Meanwhile, the authors' antidote to the American sicknessa quest for democratic community that draws on our diverse civic and religious traditionshas contributed to a vigorous scholarly and popular debate. Attention has been focused on forms of social organization, be it civil society, democratic communitarianism, or associative democracy, that can humanize the market and the administrative state. In their new Introduction the authors relate the argument of their book both to the current realities of American society and to the growing debate about the country's future. With this new edition one of the most influential books of recent times takes on a new immediacy.\

Habits of the Heart: Individualism and Commitment in American Life

This article examines a variety of work currently going on across the country in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education. It is argued that the old paradigm of university-based teacher education where academic knowledge is viewed as the authoritative source of knowledge about teaching needs to change to one where there is a nonhierarchical interplay between academic, practitioner, and community expertise. It is argued that this new epistemology for teacher education will create expanded learning opportunities for prospective teachers that will better prepare them to be successful in enacting complex teaching practices.

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Rethinking the Connections between Campus Courses and Field Experiences in College- and University-Based Teacher Education

We investigated 2 engagement-fostering aspects of teachers’ instructional styles—autonomy support and structure—and hypothesized that students’ engagement would be highest when teachers provided high levels of both. Trained observers rated teachers’ instructional styles and students’ behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9–11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students’ behavioral engagement, and (c) only autonomy support was a unique predictor of students’ self-reported engagement. We discuss, first, how these findings help illuminate the relations between autonomy support and structure as 2 complementary, rather than antagonistic or curvilinear, engagement-fostering aspects of teachers’ instructional styles and, second, the somewhat different results obtained for the behavioral versus self-report measures of students’ classroom engagement.

Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

Interpersonal Diagnosis of Personality

http://link.springer.com/content/pdf/10.1007/978-94-011-4940-2_31.pdf

Science Learning Environments: Assessment, Effects and Determinants

A comparison of interpersonal behavior of Dutch and American teachers

Teacher Education Programs

This study examined variables associated with differences in students' per- ceptions of interpersonal teacher behavior. The perceptions of 3023 students and 74 teach- ers in 168 classes in seven secondary schools were used in the analyses. Investigating variance at the student, class, teacher and school levels revealed that several variables are significantly related to students' perceptions: student and teacher gender, student and teacher ethnic background, student age and grade, class size, grade level, subject taught and teacher experience. There were interaction effects between some variables, such as student ethnicity and student gender, as well as student and teacher gender. While sig- nificant, the amount of variance explained by these was low (around 10%). The outcomes generally confirmed earlier research, although some new effects were found. Perhaps the main result of the study was its verification of the complex and interactive nature of stu- dents' perceptions of the learning environment and researchers' understanding of it.

Students' perceptions of interpersonal aspects of the learning environment

This study brings together insights from research on teaching and learning in specific subjects, learning environments research and effectiveness research by linking teacher interpersonal behaviour to students’ subject-related attitudes. Teaching was studied in terms of a model originating from clinical psychology that was adapted to education. Teacher interpersonal behaviour was analysed interms of two, independent behaviour dimensions called Influence and Proximity. This study investigated the added value of students’ perceptions of teacher interpersonal behaviour (after correction for covariates such as gender, report card grade, class size, etc.) on students’ subjectspecific motivation. Data of 52 third-year EFL-classes (English as a Foreign Language; 1041 students), taught by 32 secondary teachers, were included in the analyses. The study used multilevel analysis of variance to investigate the effect of teaching on motivation and included several covariates as well. For all of the discerned subject-related attitude variables – pleasure, relevance, confidence and effort – a positive and strong effect was found for teacher Proximity. In addition, for three of the outcome variables – pleasure, relevance and effort – Influence also had a positive effect. Overall, however, proximity seemed to be of greater importance than teacher influence. The results demonstrate the significant role of teacher interpersonal behaviour in student motivation and the importance of combining insights from various educational research disciplines.

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Jack Levy

Papers

A comparison of interpersonal behavior of Dutch and American teachers

Teacher Education Programs

Students' perceptions of interpersonal aspects of the learning environment

The effect of teacher interpersonal behaviour on students' subject-specific motivation

Perceptions of Asian-American and Hispanic-American teachers and their students on teacher interpersonal communication style