The Social and Political Structuring of Faculty Ethicality in Education

This study examined the experience of faculty ethicality in education. Research questions focused on faculty characterizations of professional ethics, related socialization experiences, and responses to dilemmas. Interviews were conducted with 32 faculty members and analyzed using the constant comparative method. Findings describe the experiential dimensions of faculty ethicality and the influence of a higher education ethos on professional reasoning and decision making. The tenure and promotion process is the most influential dimension; but faculty reward systems in general, as well as personal and family identification, also help to structure ethicality. Four elements of academic ethicality are discussed: standard, information, diversity, and integrity.

Why Are We Here? A Five‐year Study of Institutional Development in a Secondary School

A process of survey feedback for internal renewal in a secondary school is analyzed in this article. Both qualitative and quantitative data, collected over a five‐year period, reveal that a number of interacting factors affected the process at various stages. Implications of the study center around school culture (norms), the community context, the importance of continuity of leadership and the integration of school‐level and system‐level initiatives.     

Pragmatic epistemology: ways of knowing as ways of being

A personal epistemology is more than a framework for knowing and understanding reality; epistemic assumptions cultivate corresponding behaviours and actions. In other words, an individual's way of knowing predisposes a way of being. This inquiry explores the lifeworld of epistemology experienced by 14 women in Malaysia. Based on constant comparative analysis of in-depth interviews with Malaysian women from various ethnic backgrounds, the paper proposes a personal model of self-in-practice that enacts an individual's pragmatic epistemology—the experience of epistemology in everyday life. Previous research identified ways of knowing as personal models of self; this study explores how these ways of knowing are demonstrated in the everyday lifeworld, or pragmatic epistemology. For the women in this study, pragmatic epistemology manifests itself two ways: everyday decision-making and emotional disposition. Thus, the personal model of self reflects both culture and cognition, resulting in behaviours and actions framed by personal epistemology.     

AECT and NCATE

AECT is a committed partner with NCATE in its belief that every child in America has the right to be taught by a well-prepared, qualified teacher. AECT, always a strong proponent of accreditation and licensure, has been a strong ally and supporter of NCATE for over thirty years. In recent action, AECT’s Board of Directors reaffirmed its commitment to, partnership with, and acknowledgement of NCATE as the national organization that authorizes the professional accreditation programs that produce America’s teachers and other education specialists. We call upon all such programs to seek national accreditation