How inconvenient assumptions affect preservice teachers’ uptake of new interactional patterns in mathematics: analysis and aspiration through a bifocal lens

In this paper, I highlight the inadequacies of contemporary theoretical and philosophical orthodoxies to fully address pedagogic change. The required change is in mathematics education, and it has to do with enabling preservice teachers, upon graduation, to rework extant power relations in implementing new interactional patterns that centre the mathematics and the learner in dynamic, productive interaction. I interpret data from published research and my own teaching using psychological, overlaid with poststructuralist, constructs of the relationship between knowledge and action. In data interpretation I read through the words for a psychological interpretation (meaning), and I look at the words for poststructuralist indications of subjectification and identity formation (related to how well students recognise themselves as full participants in the combined discourses of mathematics and education). I have my cake and eat it; contradictory notions of the learner and learning to teach in innovative ways are held together to demonstrate (a) how it can happen that a teacher educator’s aspirations can be held ransom to constituted assumptions that inconveniently work against change, and (b) how the recognition that humanist assumptions, mathematical proficiency and agency are discursively constituted (Davies, 1990) can suggest avenues for change in teacher education.     

Growing confidence in educational research: Threats and opportunities

We live in difficult times—socially, economically and politically—and it is right that learned societies, such as the British Educational Research Association, reflect on their purpose and direction. We cannot take for granted the social contract that supports the funding of social science and educational research. This paper reflects on enduring themes and new pressures and argues for special attention to: collaboration within and beyond the community of university‐based educational researchers; support for, and recognition of, the importance of reviews of research; the development of accessible forms of communication of findings and their implications, to guide sound decision making; more direct engagement with practitioners, policy makers and the public. It argues that it is time for communities of educational researchers to have confidence to become outward looking and strengthen alliances with other groups of researchers at home and abroad, across disciplines, with different types of research institutions and also with practitioners and policy makers. What drives this should be our principal aim to pursue educational research and its application for the improvement of education and the public benefit.     

Retooling the Health Care Workforce in the Era of the Affordable Care Act: An Evaluation of an Advanced Certificate Program in Integrated Primary and Behavioral Health Care

The Affordable Care Act aims to increase affordable coverage, reduce overall costs, and improve health outcomes. To achieve these aims, new knowledge and skills must be built within the existing workforce. The purpose of this article is to examine the behavioral and organizational changes brought about by an educational program that aimed to retool the healthcare workforce for the implementation of integrated primary and behavioral healthcare models, with an added emphasis on prevention. Sixty-three participants of an Advanced Certificate Program completed 1 or more evidence-informed learning modules centered on integrated primary and behavioral health care. The vast majority of students who completed each of the 5 modules of the program reported acquiring new knowledge and skills. Student satisfaction of the program met or exceeded overall expectations. In addition, program participation has resulted in not only students’ intentions to change workplace practices but also actual implementation of workplace changes related to integrated care models. The Advanced Certificate Program appears to be a promising platform for service providers to align their knowledge and skills with the premises of current healthcare reform.     

Social Networking as an Admission Tool: A Case Study in Success

The concept of social networking, the focus of this article, targets the development of online communities in higher education, and in particular, as part of the admission process. A successful case study of a university is presented on how one university has used this tool to compete for students. A discussion including suggestions on how to enhance the success of this tool in your recruitment process is also provided.     

Individual and group sensitivity to remedial reading program design: examining reading gains across three middle school reading projects

The purpose of this project was to examine group- and individual-level responses by struggling adolescents readers (6th–8th grades; N = 155) to three different modalities of the same reading program, Reading Achievement Multi-Component Program. The three modalities differ in the combination of reading components (phonological decoding, spelling, fluency, comprehension) that are taught and their organization. Latent change scores were used to examine changes in phonological decoding, fluency, and comprehension for each modality at the group level. In addition, individual students were classified as gainers versus non-gainers (a reading level increase of a year or more vs. less than 1 year) so that characteristics of gainers and differential sensitivity to instructional modality could be investigated. Findings from both group and individual analyses indicated that reading outcomes were related to modalities of reading instruction. Furthermore, differences in reading gains were seen between students who began treatment with higher reading scores than those with lower reading scores; dependent on modality of treatment. Results, examining group and individual analyses similarities and differences, and the effect the different modalities have on reading outcomes for older struggling readers will be discussed.     

Reflections on “recognition and development of academic talent in educationally disadvantaged students”

The challenge for school administrators is to direct system-wide initiatives that redefine leadership in ways that support the use of proven practices and link administrative interventions to increased educational achievement for each student who has a disability and for all the students who are in their charge. Leadership that embraces evidence-based practices promises new opportunities for collecting and using data related to student achievement, and determining which leadership practices contribute toward positive student outcomes. Responsive administrative interventions that support teaching and learning, system-wide progress monitoring, and collaborative problem-solving, are suggested as methods for promoting effective school outcomes for all students. This discussion proposes that administrators who organize teams to implement responsive leadership interventions, strategies for system-wide progress monitoring, and problem-solving, create cultures for data-based decisions that link leadership initiatives to instruction and learning outcomes for students who have disabilities.     

The impact of the MARS curriculum on students' ability to coordinate theory and evidence

The Model-Assisted Reasoning in Science (MARS) project seeks to promote model-centered instruction as a means of improving middle-school science education. As part of the evaluation of the sixth-grade curriculum, performance of MARS and non-MARS students was compared on a curriculum-neutral task. Fourteen students participated in structured interviews in which they experimented with a balance apparatus that provided three manipulable variables (two affected balance, one was a non-causal distractor variable). Although both groups were equally able to identify and test variables, all MARS students discovered a quantitative rule to describe the operation of the balance, whereas only one non-MARS student did so. MARS students discovered this numerical relationship through experimentation, regardless of their scientific reasoning profile (i.e. theory-generating, theory-modifying, or theory-preserving). The critical components of MARS instruction that may foster the ability to flexibly coordinate theory and evidence include multiple opportunities to draw conclusions from data and an emphasis on the successive refinement of models.