Administrative behavior and student dissatisfaction: A possible relationship

In postwar Bosnia–Herzegovina, segregation along ethno-nationalistic lines and divergent pedagogies within the education system have presented challenges to social cohesion and the long-term stability of a society that is still struggling to rebuild, reconcile, and regain trust (Jancic, 2008 Hromadzic, A. 2008. Discourses of integration and practices of reunification at the Mostar Gymnasium, Bosnia and Herzegovina. Comparative Education Review, 52: 541[Crossref], [Web of Science ®] , [Google Scholar]). This article examines the current state of the education system within (a) leadership, (b) primary and secondary schooling (i.e., segregation, language of instruction, textbooks, and curriculum), (c) school–community relations (parent–teacher associations and international organizations), and (d) higher education. Within each of the four aspects, the article explores the challenges and possibilities for social cohesion presented within schools and through education at the larger societal level in Bosnia–Herzegovina.     

Multilevel Mediation: Cumulative Contextual Risk,Maternal Differential Treatment,and Children's Behavior Within Families

This study tests the hypothesis that links between contextual risk and children's outcomes are partially explained by differential parenting. Using multi‐informant measurement and including up to four children per family (M_age = 3.51, SD = 2.38) in a sample of 397 families, indirect effects (through maternal differential parenting: self‐reported and observed) of cumulative contextual risk on four child outcomes were investigated. Cumulative risk was associated with higher levels of differential parenting and, in turn, with higher levels of behavioral problems. Indirect effects were strongest for attentional and social problems but also evident for aggression. The link between differential parenting and outcome was moderated by favoritism, but this was only evident for maternal report and strongest for aggression.     

A Social-Studies Unit that Developed Pupils’ Powers of Problem Solving

This article reports the author's experiences using graphic novels with pre-service teachers in a young adult literature course. Drawing on critical response papers two students composed after reading Pride of Baghdad, a graphic novel by Brian K. Vaughan and Niko Henrichon, the author argues that when readers possess the background knowledge needed to approximate the role of the implied reader—that is, the imaginary audience for whom authors envision themselves writing—they are capable of engaging with graphic novels in ways that readers who lack experience with the form, or who question its literary merit, are not.     

The Middle School Trend: Another Look in the Upper Midwest

Teacher retention has become a major issue facing policy makers as our nation's school-age population continues to grow while the teaching workforce continues to decline because of attrition and an aging workforce. Common reasons cited by teachers for leaving the profession can also be linked to burnout. This study examined burnout levels in a specific subset of teachers—those who achieved certification by the National Board for Professional Teaching Standards (NBPTS). The potential benefits to teachers who pursue NBPTS certification include professional pride, recognition of outstanding teaching practice, new leadership roles and responsibilities, and higher salaries (Shapiro 1995 Shapiro, B. 1995. A boost for teachers?. Vocational Education Journal, 68: 28–29.  [Google Scholar]). Some of these potential rewards seem to address a number of the factors that are related to the onset of burnout, and therefore may not only alleviate burnout but also impact retention rates. The study found that National Board Certified Teachers (NBCTs) demonstrated significantly lower levels of burnout in two of its three dimensions.