Working for learning: teaching assistants developing mathematics for teaching

This article derives from a case study of 10 secondary school teaching assistants (TAs) who did not have conventional pre-qualifications in mathematics but who undertook an honours degree in mathematics education studies at a Higher Education Institution in England whilst continuing to work as TAs in school. Work-based learning was thus undertaken in parallel with advancement through the hierarchical undergraduate mathematics curriculum. Lave and Wenger’s work on communities of practice is used as a framework to explore the TAs’ learning of mathematics alongside their professional work in schools. This case illustrates how and where institution-based undergraduate teaching relates to work in school, and where it does not, thus signalling the importance of the TAs’ informal learning strategies in bringing together these experiences.     

Unpacking the issues: Researching the shortage of school principals in two states in Australia

An investigation into the declining supply of principals in two states in Australia revealed that a mosaic of issues surrounds the overall trend towards fewer applications for vacant positions. Looking beyond systemic factors influencing this trend — factors such as the increasing workload of principals — this study discovered why some schools are more affected by a shortage of applicants than others. We found that one of four categories of deterrents was generally involved with declining numbers of applications: location, the size of school, the presence of an incumbent, or difficulties arising from local educational politics. We found, furthermore, that smaller numbers of applicants for vacant positions do not necessarily indicate a decline in interest in school leadership: interest in the principalship remains relatively high but principal aspirants have become increasingly strategic in their applications. Whilst drawing attention, in this paper, to the research finding that numerical interpretations of principal supply have serious limitations, we are keen to acknowledge, briefly, the research data that refers to (a) social and generational changes (b) demographic information, (c) teacher resistance to the modern principalship and how these data explain declining numbers. We also include information about recent changes that go counter to the trend.     

The relationship between students' levels of school achievement,their preferences for future enrolment and their images of universities

A survey of 2000 final year students in secondary schools in Western Australia indicates that, although moderately performing students are unlikely to gain entry to university, the majority have a strong preference to attend university rather than vocational training (TAFE). Their actual institutional preferences are highly correlated with their self-perceived, level of academic achievement and their decisions on institutional preferences strongly influence their overall image of individual universities, across a number of dimensions. The research suggests that university marketing might benefit from a more thorough consideration of aspects of the marketing exercise, particularly in relation to the effectiveness of printed promotional material and whether it might more usefully target parents of prospective students.     

Learning and schooling of Basarwa (Bushmen) children in Botswana

Conclusion This article highlights the inadequacy of the current model of schooling delivered to Basarwa children in Botswana, and contends that their education should be reevaluated from a cultural viewpoint. Children and teachers are enmeshed in a dynamic, cultural, social and political web, and there are serious language and cultural barriers to learning. These barriers underscore the need for a bilingual, multicultural model of education to affirm and strengthen the culture of the child. The high mobility of the Basarwa demands a flexible, less formal model of schooling and training of teachers from within the Basarwa culture. An innovative curriculum is needed, building on traditional Basarwa pedagogy and world view to develop skills needed to gain greater equity. The approach to health education known as Child-to-Child has considerable potential for curriculum development. Until a more relevant educational model is available Basarwa children will continue to be disadvantaged. A lecturer in education and development at the University of London Institute of Education, where she is responsible for advanced diploma and masters courses in health education and promotion. She is a qualified school-teacher and nutritionist, with more than ten years' experience in higher education and in community development for health in West and East Africa. She is conducting research in health through schooling, and will complete her Ph.D. thesis on ‘Children as health educators’ in 1995. She has a special interest in participatory research methods and gender issues, and is married with four children.     

Teaching Your Child to Read: A Critique of Some Recently Published Material

Moves to involve parents more fully in the process of teaching reading to their children have been generally universally welcomed. Publishers have seen this area as one for development and a number of materials aimed at parents are now on the market. As yet, however, there has been little critical appraisal of such material and Pat Pinsent's review here will be widely welcomed by teachers and parents alike. She uncovers some rather worrying features in the material she examines, particularly the implicit assumption in the materials that they will themselves teach children to read. As Pat points out, becoming a reader is a rather more complex business than this.     

Developing teacher knowledge using a tool for creating tasks for the classroom

In this paper we illustrate the use of a tool from a teaching programme with one year graduate students. This tool is designed to help them to develop tasks for the classroom. It is described in its three stages, for analysing mathematics, for connecting the curriculum, and for informing in-the-moment shifts. We finally discuss the role of tools in developing a pedagogy for teacher education.