Mentors for beginning teachers as middle leaders: the messy work of recontextualising

ABSTRACT

Mentors for beginning teachers in schools are often unacknowledged middle leaders in their schools. Through their work with beginning teachers, they not only provide local leadership in their contexts, they influence and shape the work of the next generation of teachers. Government-funded mentor training for the purpose of supporting beginning teachers in Education Queensland schools commenced in 2014 (Queensland Government. [2017]. Mentoring Beginning Teachers. http://education.qld.gov.au/staff/development/employee/teachers/mentoring.html). In Queensland, Australia, over 3000 experienced teachers have completed a two-day professional learning Mentoring Beginning Teacher (MBT) programme. Upon completion, mentors were expected to design and enact a mentoring programme that met the beginning teachers’ needs in their context, using the dialogic mentoring principles they had learned to fulfil the policy goals of increasing the number of beginning teachers transitioning to full registration. This article draws on Bernstein’s ([2000]. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Revised ed. Rowman & Littlefield) concepts of recontextualisation, and horizontal and vertical discourses of knowledge to understand how mentor teachers negotiated and enacted their roles as middle leaders in schools in diverse schooling contexts.     

Weak Ties in Networked Communities

Communities with high levels of social capital are likely to have a higher quality of life than communities with low social capital. This is due to the greater ability of such communities to organize and mobilize effectively for collective action because they have high levels of social trust, dense social networks, and well-established norms of mutuality (the major features of social capital). Communities with “bridging” social capital (weak ties across groups) as well as “bonding” social capital (strong ties within groups) are the most effective in organizing for collective action. People who belong to multiple groups act as bridging ties. When people with bridging ties use communication media, such as the Internet, they enhance their capability to educate community members and to organize, as needed, for collective action. This article summarizes evidence from stratified household survey data in Blacksburg, VA, showing that people with weak (bridging) ties across groups have higher levels of community involvement, civic interest, and collective efficacy than people without bridging ties among groups. Moreover, heavy Internet users with bridging ties have higher social engagement, use the Internet for social purposes, and have been attending more local meetings and events since going online than heavy Internet users with no bridging ties. These findings may suggest that the Internet—in the hands of bridging individuals–is a tool for enhancing social relations and information exchange, and for increasing face-to-face interaction, all of which help to build both bonding and bridging social capital in communities.     

Gyroscope-based assessment of temporal gait parameters during treadmill walking and running

Wireless sensing solutions that provide accurate long-term monitoring of walking and running gait characteristics in a real-world environment would be an excellent tool for sport scientist researchers and practitioners. The purpose of this study was to compare the performance of a body-worn wireless gyroscope-based gait analysis application to a marker-based motion capture system for the detection of heel-strike and toe-off and subsequent calculation of gait parameters during walking and running. The gait application consists of a set of wireless inertial sensors and an adaptive algorithm for the calculation of temporal gait parameters. Five healthy subjects were asked to walk and run on a treadmill at two different walking speeds (2 and 4?kph) and at a jogging (8?kph) and running (12?kph) speed. Data were simultaneously acquired from both systems. True error, percentage error and ICC scores indicate that the adaptive algorithm successfully calculated strides times across all speeds. However, results showed poor to moderate agreement for stance and swing times. We conclude that this gait analysis platform is valid for determining stride times in both walking and running. This is a useful application, particularly in the sporting arena, where long-term monitoring of running gait characteristics outside of the laboratory is of interest.     

21st century teachers: how non-traditional pre-service teachers navigate their initial experiences of contemporary classrooms

In the twenty-first century, teachers’ work has become more complex with high levels of accountability, increased bureaucratic responsibilities and unprecedented levels of public scrutiny. However, teaching fundamentally remains a caring profession, requiring well-developed social skills and emotional labour to successfully engage and motivate students. Teachers need resilience to thrive in these environments of intense and often conflicting pressures. Drawing on a transactional-ecological modelthis qualitative study explored the resilience and teacher identity development of a cohort of pre-service career-change teachers as they navigated their initial experiences in contemporary classrooms. The findings indicate that this cohort arrived to teacher education with teacher identities strongly aligned with a broad conceptualisation of care as active practice. This paper discusses how their identities and capacities for resilience were challenged and reviewed during their classroom experiences and the implications for teacher education and the profession.     

Mobile phones in education: Challenges and opportunities for learning

The millennials use mobile phones on a daily basis to keep in touch with family and friends (Lenhart 2010). However, the role of mobile phones in education needs to be close examined as educators strive to incorporate mobile leaning devices in the classroom. Consequently, schools will not only need to evaluate their school curriculums but also recognize the power in the digital devices to engage, enable, and empower Gen-M and iGen learners. Therefore, the purpose of this article is to provide a rationale for the need for administrators to design guidelines for schools planning to adopt mobile phones in their curricula. Additionally, this article is intended to stimulate reflections on effective ways to adopt mobile phones in education to engage learners.     

农村基础设施投资与农民投资需求的关系——来自5省的实证分析

近年来,随着对农村基础设施建设的加强,大量的资金用于投资道路、灌溉和饮用水等设施.至于这些投资是否是当地居民迫切需要的仍然是一个有待回答的问题.本文利用5省101个村的村级和农户的追踪调查资料,描述了2005年初样本村的普通村民和村干部时基础设施建设的投资需求以及2005-2006年期间这些村的村级公共投资水平和投资结构,并以道路、灌溉设施、饮用水设施为例.详细分析了当地居民对这3类基础设施的投资需求排序与各村对这些项目的实际投资行为之间的关系.结果表明,农村村级饮用水设施和灌溉设施的项目实施与当地村民对这两类基础设施的投资需求呈现出高度的正相关关系;但是,虽然过去两年中样本村实施的道路项目最多,但并不是所有的道路投资都是村民最需要的.