Analysis of academic administrators’ attitudes: annual evaluations and factors that improve teaching

This article examines academic administrators’ attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process facilitates quality instruction. With increased pressure for accountability being placed on higher education, it is important to ensure that we are meeting both public and academic expectations. The evaluation process is an important tool to ensure the university’s goals and values are articulated and that academics can be successful in their individual career paths. The problem is most research finds flaws with the current method of evaluation, and academics and academic administrators are sceptical about the process and results. We find there are environmental factors that influence academic administrators’ perceptions of academic evaluations and the ability to improve classroom instruction.     

The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts

Researchers have found that teacher preparation programs are not universally preparing teacher candidates in concepts associated with the alphabetic principle. Yet, the majority of students with reading disabilities or who struggle with beginning reading have difficulty with phonology and concepts associated with the alphabetic principle. The purpose of this study was to examine the efficacy of a series of multimedia modules on participants' (N = 76) knowledge and skills related to early reading instruction. The multimedia modules covered basic literacy concepts primarily related to phonology and phonics. Results from the experimental, control-group design indicated that the modules were successful in teaching foundational literacy constructs to participants. Thus, multimedia modules may be a promising avenue for providing instruction for teacher candidates. Additional research, however, is needed to ensure mastery of knowledge and to evaluate how principles of effective instruction can guide multimedia module use by teacher educators.     

Improving reflective practice: a documentation rubric for mentoring preservice and in-service teachers

ABSTRACT

Professionals in the field of early childhood are encouraged to demonstrate reflective perspectives of their work supported by pedagogical documentation. The purpose of this article is to introduce a rubric developed for preservice and inservice teachers to improve documentation and reflection. The rubric’s four dimensions: visible learning, powerful story, emotional impact, and visual impact range from novice to expert level. The rubric is not meant to create prescribed documentation or to be used as an evaluation or assessment. Instead, it is a tool to sharpen critical focus for reflection and to challenge teachers to examine and improve their documentation. We include a review of the Reggio Emilia approach to pedagogical documentation and reflective process, an explanatory account of how the rubric was developed, and reflections from implementing the rubric with preservice teachers. We also offer reflective questions and examples to aid in improving documentation and reflection. Recommendations for practice include use as a tool for selfreflection and guided collaborative reflection in small groups.     

First contact: Initial responses to cultural disequilibrium in a short term teaching exchange program

This paper examines early aspects of intercultural learning among pre-service teachers from Japan and the United States during a short-term international exchange program. Using insights from Taylor's (1994) theory of intercultural development, the research uses qualitative methodology to describe experiences of cultural disequilibrium and various responses to disequilibrium by participants in the exchange. Findings suggest a range of related sources of cultural disequilibrium across culture groups. Eight strategic responses to disequilibrium are identified, and implications for early engagements with cultural difference for beginning teachers are discussed. The research seeks to clarify the role that short term immersion experiences can play in the understanding and development of early intercultural competence and to identify connections between such experiences and teacher education.     

At the Heart of Feminist Transnational Organizing: Exploring Postcolonial Reflexivity in Organizational Practice at World Pulse

This article extends research on transnational feminist networks (TFNs), organizations that bring women together across national borders for collective action. A case study of World Pulse, a TFN with online community members from 190 countries that aims to amplify women's voices globally, reveals the nonprofit organization engages in ongoing reflexive practices to negotiate tensions related to voice. Using the analytical lens of postcolonial reflexivity, two themes of reflexive practices were identified: speaking from within (direct and formal inclusion of members’ voices) and speaking for (staff displaying ethical consciousness around members’ voices). Questions TFNs can ask to promote reflexivity are proposed.     

Determinants of participation in an Inuit online community of practice

An online community of practice (OCoP) is an important tool for managing and disseminating knowledge within a community. Unfortunately, research shows that OCoPs are often unsuccessful due to lack of participation by members of the community. This paper describes a preliminary investigation of the determinants that impact participation in an OCoP within an Inuit community. An open-ended interview questionnaire was developed and members of the Inuit community were interviewed. Our results show lack of time as the main barrier to participation. Our study also reveals an interest by many members of the Inuit community in being involved in the development of the OCoP. The Inuit have a strong culture built on knowledge sharing, and this allows for open conversations and greater trust within the community. In a culture built and sustained by knowledge sharing, we strongly believe that an OCoP can be a valuable tool, provided the right steps are taken to facilitate and encourage participation.     

“I Have a Hippopotamus!”: Preparing Effective Early Childhood Environmental Educators

ABSTRACT

This article describes an early childhood teacher-preparation program that infuses environmental education and nature experiences into courses, practicum, and student-teaching experiences. Program philosophy, pedagogy, materials, and methods are described and linked to the Early Childhood Environmental Education Programs: Guidelines for Excellence, the Guidelines for the Preparation and Professional Development of Environmental Educators, and state-level early learning guidelines that focus on connecting young children with nature. Preservice teachers build knowledge, skills, and dispositions for effective environmental education beginning from an awareness level and progressing to application and refinement. The value of nature is communicated explicitly and implicitly throughout the program. Preliminary analysis of student outcomes indicated that, over the course of the program, students’ ratings of the importance of nature and science experiences and outcomes increased, along with their confidence implementing environmental-education activities.     

The Role of Language‐level in Conservation‐acquisition

Remmo Hamel, B. & de Witt, S. (1971). The Role of Language‐level in Conservation‐acquisition. Scand. J. educ. Res. 13‐20. The experiment investigates the role of language‐level and different types of training procedures on the acquisition of conservation of liquids. The results corroborate earlier findings that different types of training have no differential effects on conservation‐acquisition, and indicate that language‐level plays a significant role in conservation‐acquisition. The Piagetian conception of the role of language has been questioned. However, the learned conservation concept does not generalize to other situations. The results arc interpreted in terms of conditioning.