Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice

Teaching has been described as an emerging community of practice. Within such professional communities, the processes of reflection and collaborative dialogue, or critical transformative dialogue, are central to the maintenance and improvement of professional practice for individuals, and the field. This paper reports on the challenges experienced by a group of first-year pre-service teachers engaging in a process of reflection and critique with peers, as they participated in a program focused on the development of core practices of teaching. These pre-service teachers' responses indicated their growing understanding of the importance of engaging in ongoing critical dialogue, as part of the “unnatural” aspects of teaching. The paper concludes with a reflection on the value of feedback from the earliest stages of professional learning.     

Teachers’ perception of mobile edutainment for special needs learners: the Malaysian case

Study of Malaysian adoption of mobile learning (m-learning) is still in the early stages. However, there are numerous researchers in the country exploring the potential and application of m-learning in the Malaysian education system, including special education. A key question is whether teachers are prepared to incorporate mobile technology as part of their teaching tools or do teachers perceive mobile technology only as personal communication gadgets. This paper investigates teachers' perception of m-learning applications in special education classes. Interviews were conducted to collect related information on teachers' perceptions of m-learning in the selected schools. The teachers expressed that there are limited resources to cater to the attention of special needs learners and they believed edutainment technologies such as augmented reality, game-based educational software and animation projects could be the answer. The benefits and challenges of implementing blended learning for special education are also discussed. The paper concludes by summarising the current environment of m-learning in Malaysian special needs education, together with recommendations for future use of the technology.     

Tackling the remaining attainment gap between students with and without immigrant background: an investigation into the equivalence of SES constructs

In England, students with immigrant background exhibit lower educational attainment than those without immigrant background. Family socioeconomic status (SES) helps explain differences in educational attainment, but a gap remains that differs in size for students with different immigrant backgrounds. While the explanatory repertoire for the remaining gap is broad, it has been neglected to comprehensively investigate whether family SES constructs are equivalent across students with different immigrant backgrounds. Using data from the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU) for England (n = 4,315), the paper applies exploratory structural equation modelling (ESEM) to evaluate measurement invariance of family background constructs across students without and with immigrant background, specifically Pakistani/Bangladeshi immigrant background. Results suggest differences in the structure of family SES indicators across groups and in their association with educational attainment. Complementary variables are suggested to enhance family SES indicators. Findings are relevant to researchers investigating educational inequalities related to immigrant background.     

The Salience and Utility of School Sex Education to Young Women

This article explores young women's accounts of the role that school sex education had in their learning about sex. It focuses on the influence of school sex education on behaviour, the importance of timing in understanding its utility, and the extent to which other sources of information complement or supplement school sex education. Thirty in-depth interviews and eight group discussions were conducted with female pupils from six schools in the east of Scotland. Nearly all of those interviewed cited school as a useful source in learning about sex. In particular, lessons intended to develop pupils' skills were valued. These were thought likely to influence behaviour positively in the future, although only one person could illustrate how this had already happened. A common feature of accounts was that school sex education had been delivered 'too late' for themselves or their peers, and it tended to be seen as an introduction or as supplementary to other sources, particularly friends, magazines and mothers. The utility of school sex education should not be dismissed but more attention should be given to the needs of those who become sexually active in their early teens.     

Agricultural extension in South-Eastern Europe: Issues of transition and sustainability

Following the economic reforms in the early 90's, most of the south-eastern European countries (SEE) made efforts to establish agricultural extension services. However, a number of factors including tight governmental budgets, lack of experience, and the existence of vested interests have constrained the development of extension services. This paper examines the rationale for public funding of extension programs and evaluates the incentive structure for private and public provision of agricultural extension service in the SEE countries. It suggests a medium and long-term approach with a primary focus on institutional design. Two groups of factors that affect the private sector supply of extension are analyzed: (i) demand and supply-side factors that affect the profitability of the service and (ii) factors arising from the public-good nature of extension output, externalities, and moral hazards that affect the appropriation of returns of the service. The main conclusion is that the SEE countries should try to achieve a public-private extension balance by following a gradual approach toward privatization of the agricultural extension service. However, the paper advocates a continued important role for the public sector to correct for potential undesirable effects of private advisory services.     

CONFRONTING THE RABIN ASSASSINATION IN OUR EDUCATIONAL INSTITUTIONS

PART II The Subject Matter

Despite the Differences noted in the various curricula under consideration here, all three are dedicated to the proposition that knowledge is central to the forming of the Jew. The 1978 curriculum, appearing as it does at a time in which many Jewish educators have opted for an emphasis on affective experience, reaffirms the assertion that “An empty-headed person cannot be sin fearing, nor can an ignorant person be truly pious.” The centrality of subject matter in each of the curricula invites a comparison of the levels of achievement to which they aspire. In this section we propose an analysis of several areas of the curricula and thereby to arrive at an estimate of what the student “knows” and is capable of doing if the course of study in these subjects is completed as planned.     

NEGRO TEACHERS IN NEW YORK CITY

This article addresses the question of what is entailed in enhancing teacher quality and student achievement through university-school partnership. It compares two different secondary schools working in partnership with Clark University in Worcester, Massachusetts. University Park Campus School (UPCS) is a small, neighborhood-based school that spans grades 7–12 and serves 215 students. South High School is a large comprehensive high school, with grades 9–12, and 1500 students. UPCS has attained an exceptional level of effectiveness, as reflected in student achievement; all students have passed the statewide test on their first try, with most scoring in the top two performance categories (“proficient” and “advanced”), and qualified for postsecondary education. In contrast, South High, committed to a major restructuring initiative, marks improvement more slowly and incrementally. While scale looms large as a factor in explaining the effectiveness of each school (an instrumental factor), the story of the differences between the two schools is more complex. The comparison focuses on the most salient dimensions in an effort to understand critical cultural dimensions of effectiveness.     

VIOLENCE ON COLLEGE CAMPUSES: UNDERSTANDING ITS IMPACT ON STUDENT WELL-BEING

Educational institutions are becoming increasingly concerned about school violence. This review of the literature on violent behavior focuses on two general issues that can be used to guide community college administrators and faculty in their attempt to counteract the damaging effects violent behavior has on the well-being of their students. First, it is important to be aware that the majority of students have at least some experience with violence. There is considerable evidence that students' exposure to violence is associated with bothantisocial behavior and psychological trauma (e.g., depression, anxiety, anger, post-traumatic stress disorder). Community colleges can help students who may be experiencing the negative effects of violence by, for example, establishing student support groups and taking accusations of harassment seriously. The second issue addressed provides some of the steps that community colleges can take to ensure the safety of their students. Violent threats should be addressed and employees need to become knowledgeable about the warning signs of violent behavior. In addition, it is recommended that community colleges develop a security plan based on the unique needs of their campuses as well as establish a Crisis Intervention Plan. The article concludes by stressing the importance of evaluating the violence prevention programs that are implemented.     

Gender and Ethnicity Among Community College Students: The Relationship Between Adlerian Themes

This study explored the relationship between Adlerian themes, gender, and ethnicity. Results indicate significant differences between Hispanic and Caucasian (non-Hispanic) community college students in Belonging and Social Interest as measured by the BASIS-A. Differences between males and females in Going Along and Wanting Recognition are also explored. The findings are discussed in relation to college students, teaching, and classroom climates.