Research on Learners and Teachers of Mathematics and Science: Forerunners to a Focus on Teacher Educator Professional Growth

This introductory paper first reflects the genesis of research in mathematics and science teacher education. The analyses show a movement from foci of research in mathematics and science education from students to teachers, and then to teacher educators. Next, an overview of research in mathematics and science teacher education and its development is provided, including teacher educators’ growth. This is followed by a comparative look at the seven papers in this special issue through three lenses, focusing on who the teacher educators in these papers are, the practices which are the focus for development, and the contexts in which the professional growth is situated. The seven papers not only exemplify how teacher educators might critically and systematically reflect on their own growth, educate new teacher educators, and do corresponding research, but also demonstrate the considerable progress the research community has made with respect to the professional growth of mathematics and science teacher educators in the last decade. Finally, challenges and questions are raised, in particular in relation to raising the quality and quantity of proficient teacher educators in order to strengthen teacher education research, and to have enough human resources to offer more and better professional development opportunities and to support schools.

     

The Validity of the Interpersonal Behaviors Questionnaire (IBQ) in Sport

According to Self-Determination Theory (SDT), basic psychological needs will be influenced by other individuals’ interpersonal behaviors. The objective of the present research is to extend the validity of the Interpersonal Behaviors Questionnaire (IBQ and IBQ-Self) to the sport context. The measure was designed to assess perceptions of interpersonal behaviors of others (IBQ) or self-reports of interpersonal behaviors (IBQ-Self) in the context of SDT. This measure consists of 24 items and six subscales looking at autonomy-supportive, autonomy-thwarting (controlling), competence-supportive, competence-thwarting, relatedness-supportive, and relatedness-thwarting interpersonal behaviors. In Study 1, athletes were asked to report on their perceptions of their coaches’ interpersonal behaviors (IBQ). In Study 2, coaches were asked to report on their interpersonal behaviors when they coach their athletes (IBQ-Self). The results supported that the scale had a strong factor structure, internal consistency, and validity. Overall, the results supported the IBQ and IBQ-Self are valid measures of interpersonal behaviors in sport.     

Illuminating Low-income Pregnant and Parenting Student Mothers’ Experiences with Community College

U.S. community colleges are considered historical sites of educational access and opportunity for social mobility for nontraditional students. Theoretically framed in Acker’s theory of gendered organizations, this qualitative study explores low-income pregnant and parenting student mothers’ experiences with community colleges, spaces that are designed for an abstract, “ideal student.” Gendered analyses of in-depth interviews from 17 low-income pregnant and parenting student mothers across three community colleges in the Northeastern U.S. reveal compromised classroom and campus wide experiences that negatively impact processes of education and social growth. Findings illustrate the complexity of experiences for this marginalized student group who “do school” in institutional spaces that fail to meet their needs as students with multiple roles. Recommendations for institutional supports are offered.     

A Complex quest: The development and research of underachievement interventions for gifted students

The seeming lack of motivation of many academically gifted students is an area of frustration and concern for many parents, teachers, and psychologists. This article explores two studies in which researchers designed interventions to improve academic achievement. Both interventions were created using the Achievement‐Orientation Model. The first study matched the intervention to the student and found that the students' grades increased over the intervention period, t(45) = 2.56, p = .014, d = .38. Students using treatments linked to goal valuation and environmental perceptions showed the greatest academic grade growth; the self‐efficacy and self‐regulation groups showed little or no grade improvement. Building on the finding that goal valuation was important, the second study used a mixed‐methods design to pilot an intervention focused on goal valuation and student autonomy. The results of this study were mixed, as the intervention appeared to help two of the three students. Although these studies offer further insight into possibilities for promoting academic achievement among gifted students, further research examining how to best support and foster academic achievement in underachieving gifted students is needed. © 2012 Wiley Periodicals, Inc.     

Urban High School Students’ Critical Science Agency: Conceptual Understandings and Environmental Actions Around Climate Change

This study investigates how the enactment of a climate change curriculum supports students’ development of critical science agency, which includes students developing deep understandings of science concepts and the ability to take action at the individual and community levels. We examined the impact of a four to six week urban ecology curriculum on students from three different urban high schools in the USA. Data collection included pre and posttest written assessments from all students (n = 75) and pre and post interviews from focal students (n = 22) to examine how students’ conceptual understandings, beliefs and environmental actions changed. Our analyses showed that at the beginning of the curriculum, the majority of students believed that climate change was occurring; yet, they had limited conceptual understandings about climate change and were engaged in limited environmental actions. By the end of the curriculum, students had a significant increase in their understanding of climate change and the majority of students reported they were now engaged in actions to limit their personal impact on climate change. These findings suggest that believing a scientific theory (e.g. climate change) is not sufficient for critical science agency; rather, conceptual understandings and understandings of personal actions impact students’ choices. We recommend that future climate change curriculum focus on supporting students’ development of critical science agency by addressing common student misconceptions and by focusing on how students’ actions can have significant impacts on the environment.     

“External” Organizations and the Politics of Urban Educational Leadership: The Case of New Small Autonomous Schools Initiatives

Members of organizations traditionally outside public school systems have begun to take on central, and in some cases internal, leadership roles and responsibilities in the implementation of ambitious educational improvement initiatives. How are these arrangements playing out in practice? This article explores that question with a 3-year qualitative investigation of the participation of two such organizations—a school reform support organization and a consortium of foundations—in the implementation of new small autonomous schools initiatives in Oakland (California) and Chicago. Using Malen's politics of implementation framework, this article reveals how external organizations influenced the implementation of district initiatives with significant consequences for both the reform strategy and their own ability to sustain their involvement in implementation over time. The article concludes with implications for the research and practice of educational leadership.     

Using the 6S Pyramid to Identify Research‐Based Instructional Practices for Students with Learning Disabilities

To optimize students’ learning outcomes, educators are increasingly expected to use instructional practices shown to be effective by credible research. To help make this possible, organizations and scholars are producing resources that summarize research related to various instructional practices. However, as the collection of resources grows in size and complexity, it can be difficult and frustrating for practitioners to locate and utilize this information. In this article, we describe the 6S Pyramid (DiCenso, Bayley, & Haynes, 2009), a framework for efficiently and accurately prioritizing different types of research evidence. We also identify and briefly summarize Internet resources corresponding with each level of the Pyramid that can be used to identify research‐based practices for students with learning disabilities. To illustrate how the 6S Pyramid can be used in school and classroom settings, we begin and end the article with vignettes featuring a pair of co‐teachers seeking to improve instruction for their students who struggle with reading.     

Parental history of positive development and child behavior in next generation offspring: A two-cohort prospective intergenerational study

This study examined whether positive development (PD) in adolescence and young adulthood predicts offspring behavior in two Australasian intergenerational cohorts. The Australian Temperament Project Generation 3 Study assessed PD at age 19–28 (years 2002–2010) and behavior in 1165 infants (12–18 months; 608 girls) of 694 Australian-born parents (age 29–35; 2012–2019; 399 mothers). The Dunedin Multidisciplinary Health and Development Parenting Study assessed PD at age 15–18 (years 1987–1991) and behavior in 695 preschoolers (3–5 years; 349 girls) and their New Zealand born parents (age 21–46; 1994–2018; 363 mothers; 89% European ethnicity). In both cohorts, PD before parenthood predicted more positive offspring behavior (β_range = .11–.16) and fewer behavior problems (β_range = −.09 to −.11). Promoting strengths may secure a healthy start to life.     

REPLICATING AND EXTENDING RESEARCH ON THE PARTIAL ASSIGNMENT COMPLETION EFFECT: IS SUNK COST RELATED TO PARTIAL ASSIGNMENT COMPLETION STRENGTH?

After students acquire a skill, mastery often requires them to choose to engage in assigned academic activities (e.g., independent seatwork, and homework). Although students may be more likely to choose to work on partially completed assignments than on new assignments, the partial assignment completion (PAC) effect may not be very powerful. The current studies were designed to replicate previous research and determine whether the amount of sunk effort was related to PAC effect strength. Together, these studies (1) provide the only current replication of PAC effect; (2) support previous research, which suggests that the PAC effect is not very powerful; and (3) extend the theoretical research on PAC effects by showing that sunk effort did not influence PAC effect strength. Discussion focuses on implications for educators and directions for future theoretical research designed to identify the causal mechanism responsible for the PAC effect.     

CHURCH WORKERS IN STATE UNIVERSITIES

This paper presents a theological base identified as a Christ‐with‐culture stance and its implications for religious education in Japan as a multireligious society. Affirming multiple revelations of God in various religious traditions, a Christ‐with‐culture stance recognizes Christ as the “Christian criterial revelation” to discern truths of God. Japanese Christians can employ Buddhist and Shinto traditions in the Christian worship service as a part of their own religious traditions and participate in different religious ceremonies to share a common life with non‐Christians, thus integrating their identity as religious multilingual persons who can be bridges between people of diverse religions.