1. Enacting Diversity in Dual Certification Programs
Author: Marleen C. Pugach and Linda P. Blanton
Source: Journal of Teacher Education, 2012, 63(4): 254-267
Abstract: This exploratory study, based on a content analysis of program descriptions, course syllabi, and related program documents, examined the curricula of three fully merged teacher education programs that were redesigned to better prepare teachers for the full range of diversity in their student populations. In these programs, graduates earn a general and special education elementary license simultaneously. Results suggest that attention to disability is more prevalent than attention to other social identity markers such as race, class, culture, or language.
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2. Teacher Knowledge, Curriculum Materials, and Quality of Instruction: Unpacking a Complex Relationship
Author: Charalambous, Charalambos Y.; Hill, Heather C.
Source: Journal of Curriculum Studies, 2012, 44(4): 443-466
Abstract: The set of papers presented in this issue comprise a multiple-case study which attends to instructional resources--teacher knowledge and curriculum materials--to understand how they individually and jointly contribute to instructional quality. We approach this inquiry by comparing lessons taught by teachers with differing mathematical knowledge for teaching who were using either the same or different editions of a US "Standards"-based curriculum. This introductory paper situates the work reported in the next four case-study papers by outlining the analytic framework guiding the exploration and detailing the methods for addressing the research questions.
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3.Preparing Teachers to Work in Inclusive Classrooms: Key Lessons for the Professional Development of Teacher Educators from Scotland’s Inclusive Practice Project
Author: Lani Florian
Source: Journal of Teacher Education, 2012, 63(4): 275-285
Abstract: The increasing cultural, linguistic, and developmental diversity of today’s classrooms demands more inclusive approaches to schooling, but classroom teachers often report feeling unprepared for inclusive education. This article reports some lessons learned from the Inclusive Practice Project, a teacher education reform project that has developed an innovative approach to preparing teachers to enter a profession in which they take responsibility for the learning and achievement of all students. It identifies four crucial issues, describes how they were addressed, and considers the challenges of professional development of teacher educators that emerged from the project studies. Key lessons focusing on the professional development of teacher educators in the establishment of a new curricular approach to teacher education for inclusive education are discussed.
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4. The multilevel impact of transformational leadership on teacher commitment: cognitive and motivational pathways
Author: Xavier Dumay & Benoît Galand
Source: British Educational Research Journal, 2012, 38(5): 703-729
Abstract: A growing body of research indicates that transformational leadership affects teachers’ commitment to their school. The present study aims to investigate the processes explaining this effect at the organisational level. Using a sample of 660 teachers within 50 primary French-speaking Belgian schools, the authors test a model hypothesising that the impact of the school principal’s transformational leadership (as an organisational-level construct) on teacher commitment to school is mediated by school culture strength (cognitive pathway) and teacher collective efficacy beliefs (motivational pathway). Results of multilevel analyses largely support the theoretical model, but show that schools have a limited impact on teacher commitment.
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5. Higher education policy in post-devolution UK: more convergence than divergence?
Author: Jim Gallacher& David Raffe
Source: Journal of Education Policy, 2012, 27(4): 467-490
Abstract: Many researchers studying the impact of parliamentary devolution conclude that education policies in England, Scotland, Wales and Northern Ireland are diverging. They attribute this to five factors: the redistribution of formal powers associated with devolution; differences in values, ideologies and policy discourses across the four territories; the different composition, interests and policy styles of their policy communities; the different ‘situational logics’ of policy-making and the mutual independence of policy decisions in the different territories. This article reviews trends in higher education (HE) policy across the UK since parliamentary devolution. It focuses on policies for student fees and student support, for widening participation, for supporting research and for the HE contribution to economic development, skills and employability. On balance, it finds as much evidence of policy convergence, or at least of constraints on divergence, as of policy divergence. It argues that each of the five factors claimed to promote divergence can be associated with corresponding pressures for convergence
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6. Increasing Teacher Use of Career-Relevant Instruction: A Randomized Control Trial of CareerStart
Author: Rose, Roderick A.; Woolley, Michael E.; Orthner, Dennis K.; Akos, Patrick T.; Jones-Sanpei, Hinckley A.
Source: Educational Evaluation and Policy Analysis, 2012, 34(3): 295-312
Abstract: Student engagement is a critical aspect of the learning process and a known predictor of school success. We report on an evaluation of a classroom intervention, CareerStart, designed to promote engagement through the use of career-relevant instruction whereby teachers use examples to tie the lesson material to knowledge and skills students can see as relevant to potential future careers. Evidence from a randomized control trial indicates that among math teachers, CareerStart increases the use of career-relevant instruction. We discuss research and policy implications of these findings. We argue that CareerStart should be investigated further, and that policymakers and educators should consider this program or similar relevance-based efforts when looking to reform teaching practice.
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7. Why Do Primary School Students Drop out in Poor, Rural China? A Portrait Sketched in a Remote Mountain Village
Author: Chung, Carol; Mason, Mark
Source: International Journal of Educational Development, 2012, 32(4): 537-545
Abstract: In this paper we consider why students in poor and rural regions of China are dropping out of school in numbers that may be greater than official statistics admit. With questions about education quality among the most intractable in Education for All initiatives across the developing world, we sketch a portrait of education in a remote mountain village community as it might be painted from the perspective of a primary school dropout: a portrait in which education quality is well in the shadows. We indicate the limits of the view that commonly relates the phenomenon of school dropout primarily with poverty, a lack of school resources and inequities in resource distribution, suggesting that the picture is more nuanced and subtly shaded at local levels. Our research indicates that the education system in the radically transitional society that China is today brings with it values that clash with those of its citizens, particularly those who are marginalized and cannot easily adjust, perhaps because of their disadvantaged socio-economic, cultural and geographic location. In an ethnographic study in a poor, rural area in Yunnan province, we found significant disjunctions in values: between those of the school system and those of parents with regard to the aims and purposes of education; between those of the curriculum and those of teachers with regard to their role in the classroom vis-a-vis knowledge as represented in textbooks; between those of government education policy and the concerns of the remote rural poor with regard to resource distribution; and between those of a newly market-oriented society and educational ideals about teachers' and students' abilities. We also offer some insight into the scale and complexity of the problems associated with a lack of education quality and students' dropping out of school as a consequence, which cannot be revealed by the official 1% dropout rate.
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8. Assessing Impact and Bridging Methodological Divides: Randomized Trials in Countries Affected by Conflict
Author: Burde, Dana
Source: Comparative Education Review, 2012, 56(3): 448-473
Abstract: Randomized trials have experienced a marked surge in endorsement and popularity in education research in the past decade. This surge reignited paradigm debates and spurred qualitative critics to accuse these experimental designs of eclipsing qualitative research. This article reviews a current iteration of this debate and examines two randomized trials that incorporate mixed methods to analyze (a) how randomized trials stand up to qualitative critics and (b) how qualitative methods can enhance randomized trials. Each study presented employs an experimental design with both quantitative and qualitative methods. I argue that randomized trials can be used to great effect, particularly in conjunction with qualitative methods. Mixed-methods research designs to study program impact can minimize the trade offs experienced by overreliance on one approach. Furthermore, international education researchers bring formidable contextual knowledge to bear on these approaches. Mixed methods that incorporate randomized trials hold promise for international and comparative education research.
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9. MKT and Curriculum Materials Are Only Part of the Story: Insights from a Lesson on Fractions
Author: Sleep, Laurie; Eskelson, Samuel L.
Source: Journal of Curriculum Studies, 2012, 44(4): 537-558
Abstract: This paper investigates the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the mathematical quality of instruction by comparing the enactment of a fractions problem taught by two teachers with differing MKT. It was found that MKT seem to support teachers' precise use of mathematical language and to prevent errors; the curriculum materials provided a rich representational context for mathematical work. However, teachers' orientations toward mathematics and mathematics teaching and their goals for student learning also seemed to contribute to their use of curriculum materials to engage students with rich mathematics and to support students' participation in the development of the mathematics. Although orientations and goals made it more likely for a teacher to use multiple representations and elicit multiple solution methods, MKT was needed to productively use these elements in instruction. Based on this analysis, it is argued that there are aspects of developing orientations and goals that are related to MKT.
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10. Reading Economics, Thinking Education: The Relevance--and Irrelevance--of Economic Theory for Curriculum Research
Author: Rutkowski, David; Rutkowski, Leslie; Langfeldt, Gjert
Source: Journal of Curriculum Studies, 2012, 44(4): 165-192
Abstract: This paper aims to better understand economists' increasingly influential voice to the conversation of schooling and education. It draws on curriculum theory to develop a framework for analysis of current economic research in education. The framework consists of the following tri-partition: the political, the practical, and the programmatical. Through this framework, the authors are able to discuss a broad range of economics of education articles. The aim is 2-fold: partly to convey important insights into findings and tools of relevance to educational research, but ultimately to improve curriculum research. This study draws attention to areas of educational research, and particularly curriculum theory, where the insights of economists might be used with caution and in light of current thinking in curriculum research. A central finding from the analysis is that the two traditions (education and economics) are more complementary than conflicting. Yet, it is argued that, by failing to engage with educational literature, economists included in this review greatly over-simplify schooling and education
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