Patterns of motivating teaching behaviour and student engagement: a microanalytic approach

Positive student engagement is a prerequisite for students’ educational success. In this study, a microanalytic approach was used to explore patterns in teachers’ use of specific motivating teaching behaviours from the perspective of self-determination theory in relation to indicators of students’ positive engagement. The lessons of 52 teachers were observed and event-based coded. Results showed that specifically asking motivating questions and providing positive feedback and support during exercises were associated with subsequent positive student engagement. Unexpectedly, some demotivating teaching behaviours were also found to relate to positive student engagement, although to a lesser extent. Implications and directions for future research are discussed.

     

How to drag with a worn-out mouse? Searching for social justice through collaboration

We consider what a concern for social justice in terms of social inclusion might mean for teacher education, both practising and prospective, with particular reference to the use of information and communication technology (ICT) in mathematics education taking place at a borderland school. Our discussion proceeds through the following steps: (1) We explore what a borderland position might denote to address what social inclusion might mean. (2) We consider the significance of mathematics education and the use of ICT for processes of social inclusion. (3) We briefly refer to the Interlink Network, as many of our observations emerge as reflections on this project. (4) We present different issues that will be of particular importance with respect to teacher education if we want to establish a mathematics education for social inclusion. These issues concern moving away from the comfort zone, establishing networks, identifying new approaches, moving beyond prototypical research, and getting in contact. This brings us to (5) final considerations, where we return to the notion of social justice.     

Unpacking the Ontogeny of Gesture Understanding: How Movement Becomes Meaningful Across Development

Gestures, hand movements that accompany speech, affect children's learning, memory, and thinking (e.g., Goldin‐Meadow, 2003). However, it remains unknown how children distinguish gestures from other kinds of actions. In this study, 4‐ to 9‐year‐olds (n = 339) and adults (n = 50) described one of three scenes: (a) an actor moving objects, (b) an actor moving her hands in the presence of objects (but not touching them), or (c) an actor moving her hands in the absence of objects. Participants across all ages were equally able to identify actions on objects as goal directed, but the ability to identify empty‐handed movements as representational actions (i.e., as gestures) increased with age and was influenced by the presence of objects, especially in older children.     

Developing the next generation of engaged youth: Inspire Aspire – Global Citizens in the Making

School-based character education (CE) programs provide an opportunity to increase the moral fortitude of adolescents. This study is a preliminary evaluation of Inspire Aspire, a CE program that was implemented with 13- to 14-year-olds in Scotland. A relational developmental systems meta-theoretical approach and person-centered analyses were employed to understand whether teacher implementation variability is associated with student outcomes. The study aimed to: assess variation in program implementation across teachers; assess student poster quality, which served as a youth outcome measure; and, assess the relationship between variations in program implementation and poster quality. Teachers who fully integrated Inspire Aspire with the broader curriculum (as opposed to using it as a standalone program) as well as teachers who made more modifications to Inspire Aspire tended to have students with higher quality posters. This finding stands in contrast to the common narrative regarding evidence-based programs that requires teachers to strictly adhere to program guidelines in order to maintain implementation fidelity.     

Assessing ozone damage to cutleaf coneflower in an ozone bioindicator garden

To collect data on ozone pollution and foliar damage, we established the first Philadelphia Ozone Bioindicator Garden at The Franklin Institute Science Museum. In this paper, we examine the relationship between ozone concentrations in an urban environment and changes in foliar damage in cutleaf coneflower (Rudbeckia laciniata) plants. Higher ozone concentrations were observed during Summer 2015 than during Summer 2014 at our site. Diurnal analysis reveals a nightly diminishment of ozone's rate of dissipation around 4am, which we attributed to intrusions of air from the residual layer (the layer of air above the boundary layer). We saw that visible foliar injury starts relatively slowly and accelerates beginning in late July for stippling and early August for chlorosis and necrosis. We found that injury ratings on ozone-damaged leaves progress faster later in the season despite lower ambient ozone concentrations; we hypothesized that this is evidence of a “latency period” in the cutleaf coneflower's foliar injury response to ozone. Cutleaf coneflowers may serve as engaging tools to alert and inform Philadelphians about air quality issues. Our results suggest that these plants are good candidates for future work in developing bioindicators of ozone where direct monitoring is not feasible.     

Glycoprotein components in the serum of patients with cancer breast

The levels of total sialic acid, lipid bound sialic acid and fucose were estimated in the sera of patients with benign and malignant tumours of breast. An increase was noted in all the three parameters, with a more marked increase in malignancy, when compared with benign and controls. Consequent to surgery, there was an elevation in the serum levels of the above parameters than the values prior to surgery and a decline was noted two months after surgery although none of the values reached the normal range. These results suggest a close association of the glycoproteins with the tumour burden and further signify their role in early detection and staging of cancer breast.     

Attributing responsibility for child maltreatment when domestic violence is present

OBJECTIVE: The purpose of this study was to examine factors that influence how child welfare workers attribute responsibility for child maltreatment and child safety in cases involving domestic violence. METHODS: The study used a factorial survey approach, combining elements of survey research with an experimental design. Case vignettes were constructed by randomly assigning characteristics to vignettes believed to be related to assessments about responsibility for child maltreatment. Public child welfare workers were systematically sampled and asked to rate vignettes on male and female caregivers' responsibility for child maltreatment and concerns for safety. RESULTS: The presence of domestic violence significantly affected workers' assessments of the attribution of responsibility and concern for child safety, more so than variables related to child maltreatment. Responsibility for exposing a child to domestic violence differed for males and females, with more factors explaining female responsibility. Substance use by either caregiver was significant in attributing responsibility for physical harm, not watching the child closely enough, and concern for child safety, but not for exposure to domestic violence. CONCLUSIONS: Domestic violence appeared to heighten workers' assessments of responsibility for child maltreatment and concerns about child safety, taking precedence over the characteristics of the child maltreatment itself. Battering tends to work against the domestic violence victim in terms of the attribution of responsibility. A greater number of factors affect female responsibility for exposing a child to domestic violence than male responsibility, even though in every case the male was the designated domestic violence batterer.     

Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling?

This paper follows the ways in which publications in TATE, that focus on teacher knowledge, provide insights into the development and growth of scholarly understanding of teacher knowledge. Relevant questions are: How is teacher knowledge defined? What modes of inquiry are adopted by the researchers? What are conceived as the implications of teacher knowledge for schooling? In order to answer these questions, nine papers were chosen from TATE according to the following criteria:

1.

distributed over a period of 20 years from 1988 to 2009

2.

representing an international group of scholars

3.

reflecting modes of inquiry

4.

focusing on a variety of themes related to teacher knowledge

These papers were analyzed according to the following aspects:

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Definition of teacher knowledge

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Mode of inquiry

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Emphasis on one or more of the commonplaces of education - subject matter, learner, teacher, milieu (Schwab, 1964)

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Emphasis on one or more of the kinds of teacher knowledge suggested byShulman (1986)

The analysis of each paper is presented followed by a discussion.Several tendencies in the development of the concept of teacher knowledge are noted. There is the extension of the term to include societal issues. As well, one finds a growing focus on the personal aspects of knowledge. The role of context in shaping teacher knowledge plays a crucial role in the analyzed papers, reflecting changes in the milieu of schooling. The main mode of inquiry in the analyzed papers is qualitative, interpretative. The authors of the various papers were interested in the concrete experiences and views of student teachers, and teachers, concerning their knowledge and its acquisition. This approach yields important insights but leaves open several questions. First, the curricular question: what concrete opportunities for gaining knowledge are offered to student teachers? Another question concerns the modes of teachers’ use of their professional knowledge. This question requires detailed observations and documentation of teachers’ actions in classrooms, trying to link their knowledge and practice.The papers analyzed in this review share a common scholarly language and are based in Western culture. It is important to see, as well, studies conducted in other cultures, which might have a different view of teacher knowledge.     

Jewish Day School Wounds and What We Can Do About Them

This article is based upon a qualitative research study that examined 95 school stories written by Jewish female teacher candidates in an undergraduate education course. Many candidates wrote inspirational or humorous stories about growth and development or a special teacher. However, over one third of the narratives described painful Jewish day schooling episodes with insensitive teachers, stinging rebukes, or public shaming. The findings argue for the enhancement of Jewish educator preparation with attention to professionalization of classroom management and interrogation of assumptions from schooling biographies. This study challenges teacher educators in the liminal space of educator preparation as teacher candidates shift from personal lived schooling experience into professional practice.     

Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches

The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction.