The Challenge to be the Best: Reckless curiosity and mischievous motivation

In recent years, 'being the best' as a teacher has become less of a moral imperative based on a sense of integrity and trust, and more of a dictat from governments intent on imposing their performativity agendas on teachers in the name of raising standards. One consequence of the rise of the so-called school reform agenda is that there has been a demise of teacher renewal. Each of the papers in the present issue has addressed this paradox in one way or another. The present paper suggests that the models of teacher development adopted by policy-makers do not adequately address teachers' learning needs over a career or contribute to enhancing motivation and commitment essential to raising standards in the classroom. It concludes by suggesting that universities themselves have a moral commitment to develop further new kinds of sustained knowledge, creating roles with schools and teachers through which teachers' active professionalism will be enriched.     

Thinking,talking, and teaching on race: Derrick bell's “the space traders”

More criminal justice students are interested in a career in physical evidence collection. Oftentimes faculty have limited knowledge of the subject, which undermines their efforts to advise students on how to secure such a position. Additionally, because crime scene technicians have traditionally learned the position through “on-the-job” training, few academic programs exist designed to provide this education and training. This paper provides an overview of the development of a college-level degree program that will prepare individuals for careers as crime scene technicians and gives faculty a basis for advising students about this career option.     

College Students’ Time Management: a Self-Regulated Learning Perspective

Educational Psychology Review - Despite its recognized importance for academic success, much of the research investigating time management has proceeded without regard to a comprehensive...     

Seeing What They Want to See: Racism and Leadership Development in Urban Schools

This critical race theory (CRT)-framed qualitative study (n = 9) examined racism within a context of urban teacher leadership development. A series of semi-structured interviews were conducted with three White principals, who each identified one White and one African American teacher as “most promising” leadership potential. These teachers were interviewed, leading to analysis of principal support and teacher perceptions of being supported. The findings clarify principals who adopted a language of equity, while simultaneously arguing that their White teachers were more effective (based erroneously on the belief that the White teachers’ students had higher test scores). The African American teachers, on the other hand, were framed as experts in culturally responsive approaches, given increased teaching responsibilities, and not provided similar leadership opportunities. This difference in opportunities and expectations had lasting impacts on the African American teachers, who internalized the lack of resources and negative messages they received from their principals. The paper concludes with CRT implications for inclusive leadership development processes.     

Disability in higher education: a position paper

Leadership in education, particularly special education, implies both knowledge and application of professional behaviors, decisions, and ethics within the field. University students look for best practices in education to be modeled by faculty; this, in turn, underscores a fundamental belief in inclusionary principles. Such modeling is important on every level in teacher education programs, particularly special education programs. The higher a student's level (i.e., undergraduate vs. doctoral), the more notice that student will take of disparities between rhetoric and actions. While reflective practices are explicitly taught in teacher preparation programs to enable professionals to reflect on their own personal and professional practices, teacher education faculty need to employ the same strategy to ensure that they are indeed modeling the practices they teach. This position paper documents the impressions of a doctoral cohort in special education in terms of inclusionary practices demonstrated in a real-life context.