“That's more like how they know me as a person”: one primary pre‐service teacher's stories of her personal and ‘professional’ digital practices

In contributing to debates about how student‐teachers might draw from personal experience in addressing digital literacy in the classroom, this paper explores the stories that one primary student‐teacher told of her digital practices during a larger study of the role of digital literacy in student‐teachers' lives. The paper investigates the ‘recognition work’ this student‐teacher did as she aligned herself with different discourses and notes how themes of ‘control’ and ‘professionalism’ seemed to pattern her stories of informal and formal practices both within and beyond her professional education. The paper calls for further research into how student‐teachers perceive the relevance of their personal experience to their professional role and argues for encouraging pre‐service and practising teachers to tell stories of their digital practices and reflect upon the discourses which frame them.     

New Counselor Educators’ Scholarly Productivity: Supportive and Discouraging Environments

Eighteen new counselor educators shared in‐depth reports of their efforts to establish an early record of scholarly productivity, critical to their success in academe. Analyses of their experiences using consensual qualitative research methods revealed components of both highly positive and highly discouraging program environments and their impact on participants’ research goals.     

A description of a mother's play guidance for her child with autism in the process of playing by the rules

The purpose of this study is to describe the strategies used by a mother with a child with autism during games activities with peers to provide the child with social skills. The research method of this study is ‘a qualitative single‐subject case study’. The participants in this research are a mother and her 9‐year‐old child with autism, one brother and three typically developing peers. The research data were collected through field notes, interviews, audio and videotape recordings during natural interactions between the mother and her child. The strategies the mother used were analysed using video records during games activities in a natural park. The interactions of the mother with her child were examined in the context of a hide‐and‐seek game. Micro‐ethnographic‐analysis techniques were used in the analysis of the video records. According to the research data, it was found that the mother with a child with autism made extensive use of 13 different verbal strategies and seven different non‐verbal strategies. It was observed that the mother guided her child and the group during the hide‐and‐seek game, arranged the environment of the games, carried out routine activities both at the beginning and at the end of the games and arranged the games in accordance with the abilities and preferences of the child. These applications bear a resemblance to the model of integrated game groups. As a result, the data from the present research reveal that a mother having a child with autism acts as a guide during the games and uses verbal and non‐verbal interaction strategies in this guidance process and by doing so contributes to the process of participation in the games by the child with autism and in the child's social interaction with his peers.     

Teachers engaging in action research: challenging some assumptions

A number of recent professional development projects in Australia have expected teachers to engage in action research as a process for professional learning and educational reform. This study investigated the experiences of ten teachers from one school who spent a year undertaking action research projects as part of the Innovative Links Project. The author was a participant observer in the study in her role as the school's ‘academic associate’ for the project. In this article, the project's expectations of the teachers are examined to reveal the extent to which they were based on realistic assumptions about the conditions within which the teachers worked as they tried to achieve them.     

Applying reciprocity and accommodation theories to supervisor/subordinate communication

Reciprocity and accommodation theories were applied to communication between supervisors and subordinates. It was reasoned that supervisors and subordinates informally (and not necessarily consciously) negotiate communication styles with each other which become significantly correlated over time. It was hypothesized that the supervisors’ Socio‐Communicative Style and the subordinates’ Socio‐Communicative Orientation would be positively correlated with each other and both would predict the subordinates’ perceptions of the supervisors’ credibility, attractiveness, and the subordinates’ general attitude toward the supervisor and communicating with that supervisor. The results were consistent with the hypotheses.     

Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender

The present study investigated preservice teachers’ self‐efficacy in classroom management involving students with symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). A total of 137 Chinese preservice teachers were randomly presented with one of four vignettes involving a student character with ADHD symptoms, with manipulations including the character’s gender and diagnostic label of ADHD. Upon reading the vignette, participants responded to questions concerning their self‐efficacy in inclusive classroom management involving the character. Findings based on analysis of covariance indicated an interaction effect of the vignette character’s gender and label on teachers’ self‐efficacy. Specifically, teachers perceived greater self‐efficacy in a classroom involving a girl with an ADHD label than in a classroom involving a girl with no label or a boy with a label. Findings enriched the literature concerning the roles of gender and label in preservice teachers’ self‐efficacy toward inclusive classroom management.     

Pre‐service primary education teachers’ changing attitudes towards teaching: a longitudinal study

This study investigated the longitudinal changes in the attitudes of pre‐service primary education teachers towards the teaching profession as they progressed through training. The results indicate that there is a significant difference in pre‐service teachers’ attitudes towards the profession between their freshman and senior years. Moreover, the findings obtained through interview data have shown that both positive and negative changes occur in pre‐service teachers’ attitudes towards teaching throughout their education, and these changes are observed to be related to teaching practice, cooperating teachers, teacher education institutions and teacher educators.     

电子商务活动中的信息管理规范

本文讨论了电子商务活动对信息管理的要求以及在网络环境下建立信息管理规范的重要性、规范的含义等问题 ,重点分析了信息管理规范的结构及功能 ,强调建立信息管理规范的基础仍然是现实生活     

Design,implementation, and evaluation of a multi-disciplinary professional development program for research mentors

ABSTRACT

Undergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement.