A NEW LOOK AT PRESERVICE TEACHERS' CONCEPTIONS OF CLASSROOM MANAGEMENT AND ORGANIZATION: UNCOVERING COMPLEXITY AND DISSONANCE

This article examines preservice teachers' conceptions of classroom management and organization in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions of classroom management, organization, and rule systems through an open-ended questionnaire. Researchers analyzed responses using a grounded approach. Findings revealed a portrait of student perceptions more complex than those in previous studies, with conceptions often changing according to the nature of the question asked. Respondents exhibited a preoccupation with behavior management previously recognized in other studies; however, findings also revealed underlying conflicts between respondents' theoretical orientations and conceptions of management, a lack of attention to developing student independence, and a conceptual schism between organization and management. Findings suggest a need for teacher educators to clarify the role of management, clarify relationships between organization and management, and help students to bridge specific theory–practice gaps.     

THE BULLYING DYNAMIC: PREVALENCE OF INVOLVEMENT AMONG A LARGE‐SCALE SAMPLE OF MIDDLE AND HIGH SCHOOL YOUTH WITH AND WITHOUT DISABILITIES

Bullying has been the topic of much debate and empirical investigations over the past decade. Contemporary literature contends that students with disabilities may be overrepresented within the bullying dynamic as both perpetrators and victims. Unfortunately, prevalence rates associated with the representation of students with disabilities is limited due to measurement, disability status identification, and definition issues. The present study attempted to address these issues by assessing the prevalence rates of specific subgroups of students with disabilities in a large‐scale cross‐sectional study with 13,325 students without disabilities and 1,183 students with disabilities in Grades 6 through 12. Results suggest that overall, students with disabilities reported proportionally higher rates of bullying, fighting, relational aggression, victimization, online victimization, and relational victimization than did their peers without disabilities. These findings suggest that schools must begin to establish targeted interventions to support skill development based on characteristics associated with specific disability identification.     

Is it a question of trust or why are we afraid to go to Nineveh?

Trust is an overused concept in our contemporary world. This paper explores the complex relationship of trust, efficiency, accountability, transparency and responsibility and their relationship to recordkeeping in our globalizing culture. It focuses on the profound changes that have taken place in the meaning and practice of audit within neo-liberal societies and how the ??rituals of verification?? and the ??managerialism?? may pervert the resulting record. It challenges the unthinking use of much of the rhetoric surrounding these concepts by archivists to justify their existence. It reflects on why the archival voice often remains silent or at best goes unheard in much of the discussion about these questions that have profound consequences for democratic societies. It is easy to lay the blame at the door of a perceived breakdown of trust rather than to consider whether the root of the problem lies with archivists and records managers themselves. This paper draws on my experience in directing the Information Management and Preservation MSC programme at the University of Glasgow and wide and serendipitous reading, which has sometimes been brought to my notice by students.