Smoking Habits among Teachers in Primary Schools in Norway 1977

Seip, A.K. 1982. Smoking Habits Among Teachers in Primary Schools in Norway 1977. Scandinavian Journal of Educational Research 26, 183‐195. A representative sample (N = 1988) of members of the two main teachers’ organizations in Norway, the Norwegian Teachers’ Association and the Association of Secondary School Teachers, were mailed a questionnaire in the spring of 1977 regarding their past and present smoking habits, and 92 % responded. The percentage of daily smokers among the teachers was approximately half of that found in the general population. Also in recent years the decline in smoking among teachers has been greater than in the general population. Answers given to questions concerning reasons for stopping smoking as well as certain attitudinal indicators show that the teachers’ reduction in smoking is related to their professional involvement and comparatively high level of knowledge about the health hazards of smoking.     

A Model for Recruiting and Retaining Teachers in Alaska's Rural K–12 Schools

The Alaska Statewide Mentor Project (ASMP) is a joint effort of the University of Alaska and the Alaska Department of Education & Early Development to address the persistently low teacher retention rates in the state, especially in rural districts that predominantly serve Alaska Native (AN) students. Over six years, teacher retention in rural districts, measured from year to year, has increased from an average of 67% to an average of 77% among new teachers who receive ASMP mentoring (Adams & Jordan, 2012). We conducted a midcareer teacher study to determine whether ASMP also affects long-term retention and, if so, to identify contributing factors. Using an explanatory sequential mixed-methods approach, we first calculated longitudinal retention rates and then interviewed midcareer teachers to identify factors supporting teacher efficacy connected to teacher retention. Interview data were coded using a framework from community psychology that employs a strengths-based perspective grounded, in this case, by the orienting concepts of “stress” and “coping.” The data produced a model of strengths contributing to teacher efficacy related to typical stressors in Alaska's public K–12 schools, a model that includes factors specific to teacher background, professionalism, socializing in the community, and being student-focused. In this paper, we compare and contrast these results to findings by others in northern rural remote areas in order to present practical implications for teacher recruitment, professional development, mentoring and support, and school environment.     

Moving feedback forward: theory to practice

There is substantial research interest in tutor feedback and students’ perception and use of such feedback. This paper considers some of the major issues raised in relation to tutor feedback and student learning. We explore some of the current feedback drivers, most notably the need for feedback to move away from simply a monologue from a tutor to a student to a valuable tutor–student dialogue. In relation to moving feedback forward the notions of self regulation, dialogue and social learning are explored and then considered in relation to how such theory can translate into practice. The paper proposes a framework (GOALS) as a tool through which tutors can move theory into practice with the aim of improving student learning from feedback.     

The differentiated classroom observation scale

This article presents a new classroom observation scale that was developed to examine the differential learning activities and experiences of gifted children educated in regular classroom settings. The Differentiated Classroom Observation Scale (DCOS) is presented in total, with clarification of the coding practices and strategies. Although the DCOS was developed to examine the impact of differentiated classroom practices for gifted children, it is expected that the scale could be used for observing the educational experiences of any identifiable group of children. Reflections on the benefits offered by the DCOS that are not available with existing measures are provided, and include (a) the ability to contrast the educational experiences of two groups of learners; (b) documentation of a variety of educational factors including pedagogy, student engagement, and level of cognitive activity; and (c) preservation of contextual factors for deeper investigation through a database‐driven record keeping system that maintains disaggregated data from a series of short observational segments.     

Ageism and aging anxiety among young adults: relationships with contact,knowledge, fear of death,and optimism

ABSTRACT

Ageism refers to discrimination against individuals based on age, while aging anxiety is defined as fear about getting older. We were interested in whether ageism and aging anxiety had distinct correlates among young adults. The purpose of this study was to explore the effects that knowledge of aging, contact with older adults, fear of death, and optimism have on ageism and aging anxiety in young adults (N = 623). Knowledge of aging and contact with older adults were associated with lower ageism. Aging anxiety was associated with greater fear of death and lower optimism. Results indicate that the positive effects of contact and knowledge on the attitudes of young adults toward the older adult population. Increased education on the aging process and improving quality of contact with older adults could help reduce ageism and ageing anxiety.     

DISCOVERING COMMUNAL VITALITY IN AFRICAN RITUALS: SEEING AND HEARING GOD THROUGH ZIMBABWEAN CHRISTIANS

Rituals provide opportunities for teaching and learning meanings of communal life and ways of enlivening it. Moreover, rituals serve as a pathway for learning to see God and to hear God through the peoples of God. This article explores key attributes of rituals of Christians in Zimbabwe Africa which constitute teaching and learning material and through which God is seen and heard through Zimbabwean Christians. Attention is also given to African concepts of time for ritual life and approaches useful in preparing for cross-cultural participation in rituals.     

“Rights as well as duties”: The rhetoric of Leonora O'Reilly

The following essay provides an analysis of the rhetorical strategies employed by Leonora O'Reilly, a Progressive Era labor reformer. The essay argues that O'Reilly's use of enactment and empowerment are representative of a “feminine style” as defined by Campbell (1989) and extended by Dow and Tonn (1993). As a subject of analysis, O'Reilly's rhetoric provides an opportunity to examine the public voice of a working‐class female reformer.