Conceptualizing Justice: Revising the Introductory Criminal Justice Course*

Criminal justice is often criticized for lacking theoretical grounding. This article argues that the introductory criminal justice course should be reconceptualized in such a way that permits a critical assessment of theoretical bases underlying crime, law and justice. Doing so would better prepare students to understand key questions in the study of criminal justice and would also help give criminal justice greater credibility as a stand‐alone academic discipline. In addition to presenting the benefits of a theory‐driven introductory course, possible content and pedagogy are described.     

Creating a Comprehensive School Reform Model: The Talent Development High School With Career Academies

This article discusses the need for comprehensive reforms in school organization, curriculum and instruction, and professional development in order to address the typical, serious problems of large, urban, nonselective high schools. The article describes the design, implementation, and effectiveness of the Talent Development High School with Career Academies, a comprehensive school reform model developed to meet these schools' needs. A plan is outlined for additional research, development, and evaluation activities to complete this model for the remaining core high school academic subjects and grades, and to provide technical assistance materials and support for further replicating the model in high schools across the nation.     

Integrating Social Media Into the Classroom Curriculum

Interested in incorporating social media into your teaching but wary of the effort it might take? According to the research reviewed by Paige Abe and Nickolas A. Jordan, the challenge may be well worth it in terms of increased student engagement.     

A Complex Case: Using the case study method to explore uncertainty and ambiguity in undergraduate business education

The case method is a definitive and foundational technology in business education. It was first developed as a vocational training tool equipping students for future employment. In this conception, the organisation was seen as a machine, and managers as the engineers who would maintain it through planned interventions. The case method allowed aspiring managers to practise intervention skills in a safe environment. Since the origins of the case method in US business schools before the First World War, conceptions of organisations have moved on. They are no longer seen as machine-like, but as complex, ambiguous, and protean. The 'wicked' problems that potential managers will face in an uncertain world require the development of critical thinking and sensemaking abilities. While the traditional approach to the case continues, its use as a vehicle to explore and manage complexity and ambiguity is emerging, although this is facing resistance from some students and staff.     

Assessing General Education and Special Education Majors’ Self‐Efficacy for Teaching Reading

In an era of teacher quality reforms, one overlooked area for assessing readiness for teaching is education majors’ self‐efficacy for teaching reading. This gap is unfortunate, as teaching reading is a common responsibility among general and special education teachers. In the current push for RTI—one in which more general education teachers are increasingly called upon to provide reading support to students with learning disabilities, in addition to the support received from special educators—it is important to determine preservice teachers’ self‐efficacy for teaching reading. Self‐efficacy is an important construct to consider as it is related to eventual teacher attrition. The purpose of the current study was to develop a scale to measure elementary and special education majors’ self‐efficacy for teaching reading. With a sample of 110 education majors, a three‐factor scale was developed and demonstrated strong psychometric properties. Implications for the future of teacher education programs are discussed.     

Building student-teacher relationships and improving behaviour-management for classroom teachers

Teachers can at times view behavioural intervention procedures as time-consuming. Thus, socially-valid classroom-based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship-building component was added to target positive student-teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher-reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student-teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support.     

感召力膜拜和世界一流大学

让我们从目前全世界所关注的话题,也就是所谓的世界一流大学谈起。它被人们如此频繁的提及,已成了陈词滥调。我要谈的是人们究竟期望这些学校取得什么样的成绩,但在此之前,我们需要先搞清楚为什么当今人们的期望会如此高。高度期望答案非常简单:在人类有历史以来,没有什么比教育更重要的了。每一个人都认同这一点,即良好的教育对学生个人的成功是非常重要的。同时良好的教育对一个国家的富强也是非常重要的。虽然这个观点存在很大的争议,但它仍被人们广泛接受。对于个人来说,学校教育是非常重要的。因为生活中机会的多少直接取决于个人的知…