A Conceptual Framework for Learning to Teach Secondary Mathematics: A Situative Perspective

This paper offers for discussion and critique a conceptual framework that applies a situative perspective on learning to the study of learning to teach mathematics. From this perspective, such learning occurs in many different situations -- mathematics and teacher preparation courses, pre-service field experiences, and schools of employment. By participating over time in these varied contexts, mathematics teachers refine their conceptions about their craft -- the big ideas of mathematics, mathematics-specific pedagogy, and sense of self as a mathematics teacher. This framework guides a research project that traces the learning trajectories of teachers from two reform-based teacher preparation programs into their early teaching careers. We provide two examples from this research to illustrate how this framework has helped us understand the process of learning to teach. This revised version was published online in July 2006 with corrections to the Cover Date.     

Reducing Violence in Non-controlling Ways: A Change Program Based on Self Determination Theory

This paper presents and examines the first school change program focusing on violence and caring based on self-determination theory (Deci &; Ryan, 2012 Deci, E. L., &; Ryan, R. M. (2012). Overview of self-determination theory. In The Oxford handbook of human motivation (pp. 85–107). New York, NY: Oxford University Press. [Google Scholar]). The program aimed at promoting teachers' capacity to cope with violence and enhance caring without becoming more controlling. Comparisons of the effects of a 22-month-long program in three intervention schools and three control schools indicated that the program (a) reduced violent student behavior and controlling teacher behavior and (b) enhanced caring student behavior and active teacher response to violence. The results suggest that exposure to self-determination theory (SDT) concepts may promote a firm, yet non-controlling, teacher response to violence. More generally, the results highlight the potential for incorporating SDT ideas in violence reduction programs.     

The Impact of Advancement Via Individual Determination on the College Readiness of First-Generation Hispanic Students in an Urban South Texas High School

The Urban Review - This study examined the phenomenon of college readiness in Hispanic first-generation college students. The purpose of this study was to determine if a relationship exists between...     

Extending Previous cG×I Findings on 5‐HTTLPR's Moderation of Intervention Effects on Adolescent Substance Misuse Initiation

This study addresses replication in candidate gene × environment interaction (cG×E) research by investigating if the key findings from Brody, Beach, Philibert, Chen, and Murry (2009) can be detected using data (N = 1,809) from the PROSPER substance use preventive intervention delivery system. Parallel to Brody et al., this study tested the hypotheses that substance misuse initiation would increase faster from age 11 to age 14 and be higher at age 14 among: (a) 5‐HTTLPR short carrier adolescents versus long homozygotes, (b) control versus intervention adolescents, and (c) 5‐HTTLPR short carriers in the control condition versus all other participants. The hypotheses were generally supported and results were consistent with Brody et al.'s cG×I finding. Results are discussed in light of replication issues in cG×E research and implications for intervention.     

Video as a tool for fostering productive discussions in mathematics professional development

This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.     

重思公共教育的作用

本文旨在于现代背景下重建公众和公共教育的概念.亚里士多德理解的公共教育涉及公众的再生产,它包括某种身份的形成和对使用理性话语沟通的信奉.在现代背景下重思公共教育,需要对亚氏的公众定义加以修订.本文通过分析米尔顿·弗里德曼等新资本主义者支持择校的观点中存在的两个问题,提出了公众是理想的监管者的主张.通过参与共有价值观的集体反思,公共群体共同制定新规范,增加新的准则,开展道德创新,使其能够应对新的现实.     

Bookstores and Other Book Sources

Ruth Adler's A Day in the Life of the New York Times (Philadelphia: J.B. Lippincott, 1971—$6.77)

Les Daniels and The Mad Peck, Comix: A History of Comic Books in America (New York: Outerbridge &; Dienstfrey, 1971—$7.95)

75 Years of the Comics (Boston: Boston Book and Art Co., 1971—$9.95)

International Newspapers from University Microfilms (Ann Arbor, Michigan: University Microfilms, 1971—free on request, paper)

Chilton R. Bush (ed.) News Research for Better Newspapers (New York: American Newspaper Publishers Association Foundation, 750 Third Ave., 1965-date (annual), $2.00 or $3.00 each (set of last five volumes available for $10.00), paper)

Maurice F. Tauber and Hilda Feinberg's Book Catalogs (Metuchen, N.J.: Scarecrow Press, 1971—$15.00)

Martin E. Dann (ed.) The Black Press: 1827-1890 (New York: Putnam, 1971—$7.95)     

Developmental Trajectories of Acculturation in Hispanic Adolescents: Associations With Family Functioning and Adolescent Risk Behavior

This study examined longitudinal acculturation patterns, and their associations with family functioning and adolescent risk behaviors, in Hispanic immigrant families. A sample of 266 Hispanic adolescents (M_age = 13.4) and their primary parents completed measures of acculturation, family functioning, and adolescent conduct problems, substance use, and sexual behavior at five timepoints. Mixture models yielded three trajectory classes apiece for adolescent and parent acculturation. Assimilated adolescents reported the poorest family functioning, but adolescent assimilation negatively predicted adolescent cigarette smoking, sexual activity, and unprotected sex indirectly through family functioning. Follow‐up analyses indicated that discrepancies between adolescent and parent family functioning reports predicted these adolescent outcomes. Results are discussed regarding acculturation trajectories, adolescent risk behavior, and the mediating role of family functioning.