problem of the practicum in teacher preparation

Current reviews of teacher education pay considerable attention to problems associated with the practicum, and often claim to propose major changes in order to improve the quality of new graduates. Many of the problems they address concerning the practicum and its relation to the ‘theoretical’ component of programs are longstanding, and have been the focus of sustained critique and consequent ongoing modification. Between 1900 and 1950 teacher educators and administrators in England and Australia sought to develop programs that balanced and integrated theory and practice, supported by a range of teaching and administrative procedures. They identified a range of problems in staffing, curriculum and pedagogy, school placements and supervision, and explored a wide range of possible solutions to those problems from minor adjustments to substantial reconceptualisations of whole programs. However, many such solutions generated further problems of their own. The analysis of the history of the practicum in teacher preparation indicates how firmly contemporary proposals are embedded within the framework of assumptions and approaches that have shaped teacher education for over a century.     

Education and the Changing Economic and Industrial Order: An International Perspective

The nature of the indigenous development movement in education is considered and a case made for using regional strengths in the developing world as a foundation for a new internationalism incorporating the best of the East and West. It is further argued that a well resourced education system is the best instrument for coping with the vast changes to the economic industrial and social order. However, the new demands will have to be met not by further narrow vocationalism but by an emphasis on universal education and providing opportunities for mature age students. Educators are called upon to maintain their commitment to the full personal development of all people.