Envisioning Our Practice: Examining and Interpreting Pedagogical Visions of Four Early Career Teacher Educators

ABSTRACT

The purpose of this article is to explore how pedagogical visions inform our work as former classroom teachers and current teacher educators in rural and urban regions of the United States. Specifically, we explore the instructional decisions we make as we work to meet these visions in higher education. Teacher educators are charged with the task of fostering visionary teachers in today’s highly challenging educational landscape. We pose the question: How can teacher educators foster visionary beginning teachers without an examination of their visions for their practice? Using a self-study design, we examine the intersections of our pedagogical visions for teaching and the instructional actions we take to work toward our visions in higher education. Findings highlight specific instructional practices and strategies used to enact visions while providing a critical discussion of the lens of visioning within self-study research.     

Attachment behavior, attachment security, and temperament during infancy

In summary reviews and empirical research, investigators have suggested that attachment classifications derived from the Ainsworth Strange Situation may reflect variations along dimensions of temperament as well as, or perhaps instead of, individual differences with respect to infant-mother attachments. In this study, relations between temperament dimensions from the Infant Temperament Questionnaire (Revised) and Strange Situation behaviors were evaluated. Relations between the behavioral style scores and the categories of attachment quality were also tested. The hypothesis that temperamental difficulty would be related to negative emotionality, as indexed by infant distress during separation (but not during the reunions), was tested and supported. Neither the behavioral style dimensions nor the temperamental diagnoses (e.g., "easy" vs. "difficult") were associated significantly with attachment classifications. The results are consistent with previous findings that temperament measures do not predict attachment security. Nevertheless, certain behaviors indexing negative emotionality that may be observed in the context of the Strange Situation are related to temperamental variability.     

Revisiting Peirce’s account of scientific creativity to inform classroom practice

Abstract

Peirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce’s later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science classroom. We focus on (a) his rationale for abduction, (b) conditions he recognised as necessary to support this speculative reasoning, (c) pragmatic strategies to guide inquiry and test conjectural hypotheses, and (d) his growing recognition of creative dimensions to reasoning beyond abductive inference-making. We illustrate this case through examples of a guided inquiry approach to student claim-making in the science classroom.     

Empirical classification of infant-mother relationships from interactive behavior and crying during reunion

Multiple discriminant function analysis (MDFA) was conducted with data from 255 Strange Situations conducted and scored by Ainsworth and her colleagues. Cross-validated discriminant functions and classification weights were obtained, allowing attachment classifications (A, B, C) to be assigned directly from scores on interactive behavior and crying during reunion episodes. In the past, classification agreement within laboratories has often been used as a training criterion. Unfortunately, this does not insure that classification criteria agreed upon within a laboratory are comparable across laboratories, nor does it insure that agreed upon criteria will yield the same classifications that would have been assigned by the researchers who developed the scoring system. The present results enable researchers who have mastered the scoring systems for reunion behavior and crying to obtain attachment classifications directly from scores on these variables. Alternatively, this procedure may be used to guide the training of, and validate classification decisions by, local judges.     

Journals in criminal justice and criminology: An updated and expanded guide for authors

This article provides an annotated list of 326 journals in criminal justice and criminology. After consulting the “notes for contributors” sections of each journal, the authors mailed a self-administered survey to all journal editors soliciting their input on their editorial policies. Journal websites were also consulted to construct the journals' mission, scope, and editorial focus. A total of 221 editors returned the survey for a return rate of 68%. The following entries present an annotation that summarizes the mission, philosophy, and editorial policies of each journal. Following the annotations, the chart documents contact information for the editors and editorial policies concerning submissions to each journal.