WHEN IS A SCHOOL ENVIRONMENT PERCEIVED AS SUPPORTIVE BY BEGINNING MATHEMATICS TEACHERS? EFFECTS OF LEADERSHIP, TRUST, AUTONOMY AND APPRAISAL ON TEACHING QUALITY

This study examines the hypothesis that the more support beginning mathematics teachers perceive and the better they evaluate the management of their school, the higher their teaching quality is. Indicators of teaching quality were how the teachers, who were in their third year in the profession, regarded themselves able to cope with the challenges of mathematics instruction and generic tasks like classroom management and how satisfied they were with their job. Indicators of support were the level of appraisal and autonomy the teachers reported. School management indicators were the administrative leadership of the principal and the climate of trust as perceived by the teachers. Our results reveal that teacher support plays an important role in the quality of beginning mathematics teachers. All quality indicators improved significantly if beginning teachers reported more appraisal and autonomy. A climate of trust plays an important role for the extent of autonomy perceived. Administrative leadership was significantly related to the amount of appraisal the teachers reported. Our results provide important information on how to steer a school so that the quality of beginning mathematics teachers is maximized.     

COURSE DROP PRACTICES IN TWO‐YEAR COLLEGES

Course drop practices among two‐year colleges were surveyed. Examined were deadlines by which courses were dropped, grades received when classes were dropped, who initiates drop procedures, and the extent to which policies related to the above stated practices have been recently changed. One fourth of the institutions reported a drop deadline of between four and six weeks from the end of the term. Almost that many (21.98 percent) used 10 days prior to the final exam as a deadline. More than two‐thirds of the colleges allowed students to drop prior to the deadline with a non‐punitive “W” grade. In the majority of instances, the official drop procedures may be initiated by either the student or the instructor. Community college administrators need to examine course drop policies in light of institutional statements of mission, philosophy, and objectives. Based upon dialogue among the staff, appropriate policy revisions should be developed in order to coordinate the rhetoric and the regulations of the college.     

Social Media,Higher Education,and Community Colleges: A Research Synthesis and Implications for the Study of Two-Year Institutions

This research project used a large database to examine factors associated with full-time faculty at 2-year institutions who have secured or not secured external funds. Specifically, the research examined demographic characteristics and other variables of faculty at 2-year institutions.     

Explaining Method Effects Associated With Negatively Worded Items in Trait and State Global and Domain-Specific Self-Esteem Scales

Several investigators have interpreted method effects associated with negatively worded items in a substantive way. This research extends those studies in different ways: (a) it establishes the presence of methods effects in further populations and particular scales, and (b) it examines the possible relations between a method factor associated with negatively worded items and several covariates. Two samples were assessed: 592 high school students from Valencia (Spain), and 285 batterers from the same city. The self-esteem scales used were Rosenberg's Self-Esteem Scale, the State Self-Esteem Scale, and Self-Esteem 17. Anxiety was also assessed with the State-Trait Anxiety Inventory, and gender and educational level were taken into account. The models were conducted using a multiple indicators and multiple causes (MIMIC) model framework. The evidence in this research pointed out that method effects were present across the different measures of self-esteem. Moreover, a significant and negative effect of anxiety on method effects was present across scales and samples, whereas no effects of age or educational level where found.     

OBSTACLES AND OPPORTUNITIES: CREATING EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT SCHOOLS

Abstract

The purpose of this article is to highlight key findings from a study of 24 early childhood preservice teachers as they moved away from a reliance on traditional interpretations of child‐centered curricula toward one of collaborative inquiry. Participants enrolled in a 15 week undergraduate teaching methods course were assigned to teaching teams to implement collaborative projects with the same group of 3–5‐year‐old children. The study utilized both quantitative and qualitative measures to assess conceptual level, changes in reflectivity, and inquiry‐oriented teaching. Results suggest that the emergence of collaborative inquiry among preservice teachers is a dynamic and diverse process not readily assessed by static measures or discreet skills. Collaborative projects did provide a context for creating communities of learners within which time, space and opportunity to practice, reflect and use language and other tools contributed to young teachers’ development of inquiry.     

Supplemental Fluency Intervention and Determinants of Reading Outcomes

This study replicates research on the efficacy of a repeated reading intervention with word-level instruction for students in Grades 2 and 3 with low to moderate fluency skills, examines differences between treatment implementers, and tests unique contributions of treatment-related variables on outcomes. Students from 13 schools were randomly assigned to dyads; dyads were randomly assigned to treatment or control conditions. Schools were matched into treatment implementer groups (teachers or paraeducators) at study onset. Tutoring occurred during school hours for 15 weeks (M = 25.5 hr). Multilevel model results showed treatment students (n = 98) gained more than controls (n = 104) on measures of letter-sound knowledge (d = .41), fluency (d = .37–.38), and comprehension (d = .30–.31); students tutored by teachers gained more than their paraeducator-tutored peers on word reading and fluency. Finally, dyads tutored with greater fidelity gained more in word reading and fluency; dyads that read more complex words in their texts gained less on letter-sounds, fluency, and comprehension.     

“Thinking About Thinking: It's not Just for Philosophers:” Using Metacognitive Journals to Teach and Learn About Constructivism

This article describes how Metacognitive Journals were used to teach prospective early childhood educators about constructivism. We emphasize the importance of modeling constructivist pedagogy and cultivating students' metacognitive potential. We share the effects on our students' learning and on our teaching. We also offer recommendations for teacher educators to incorporate Metacognitive Journals in their practice     

Fostering Resilience: A Necessary Skill for Teacher Retention

The goal of this qualitative 2-year study was to examine the resilience building process in four novice secondary science teachers and its link to teacher retention. To achieve the research goal, a resilience framework was established. Three factors were instrumental in creating the framework. The first focused on stressors and protective factors in the lives of novice secondary science teachers and provided direction and goals for the research. Second, a case study was developed for each of the four teachers participating in the research in order to emphasize the detailed analysis of factors linked to resilience. Finally, cross-case analysis was employed to identify similarities and differences and provide insight into issues concerning the resilience process. Results of this study suggest that the interaction between stressors and protective factors acts as a primary force in the resilience process and stimulate responses to help counteract negative effects of resulting stress. Therefore, it can be reasoned that resilience can be fostered in novice teachers as a means to encourage teacher retention.