Teachers' Attitudes Toward Technology in a Two-Way Dual-Language Program

This study examined the attitudes of nine teachers in a two-way dual-language program in regard to using technology to support the linguistic and academic development of emergent bilinguals. Using a phenomenological, multiple case-study approach, teachers' perceptions about using technology in education and the potential of technology to advance the students' bilingualism and biliteracy were analyzed. Results showed that teachers had a positive outlook about the potential of technology as a tool to support the academic and linguistic growth of the students. However, several significant challenges were identified, most notably among them the scarcity of technological hardware at the school and the shortage of Spanish-language educational resources. The teachers' perception was that a greater availability of digital technologies, including resources in the Spanish language, would greatly enhance student learning.     

Incorporating a transformational learning perspective in action learning sets

A field study focused on learning capabilities within action learning sets was used to evaluate potential opportunities between action learning and transformational learning. The use of action learning as a methodology for the acquisition, sharing and transfer of information while integrating an added perspective for transformational learning within the action learning set was investigated. There could be occurrences of transformation within action learning and critical action learning sets. However, there could be the added possibility of using action learning as a potential vehicle for an enhanced or more specific focus on transformational learning. It is useful to explore this potential, especially when there is an increased awareness regarding associations between action learning and transformational learning. Within such learning environments, there could also be the increased potential for outcomes that transform an individual, group or organization. The use of transformational elements based on discussions and resulting themes that occur within action learning sessions are discussed with the aim of encouraging personal development, enhancing skills and engaging in adult learning that could lead to organizational development. Recommendations for these environments are also presented.     

Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning

The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on word-problem performance. Logistic regression was conducted to contrast two models. One relied exclusively on the fall test of math word-problem skill to predict word-problem difficulty on the spring outcome (less than the 25th percentile). The second model relied on a combination of the fall test of math word-problem skill and the fall DA to predict the same outcome. Holding sensitivity at 87.5%, the universal screener alone resulted in a high proportion of false positives, which was practically reduced when DA was included in the prediction model. Findings are discussed in terms of a two-stage process for screening students within a responsiveness-to-intervention prevention model.     

An Investigation into the Nature of Inclusion Problem-Solving Teams

This investigation addressed the use of problem-solving teams (PST) to support general education teachers working in inclusive classrooms. Eight teams in a high-poverty elementary school that had recently implemented an inclusive program were the focus of the study. Teachers noted several benefits of PSTs, including social support, learning new instructional approaches, obtaining practical help with problems, and improving practice through reflection. However, there were several problems with the teams, primarily related to the logistics of team meetings. Finally, analysis of teacher dialogue revealed several features of meetings that contributed to meeting productivity. The implications of these findings for practice are discussed.     

Sources of self-efficacy beliefs of students in a technology-intensive asynchronous college algebra course

The purpose of this study was to explore the influence of the four traditionally hypothesized sources of self-efficacy on learners' self-efficacy beliefs regarding learning mathematics in an asynchronous environment. The context of the study was a college algebra and trigonometry course offered in an asynchronous, technology-intensive emporium model at a large, public university in the southeastern United States. Participants (N = 99) completed surveys assessing their self-efficacy to learn mathematics in this environment as well as to assess their mastery experiences, vicarious experiences, social persuasion, and physiological state. Regression analysis indicated that in this environment, the most important factors are vicarious experiences, followed by affective/physiological influences.     

Tomorrow we live: fascist visions of education in 1930s Britain

The present paper explores the fascist vision for education in 1930s Britain through the presentation of extracts from official publications of the British Union of Fascists (BUF), as well as from the writings of Party members. The paper presents a socio‐historical study of British adherents to fascism and provides an account of their thinking in relation to education and schooling, exposing a milieu of ideologues, Party functionaries and serving teachers who were animated by their political commitment. Following a brief outline of the early years of British fascism, there is an account of some key members and their educational ideas, followed by a discussion of the BUF’s educational policies and of its approach to internal education and training. The orientation of the BUF and its membership to education, and the Party’s formulated policies in this field present a modernist vision that was calculated to have particular appeal to educational professionals. There is a consideration, through memoirs, of the experiences of two BUF members who were teachers. The paper reveals a relatively hidden episode in the social history of British educational politics; one that contained paradoxes of intent and outcome, and of means and ends, when ostensibly progressive and socially elevating concepts were employed in ways that had an ultimately destructive impact on individuals, both personally and professionally, as well as on whole societies.