Conceptualising institutional support for early,mid, and later career teachers

In this paper we argue that institutions need to support early career teachers to learn to teach in much the same way that students who are new to higher education are supported: through integrated and intentionally designed transition strategies. We take a published student transition typology and adapt it to identify ways of supporting early career teachers. We argue that strategies within each conception of our adapted typology are necessary to support a diverse cohort of higher education teachers, not only those who begin teaching each year, but those who are in their mid and later careers.     

Focused Activities and the Development of Social Capital in a Distributed Learning “Community”

This study examined the development of individual social capital in a distributed learning community. Feld's theory of focused choice predicts that the formation of network ties is constrained by contextual factors that function as foci of activities. In our research, we examined how group assignment and location could function as such foci to influence the development of individual social capital in a distributed learning community. Given that networks with different content flows may possess different properties, we examined two different types of networks—task-related instrumental networks and non-task-related expressive networks. A longitudinal research design was used to evaluate the evolution of networks over time. Hypotheses were tested using a sample of 32 students enrolled in a distributed learning class. The results show strong support for Feld's theory. While serving as foci of activities to organize social interactions, both group assignment and geographic separation can also function to fragment a learning community.     

Geriatric Field Education in Social Work: A Model for Practice

It is expected that the demand for gerontological social workers will increase as the elderly population continues to grow. However, many practitioners enter the aging field with little or no formal training. Successful gerontological social work practice requires workers to be knowledgeable and technically competent. Fieldwork plays a critical role in social work students' development and training. This paper describes a specialized social work practicum which instructs graduate social work students in the skills and abilities required to work in contemporary geriatric practice. The setting for the internship, its format, its major goals, and student experiences are described.     

Investigating Teacher Candidates’ Mentoring of Students at Risk of Academic Failure: A Canadian Experiential Field Model

In this study, the authors explore a Canadian field experience model in a bachelor of education program that focuses on mentor‐based relationships between teacher candidates and students at risk of dropping out of high school. They examine teacher candidates’ and at‐risk students’ attitudinal approaches. The model emphasizes praxis and social justice, and the authors argue that it would benefit from a greater emphasis on critical literacy theory. Data were collected through triangulation of Ministry of Education documents, a literature review, program coordinators’ informal reflections and field notes, and interviews. Interview participants were two teacher candidates, three at‐risk students, and three Student Success teachers. The mentoring improved human relations and attendance more than grades for the at‐risk students. The results indicate that at‐risk students feel individually empowered through the mentor‐based model and teacher candidates demonstrate insights into their mentoring relationships.     

Context and Sources in Broadcast Television Coverage of the 2004 Democratic Primary

This study examined context variables (reporter speculation, multiple viewpoints, and story emphasis) and source variables (anonymous sources and source transparency) in broadcast television coverage of the 2004 Democratic presidential primaries. Primary coverage was compared with coverage of other major stories. Primary coverage was no more focused on conflict than were other major stories. Primary coverage was, however, more focused on winners and losers, and primary reporting was more likely to include reporter speculation. Primary stories were just as likely to include anonymous sources as were other major stories, but primary stories also were more likely than other major stories to fully identify sources.     

Benefits of multisensory structured language instruction for at-risk foreign language learners: A comparison study of high school Spanish students

In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were students in high-school-level Spanish attending girls’ preparatory schools. Of the 55 participants, 39 qualified as at-risk for foreign language learning difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group. All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension, word recognition, and pseudoword reading. Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction, significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group.