Pre-service teachers’ defensive pessimism in situ: Two case studies within a mathematics classroom

In this study, defensive pessimism is reviewed in relation to anxiety, self-esteem, expectations, self-regulation, and self-handicapping. Then, two case studies of American pre-service teachers in a mathematics classroom are provided that move the research beyond survey and correlational studies. In the case analyses, defensive pessimists’ discourse and behaviours are examined and additional characteristics are noted, e.g., expressions of humour and self-congratulations. In connection with teaching, teachers are encouraged to support defensive pessimists’ learning strategies, such as perseverance and the use of multiple representations, so that the focus is on meaningful learning instead of the negative self-talk.     

Phonological processing and early literacy

Phonological awareness and phonological memory have been cited separately as two cognitive skills thought to underpin literacy. Few studies, however, have investigated the relationship between these two skills and their relative contribution to early reading and spelling. The aims of this longitudinal study were to evaluate the developmental relationship between these two phonological processing skills and to consider their relative contributions to early literacy. This paper reports results from the first 12 months of the study, which monitored 80 preliterate children during their first year of formal schooling. The findings discussed here suggest that phonological awareness and phonological memory both make significant yet distinctive contributions to early literacy: while early phonological awareness may predict subsequent single‐word reading, early phonological memory appears to play an important part in the development of the decoding strategies needed for later reading. Evidence that a qualitative change in phonological memory takes place during the first year of formal schooling confirms earlier claims that a phonological strategy for spelling may develop before a similar strategy for reading (Frith, 1985; Huxford, 1993).     

ISTE standards in teacher education: A collection of practical examples

Abstract

The innovative integration of technology into teacher education is at a premium. Institutions, large and small, are searching for examples of appropriate, effective, and replicable programs on which to base programmatic decisions. This article provides such a guide. The authors represent four of the first six International Society for Technology in Education (ISTE) Distinguished Achievement award‐winning programs. This article provides examples of how four highly innovative programs meet the ISTE National Educational Technology Standards for Teachers (NETS?T) for technology integration into the teacher education programs. It provides a collection of practical examples of ways in which teacher education programs can use the NETS'T as a guide for enhancing teacher education curricula on campus and in P‐12 classrooms where teacher education candidates work.     

Early Educators’ Collective Workplace Stress as a Predictor of Professional Development’s Impacts on Children’s Development

Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand whether educators’ collective workplace stress moderates professional development’s impacts on children’s language and literacy skills, executive functioning, and learning behaviors. Within a sample of 406 children from the National Center for Research on Early Childhood Education Professional Development Study (M_age = 4.17; 50% female; 50% Black, 32% Latinx, 11% White), professional development positively impacted child outcomes in centers where educators collectively reported high workplace stress but negatively impacted child outcomes in centers where educators collectively reported low workplace stress.     

Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school

A person-oriented approach examined patterns of functioning in social and executive function domains at 54 months and in turn forecasted 5th-grade socioemotional and achievement outcomes for 944 children. Six distinct profiles of 54-month school readiness patterns predicted outcomes in 5th grade with indications of cross-domain association between 54-month performance and later functioning. A group of children at 54 months characterized by low working memory exhibited elevated levels of socioemotional problems and low achievement in 5th grade. Patterns in which high social competence or high working memory were prominent predicted high 5th-grade achievement. Unexpectedly, a group distinguished by attention problems performed well on later achievement outcomes. After controlling for children's early demographics, readiness profiles accounted for math achievement in 5th grade.     

Teaching Specialized Legal Research: Business Associations

Business associations are a complex substantive topic that can be included in an advanced legal research course that teaches students sophisticated research, writing, and citation skills. This article presents the basic substantive law regarding business associations necessary to deliver instruction about advanced legal research, writing, and citation. This article also offers a model syllabus with suggested sources and assignments for students. These research assignments require students to perform tasks such as citing primary and secondary sources, learning advanced research skills using loose-leaf materials, assimilating information from multiple sources into cogent narratives, locating information using various electronic resources, digests, and other secondary sources, and locating and using forms pertinent to business association agreements. This article also provides an instructor with twenty-five suggested sources to use in assigning materials to students. These sources consist of both print and electronic versions. They additionally consist of treatises, monographs, guides, model statutory materials, electronic databases, Web sites, form guides, casebooks, a digest, and a citation manual.     

Transnational academic mobility,knowledge, and identity capital

This article begins with the contemporary context of transnational academic mobility, and sketches a typology of mobile academics according to their self-identification. UK examples are offered as the main case study here. The article will then explore the relations of mobile academics and their embodied and encultured knowledge. It employs a concept of ‘transnational identity capital’ to discuss the position of transnational mobile academic intellectuals as a ‘stranger’ as inspired by Simmel's sociology of space.