Moving Toward Teamwork Through Professional Development Activities

This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and understanding of teachers’ trajectories, how teachers referred to one another, frequency and quality of communication, and evidence of shared philosophy. A climate of trust, respect, open communication and clear organization emerged as important for the risk taking necessary for teachers to learn together. This climate depended on leadership that was willing to take on challenges, innovate, and make room for teacher autonomy. Teamwork thrived in a program that purposely built relationships among staff through opportunities for communication, the development of a shared philosophy, and the possibility of being known and feeling known by colleagues and supervisors. When administrators solicited and used teachers’ feedback about professional development, the teachers felt themselves a valued part of the teaching community.     

Indirect Impact: How Early Childhood Educator Training and Coaching Impacted the Acquisition of Literacy Skills in Preschool Students

Learning to read becomes a difficult task for many children, particularly if they have not been reared in early childhood settings where literacy-based activities, interactions, or materials are prevalent. This study examined the impact that providing a college-level course in research-based instructional strategies for literacy development to early childhood educators had on the development of early reading skills in the preschool children they taught. In addition, impact on children’s rates of literacy skill attainment was examined when a coaching component (i.e., a Literacy Coach) was added.     

Martin to Brown

The rise of the modern Black Lives Matter movement can be traced back to two key events, the 2012 death of Trayvon Martin and the 2014 death of Michael Brown. Research routinely showed that mainstream media’s narrative choices marginalize and delegitimize protesters and their causes, a pattern known as the protest paradigm. This study provides a longitudinal examination of how the same mainstream media system varied in their coverage of similar events and the degree to which journalists challenged the predicted paradigms conceptualized in other academic work. A content analysis of national newspaper coverage revealed that news before the judicial rulings focused on protesters’ tactics (violence versus peaceful) and changed to the realm of ideas (grievances and demands) after the assailants were considered not guilty of wrongdoing. No progression was found in legitimizing coverage of protests between the two cases.     

Analyzing Cataloging Job Descriptions: Are Cataloging Jobs Disappearing,Changing, or Merging?

Abstract

To determine the state of the cataloging job market, this study compares job advertisements from August 2016-August 2018 advertising for jobs with cataloging in the title, metadata in the title, and cataloging and metadata in the title. Given ongoing concerns about the impact of metadata jobs on the cataloging job market, this study asks the questions: Are cataloging jobs in fact “disappearing” and becoming metadata jobs? Are entry-level jobs disappearing, perhaps contributing to the idea that there is a lack of qualified catalogers? Is there a difference in position level between cataloging and metadata job advertisements that can account for a lack or perceived lack of available cataloging jobs? Are there more entry-level or mid/supervisory positions advertised? Are cataloging and metadata jobs really separate, or should they be considered one position called cataloging and metadata?     

Problems of Interdisciplinarity: Evidence‐Based and/or Artist‐Led Research?

Art education as a distinct academic discipline is relatively recent and closely related to the growth of specialist teacher qualification programmes in university education departments. Opportunities for art teachers to engage in research were first provided in advanced diploma courses and specialist masters programmes set up in university education departments. Later these were followed by specialist doctoral degrees. Since the majority of such programmes are located in education departments, research training has tended to be social science based. Recently there has been a flurry of publications by art and art education specialists devoted to explaining and extolling the idea of art practice as an alternative paradigm. This article analyses and discusses this development and the status of research in the specialist field, drawing on the author's recent experience of carrying out two systematic reviews of studies in art education. It examines strengths and weaknesses in the two research paradigms and suggests ways forward for improving training in art education research.     

Beacons of light,rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times

This paper reports on a case study of a “lead literacy teacher” initiative in one Canadian province. This initiative is related to a “minority world” trend in teacher in-service that seeks to develop “experts” in a field with the intent that such experts can help other teachers to raise student achievement for the betterment of the economy. Using a post-colonial theoretical framework that advocates for professional development premised on teacher knowledge production, the study finds that the initiative instead forwards a “train-the-trainer” model of information transmission that negates teachers' prior knowledge, experience, and practices. The study argues that for teachers to become critically reflective in their practice, they need material supports (e.g., time) to share with one another and knowledge must be allowed to flow in all directions within the educational hierarchy.     

Unpacking the Impacts of a Universal Parenting Program on Child Behavior

This study examined the theory of change of the ACT Raising Safe Kids parenting program, including whether intervention effects on children's behavior problems were explained by improvements in mothers’ reported parenting practices, as well as whether baseline child behavior problems moderated these relations. Adult mothers of 3-to 8-year-old Brazilian children were assigned to the intervention (n = 97) or control (n = 46) groups. Results showed that the intervention improved mothers' perceptions of their parenting practices (positive discipline, emotional and behavioral regulation, and communication). Intervention-induced reductions in children’s internalizing and externalizing behavior problems were mediated by improvements in mothers’ emotional and behavioral regulation. Program effects were strongest for children with high levels of baseline behavior problems.