THERE ARE probably few technical colleges where space and finance will permit the installation of large impulse generator equipment such as that described by Mr Briggs in the…
Abstract
THERE ARE probably few technical colleges where space and finance will permit the installation of large impulse generator equipment such as that described by Mr Briggs in the January 1960 issue of this journal. Yet transient theory and impulse voltage technique have to be taught; and while the former can be, and has been, done without the aid of demonstration apparatus, the latter, which is also of great importance to the electrical engineer, must definitely have recourse to such apparatus.
Christopher Andrew Brkich and Elizabeth Yeager Washington
This article focuses on the following questions: 1) How do secondary social studies teachers working in schools of color experience pedagogical negotiations when trying to teach…
Abstract
This article focuses on the following questions: 1) How do secondary social studies teachers working in schools of color experience pedagogical negotiations when trying to teach students thoughtful, critically informed citizenship and government and school accountability mandates? and 2) How does teaching with lessons grounded in the principles of authentic intellectual work (AIW) affect this negotiation experience? We employed a phenomenological framework as the methodological basis for eliciting two classroom teachers’ experiences, both of whom have advanced degrees in social studies education and several years of teaching experience in schools of color and of poverty. The findings show that prior to the incorporation of lessons based on the principles of authentic intellectual work, these teachers’ negotiation experiences had strong negatively affective dimensions based on a zero-sum pedagogical conceptualization of curriculum. Following the introduction of lessons based on AIW, these negatively affective dimensions began to recede from their experiences and were replaced by more positive ones. Given that classroom teachers are the ultimate arbiters of curriculum in their classrooms, this research has implications for improving the experiences of secondary social studies teachers working in schools of color.
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“Revolution” is a word much bandied about in retailing, often with rather more seeking after effect than accuracy. (Of course we never use it ourselves!). Particularly has it been…
Abstract
“Revolution” is a word much bandied about in retailing, often with rather more seeking after effect than accuracy. (Of course we never use it ourselves!). Particularly has it been applied to the emergence of point of sale data capture; has it in fact been as radical as originally anticipated? Recently criticisms have been made of the role of the equipment suppliers in this “failed” revolution. Allegations have been made that suppliers have given retailers too little help, that they failed to take account of the very different systems needs of a wide range of retailers, and that suppliers were expected by their American parent companies to offer products to a very different UK retail market. This article is by way of a response to those criticisms and an attempt to put the POS “revolution” in its proper perspective.
C. Engel Laura, Reich Michaela and Vilela Adriana
Against a broader global and regional shift toward “quality education for all,” the chapter explores education policy developments and trends related to teacher education and…
Abstract
Against a broader global and regional shift toward “quality education for all,” the chapter explores education policy developments and trends related to teacher education and professional development in Latin America and the Caribbean. We examine how multilateral education policy circulation and regional horizontal cooperation has guided these education policy developments. The chapter is organized into three parts. It first provides a discussion of educational multilateralism and new forms of horizontal cooperation, as it relates to educational development efforts. We argue that these new forms of multilateralism and horizontal cooperation guide the development of policies that seek to enhance both educational equity and quality education, particularly through advancing teacher education and professional development. The second section explores several recent education policy trends that relate to teacher education and professional development in Latin America and the Caribbean, and the challenges that Ministries of Education face when designing and implementing programs of teacher education and professional development. Lastly, the chapter examines the role of regional organizations in promoting new forms of regional horizontal cooperation specific to teacher education and professional development, focusing on the example of Organization of American States’ (OAS) Inter-American Teacher Education Network (ITEN).
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This chapter addresses the outcomes of a six-year school–university partnership between a public liberal arts college and a large urban school district. It explores ways that…
Abstract
This chapter addresses the outcomes of a six-year school–university partnership between a public liberal arts college and a large urban school district. It explores ways that partnerships can support teachers and communities to confront assumptions and take ownership of learning. This paper traces the trajectory of teachers and professors engaged in a longitudinal ongoing professional development initiative focused on “Meeting the Needs of Urban Learners” to identify practices that supported the collaboration, and the outcomes of the school–university partnership.
Celia Genishi, Shin-ying Huang and Tamara Glupczynski
In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and…
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In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and postmodern theory, embedding our analyses in an ongoing accreditation process. This required process positions us to question what authoritative narratives we have accepted and whether, through our action research, we have begun to create our own counternarrative that challenges assumptions underlying the accreditation process.
Claretha Hughes, Lionel Robert, Kristin Frady and Adam Arroyos
Bennett J. Tepper and Lauren S. Simon
For work organizations and their members, establishing and maintaining mutually satisfying employment relationships is a fundamental concern. The importance that scholars attach…
Abstract
For work organizations and their members, establishing and maintaining mutually satisfying employment relationships is a fundamental concern. The importance that scholars attach to employment relationships is reflected in research streams that explore the optimal design of strategic human resource management systems, the nature of psychological contract fulfillment and violation, and the factors associated with achieving person-environment fit, among others. Generally missing from theory and research pertaining to employment relationships is the perspective of individuals who reside at the employee-employer interface – managerial leaders. We argue that, for managerial leaders, a pervasive concern involves the tangible and intangible resource requirements of specific employees. We then provide the groundwork for study of the leader’s perspective on employment relationships by proposing a model that identifies how employees come to be perceived as low versus high maintenance and how these perceptions, in turn, influence leader cognition, affect, and behavior.
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The purpose of this paper is to present a critical race theory content analysis of research on technology and social studies education.
Abstract
Purpose
The purpose of this paper is to present a critical race theory content analysis of research on technology and social studies education.
Design/methodology/approach
This study, using a critical race theory (CRT) framework, investigates how social studies education scholars have critically addressed the intersection between technology and race/ethnicity through a content analysis of articles in the journals Theory and Research in Social Education (TRSE) and Contemporary Issues in Technology and Teacher Education (CITE) since 1990.
Findings
This paper contends that the interaction between technology and race/ethnicity is rarely critically examined in these two prominent social studies education research journals.
Originality/value
In light of this neglect, the paper discusses the need for an in‐depth analysis of the reification of low‐level pedagogical methods with racial/ethnic minority students, an unexplored area of research.
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Giovanna Gianesini and Antonella Brighi
In this study, we aimed at examining the unique and interactive effects of peer violence in cyberspace on adolescents’ emotion regulation and socioemotional adjustment, as well as…
Abstract
Purpose
In this study, we aimed at examining the unique and interactive effects of peer violence in cyberspace on adolescents’ emotion regulation and socioemotional adjustment, as well as the mediational role of resilience in the link between adolescent’s pathogenic relational experiences and behavioral outcomes. Specifically, we intended to explore emotion differentiation and regulation in reaction to bullying perpetration and victimization and in terms of positive (proud, confident, good) and negative (ashamed, excited, guilty), Passive (sad, embarrassed, humiliated) and Reactive (angry, scared) emotions and how it impacted and predicted positive and negative outcomes.
Methodology/approach
A stratified convenient sample of 494 Italian students aged 13–19 years (M = 15.27, SD = 1.23) was selected to represent all different school types in Italy and the students were administered a self-report questionnaire on school bullying involvement. General Linear Models, ANOVA, and T-tests were employed to explore gender differences, the relationships between variables, and their contribution to the predictive model. A two-step Cluster analysis was used to profile adolescents based on patterns of resilience, health outcomes, and cyberbullying involvement.
Findings
Results showed significant gender differences, with females using internet and Facebook more than males and being more resilient, positive, and prosocial, but also responding to victimization with higher levels of alienation, anger, humiliation, and psychosomatic and emotional symptoms. Males perpetrated peer violence more than females, were less likely to be victimized, and were generally less emotionally impacted by it. Victimization rates (63.7%, n = 296) were higher than perpetration rates (51.7%, n = 233) and bully-victimization was prevalent (47.1%). Victims prevalently experienced passive emotions (sadness, humiliation, embarrassment) while perpetrators experienced negative ones (guilt and shame). Cluster analysis evidenced different pathways and trajectories of resilience and cyberbullying involvement: Resilient victims (RV), Healthy uninvolved (HU), Healthy Bullies (HB), Alienated Bully-Victims (ABV), and Resilient Bully-Victims (RBV). RV, HU, and HB resulted all well-adjusted, despite the different involvement in cyberbullying, and also RBV and despite the double involvement in cyberbullying, ABV were the only maladjusted and at-risk group in our sample characterized by very low Positivity, very low Resilience, and extremely high Alienation.
Research implications
This study proposes a comprehensive, developmental, ecological, relational, and self-regulatory resilience approach to cyberbullying, which represents an innovative and advanced contribution to the literature with significant implication for research and practice. Fully understanding and measuring the emotional impact of cyber peer violence and resilience following cyberbullying victimization and perpetration can help in developing targeted interventions for both victims and bullies. This study highlighted the need for a self-regulatory model of resilience for modulating emotions, arousal, and behaviors across contexts, relationships, and difficulties. It also evidenced that moderate levels of resilience and positivity are sufficient to buffer youth from involvement in cyberbullying and to predict healthy adjustment and less pathological outcomes.
Originality/value
By profiling adolescents based on resilience levels, health outcomes, and cyberbullying involvement, we evidenced five distinct trajectories of risk evaluation for cyberbullying beyond participating roles. Our results confirmed the fundamental importance of assessing resilience and emotion regulatory resources together with peer violence involvement in identifying and targeting adolescents at risk.