The Cracker-Barrel Classroom: Rural Programming for Continuing Education

Adult learning and teaching are developed in this paper through the analogy of a railway system. The learning environment is the immovable parts of the railway system. The student is the train, the engineer, and the conductor. The teacher is the dispatcher. The switchmen are those significant others related to or involved in the students' activities as learners. Presented are the issues of student self-direction, faculty responsibility for the educational process, and the concomitant concerns about quality control.     

TEACHER UNIONS AND THE COST OF PUBLIC EDUCATION

Do teacher unions affect the cost of public education? Based upon data from two national surveys and holding measures of educational output and other factors constant, the authors of this paper find that teacher unions raise costs by 7 to 15 percent. The estimated differential is not reduced by treating unionization as endogenous, by distinguishing between large and small districts, or by distinguishing between districts in large and small cities. The union effect on cost works through teacher compensation, production technology, and factor use, and is borne primarily by taxpayers, with little or no effect on average student achievement.     

On the Qualities of a Teacher and a Student: An Eastern perspective based on Buddhism,Vedanta and Sufism

This essay looks at the requirements and qualities of a student and a teacher as seen from Eastern traditions such as Vedanta, Zen Buddhism and Sufism. The objective is to show or to propose that the same qualities are also needed in our present-day education system, no matter what the subject of study is. Though the emphasis is on these three particular systems, it is understood that one can find the same or similar qualities in other spiritual traditions. At the end of the essay, a heat transfer model is developed whereby the different aspects of an "ideal" teacher, sometimes also referred to as the real teacher, or the true teacher, can be obtained from such a model.     

Verbindliche und unverbindliche Grundschulempfehlungen und soziale Ungleichheiten am ersten Bildungs��bergang

While the influence of numerous individual and family characteristics on social disparities in educational achievement is examined in several studies, the relevance of institutional conditions on the attainment of different social groups is comparatively unclear. The present study adds to this debate and analyses the effect of mandatory and non-mandatory teacher recommendations on social disparities in educational participation after primary school. This is done by using unique data from North Rhine-Westphalia, where the degree of obligation of the teacher recommendation varied in terms of a natural experiment. Two transition cohorts are considered, one before and one after the change of a non-mandatory to a mandatory setting of the teacher recommendation in 2006. The results reveal that a mandatory teacher recommendation reduces the influence of social origin on the transition from primary to secondary school. This effect is especially apparent when families choose between the medium and the highest track in the German educational system, the Realschule and the Gymnasium.     

An analysis of internationalisation and intercultural outlook in Swedish teacher education

Foucault's discourse concept provides an instrument for the critical examination of internationalisation and, respectively, inter‐cultural education in Swedish teacher education. Three different discourses concerning internationalisation are treated in the article: solidarity with developing countries, immigrant knowledge, and integration within the EU. Attention is focused on the analysis of intercultural teaching upon those visions that governed implementation of the concept in teacher education, and on reality as it appears in evaluations of teacher education. The question is whether a dilemma exists for teacher education in realising the goals of intercultural education, or whether these goals merely act as teacher education's false banners? The article concludes with perspectives on the future of the development from immigrant knowledge to intercultural learning.     

Leadership education for English language learners as transformative pedagogy

This qualitative case study investigates the transformative power of a leadership course designed for immigrant secondary school students learning English as an additional language with a social justice orientation. Course projects allowed the students to get involved in tutoring, present at a conference on intercultural education, deliver equity presentations and role model presentation skills for their peers by discussing topics such as Canadian culture, showcase their talents from their L1 cultures and give advice on how to integrate into the school and to lead activities to create school spirit by sharing music from their culture, running a ‘thank your teacher’ campaign, or taking the lead with an international humanitarian cause. The teacher’s plans and notes, course assignments, video footage of students presenting a conference workshop and monthly feedback forms were the data that allowed us to understand how transformative pedagogy was enacted by the teacher and experienced by the students in one Canadian secondary school with a very diverse student population.     

Micro-Genetic Development of Timing in a Child

The purpose of this study is to analyze the micro-genesis of a child’s appropriation of timing. The data consist of video observations from a primary classroom with a focus on one child (7 years old) participating in a musical activity. The results show that the teacher scaffolds the child in several steps: from establishing a platform for participation in the activity, via demonstration to explanation. The child goes from being uncoordinated with the teacher to being able to play in time with her. The meta-issue of how to represent developmental processes in research is discussed.     

Evaluating the benefit from the help of the parent–teacher association to child performance

The contribution of parental involvement in the parent–teacher association (PTA) to schoolchildren's performance is an issue for evaluation research. To resolve the issue, it is reasonable to differentiate people who benefit and others who do not benefit from the involvement. Such differentiation relied on survey data from 289 pairs of Hong Kong Chinese parents and their children between Grade 4 and Grade 9. It revealed that only 28.8% of the parent–child pairs had their child performance benefiting from the help of parent–teacher associations (in terms of a standardized effect of .2). Factors predictive of this minority subgroup were the child's grade and having a single parent. These factors tend to identify the need for help from parent–teacher associations, which can be a consideration for planning effective help from the associations.     

The role of student–teacher relationships in the association between negative parenting practices and emotion dynamics – Combining longitudinal and ecological momentary assessment data

Emotion dysregulation is increasingly implicated as a transdiagnostic risk factor in the etiology of mental health problems. This project aimed to explore the links between emotion regulation, negative parenting and student–teacher relationships using longitudinal and ecologically valid data. A sample of n = 209 young people enrolled in the ‘Decades-to-Minutes’ (D2M) study, based in Zurich, Switzerland, provided data from the ages of 7–20 via parent- and self-report questionnaires and ecological momentary assessment. Data were analyzed using Dynamic Structural Equation Modeling (DSEM). Worse student–teacher relationships predicted increased negative affectivity and emotional lability. Negative parenting practices predicted emotional lability only via their impact on student–teacher relationships. The findings point to worse student–teacher relationships as risk factors in the socioemotional development of children and young people.     

Sexual Abuse in a Classroom of Ten Male Students: A Group Victimization

The term “professional perpetrator” is used to describe individuals who commit sexual abuse in the capacity of a position of trust such as a teacher, household member, or employer. There is an increasing body of evidence focusing on educator sexual abuse in the school environment. However, data are limited about this topic. The aim of this paper is to present the rare occurrence of the case of a male teacher in Turkey who sexually abused his students in an elementary school. Although it is unknown which populations are most vulnerable to sexual abuse, in Turkey we think that the indigenous population is at risk. Abuse cases are not logged into the criminal justice system because the majority of abuse allegations are ignored or disbelieved by families.     

The longitudinal development of students' well-being in adolescence: The role of perceived teacher autonomy support

Although a decline in adolescents' well-being has repeatedly been reported, longitudinal evidence for this development is rare and time-varying factors like teacher autonomy support that could be associated with this trend have sparsely been investigated. Therefore, the present study examined how the temporal development of perceived autonomy support from their German language arts teachers is related to changes in four different facets of students' well-being. Longitudinal data from 3446 adolescents from Germany (N_Schools = 178) on five measurement points (Grades 5–9) were analyzed using latent growth curve models. Satisfaction with school, enjoyment of school, and self-rated health decreased over time, while social integration remained stable. Perceived teacher autonomy support also declined between Grades 5 and 9. Furthermore, baseline levels of perceived teacher autonomy support and facets of well-being were positively related. Finally and most importantly, our results indicated that changes in perceived teacher autonomy support were positively associated with the development of satisfaction with school, enjoyment of school, and self-rated health, but not social integration. The findings suggest that perceived teacher autonomy support plays an important role in the development of students' well-being in adolescence.     

The Role of Religion in Parenting Satisfaction and Parenting Stress Among Young Parents

Using data from the National Longitudinal Study of Adolescent to Adult Health, we examine how religious characteristics affect parenting satisfaction and stress among young parents, and how these relationships vary by gender and relationship status. Results indicate that religiosity is associated with higher parenting satisfaction, and differences across religious traditions are observed for parenting stress. These relationships are generally not moderated by gender or relationship status, suggesting religion influences parenting satisfaction and stress similarly across these contexts. Religion has a generally positive influence on parenting attitudes among young parents—both mothers and fathers—in diverse family structures.     

A Multi‐method Approach to the Study of School Class Size Differences

This paper describes a multi‐method approach to data collection used in a large‐scale seven‐year longitudinal study of the effect of class size differences on classroom processes. There were five main types of process and the paper concentrates on the results from one of these: teaching interactions with pupils. It was felt that integration of results from quantitative and qualitative methods would help reconcile inconsistencies and limitations in previous research on this topic. Quantitative information was collected from systematic classroom observations and teacher completed time estimates to address relationships between class size and teacher time allocation, and teacher and pupil behaviour in class. But we also wanted a more qualitative assessment of relationships between class size and teaching through the use of methods that captured practitioners’ experiences, and through detailed case studies. Examples of integrated results from these four methods are given, along with some reflections on lessons learned.     

Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities

Inclusion of students with disabilities into regular schools is now one of the most significant issues facing the education community both nationally and internationally. In order to address this issue there is widespread acceptance that teacher training institutions must ensure that new teachers are trained to teach effectively in classrooms where there are students with a variety of learning needs. Utilizing a data set of 603 pre‐service teachers from Australia, Canada, Hong Kong and Singapore this study reports the effects of training in inclusive education on pre‐service teacher attitudes towards inclusion, their sentiments about people with a disability and their concerns about inclusion. The results are discussed in relation to a range of factors that could have produced different gains in their attitudes, sentiments and concerns among cohorts from different countries.     

Trends in International and Internal Teacher Mobility in Three Pacific Island Countries

High‐skilled migration has increasingly been the subject of migration research over the past decade, but the focus has tended to be on health and IT professionals. In this paper, we address the mobility of schoolteachers in a region that has so far received little attention, the Pacific Islands. It is timely to examine trends in teacher mobility in the Pacific, given the shortages that are occurring elsewhere. In particular, the tailoring of immigration policies to attract highly skilled workers in areas of shortage could impact on the Pacific. The focus of the paper is on emigration and we argue that of three countries studied, only Fiji is negatively affected by teacher mobility. The Cook Islands and Vanuatu are currently experiencing low levels of international teacher emigration. Levels of internal mobility are also investigated in an attempt to see if remote areas and outer islands are experiencing teacher shortages. The preference for working near one’s land or on one’s home island is a strong drawcard in bringing people back home to teach. A problem arises, however, when not enough people are trained from a region/island and the incentives to encourage others to go and work there are less than effective.     

How to begin a new topic in mathematics: does it matter to students' performance in mathematics?

The authors use Canadian data from the Third International Mathematics and Science Study to examine six instructional methods that mathematics teachers use to introduce new topics in mathematics on performance of eighth-grade students in six mathematical areas (mathematics as a whole, algebra, data analysis, fraction, geometry, and measurement). Results of multilevel analysis with students nested within schools show that the instructional methods of having the teacher explain the rules and definitions and looking at the textbook while the teacher talks about it had little instructional effects on student performance in any mathematical area. In contrast, the instructional method in which teachers try to solve an example related to the new topic was effective in promoting student performance across all mathematical areas.     

A spatial study of teachers’ salaries in Pennsylvania school districts

I explore the relationship among teacher salaries across Pennsylvania school districts. Using techniques developed in spatial econometrics, I find that the error terms in a salary regression are spatially correlated, suggesting evidence of omitted labor market factors. I also find evidence that salaries in nearby, financially similar districts directly influence teacher salaries in a particular district, which is evidence of pattern bargaining or more informal social comparisons across districts. Econometric specifications that ignore these factors overstate the influence of own-district variables, such as economic indicators, on salary. I thank colleagues Linda Babcock and John Engberg for very valuable contributions and for use of their data. Thanks also to Wil Gorr, who helped with some of the GIS aspects of this research. A National Science Foundation grant supported data collection.     

Citizenship in the classroom: transferring and transforming transcultural values

The aim of the paper is to present and discuss a Report from a Comenius 2.1 project, aimed at developing teachers’ interpersonal, intercultural, social and civic competence. The study presented in the report was a multiple case study, and the methods for collecting data were focus group dialogues (with 34 teacher students), one video recording in each country and a document analysis of a European overview of citizenship education in Europe. Five countries participated in the study (the Netherlands, Portugal, Poland, the UK and Sweden) and the study focused on 12 year‐old pupils. One conclusion was that teacher education needs to focus more on horizontal classroom dialogue if goals for citizenship education are to be reached.     

COMPETITION AND TEACHER PAY

Competition‐based school reform could have a significant impact on teacher earnings. If school districts behave as typical oligopsonists, then increased competition could lead to higher salaries. However, if teachers receive a share of the economic rents generated by the monopoly power of school districts, then increased competition could lower teacher salaries. This study uses panel data from 670 Texas school districts and more than 335,000 teachers to examine the relationship between school competition and teacher pay. The analysis suggests that an increase in competition results in higher wages for most teachers but lower wages for teachers in relatively concentrated markets. (JEL I2, J3)     

Under the invisibility cloak? Teacher understanding of cultural difference

While research does exist on how teachers feel about multicultural education or bilingual education, very little data exists on how teachers cognitively construct a core concept of these educational approaches—cultural difference. This article describes the investigation of this understanding among 155 teachers in midwestern USA from rural, urban and suburban schools across grade levels. Utilizing data from the Intercultural Development Inventory, one important finding reveals the degree to which teachers minimize cultural differences. Implications for teacher education are discussed.