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מעודכן לתאריך 16.01.2012


	1.	TI:	Learning (not) to become a teacher: A qualitative analysis of the job entrance issue
		AU:	Isabel Rots; Geert Kelchtermans; Antonia Aelterman
		JN:	Teaching and Teacher Education
			Teaching and Teacher Education 2012 VOL. 28 NO. 1 pp. 1-10
		DA:	2012 VO: 28 NO: 1
		PG:	1-10
		PB:	ScienceDirect
		AB:	Reporting on 12 case studies of student teachers, this paper examines how experiences during teacher education affect graduates’ decision on job entrance. Interpretative data-analysis reveals that powerful sources of the shift in motivation to enter teaching concern interactions in which the person of the teacher is at stake. These mainly involve student teachers’ need to develop a socially recognized sense of professional competence as well as their dealing with social and cultural working conditions in schools. These crucial determinants act as “double-edged swords”, being at the same time important sources for recognition as for self-doubts and loss of job motivation.
		KW:	Teacher motivation; Case studies; Student teaching; Teacher supervision; School culture
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	2.	TI:	Intensive mentoring that contributes to change in beginning elementary teachers’ learning to lead classroom discussions
		AU:	Randi Nevins Stanulis; Sarah Little; Erin Wibbens
		JN:	Teaching and Teacher Education
			Teaching and Teacher Education 2012 VOL. 28 NO. 11 pp. 32-43
		DA:	2012 VO: 28 NO: 11
		PG:	32-43
		PB:	ScienceDirect
		AB:	This study examines whether targeted mentoring can make a difference during the induction years. The effects of a mentoring intervention based on principles of instructional quality and effective professional development were studied. Learning to lead classroom discussions is a high-leverage practice related to effective teaching. Forty-two beginning elementary teachers participated in yearlong mentoring to lead discussions for higher-order thinking. These novices were compared to 41 beginning teachers in the same high-poverty school district who did not receive the mentoring treatment. Qualitative and quantitative findings illustrate significant differences in beginning teacher practices based on involvement in the intensive mentoring
		KW:	Teacher induction; Mentoring; Teacher education
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	3.	TI:	Construction of common interpretive spaces through intertextual loops – How teachers interpret multimodal learning materials
		AU:	Yael Poyas; Billie Eilam
		JN:	Teaching and Teacher Education
			Teaching and Teacher Education 2012 VOL. 28 NO. 1 pp. 89-100
		DA:	2012 VO: 28 NO: 1
		PG:	89-100
		PB:	ScienceDirect
		AB:	This study draws on several theoretical domains: intertextuality, multimodality, and the pedagogy of multiliteracies. We introduced multimodal textbook materials to eleven experienced teachers and examined, through in-depth interviews, their approach to juxtapositions of literary texts and visual artwork. Our analysis revealed (a) three attitudes toward textbook juxtapositions: unconditional approval, conditional approval, and rejection; and (b) a three-phase pattern of behavior: identifying commonalities, repeatedly comparing texts, and interpreting juxtapositions as intertextual interpretive units. We suggest that enhancing teachers’ awareness of their own thought processes may promote their insight about the contribution of the weaving of visual art into literature instruction
		KW:	Teachers; Textbooks; Intertextuality; Multimodality; Multiliteracy pedagogy; Literature;Interpretation; Visual art
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	4.	TI:	Prospective teachers’ future time perspective and professional plans about teaching: The mediating role of academic optimism
		AU:	Altay Eren
		JN:	Teaching and Teacher Education
			Teaching and Teacher Education 2012 VOL. 28 NO. 1 pp. 111-123
		DA:	2012 VO: 28 NO: 1
		PG:	111-123
		PB:	ScienceDirect
		AB:	This study aimed to examine the mediating role of prospective teachers’ academic optimism in the relationship between their future time perspective and professional plans about teaching. A total of 396 prospective teachers voluntarily participated in the study. Correlation, regression, and structural equation modeling analyses were conducted in order to examine the mediating role of academic optimism. Results demonstrated that the relationships between future time perspective and planned effort, planned persistence, and professional development aspirations were significantly and fully mediated by academic optimism; whereas the relationship between future time perspective and leadership aspirations was not.
		KW:	Motivation;Teacher; Career; Future; Optimism
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	5.	TI:	Culturally responsive teaching in the context of mathematics: a grounded theory case study
		AU:	Emily P. Bonner; Thomasenia L. Adams
		JN:	Journal of Mathematics Teacher Education
			Journal of Mathematics Teacher Education 2012 VOL. 15 NO. 1 pp. 25-38
		DA:	2012 VO: 15 NO: 1
		PG:	25-38
		PB:	Springer
		AB:	In this grounded theory case study, four interconnected, foundational cornerstones of culturally responsive mathematics teaching (CRMT), communication, knowledge, trust/relationships, and constant reflection/revision, were systematically unearthed to develop an initial working theory of CRMT that directly informs classroom practice. These cornerstones were found to interact in unique ways. Results have implications for teachers of mathematics who aim to become more culturally responsive, mathematics teacher educators and supervisors, and school administrators who seek to promote equity in mathematics.
		KW:	Culturally responsive mathematics teaching – Successful teachers of African American students – Grounded theory
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	6.	TI:	Prospective teacher beliefs about liberative and oppressive mathematics teaching practices: a first step toward equitable instruction
		AU:	Jan A. Yow
		JN:	Journal of Mathematics Teacher Education
			Journal of Mathematics Teacher Education 2012 VOL. 15 NO. 1 pp. 83-96
		DA:	2012 VO: 15 NO: 1
		PG:	83-96
		PB:	Springer
		AB:	This article reports findings from a study conducted within a teacher education program to help highlight the importance of equitable instruction of mathematics for all students. The researcher developed four scenarios of her oppressive and liberative teaching practices. Prospective teachers were then asked to write scenarios describing their oppressive and liberative teaching practices. Results showed that prospective teachers found it easier to write liberative teaching practices of themselves than oppressive examples. Scenario themes centered on allowing students ample time to understand mathematical concepts, having high expectations for all students, and addressing individual student’s needs. Developing prospective teachers who are aware of equity in teaching requires ample time to discuss authentic issues in diversity. Teacher educators need to be aware of their own oppressive and liberative teaching practices in doing such work.
		KW:	Prospective mathematics teacher education – Equitable mathematics instruction – Secondary mathematics
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	7.	TI:	Learning to Teach and Teaching to Learn: Supporting the Development of New Social Justice Educators
		AU:	Bree Picower
		JN:	Teacher Education Quarterly
			Teacher Education Quarterly 2011 VOL. 38 NO. 4 pp. 7-24
		DA:	2011 VO: 38 NO: 4
		PG:	7-24
		PB:	California Council on Teacher Education
		AB:	This study explored the role that participating in a critical inquiry projeet (CIP) played on the devel-opment of new educators who aspire to teach from a social justice perspective. The study also examined how relationships between the firstj and second-year teacher participants shaped their development as social justice educators, learners, and leaders. Findings contribute to understanding two areas: new teacher induction and peer and near-peer mentorship. Unlike most new teacher support groups, CIP was specifically geared to support teachers in their pursuit of SJE. It provided induction designed to combat the attrition of "idealistic" teachers, a group often not targeted through professional development literature. Additionally, little research in the field examines how peer and near-peer relationships between teachers at varying stages of teaching impact their development as social justice edueators and leaders.
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	8.	TI:	“Less Afraid to Have Them in My Classroom”: Understanding Pre-Service General Educators' Preceptions about Inclusion
		AU:	Erica D. McCray; Patricia Alvarez McHatton
		JN:	Teacher Education Quarterly
			Teacher Education Quarterly 2011 VOL. 38 NO. 4 pp. 135-155
		DA:	2011 VO: 38 NO: 4
		PG:	135-155
		PB:	California Council on Teacher Education
		AB:	The No Child Leff Behind Act (NCLB, 2002) and the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA, 2004) have resulted in greater numbers of students with dis- ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ H abilities (SWDs) receiving most of their instruction in general education settings. Specifically, in 2004 the majority (96%) of SWDs were being included in regular settings and just over half (52.1%) of these students spent most (79%) of the day in a general education classroom (U.S. Department of Education, 2009). Over the last decade, researchers have noted the continued trend toward educating SWDs in general education settings and underscored the need for all teachers to be prepared to work with all learners (Kavale & Forness, 2000; Mastropieri & Scruggs, 2001). At the time of the Study of Personnel Needs in Special Education (SPeNSE; 2001 ) data collection, 96% of general educators indicated they currently or had previously taught SWDs. Exceptional learners are spending increasingly more instructional time in the general education setting and will require high quality teachers who are willing and ready to meet their needs.
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	9.	TI:	Formalism Over Function: Compulsion, Courts, and the Rise of Educational Formalism in America, 1870–1930
		AU:	Ethan L. Hutt
		JN:	Teachers College Record
			Teachers College Record 2012 VOL. 114 NO. 1
		DA:	2012 VO: 114 NO: 1
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		PB:	Columbia University
		AB:	Background/Context: Though the impact of the legal system in shaping public education over the last sixty years is unquestioned, scholars have largely overlooked the impact of the legal system on the early development and trajectory of public schools in America. Scholars have given particularly little attention to the period in the late nineteenth and early twentieth century, when states began passing laws requiring that children attend school for some portion of the year. These laws brought an end to the era of voluntary schooling in America while posing a difficult set of legal and educational questions for judges who had to interpret and apply them. The evolving logic of these decisions subsequently shaped the role, purpose, and form of education in America. Purpose/Objective/Research Question/Focus of Study: This article offers a legal history of compulsory education in the late nineteenth and early twentieth century. In doing so, it seeks to understand the role that courts played in shaping the character and development of the modern school system by examining court cases that stemmed from the passage of compulsory schooling laws. By examining decisions from both before and after the passage of these laws, it is possible to trace shifts in judicial thinking about the role and purpose of these laws and to recognize the role that these rulings played in developing a specific vision—and particular grammar—of schooling.
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	10.	TI:	The Social Perspective Taking Process: Strategies and Sources of Evidence in Taking Another’s Perspective
		AU:	Hunter Gehlbach; Maureen E. Brinkworth
		JN:	Teachers College Record
			Teachers College Record 2012 VOL. 114 NO. 1
		DA:	2012 VO: 114 NO: 1
		PG:
		PB:	Columbia University
		AB:	Background/Context: Research indicates that social perspective taking—the capacity to discern the thoughts and feelings of others—plays a role in many important outcomes in schools. Despite the potential benefits for students and educators, little is known about social perspective taking (SPT) as a process. Purpose/Research Question: If educational researchers are ultimately to design interventions to help improve the perspective-taking capacities of those in schools, they need to fully understand the underlying process, that is, how social perspective taking actually happens. Particularly important is the need to understand what strategies individuals use and what sources of evidence they draw from when they take the perspective of others.
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	11.	TI:	Paradoxes in Policy Practice: Signaling Postsecondary Pathways in the Rust Belt
		AU:	Dana Mitra; Saamira Halabi
		JN:	Teachers College Record
			Teachers College Record 2012 VOL. 114 NO. 1
		DA:	2012 VO: 114 NO: 1
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		PB:	Columbia University
		AB:	Context: Research increasingly suggests that the high school diploma has lost its meaning as a symbol of life preparation. Having faced economic struggles earlier and longer than most regions of the United States, the “Rust Belt” region offers important lessons for the broader nation regarding how high schools might prepare youth for stable futures. Much like in towns in India and China, communities in the United States’ Rust Belt experience a paradox of wanting youth to find successful careers but not leave the area. Focus of Study: Recent research connections between high school and college have focused on the role of signaling strategies in preparing young people for postsecondary opportunities. High-quality signals that are clear, aligned, and consistent can positively influence student outcomes. This article examines the types of policy signals that local Rust Belt communities are trying to develop to both improve postsecondary attendance of young people and retain young people in their home communities as they choose career pathways.
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	12.	TI:	The Mentoring Relationship as a Complex Adaptive System: Finding a Model for Our Experience
		AU:	Rachel Jones; Dot Brown
		JN:	Mentoring & Tutoring
			Mentoring & Tutoring 2012 VOL. 19 NO. 4 pp. 401-418
		DA:	2012 VO: 19 NO: 4
		PG:	401-418
		PB:	Routledge
		AB:	Mentoring theory and practice has evolved significantly during the past 40 years. Early mentoring models were characterized by the top-down flow of information and benefits to the prot?g?. This framework was reconceptualized as a reciprocal model when scholars realized mentoring was a mutually beneficial process. Recently, in response to rapidly changing organizational and social environments, scholars have explored other models of mentoring such as developmental networks. However, as we, the authors, reflect on our own experience of an informal mentoring process in an academic context we find existing models inadequately describe our experience. The model that best fits our story is a complex adaptive systems (CAS) perspective of the mentoring relationship, and we offer this lens to reconfigure current models.
		KW:	mentoring,complex adaptive systems, self-reflection, theory, mentoring models
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	13.	TI:	Academic Mentoring and Dropout Prevention for Students in Math, Science and Technology
		AU:	Simon Larose; Diane Cyrenne; Odette Garceau
		JN:	Mentoring & Tutoring
			Mentoring & Tutoring 2011 VOL. 19 NO. 4 pp. 419-439
		DA:	2011 VO: 19 NO: 4
		PG:	419-439
		PB:	Routledge
		AB:	In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control group design was used to evaluate the program’s short-term impact. At the end of the program, mentees (n = 150) presented significantly higher levels of motivation, a more positive career decision profile and enhanced institutional attachment and social adjustment than students in the control group (n = 157). MIRES mentees also showed success and persistence rates (mainly male participants) that were significantly higher than those of students in the control group.
		KW:	academic mentoring, college adjustment, science students, college, career decision
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	14.	TI:	Critical Thinking, Caring and Professional Agency: An Emerging Framework for Productive Mentoring
		AU:	Geraldine Mooney Simmie; Joanne Moles
		JN:	Mentoring & Tutoring
			Mentoring & Tutoring 2011 VOL. 19 NO. 4 pp. 465-482
		DA:	2011 VO: 19 NO: 4
		PG:	465-482
		PB:	Routledge
		AB:	In this paper, we report on a mentoring programme which provides an accreditation pathway to a master’s level qualification. The paper served three purposes. First, informed by selected literature on education we caution against expedient reductionist models that are based solely on novice–expert mentoring relationships with limited facility for critical inquiry. Second, we present an evolving theoretical framework for productive mentoring based on our critique of a preferred academic literature and interactions with mentor teachers, school principals and teacher educators. We proactively encouraged an awareness of societal norms and traditions that can appear as counterculture to critical thinking. Lastly, we consider some implications for productive mentoring as an academic, caring and professional practice within a continuum of teacher education.
		KW:	expedient reductionist models, critical thinking, caring and professional agency, productive mentoring, four principles, contextually responsive
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	15.	TI:	2011 Wallace Foundation: Toward an Interdisciplinary Understanding of Educational Equity and Difference: The Case of the Racialization of Ability
		AU:	Alfredo J. Artiles
		JN:	Educational Researcher
			Educational Researcher 2012 VOL. 40 NO. 9 pp. 431-446
		DA:	2012 VO: 40 NO: 9
		PG:	431-446
		PB:	AERA
		AB:	The author argues for an interdisciplinary perspective to study the complexities of educational equity and transcend the limits of previous research. He focuses on the racialization of disability as a case in point; specifically, he reviews the visions of justice that inform the scholarship on racial and ability differences and situates their interlocking in a historical perspective to illustrate how race and ability differences have elicited paradoxical educational responses. The author also examines how the convergence of contemporary reforms is creating fluid markers of difference that change meanings across contexts, thus having distinct consequences for students’ identities and schools’ responses. He concludes with an outline of guiding ideas for interdisciplinary research on inequities that emerge at the intersections of race and ability differences.
		KW:	cultural analysis; equity; race; special education
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	16.	TI:	The Behavioral Economics of Education: New Directions for Research
		AU:	Huriya Jabbar
		JN:	Educational Researcher
			Educational Researcher 2011 VOL. 40 NO. 9 pp. 446-453
		DA:	2011 VO: 40 NO: 9
		PG:	446-453
		PB:	AERA
		AB:	Over the past several decades, researchers have used economics to understand a number of issues in education policy. This article argues that some education researchers have defined economics too narrowly, neglecting several areas of economics research that cut across disciplinary boundaries. One subdiscipline of economics that might be of use in education, but which has not been applied much to it, is behavioral economics, which incorporates psychological knowledge about human behavior to enhance and extend economic models of decision making. This article reviews some of the behavioral concepts in economics that are most likely to inform education research and policy—prospect theory, framing effects, status quo bias, paradox of choice, and intrinsic motivation—and suggests directions for further research.
		KW:	decision making; economics of education; educational policy; psychology
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	17.	TI:	THE CONFIDENCE TO TEACH ENGLISH LANGUAGE LEARNERS: EXPLORING COURSEWORK'S ROLE IN DEVELOPING PRESERVICE TEACHERS' EFFICACY
		AU:	Margarita Jimenez-Silva; Kate Olson; Norma Jimenez Hernandez
		JN:	The Teacher Educator
			The Teacher Educator 2012 VOL. 47 NO. 1 pp. 9-28
		DA:	2012 VO: 47 NO: 1
		PG:	9-28
		PB:	Routledge
		AB:	As our schools become increasingly diverse and the effects of immigration can be felt across the nation, some states have mandated that preservice teachers take endorsement courses that focus on teaching English Language Learners (ELLs) with the purpose of ensuring that teachers are able to meet ELLs' social and academic needs. A significant factor in improving instructional practices for ELLs is preservice teachers' confidence in their ability to teach ELLs successfully. What remains to be seen, however, is how best to organize and implement endorsement courses so that they have a positive effect on teachers' confidence to use their new knowledge to teach in effective ways. In this study, we discuss how endorsement curricula can build teachers' self-efficacy for teaching ELLs by not just covering the required content, but by being conscientious in how the curricula are organized and delivered. By providing teachers with the foundational knowledge through the use of meaningful and engaging pedagogical practices, preservice teachers' efficacy and beliefs about instructing ELLs will increase. This, in turn, will provide them with the confidence to teach those who may be very different culturally and linguistically from themselves.
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	18.	TI:	CRITICAL EXAMINATION OF CANDIDATES' DIVERSITY COMPETENCE: RIGOROUS AND SYSTEMATIC ASSESSMENT OF CANDIDATES' EFFICACY TO TEACH DIVERSE STUDENT POPULATIONS
		AU:	Beatrice Hope Benton-Borghia; Young Mi Chang
		JN:	The Teacher Educator
			The Teacher Educator 2012 VOL. 47 NO. 1 pp. 29-44
		DA:	2012 VO: 47 NO: 1
		PG:	29-44
		PB:	Routledge
		AB:	The National Center for Educational Statistics (NCES, 2010) continues to report substantial underachievement of diverse student populations in the nation's schools. After decades of focus on diversity and multicultural education, with integrating field and clinical practice, candidates continue to graduate without adequate knowledge, skills and dispositions to teach diverse students. The National Council of Accreditation of Teacher Education (NCATE) requires teacher education programs to engage in assessment practices that examine candidates' competence to teach diverse students and to inform the unit. In this article the authors discuss the need to triangulate the results of performance-based assessment and to systematically examine the growth of candidates' competence to teach every student. They propose a rigorous and systematic unit (i.e., teacher education program unit) assessment practice, using reliable and valid instruments to measure candidates' efficacy to teach diverse students, which will provide effective data for teacher education programs to become proactive to improve programs.
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	19.	TI:	COLLABORATION BY DESIGN: INTEGRATING CORE PEDAGOGICAL CONTENT AND SPECIAL EDUCATION METHODS COURSES IN A PRESERVICE SECONDARY EDUCATION PROGRAM
		AU:	Timothy J. Frey; Debra K. Andres; Leah A. McKeeman
		JN:	The Teacher Educator
			The Teacher Educator 2012 VOL. 47 NO. 11 pp. 45-66
		DA:	2012 VO: 47 NO: 11
		PG:	45-66
		PB:	Routledge
		AB:	In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty. The instructional design emphasized a co-teaching model where principles of Universal Design for Learning and instructional adaptation were integrated and assessed in multiple courses by collaborating university faculty. Data from the initial evaluation included student teaching portfolios, formal teacher observations, and 6th- through 12th-grade student assessments. The data suggest that preservice teachers appropriately used strategies for adapting their instruction to meet the needs of students with exceptionalities
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	20.	TI:	LESSON STUDY IN A METHODS COURSE: CONNECTING TEACHER EDUCATION TO THE FIELD
		AU:	Usha Kotelawala
		JN:	The Teacher Educator
			The Teacher Educator 2012 VOL. 47 NO. 11 pp. 67-89
		DA:	2012 VO: 47 NO: 11
		PG:	67-89
		PB:	Routledge
		AB:	Through growing formative research, lesson study has emerged as a powerful practice that affects teachers' practical analysis of learning and teaching. Such research, however, also recognizes challenges to its implementation. In a methods course, lesson study has the potential to provide valuable links between teacher education and practice. In this article the author examines the essential factors in the implementation of lesson study in methods courses for inservice teachers and considers how collaboration, critical field observations, and the practice of teacher reflection emerge from the practice of lesson study. Lesson study challenges and methods of addressing these also are discussed.
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	21.	TI:	Changing Pedagogical Practice in Teacher Education: Negotiating the spaces between realism and relativism
		AU:	Jae Major
		JN:	Studying Teacher Education
			Studying Teacher Education 2011 VOL. 7 NO. 3 pp. 249-262
		DA:	2011 VO: 7 NO: 3
		PG:	249-262
		PB:	Routledge
		AB:	This article reports a self-study from a larger research project that explored the impact on pre-service and in-service teacher education of a new national curriculum in New Zealand and the conceptualisations of epistemological shifts signalled by that document. A pedagogical initiative to introduce inquiry-based learning into a graduate diploma course for pre-service primary teachers was the result of and the catalyst for further reflection on my practice and the (mis)alignments between my theoretical understandings and beliefs and my pedagogical choices. In this article I focus on the tensions and contradictions I encountered while attempting to enact, in a tertiary environment, a pedagogy that aligned with the underpinning principles of the new curriculum. I describe the model that I developed to understand those tensions and contradictions, which are characterised as the spaces between realism and relativism. I suggest that negotiating these spaces is part of the process of becoming a teacher and a teacher educator in the twenty-first century.
		KW:	self-study, inquiry, pedagogical practice, teacher education, realism, relativism
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	22.	TI:	Foreseeing the Unforeseen through Collaborative Self-Study by a Teacher Educator and Two Teacher Candidates
		AU:	Ji-Eun Lee; Elizabeth Perlaki; Renee Stachelek
		JN:	Studying Teacher Education
			Studying Teacher Education 2011 VOL. 7 NO. 3 pp. 281-297
		DA:	2011 VO: 7 NO: 3
		PG:	281-297
		PB:	Routledge
		AB:	This article reports the collaborative self-study of a teacher educator and two teacher candidates, focusing on the unforeseen negativity of experiences encountered by the three researchers in both a university methods course and student teaching settings. The implication of this study helped the researchers foresee new hypothetical learning trajectories for their respective students. Throughout the study, the university teacher educator and two teacher candidates tried to maintain a collegial relationship while analyzing their teaching and learning experiences. The researchers analyzed the effectiveness of their mathematics teaching strategies over an extended period of time. The changing roles of the researchers throughout the study encouraged them to examine not only their own teaching processes but also those of the other researchers. As critical colleagues they positioned themselves in different contexts. This study generates several insights for the improvement of the researchers' future teaching practices. The results suggest that collaborative self-study by a teacher educator and teacher candidates can generate effective learning experiences for all participants.
		KW:	collaborative self-study, negativity of experiences, mathematics education
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	23.	TI:	Making Practice Visible: A collaborative self-study of tiered teaching in teacher education
		AU:	Dawn Garbett; Rena Heap
		JN:	Studying Teacher Education
			Studying Teacher Education 2011 VOL. 7 NO. 3 pp. 235-248
		DA:	2011 VO: 7 NO: 3
		PG:	235-248
		PB:	Routledge
		AB:	In this article we document the impact of tiered teaching on making the complexity of pedagogy transparent when teaching science education to pre-service primary teachers. Teaching science methods classes together and researching our teaching has enabled us to reframe our assumptions and move beyond the simplistic and misleading idea that teacher education is the modeling of exemplary practice. This self-study has evolved over three years. We were faced with the tension between modeling exemplary practice to teach science education and science content and making our teacher education practices explicit to our students. Tiered teaching has allowed us to manage this tension. Four major themes emerged from this self-study: the cost of tiered teaching; the shift in priority to less science education and more teacher education; our own growth in expertise; and the transformation of our practice.
		KW:	tiered teaching, self-study, collaboration, team teaching, teacher education
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	24.	TI:	Raising the quality of vocational teachers: continuing professional
		AU:	Caroline Lloyd; Jonathan Payne
		JN:	Research Papers in Education
			Research Papers in Education 2012 VOL. 27 NO. 1 pp. 1-18
		DA:	2012 VO: 27 NO: 1
		PG:	1-18
		PB:	Routledge
		AB:	The view that vocational education and training is central to economic prosperity and social well?being is one that is widely held by policy?makers in many countries. Delivering this agenda requires skilled and professional teachers. Ensuring that vocational teachers are able to maintain and develop both their ‘craft’ skills and pedagogy, through continuing professional development (CPD), is, therefore, a growing area of policy concern. While research has revealed that models for the regulation and organisation of CPD for vocational teachers vary across countries, their relative effectiveness has rarely been considered. This paper seeks to address this gap by comparing the approaches currently being adopted in three countries – England, Wales and Norway. Focusing specifically on teachers of hairdressing, it explores the opportunities for CPD and considers the constraints on teachers’ ability to reflect and improve on their practice. The research draws mainly on interviews with teachers of hairdressing in two English and two Welsh further education colleges and three Norwegian upper?secondary schools. The findings suggest that while hairdressing lecturers in England and Wales have more opportunities to keep up to date with their ‘craft’, those in Norway find it easier to access pedagogic education and inhabit an institutional environment that affords more time and space to share ideas and collectively improve their practice.
		KW:	vocational teachers, CPD,England, Wales, Norway
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	25.	TI:	Who succeeds in mathematics? Caribbean perspectives on the mix of schools and mathematics
		AU:	Patricia George
		JN:	Research Papers in Education
			Research Papers in Education 2012 VOL. 27 NO. 1 pp. 103-121
		DA:	2012 VO: 27 NO: 1
		PG:	103-121
		PB:	Routledge
		AB:	Within the Caribbean, there has been a perception that students are underachieving in mathematics. This assessment has seemingly been based amongst other things upon the proportion of students who are successful in mathematics compared to other subjects in external examinations. This notion was investigated in a case study of secondary schools in Antigua and Barbuda. Statistical data showed that student achievement in the examinations was on average lower in mathematics than across all subjects, including English language. However, this finding was not ‘true’ of students across all school?types, generally a proxy for social class in Caribbean settings. In particular, the mathematics achievement of students in single?sex schools was not far different from their performances in other subjects, but was markedly different from that of students in mixed?sex schools. This finding concerning school?type suggested at an underlying factor in many students’ mathematics performance, as school?type in the Caribbean is predicated on students’ home backgrounds. This paper reports on these findings, and sets out how the education system appears to reinforce and further exaggerate advantages and disadvantages of students’ social and cultural histories
		KW:	Caribbean, mathematics, school?type, cultural capital, achievement
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	26.	TI:	Disciplinarity in question: comparing knowledge and knower codes in sociology
		AU:	Kathy Luckett
		JN:	Research Papers in Education
			Research Papers in Education 2012 VOL. 27 NO. 1 pp. 19-40
		DA:	2012 VO: 27 NO: 1
		PG:	19-40
		PB:	Routledge
		AB:	This paper contributes to understanding why curriculum design in a discipline with a horizontal knowledge structure is difficult, time?consuming and contested. A previous paper on the same case study in one sociology department reported that students who had completed the general sociology major found it lacking in coherence. To illustrate the problem, I selected two third?year sociology courses, Urban Studies and Diversity Studies, and set out to compare and contrast how knowledge claims are made and legitimated in these two discourses. The paper also has a methodological focus – to demonstrate the potential of systemic functional linguistics as a method of discourse analysis that can complement and deepen a sociological analysis – Bernstein’s sociology of education and in particular his concept of ‘grammaticality’. I seek to make explicit the basis for knowledge claims in these two sub?disciplines and then to investigate how this ‘grammar’ is built into criteria for assessing students. The long?term goal of this project is pedagogic – to understand how academic discourses work, in order to contribute to the development of more coherent curricula and visible pedagogies with explicit assessment criteria, for the enhancement of teaching and learning. The analysis shows that the ‘grammars’ of these two academic discourses (in the same discipline, sociology) are based on different ordering principles; they are based on different ontological, epistemological and methodological assumptions. The analysis also shows that the respective ‘grammars’ do ‘get into’ the assessment criteria, although in a contextually contingent manner. The paper concludes by suggesting that the use of SFL as a method of discourse analysis within a social realist sociology of education framework proved to be fruitful and worthy of further development, particularly for education development work where the quest to make explicit the criteria for producing a ‘legitimate text’ is critical.
		KW:	higher education, curriculum studies, education development, sociology of education, sociology, systemic functional linguistics, legitimation code theory
		LK:
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	27.	TI:	Doing Good and Doing Well: Credentialism and Teach for America
		AU:	Adam Maier
		JN:	Journal of Teacher Education
			Journal of Teacher Education 2012 VOL. 63 NO. 1 pp. 10-22
		DA:	2012 VO: 63 NO: 1
		PG:	10-22
		PB:	SAGE
		AB:	In recent years, Teach for America (TFA) has placed thousands of high-achieving college graduates in hard-to-staff schools, and its popularity continues to grow. TFA thus represents an anomaly: it attracts higher education’s top students to primary and secondary education’s least desired jobs. This article reviews the current explanations for TFA’s success and draws from credentialism theory to explain how these theories overlook a key characteristic differentiating TFA from other programs, and how this difference limits TFA’s generalizability. Using credentialism theory, previous research, and official recruitment messages, this article delineates TFA’s use and exchange values and finds that TFA, by recruiting noneducation majors from prestigious universities, remaining selective, embedding members in a resource-rich social network, and increasing access and reducing the costs for its members to connect to nonteaching career ladders, has increased its credential’s exchange value relative to other preparation programs. The research and policy implications of TFA’s high exchange value are discussed.
		KW:	alternative certification; educational policy; recruitment and retention
		LK:
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	28.	TI:	Speaking of Bodies in Justice-Oriented, Feminist Teacher Education
		AU:	Stephanie Jones; Hilary Hughes-Decatur
		JN:	Journal of Teacher Education
			Journal of Teacher Education 2012 VOL. 63 NO. 1 pp. 51-61
		DA:	2012 VO: 63 NO: 1
		PG:	51-61
		PB:	SAGE
		AB:	The United States is a society that is simultaneously consumed and repulsed by the body; a society where obsession over a constructed “obesity” epidemic runs alongside obsession over thinness; a society where advertisers manipulate digital images of bodies to present two-dimensional versions of ideal male and female physiques, and plastic surgeons cut, suck, tuck, and fill three-dimensional fleshed versions of those digital images. In this article, the authors articulate a theory of a critical body pedagogy that can contribute to a larger justice-oriented project. This project is one of shaping young women and men who are more comfortable in their bodies, who will engage in critical readings of body-related texts, and—perhaps—can one day help future early childhood and elementary students construct healthier relationships with their bodies and the larger world through a justice-oriented pedagogy.
		KW:	justice-oriented pedagogy; social justice teacher education; feminist pedagogy; bodies; body image; preservice teachers
		LK:
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	29.	TI:	Predicting Performance: A Comparison of University Supervisors’ Predictions and Teacher Candidates’ Scores on a Teaching Performance Assessment
		AU:	Judith Haymore Sandholtz; Lauren M. Shea
		JN:	Journal of Teacher Education
			Journal of Teacher Education 2012 VOL. 63 NO. 1 pp. 39-50
		DA:	2012 VO: 63 NO: 1
		PG:	39-50
		PB:	SAGE
		AB:	The implementation of teaching performance assessments has prompted a range of concerns. Some educators question whether these assessments provide information beyond what university supervisors gain through their formative evaluations and classroom observations of candidates. This research examines the relationship between supervisors’ predictions and candidates’ performance on a summative assessment based on a capstone teaching event, the Performance Assessment for California Teachers. The study, based on records for 337 teacher candidates over a 2-year period, specifically addresses the following questions: To what extent do university supervisors predict candidates’ total scores? On which questions and categories of the assessment do supervisors most accurately predict their candidates’ scores? Do supervisors predict scores more accurately for high- and low-performing candidates? The findings indicate that university supervisors’ perspectives did not always correspond with outcomes on the performance assessment, particularly for high and low performers.
		KW:	preservice education; assessment; supervision; teaching performance assessment
		LK:
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	30.	TI:	Everyday life and everyday learning: the ways in which pre-service teacher education curriculum can encourage personal dimensions of teacher identity
		AU:	Amelia Lopes; Fatima Pereiraa
		JN:	European Journal of Teacher Education
			European Journal of Teacher Education 2012 VOL. 35 NO. 1 pp. 17-38
		DA:	2012 VO: 35 NO: 1
		PG:	17-38
		PB:	Routledge
		AB:	This article presents and discusses the findings of a research project, the main objective of which is to identify curriculum components that promote personal development as a nuclear part of teacher professional identity formation through pre-service teacher education. Curriculum is viewed as an ecological scenario with different subsystems and both as formal and informal. Identity formation is conceived as an ever-provisional result of a double transaction: the biographical one and the relational one. The curricula of four different historical periods of pre-service teacher education in Portugal and the professional identity of teachers trained within them were characterised through collection and analysis of documents and biographical narratives. Crossing results from the four periods, the quality of school climate emerges as an important variable to the quality of the teachers’ identity. The lifelong learning ethos seems to emerge when the training curriculum connects everyday learning with everyday life, namely by urging the students’ involvement in school life, peer learning activities and peer and teacher educators’ informal learning activities.
		KW:	pre-service teacher education curriculum, teacher identity, lifelong learning, training climate
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	31.	TI:	Incorporating critical thinking in the pedagogical content of a teacher education programme: does it make a difference?
		AU:	Banu Yucel Toy; Ahmet Ok
		JN:	European Journal of Teacher Education
			European Journal of Teacher Education 2012 VOL. 35 NO. 1 pp. 39-56
		DA:	2012 VO: 35 NO: 1
		PG:	39-56
		PB:	Routledge
		AB:	Recent educational policies, national reports, and voluminous literature stress that critical thinking (CT) is an essential skill in any stage of schooling for producing critical thinkers and ensuring better learning. The importance of teaching CT has been raised in teacher education programmes because students are supposed to teach this skill in schools in the future. This study therefore assesses the effects of a CT-based pedagogical course on student teachers’ content knowledge and CT disposition. A pre-test–post-test experimental study was carried out in a vocational pre-service teacher education programme in Turkey. Although the students who were exposed to CT-based instruction showed better progress in both academic achievement and CT disposition than in traditional instruction, this result was not statistically significant according to the Mixed Factorial ANOVA and ANCOVA results.
		KW:	critical thinking, critical thinking-based instruction,critical thinking disposition, academic achievement, teacher education
		LK:
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	32.	TI:	mplementing a technology-supported model for cross-organisational learning and knowledge building for teachers
		AU:	Kairit Tammets; Kai Pata; Mart Laanpere
		JN:	European Journal of Teacher Education
			European Journal of Teacher Education 2012 VOL. 35 NO. 1 pp. 57-75
		DA:	2012 VO: 35 NO: 1
		PG:	57-75
		PB:	Routledge
		AB:	This study proposed using the elaborated learning and knowledge building model (LKB model) derived from Nonaka and Takeuchi’s knowledge management model for supporting cross-organisational teacher development in the temporarily extended organisations composed of universities and schools. It investigated the main LKB model components in the context of teachers’ professional development; the kind of technological barriers to be overcome in order to implement such a model; and what the application scenarios of an LKB model are. Four groups of stakeholders, altogether 10 persons, were interviewed for the study. Data were analysed using a qualitative framework analysis method. The main findings of the study exposed the following difficulties in applying an LKB model for extended organisations for teacher development: teachers’ sense of identity, technical issues and organisational barriers. Several scenarios were proposed for the use of technology to facilitate the LKB model in the teacher development context using the e-portfolio and social learning resources repository.
		KW:	teacher education, professional development, portfolio-based learning environment,pre-service studies
		LK:
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	33.	TI:	Learning communities for curriculum change: key factors in an educational change process in New Zealand
		AU:	Frances Edwards
		JN:	Professional Development in Education
			Professional Development in Education 2012 VOL. 38 NO. 1 pp. 25-47
		DA:	2012 VO: 38 NO: 1
		PG:	25-47
		PB:	Routledge
		AB:	Increasingly school change processes are being facilitated through the formation and operation of groups of teachers working together for improved student outcomes. These groupings are variously referred to as networks, networked learning communities, communities of practice, professional learning communities, learning circles or clusters. The formation and support of these types of groups to build capacity has been a major feature in the professional support landscape for New Zealand schools for a number of years, with sustainability and longevity of these groups seen as success criteria. A professional learning community approach was adopted by the New Zealand Ministry of Education to help schools implement the revised New Zealand Curriculum by facilitating the development of community members’ capacities and expertise in school curriculum design. In this article I report on my experience as the facilitator of one professional learning community of nine schools that worked together over a two-year period. Three significant phases in the life of this community are identified and illustrated: establishing, converging, and diverging. I contend that sustainability and longevity are not necessarily key determinants of a community’s success, but that success can be attained through the community’s ability to flexibly achieve its purposes and prepare for future change.
		KW:	professional development, learning community,networks, curriculum implementation, educational change
		LK:
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	34.	TI:	From interprofessional education to interprofessional practice: exploring the implementation gap
		AU:	Jackie Ravet
		JN:	Professional Development in Education
			Professional Development in Education 2012 VOL. 38 NO. 1 pp. 49-64
		DA:	2012 VO: 38 NO: 1
		PG:	49-64
		PB:	Routledge
		AB:	Research repeatedly suggests that a lack of autism awareness, plus poor interprofessional working, is undermining the development of effective autism provision across Scottish services. In response, the University of Aberdeen developed an interprofessional education (IPE) programme in Autism and Learning designed to address these problems. This paper critically examines an evaluative research study of the effectiveness and impact of the programme. An adapted version of the Kirkpatrick–Barr et al. Framework of Outcomes is used as an analytical tool to explore the facilitating and inhibiting factors that influence the ‘implementation gap’; that is, translation of policy into effective interprofessional practice. Key barriers to implementation are explored in detail. It is concluded that effective interprofessional practice and positive outcomes for service users can only be assured by a commitment to ongoing IPE and service evaluation, followed by concerted, joint action to address barriers to implementation.
		KW:	interprofessionalism, impact, implementation gap
		LK:
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	35.	TI:	Crossing borders: new teachers co-constructing professional identity in performative times
		AU:	Chris Wilkins; Hugh Busher; Michalis Kakos
		JN:	Professional Development in Education
			Professional Development in Education 2012 VOL. 38 NO. 1 pp. 65-77
		DA:	2012 VO: 38 NO: 1
		PG:	65-77
		PB:	Routledge
		AB:	This paper draws on a range of theoretical perspectives on the construction of new teachers’ professional identity. It focuses particularly on the impact of the development in many national education systems of a performative culture of the management and regulation of teachers’ work. Whilst the role of interactions with professional colleagues and school managers in the performative school has been extensively researched, less attention has been paid to new teachers’ interactions with students. This paper highlights the need for further research focusing on the process of identity co-construction with students. A key theoretical concept employed is that of liminality, the space within which identities are in transition as teachers adjust to the culture of a new professional workplace, and the nature of the engagement of new teachers, or teachers who change schools, with students. The authors argue that an investigation into the processes of this co-construction of identity offers scope for new insights into the extent to which teachers might construct either a teacher identity at odds with their personal and professional values, or a more ‘authentic’ identity that counters performative discourses. These insights will in turn add to our understanding of the complex range of factors impacting on teacher resilience and motivation.
		KW:	teacher identity, co-construction, performativity, liminality
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