The relationship between behavioural integrity,competence, goodwill,trustworthiness, and motivating language of a principal

Utilising the oral language of a principal leading an inner-city at-risk elementary school in a large urban school district in the southwestern USA, the researchers tested behavioural integrity and the dimensions of source credibility (competence, goodwill, and trustworthiness) as antecedents to Motivating Language Theory and the ML Model. Teacher perception data at the Title I elementary school was used for this quantitative study. Over 95% of the teachers responded to a survey each year for a three-year period. Each year, there were statistically significant correlations between each of the antecedents and motivating language. The antecedents accounted for 66–75% of the total variance for motivating language depending on the year based on regression analysis. The results of this study extend the field of Motivating Language Theory and the ML Model, and further explain how the work of principals is accomplished.     

The Public Library System as an Element in the 2007 and 2015 Electoral Programs of Spain's Political Parties in the Region of Castilla-La Mancha

To assess the relevance of the Public Library System in the political agenda, programs presented by the Political Parties competing in Regional and Local elections in the Spanish Region of Castilla-La Mancha were analyzed and the proposals about these library institutions were identified.

All Regional programs were collected and also an ample sample from the Municipalities for the 2007 and 2015 elections, trying to find the differences influenced by the impact of the financial crisis and recession on the public-library policies.

The conclusion arrived at was that, although the Public Libraries may be reasonably present in the studied programs, there is a low awareness by the Political Parties of the main problems.     

The relationship of intelligence,self‐concept and locus of control to school achievement for Aboriginal and non‐Aboriginal Children

This research examines variables related to the school achievement of Aboriginal and non‐Aboriginal students. Thirty‐five indigenous students and fifty‐eight non‐Aboriginals in Grade eight completed a Coopersmith Self‐Esteem Inventory and the Intellectual Responsibility Questionnaire. These scores, together with information on intellectual ability, school achievement on teacher‐made English and mathematics tests, sex, school and ethnic origin, were entered in a multiple regression equation. No difference between the two groups emerged on scores of self‐esteem and locus of control. However, the predictors of achievement for each group differed significantly. Intellectual ability was the best predictor of achievement for non‐Aboriginals, while locus of control was the most important predictor for the indigenous group. Results are discussed in relation to recent research and classroom implications.     

Signature pedagogies in support of teachers’ professional learning

Signature pedagogies [Shulman, L. 2005 Shulman, L. 2005. “Signature Pedagogies in the Professions.” Daedalus 134 (3): 52–59. doi: 10.1162/0011526054622015[Crossref], [Web of Science ®] , [Google Scholar]. “Signature pedagogies in the professions.” Daedalus 134 (3): 52–59.] are a focus of teacher educators seeking to improve teaching and teacher education. The purpose of this paper is to present a preliminary common language of signature pedagogies for teacher professional development (PD). In all, 24 papers from the study of physical education PD projects with clearly articulated pedagogical objectives and documentation on achieving those objectives were included in the analysis. In total 479 teachers and 48 facilitators across the US and Europe were interviewed and/or surveyed. Three discrete PD signature pedagogies holding potential to enhance teacher growth and learning within the context of PD were identified: critical dialogue (process of acquiring knowledge through communicative interactions), public sharing of work (testing out practices in classrooms and share ideas with larger audiences), and communities of learners (collective learning around a shared concern or a passion). It is our hope in providing the beginnings of a common vocabulary for pedagogies of teacher professional learning we have encouraged additional steps toward developing signature pedagogies for learning across different PD settings and content areas.     

Critical intercultural conversations: using activity systems analysis as a tool for educational ethnography

ABSTRACT

This paper explores the tensions that exist between the recognition of the importance of ethnicity and culture for individual and group identities without essentilisation, by reframing conceptualisations of multi- and interculturalism. Drawing from our ongoing ethnography conducted with a research community of Alaska Native PhD candidates involved in participatory action research, we examine how situated and multiple positionalities enacted through participation in Engeström’s concept of an ‘activity system’ can: (a) contribute to the ‘doing’ of ethnography and provide an analytic framework for ethnographic research; and, (b) contribute to understandings of multi- and intercultural education that promote the questioning of hierarchical power structures through dialogue aimed toward equity and social justice.     

Assessment activities at large,research universities

Assessment and outcomes measurement is receiving considerable attention in higher education nationwide. But what are colleges and universities doing and calling assessment? To answer these and other questions, a telephone survey was conducted with a sample of large, research universities. Responses to the survey are presented and discussed in this paper. Results indicated limited university involvement in activities commonly associated with the current assessment “movement,” i.e., measures of added value or student progress and growth. Instead, much of the reported activities are “traditional” testing and evaluation activities such as placement testing and student evaluation of instruction. In sum, assessmentis evaluation at large, research universities.