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Descriptors:
Foreign Countries; Addictive Behavior; Antisocial Behavior; Crime; Disclosure; Confidentiality; Legal Responsibility; Ethics; Human Services; Counselors; Students; Online Surveys

Abstract:
Preserving confidentiality is problematic for human service practitioners if they know that a client is seriously harming a third party or could do so in the future. The present study concerned financial harm, as generated by gambling-related theft. Clients who disclose gambling-related theft potentially create a dilemma for practitioners, who may need to consider whether they have a professional duty to warn or in other ways protect third parties who are identifiable but uninvolved in treatment. Study participants included specialist gambling counsellors, practitioners working in agencies likely to attract clients with gambling problems and students in training. Data was collected by means of an online survey. Findings reveal how practitioners construe their profession's legal and ethical obligations when clients admit to gambling-related theft and when they personally believe that disclosure is warranted. Areas of uncertainty and disagreement have import for employing agencies, professional associations and tertiary training institutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Activism; Students; Ethnic Studies; Mexican Americans; Reflection; Community Schools; Resistance (Psychology); Urban Education

Abstract:
In the wake of the Tucson Unified School District dismantling its highly successful Mexican American Studies (MAS) program, students staged walkouts across the district to demonstrate their opposition. Student-led walkouts were portrayed as merely "ditching," and students were described as not really understanding why they were protesting. After these events, a group of student activists called UNIDOS organized and led the School of Ethnic Studies. This was a community school dedicated to teaching the forbidden MAS curriculum. In this article we present counternarratives from organizers, presenters, and participants in the School of Ethnic Studies. These narratives demonstrate the transformative resistance of students who created their own form of liberatory education. Our analysis highlights how student organizers led the creation of an autonomous, community-based educational space to allowed young people to engage in political analysis, self-reflection, and strategic organizing. We conclude with the implications for Ethnic Studies, urban education, and counternarrative. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Desegregation; Socioeconomic Status; Social Integration; Achievement Gap; Public Schools; Middle Class; Economically Disadvantaged; Students; Educational Change; Resistance to Change; School Choice; Politics of Education; Evidence; Educational Research; Cost Effectiveness; Barriers; Track System (Education); Magnet Schools; School Turnaround; Charter Schools

Abstract:
Integrating our schools is a goal that many of us share. But some seem to have given up on the idea, as plans to boost racial diversity have come under attack, and as the fixation on test scores has narrowed some people's concept of a good education. There is, however, new hope: integration by socioeconomic status. It's a cost-effective, legally sound strategy that can promote racial diversity while narrowing the achievement gap. (Contains 48 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Achievement Tests; Students; Anxiety; Classroom Environment; Scientific Concepts; Constructivism (Learning); Grade 10; Well Being; Interests; Secondary School Students; Experiments; Genetics; Correlation; Scores; Science Education; Foreign Countries

Abstract:
We examined selected situational emotions (interest, well-being and anxiety) experienced by 291 secondary school tenth graders during a hands-on gene technology lesson. Two different instruction groups (I-1, I-2) participated in the same teaching unit, in which four basic gene technology experiments were performed. Using a modified "constructivist teaching sequence", a teacher confronted group I-2 with the alternative conceptions of their peers regarding central issues and processes of gene technology in addition to providing the scientific concepts. The pupils within the I-2 group scored higher in the positive emotions of interest and well-being. The negative emotion anxiety was almost absent in both instruction groups. Furthermore, our results indicate a potential influence of interest and well-being upon learning success. Pupils who felt fine and worked with interest in the experimental lessons scored significantly higher on the cognitive achievement test. Eliciting pupils' alternative conceptions and using them in a wide variety of teaching contents is therefore advisable. By doing so, teachers could help create a classroom environment where pupils feel safe and confident. Also, a pupil's interest regarding the choice of material needs to be taken into account if positive emotions need strengthening and the learning achievement needs improvement. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Evidence; Stakeholders; Science Teachers; Science Curriculum; Indigenous Knowledge; African Languages; Students; Cultural Awareness; Teacher Attitudes; Student Attitudes; Questionnaires; Attitude Measures; Interviews; Culturally Relevant Education; Science Instruction; Foreign Countries

Abstract:
This study investigated a sample of isiXhosa mother tongue-speaking science teachers', their pupils', and adult local community members' awareness of Xhosa indigenous knowledge. It also investigated what aspects of this knowledge they value and think should and could be integrated into the school science curriculum and their reasons for suggesting that it should (or should not) be incorporated. The participating teachers voluntarily completed an open-ended questionnaire. On completion, they were given the task of administering the questionnaire to at least 1 of their pupils and 1 community member who they believed could contribute ideas about indigenous knowledge that might relate to science education. Interviews were held with a small sample of teachers and community members. The data generated suggest that there is a shared awareness of indigenous knowledge across the respondents (teachers, pupils, and community members). The reasons given for including indigenous knowledge in the school curriculum related mainly to the realm of recognition (social justice and cultural sensitivity), and there was also little evidence that the respondents were aware of current understandings underpinning the demarcation of science and indigenous knowledge as disciplines. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Equal Education; Poverty; Principals; Parents; Students; Teachers; High Achievement; Interviews; Educational Change; Focus Groups; Educational Improvement; Best Practices

Abstract:
This Public Agenda report profiles nine high-poverty schools in Ohio that the authors believe have exhibited "sustained success." It first lists 11 commonly accepted attributes they assert are demonstrated across the profiled schools. The report then offers six general recommendations for other schools to achieve and sustain success, although the connection between the attributes and the recommendations is unclear. How these "key attributes" and subsequent recommendations were derived from the interviews is not specified. The school selection criteria suggests sample bias. Six of the nine schools were from a state "schools of promise" list and three were not. Four of the schools' poverty levels were near the state average, belying the high-poverty claim in the report's title. The report's biggest deficiency is that, while it is presented as addressing equity needs, and the interviewees pointed out that poverty related factors must be addressed, the recommendations fail to propose remedies or explicitly address these factors. This omission puts the report precariously close to the discredited "no excuses" genre. The common sense nature of the recommendations will likely be found acceptable to many readers, but the proposals are not sufficiently grounded in either the study's own data or in the larger body of research. In sum, these shortcomings marginalize the work's usefulness in advancing school reform and educational equity. Notes and references are included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Teacher Education; Evidence; Differences; Teaching Skills; Teacher Student Relationship; Teacher Influence; Academic Achievement; Students; Research Design; Research Methodology; Educational Research; Student Characteristics; Admission Criteria; Schools of Education

Abstract:
This paper is based on a series of previous research studies looking at the impact and development of teachers in the UK and internationally. It suggests that there is no convincing evidence, in terms of test outcomes, that some teachers are more or less effective with equivalent pupils. This is not necessarily because teachers are not differentially effective, but because the calculations involved are not possible with our current methods. And, of course, this is not to suggest that teachers in general do not make a difference--only that they are not obviously differentially effective. However, there is indicative evidence, particularly from pupil reports, that there is considerable variation in the skills, even very basic skills, of teachers. This may be partly the result of variability in the process of admitting and qualifying trainee teachers. There is also good evidence that the quality of pupil-teacher interaction in schools is linked to pupils' sense of justice, trust in others, and reports of citizenship activity. Perhaps then this is the clearest difference that individual teachers make, on the wider outcomes of schooling. It may also turn out to be one of the most important. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Students; Foreign Countries; Technology Education; Design; Pilot Projects; Design Requirements; Technology; Design Crafts

Abstract:
The purpose of the study reported here was to investigate the effectiveness of a conceptual design unit as part of the Design and Technology curriculum for 14 years old pupils in England. One research question drove this study: What sort of designing do pupils do when they design without having to make what they have designed? Data consisted of the design ideas of a whole class developed during 6 lessons towards the end of an 18 lesson teaching sequence. Findings, which are in line with those of the pilot study, indicate that the pupils' designing was highly iterative, creative, involved making a wide range of design decisions and revealed understanding of technological concepts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Assisted Instruction; Interpersonal Relationship; Expertise; Semi Structured Interviews; Postsecondary Education; Teachers; Teacher Role; Instruction; Students; Teacher Student Relationship; Technology Uses in Education; Epistemology; Educational Environment

Abstract:
Tertiary education has seen a shift toward pedagogies that make use of social interaction. As part of the shift, teachers have considered re-framing their role in the teaching process, and giving more attention to ways in which knowledge construction amongst students can be supported. While many online technologies are well positioned to support interactivity between students, the use of these tools does not necessarily ensure that the social interaction is of a type that guarantees learning will take place. This paper employs an "ecology of resources" perspective (Luckin 10.1016/j.compedu.2007.09.018, 2008) to explore the experiences of teachers and selected students from three tertiary-level contexts as they engaged with interactive learning tasks mediated by asynchronous online technologies. The data presented in the study were generated primarily from accounts and semi-structured interviews, and presented teachers' beliefs about how the learners could operate as knowledge resources for each other, while they themselves were somewhat "epistemically distant". In contrast, the data suggest that the experiences of students and tutors were vastly different. The students represented themselves and others as inadequate resources, perceiving that the expertise to construct knowledge was not present in the student group. These observations highlight the importance of building resource-rich learning environments, enabling access to expert performances through blended settings, and nurturing a perception of capability between students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Organizational Change; Students; Teaching Methods; Teacher Education; Foreign Countries; Educational Change; Teacher Educators; Educational Resources; Teaching Experience; Interviews; Colleges; Higher Education; Instruction; Teacher Role; Resource Units; Computer Uses in Education; Shared Resources and Services; Universities

Abstract:
The TESSA (teacher education in sub Saharan Africa) programme aims to improve teacher education at scale by developing open educational resources (OER) that allow sustainable and locally managed pedagogical change in higher education institutions and schools. The article offers a sociocultural theoretical rationale for the pedagogy of mutuality represented in the TESSA OER; and for the research approach to understanding pedagogical change that recognises the dialectical relationships between national policies and institutional structures and practices, and the consequent impact of these on teachers' practice and pupils' learning. It reports from an interview-based enquiry, from the project "Extending and embedding TESSA OER", looking at how teacher educators at a Kenyan University served to broker changes in pedagogy within the institution and its partner schools. Two school-based cases are discussed that highlight the role teachers, who take up these pedagogical challenges play in further brokering change in their local institutions; some of the influences that support the process of institutional change are identified and how these are understood and reported to increase access and enhance learning for all pupils. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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