Peer Teachers With Autism Teaching 3D Modeling

ABSTRACT

Few autism programmes address the needs of adolescents and young adults, and those that do are unlikely to include individuals with autism in the design and evaluation of the programme. This study involved nine youth with autism (ages 16–25) in the development and evaluation of a peer teaching programme where they taught three-dimensional modelling to other students with autism spectrum disorder. The methodology was participant-oriented research where the students with autism were co-designers and programme evaluators in the research. This approach highlighted their unique strengths and abilities and shifted the power such that they were leaders and not simply the recipients of knowledge from instructors. Four themes emerged through the qualitative analysis of the students’ perceptions of the peer teaching programme: 1) the meaning of peer teaching, 2) motivations for peer teaching, 3) challenges and 4) coping with the challenges of the role.     

Is There a Need for Transcendental Arguments in Discourse Ethics?

In this essay, James Scott Johnston examines Jürgen Habermas's transcendental justification of his discourse theory of morality. According to Johnston, the application of Habermas's theory to educational issues often assumes that this justification is a cogent one. However, if the theory is to provide reasoned and appropriate guidance for educators, the justification of discourse ethics requires closer examination. Johnston argues that Habermas's so‐called “weak” transcendental approach is in fact unsustainable because it fails to reconcile two conflicting schools of philosophical thought: Kant's transcendental idealism and George Herbert Mead's social pragmatism. Johnston concludes that a more plausible justification of the discourse ethical project can be achieved by rejecting Habermas's Kantianism and appealing solely to Mead's social pragmatic conception of rationality.     

Preparing a CPT Submission Package

The candidate chooses projects for his or her ability to establish credentials as a performance technologist. The clearer the links between actions and improved performance for the client, the stronger the case each example makes. Candidates will need to show this linkage between contribution and outcome for each project used in preparing the submission package.     

The professionalisation of teaching: teacher training and education reform in Austria, 1867–1914

This article examines Austria’s efforts to reform teacher education during the period of the Dual Monarchy, 1867–1914. It offers insight into the role of teachers in Austrian society and how this role changed over time. It demonstrates that, during this period, teaching became an institutionalised and professionalised occupation. This process of professionalisation brought teachers firmly under state control, leading to conflict between teachers and the Austrian educational bureaucracy. This process also led to the development of a robust network of teachers’ associations to represent the interest of Austrian teachers and to contribute to their professional development. This article utilises documents from the Austrian educational bureaucracy, printed curriculum and pedagogical journals to illustrate that Austrian teacher training reforms offer crucial insight into the development of public education in the late nineteenth century.     

From Mentorship to Tenureship: A Storied Inquiry of Two Academic Careers in Education

This article details a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship. The authors examine the importance of storied inquiry in studying mentoring and describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process. Data were collected from written narratives, correspondence, and conversations within a mentorship program. Three dimensions of narrative inquiry are used to explore the themes of writing as nurturing the mentoring relationship and the assimilation into the academy: fear and anxiety along the tenureship path, building community and a collaborative mentorship, and balance between life and academia.     

The social studies methods course: what do teacher candidates know and want to know about teaching social studies?

During the past decade, there has been more than an adequate amount of research addressing issues regarding social studies methods courses. However, the apparent void is that there is no clear understanding of what pedagogical content knowledge or understanding of pedagogical approaches teacher candidates bring with them to social studies methods courses or what they expect from their time in social studies methods courses. The purpose of this study is to determine the mentality of the typical social studies methods course student, as he or she enters a social studies methods course. Employing analytic induction (Bogdan & Biklen, 2007 Bogdan, R. C. and Biklen, S. K. 2007. Qualitative research for education: An introduction to theory and methods , (5th ed.), Needham Heights, MA: Allyn & Bacon.  [Google Scholar]; Erikson, 1986 Erikson, F. 1986. “Qualitative methods in research on teaching”. In Handbook of research on teaching , (3rd ed.,, Edited by: Wittrock, M. C. 119–161. New York, NY: Macmillan.  [Google Scholar]; Patton, 2002 Patton, M. Q. 2002. Qualitative research & evaluation methods , (3rd ed.), Thousand Oaks, CA: Sage.  [Google Scholar]) and content analysis (Patton, 2002 Patton, M. Q. 2002. Qualitative research & evaluation methods , (3rd ed.), Thousand Oaks, CA: Sage.  [Google Scholar]) to analyze and interpret the data, 9 categories for what the students know and 8 for what the students wanted to know were constructed.     

Changes in Follow-Up Data Following Marked Changes in a Counselor Education Program

This study compared follow-up data for two groups of master's degree alumni of a counselor education program, one of which graduated before marked changes in the program occurred and the other thereafter. The questionnaire data represented 83.5 percent of the first group and 89.6 percent of the second. Findings concerning the instructional program, advisement, and library services showed significant improvement in appraisal reactions of alumni in six of 12 cases, some deterioration in one. equivocal results in another, and no change in four. Employment data showed an increase from 42 to 71 percent of alumni in counseling and guidance positions. Professional membership data revealed a significant trend toward identification with national organizations. It was concluded that significant changes in much follow-up data occurred after marked changes in the counselor education program studied and that these changes were generally in the direction of further professionalization of counseling and guidance.     

Variation in class size,the class size paradox,and some consequences for students

Even where a total allocation of resources is fixed, it is often possible to vary the distribution of the given resources. This distribution can have important, if sometimes hidden, consequences. In the case of universities, considering the mean class size as given, three nonobvious consequences of the amount of variation in class size are examined. (1) The average class size experienced by students is directly related to the amount of variation in class size. (2) Overall student attendance is inversely related to the amount of variation in class size. (3) Overall student participation time is directly related to the amount of variation in class size. The logic of these relationships is explored, and data on 49 departments and interdisciplinary programs at one university are used to illustrate the nature and extent of the class size paradox at one university.