Showing papers in "Current Issues in Education in 2013"

An Analysis of Teacher Efficacy and Perspectives about Elementary Literacy Instruction

Abstract: At the core of every teacher is a set of beliefs and knowledge regarding teaching and learning. As a teacher develops her expertise, curricular practices are refined and self-efficacy is enhanced. Teachers possess varying degrees of efficacy and perceptions that impact literacy instruction within their classrooms. Yet, often times they are mandated to teach in certain ways to achieve desirable student outcomes, even when they may not agree with the methods or processes wholeheartedly. The purpose of this study is to explore some of the issues that change teachers’ instructional practices in the classroom and to reveal some of the issues that influence as well as hinder instructional reform within that setting. This qualitative case study uses observations, interviews, and questionnaires to highlight teacher efficacy from four first-grade teachers. Testing data indicate students achieve both because of instruction and teachers’ willingness to implement the reading program with fidelity. Findings from this study can assist in setting up professional development, serving as a guide for providing warranted support for student learning and teacher knowledge, and fostering considerations for including teachers in the important stages regarding the planning and implementation of classroom literacy instruction.

College-Readiness Is Not One-Size-Fits-All

Abstract: 800x600 Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 Normal 0 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Garamond;} The purpose of this article is to provide a critical analysis of the one-size-fits-all college-readiness agenda that now guides curriculum and expectations in our nation’s secondary schools. Although President Obama, in 2010, emphasized the need for college- and career-readiness for all high school graduates, the emphasis is clearly on college-readiness, at the exclusion of other educational alternatives. College- and career-readiness may be the mantra for the 21st century, but politicians and educational leaders tend to lean heavily on college-readiness when curricular requirements are increased and accountability measures become more stringent, which tends to anchor academic-preparedness. In this article, educational policy reports, legislative acts, and scholarly journal articles were examined and discussed to illuminate the one-size-fits-all college-readiness agenda and explore the extent to which students should be college-ready. In the review of recent college- and career-readiness literature, the indication is that, in all likelihood, the one-size-fits-all college-readiness agenda is a dichotomous variable rather than a continuum, which would allow students to make more informed decisions about college goals and career aspirations.

Viewing Teacher Motivation in the Ghana Education Service through a Postcolonial Lens.

Abstract: In recent times, quality teaching has become the focus of many education systems including that of Ghana, and yet little attention has been given to teacher motivation that could ensure quality teaching and improved learning outcomes. Drawing on contemporary literature on issues associated with teacher motivation, this conceptual paper critically examines and analyses the context of teacher motivation and professional practice in the Ghana Education Service. It addresses the questions: What are the working conditions that are causing a lack of motivation among teachers in public pre-tertiary schools in Ghana? How can teacher motivation in the Ghanaian context be analyzed using postcolonial theoretical concepts? It concludes with some recommendations that can lead to improvements in teacher conditions and motivation in Ghana.

Adjunct Faculty: Who are these Unsung Heroes of Academe?

Abstract: A trend in hiring adjuncts exists. Adjuncts bring real-world perspectives to students, provide scheduling flexibility for department heads, and are a cost savings for colleges and universities. The purpose of this paper was to examine the role of AF within the overall professorate. Who are these part-time instructors? This research study was an archival quantitative, data mining study using data from the Integrated Postsecondary Education Data System (IPEDS). This study identified full-time and part-time faculty according to gender and race from a total of 4,426 degree-granting universities in the United States. Examination of the data revealed that adjuncts represented 50 percent of the total faculty in degree-granting institutions in the United States for the year 2011. Implications from this study have a bearing on institutional morale, turnover, productivity, student service, community relations, employee relations, and institutional image.

Best Practices in Recruiting and Retaining International Students in the U.S.

Abstract: The number of international students on U.S. campuses is steadily increasing, and the prospect of the numbers increasing is in the forecast. According to Open Doors report (2012) the number of international students at colleges and universities in the United States increased by 5% to 764,495 during the 2011/12 academic year. Altbach (1991) argued that international students are “among the most important and visible elements of internationalism” (p. 305). This research intended to identify the best practices in recruiting and retaining international students through learning the best practices of the select U.S. institutions with the largest number of international students on their campuses. Findings indicated that the key when recruiting and retaining international students is the ability “to relate and communicate effectively when individuals involved in the interaction do not share the same culture, ethnicity, language, or other salient variables” (Hains, Lynch, & Winton, 2000, p. 2). Presence of international students on U.S. campuses is significant and the institutions surveyed are providing the best services that they can to make these students feel welcome. However, international students are not simply recipients of services provided to them by these institutions but rather are partners both benefiting from this exchange.

Reciprocal Teaching of Comprehension Strategies Improves EFL Learners' Writing Ability.

Abstract: Although the importance of reading in developing writing ability is undeniable, few competent readers in EFL contexts develop into competent writers. Since students are not aware that reading can assist them in writing, this study examined the effect of reciprocal teaching - which focuses on four reading comprehension strategies, namely summarizing, questioning, clarifying, and predicting-on improving EFL students' writing ability. Assessment was made based on an evaluation sheet including five criteria (content, macro structure, micro structure, language range and complexity, and language errors) for evaluating the compositions. In this study, true-experimental design was used to study two classes of 104 randomly selected intermediate learners. The pre-test inter-rater reliability for the two raters who rated the students' compositions was 0.95 and the post-test inter-rater reliability was 0.97. Since this study was conducted under the supervision of a supervisor and an advisor, its validity was taken for granted. The results of the independent samples t-test supported the effectiveness of reciprocal teaching of comprehension strategies in improving the learners' writing ability. Since teaching comprehension strategies seems to have facilitated the process of writing, its application can be suggested to reinforce EFL students' writing ability. The findings of this study imply that students will get motivated to read more if they realize the importance of reading in improving their writing performance.

Multicultural Teaching Models to Educate Pre-Service Teachers: Reflections, Service-Learning, and Mentoring

Abstract: The population of pre-service teachers entering university education programs is becoming more diverse. University education departments have the responsibility to understand and prepare current pre-service teachers, especially regarding multicultural education. The purpose of this paper is to understand the different dynamics of white pre-service teachers and pre-service teachers of color who are entering education departments. It has been found that pre-service teachers have a fear and are silenced during discussions of race. Therefore, university programs and professors have the challenge of opening communication within his/her courses in order to prepare teachers who can have critical multicultural discussions with his/her students. The current trends of preparing pre-service teachers to understand his/her own background and viewpoints include reflecting, service-learning, and mentoring.

The Institutional Cost of Being a Professor of Color: Unveiling Micro-Aggression, Racial (In)visibility, and Racial Profiling through the Lens of Critical Race Theory

Abstract: Drawing on critical race theory, auto-ethnography, and resistant narratives, this article examines systemic forms of oppression that professors of color teaching at predominantly white institutions have been facing. The author incorporates in his analysis his experience as a faculty of color battling multiple forms of micro-aggression (Solorzano, 1998). He situates his professional and lived experiences with institutional racism in a larger educational and political context and goes on to analyze the ways and the degree to which this form of racism has affected other professors of color.

Development of the Oldenburg Epistemic Beliefs Questionnaire (OLEQ), a German Questionnaire Based on the Epistemic Belief Inventory (EBI).

Abstract: The present research describes the development of a German questionnaire for measurement of domain-general epistemic beliefs. Pre-studies on the psychometric properties of a German version of the Epistemic Beliefs Inventory (EBI) had emphasized the necessity to develop an instrument that is especially constructed for German-speaking samples. The new questionnaire, the Oldenburg Epistemic Beliefs Questionnaire (OLEQ), is based on the Epistemic Beliefs Inventory and includes original EBI items as well as newly developed ones. The investigation of the psychometric properties of the questionnaire in a German-speaking sample showed a factor solution in which nearly all items loaded on the theoretically assumed dimensions. The stability of the factor solution could be confirmed by means of confirmatory factor analysis in another sample. Retest reliabilities of the different questionnaire dimensions were satisfactory. The dimensions of the new instrument correlated significantly, yet to a moderate to weak degree, to the use of learning strategies.

Relative Contributions of Selected Teachers' Variables and Students' Attitudes toward Academic Achievement in Biology among Senior Secondary School Students in Ondo State, Nigeria.

Abstract: This study investigated the relative contributions of selected teachers’ variables and students’ attitude towards academic achievement in biology among senior secondary schools in Ondo State, Nigeria It involved descriptive survey research and ex-post facto research designs The sample, 360 respondents which consists of 180 biology teachers and 180 senior secondary school three students were randomly selected from 36 senior secondary schools from the three Senatorial Districts of Ondo State using stratified random sampling technique Teachers’ teaching attitudinal scale, Science oriented attitudinal scale and an inventory which requested for data from records on students’ senior secondary school certificate examination grades in biology were used for data collection Data collected for the study were analyzed using correlation matrix and multiple regression analysis The results showed that significant relationships existed among the independent variables and students’ academic achievement in biology Also 625% of the variance observed in students’ achievement in biology was explained by linear combination of the five predictor variables Students’ attitude was the most potent contributor to the prediction Teachers’ workload was the least contributor to the prediction It was recommended that constant workshops and seminars should be made available by government for teachers to attend for the improvement of their teaching skills Teachers and students were also charged to change their attitudes positively towards the teaching and learning of biology

First Year Teachers: Certification Program and Assigned Subject on Their Self-Efficacy

Abstract: Normal 0 Normal 0 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Garamond;} In the United States, the demands of increased federal accountability have dramatically impacted the field of teaching. Teacher certification programs have been taxed with preparing first year teachers to assist increasingly diverse students to pass high-stakes state assessments. The purpose of this mixed methods study was to examine the influence of teacher certification programs and the assigned subject on the self-efficacy of first year teachers. A purposeful sample of 288 first year teachers employed across 20 southeast Texas public school districts were administered the Teachers’ Sense of Efficacy Scale to assess their level of self-efficacy. Results from the independent t-test found insufficient evidence to suggest that teacher certification program and/or the subject matter assigned to teach had any influence on the self-efficacy of first year teachers. Teachers from traditional and alternative certification programs noted the importance of experience and mentoring as being crucial elements necessary to support their self-efficacy.

Communities as Critical Partners in Teacher Education: The Impact of Community Immersion on Teacher Candidates' Understanding of Self and Teaching in Urban Schools

Abstract: Communities play a critical role in helping teacher candidates understand the social and historical aspects of community and their impact on schools, students and families, particularly in urban communities. Communities should be integral and equal partners in preparing teachers for today’s diverse schools. This paper focuses on utilizing the community as a space for preparing urban teachers. It describes a study of an urban community immersion experience in teacher education at a predominantly white institution. This qualitative study was guided by two research questions, “How have these community immersion experiences influenced candidates’ understanding of self?” and “How have these experiences influenced candidates’ identity as a teacher in urban schools?” Findings suggest that carefully designed community experiences can have significant impact on teacher candidates’ understanding of self and their identity as teachers in urban schools.

On the Effect of Learning Style on Scholastic Achievement.

Abstract: The present study was designed to explore the influence of learning styles on scholastic achievement levels. The participants in this study were undergraduate students studying social sciences at a Division 1 research university, The frequencies of the participants in the four learning style categories are the following: Convergent (n = 28), Divergent (n = 49), Assimilator (n = 76), and Accommodator (n = 40). The instruments used in the study were the Kolb learning style inventory and a demographic form. The major findings of the study are that the dominant learning style was Assimilator and that learning style and gender influenced academic achievement.

Developing a Professional Learning Community among Preservice Teachers.

Abstract: This action research study examined the development of a professional learning community (PLC) among 20 preservice secondary teachers as they met regularly during a semester-long, field-based education course to share artifacts of learning from their professional portfolios The PLC model described by Hord and Tobia (2012) served as a framework for the implementation of this collaborative approach The findings indicated that some aspects of the preservice teachers’ PLCs worked well while others did not The participants enjoyed meeting with classmates, offering emotional support, and sharing their experiences from the university course and cooperating teachers’ classes However, they struggled with focusing attention on their high school students’ learning, selecting a PLC leader, managing their time, and offering constructive feedback to other group members The results suggest that the Hord and Tobia model of PLCs is useful and deserves further consideration from teacher educators working with preservice teachers

The Effect of Survey Mode on High School Risk Behavior Data: a Comparison between Web and Paper-based Surveys

Abstract: Normal 0 false false false EN-US X-NONE X-NONE Normal 0 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Garamond;} There has been increasing interest in using of web-based surveys—rather than paper based surveys--for collecting data on alcohol and other drug use in middle and high schools in the US. However, prior research has indicated that respondent confidentiality is an underlying concern with online data collection especially when computer-assisted surveys are administered in group settings such as computer labs and classrooms. Using a sample of 341 high school students, we conducted a study comparing alcohol risk behavior prevalence rates from the web-based surveys with paper-form version of the same survey. The online surveys used in the study implemented several programming safeguards to enhance privacy. The goal of our study was to see if the risk-behavior items—when transitioned to an online format with these additional safeguards—would provide prevalence estimates that are comparable to its paper form version. Results showed that overall alcohol prevalence rates did not vary significantly between the two conditions. However, there was a significant interaction between gender and survey mode. Females reported lower mean risk indicator rates compared to males, possibly indicating stronger privacy concerns among the former group. The results suggest that online survey administration may require targeted efforts to help alleviate confidentiality concerns among adolescent girls.

Observing Classroom Instruction in Schools Implementing the International Baccalaureate Programme

Abstract: The International Baccalaureate (IB) programme utilizes an inquiry-based multi-disciplinary approach and focuses on the teaching of critical-thinking skills. The IB programme is growing at a rapid rate within the United States, with the overall number of IB schools having more than doubled in the last five years. The purpose of the present study was two-fold: (a) to specifically focus on classroom instruction and students’ behavior within Texas IB schools, and (b) to highlight the importance of systematic classroom observation as an evaluative method; in particular, the simultaneous use of three observation instruments to illustrate the importance of examining instruction from multiple perspectives. Systematic observations of 85 classrooms from eight Texas IB schools revealed that instruction in most of the schools was active, with teachers often engaging students, exploring new skills and key concepts, explaining, elaborating, and evaluating. Overall, the general instructional practices and student behaviors/activities observed were favorable and were higher than those found in similar classrooms in Texas schools. The amount of time that students were observed as being on-task was dramatically higher than the amount of student on-task time measured in other observational studies.

Leading Inquiry in Schools: Examining Mental Models of Data-Informed Practice

Abstract: In order to learn more about the ways in which educators in various roles construe “data” and “data use,” we conducted a study in a small school district in central Texas, collecting survey data from n=154 educators in August 2012. Analyses revealed that while all educators reported using some form of evidence to inform practice, the terms used to describe that evidence varied. Further, more teacher participants attached mixed connotations to the terms, as compared to district leaders and campus leaders. Teachers whose survey responses suggested broader, more improvement-oriented mental models of data use reported slightly higher levels of commitment to data-informed practice. We review models of data-rich collaborative inquiry that provide approaches similar to “data-driven decision making” but which may avoid accountability- and compliance-laden language that appears to heighten anxiety among some teachers.

Opting Out: Examining Teacher's Beliefs When Faced With Core Reading Programs

Abstract: This qualitative study focused on how teachers in a small, urban elementary school in Pennsylvania negotiate their beliefs and instructional delivery the classroom. In the area of literacy instruction, there has been an increased reliance on Core-reading programs in elementary school. Classroom teachers, caught in the middle, are charged with the responsibility to raise test scores, plan curriculum, motivate students, and provide a welcoming learning environment for all students. In this article, teachers’ beliefs about meeting the needs of urban students amidst NCLB were explored, in relation to curriculum planning. A case study approach guided this research, using interviews, observations, and document analysis. Data from participant statements and researcher observations, illuminate the reasons why teachers “opted-out” of having a sense of fidelity towards the mandated curriculum. According to the researcher opting-out was a means to equalize the discord between meeting student academic needs while adhering to the mandated curriculum and pacing guide.

Elementary Mathematics Teachers' Knowledge of Equity Pedagogy.

Abstract: Currently, mathematics instruction in U.S. classrooms is far from achieving equity for African American students. This qualitative study reports the results of eight successful elementary mathematics teachers’ knowledge of equity pedagogy, specifically their knowledge of culturally relevant pedagogy, cultural competence, and critical consciousness. Teachers’ knowledge of equity pedagogy was examined using interview data. The results of this study revealed that successful mathematics teachers of African American students have knowledge of equity pedagogy. Implications for teacher preparation and professional development programs are discussed.

Primary School Attendance and Completion Among Lower Secondary School Age Children in Uganda

Abstract: At the World Education Forum in Dakar in 2000, governments pledged to achieve education for all by 2015 However, if current enrollment trends continue, the number of out-of-school children could increase from current levels Greater focus is needed on lower secondary school age (13 – 16 years) children These children are not included estimates of the number of out-of-school children It will be difficult to reduce the number of out-of-school children if we continue to overlook children of lower secondary school age Therefore, using 2006 Uganda Demographic and Health Survey data this study examined school attendance and Grade 5 completion of lower secondary school age children in Uganda The study found that poverty, low education among heads of households, and disability continue to limit continued access to and progress through school

Analysis of an Instructional Coach's Role as Elementary School Language Teachers' Professional Developer

Abstract: Normal 0 0 2 false false false EN-US ZH-TW X-NONE Normal 0 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Garamond;} Coaches can provide teachers with quality professional development experiences by mentoring, providing workshops, modeling, or encouraging professional growth (York-Barr & Duke, 2004). This study focuses on the instructional coach’s role in the professional development of teachers of English language learners (ELLs). The study has the following findings. First, the coach, acted as a professional developer for teachers of ELLs in the workshop, because she designed and delivered the workshop, mentored teachers, modeled and scaffolded lessons in the lesson-planning process, modeled teaching, and led them to do self-reflection. Second, from the participating teachers’ perspective, the instructional coach’s knowledge and understanding of academic language made the workshop well-organized. The teachers of ELLs surveyed and interviewed found the instructional coach they worked with to be helpful, organized, and well-informed. Third, less follow-up coaching support and district policy on coaching made the workshop less effective. Two suggestions for coaches to be effective professional developers for language teachers are provided.

Math and Reading Differences Between 6-8 and K-8 Grade Span Configurations: A Multiyear, Statewide Analysis

Abstract: We analyzed the effect of grade span configurations (i.e., 6-8 versus K-8) on reading and math performance in Texas public schools for the last 5 school years. Participants in this study were 628 Texas schools (i.e., 314 middle schools and 314 K-8 schools) distributed across the 5 school years examined. Schools configured as K-8 schools were matched to middle schools using a rigorous distance-based formula. All 15 reading comparisons (i.e., grade level by school year) yielded statistically significant results, with effect sizes ranging from small to large. Eleven of the 15 math comparisons yielded statistically significant results, with all of the effect sizes being small. Regardless of student grade level or school year examined, students who were enrolled in K-8 schools had higher average passing rates on the TAKS Reading and Math assessments than did students enrolled in middle schools. Implications of our findings are discussed.

Universal Design for Learning: University Faculty Stages of Concerns and Levels of Use

Abstract: Normal 0 0 1 78 454 6 1 547 11.1539 0 0 0 Normal 0 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Garamond;} Increasingly, students with disabilities are attending postsecondary schools. As with any form of diversity, there are also pedagogical challenges and opportunities that go beyond accommodation and support the goal of learning for all. This paper describes the results of the data collection phase of a faculty action-research project that grew from a core group of university faculty members’ concerns about how best to support students with disabilities on campus. A researcher-developed survey was used to identify faculty members’ stages of concern about and use of nine Universal Design for Learning guidelines in their classes. Findings reveal that the 46 respondents were at the stage of being largely concerned with learning more about the nine guidelines. The results provide a snapshot of initial stages of concern. Recommendations for action are provided.

Why are In-grade Retention Rates so High in Macao?

Abstract: This paper seeks to address why in-grade retention rates are so high in Macao by examining the operation of its education system. To this end, I shall draw on data from a qualitative research project on educational inequality in Macao, referring specifically to criteria for in-grade retention set by different schools, the related practices of schools and teachers, and the schooling experiences of students. This examination leads me to argue that in-grade retention rates of Macao are so high mainly because its education system is a system of private schools without effective state governance. This argument, then, urges us to rethink the belief that a privatized schooling system allows competition between schools and thus provides more parental choices; therefore it is efficient and effective in providing quality education. The case of Macao suggests that competition does not necessarily guarantee more school choices for parents or the provision of quality education.

Declarations of Independence: Home School Families' Perspectives on Education, the Common Good, and Diversity

Abstract: This study examined the perspectives of home school families regarding the rights, interests, and responsibilities of family and state over education. These families viewed the common good differently than critics of home schooling. They believed the diversity of curriculum and worldview in their home schools positively impacts the common good by increasing the overall diversity of society. These families situated the practice of home schooling within the exercise of religion inserting a Constitutional challenge into the debate over home schooling. The voices of these families, their declarations of independence from the educational norm in our nation, challenge our views of what really is the common good, what diversity we value, and what activities we include in our definition of the free exercise of religion.

Factors Associated with Access to the General Curriculum for Students with Intellectual Disability

Abstract: Beginning in 1997, federal legislation required schools provide access to academic curricula to students with intellectual disability. The extent of such access for students with significant intellectual disability currently is not known. This study examined access (defined by scope and intensity of content instruction and depth of knowledge) provided to students with significant intellectual disability, and relationship between curriculum access and a set of teacher and student characteristics. A survey of 644 teachers from nine states found that these students, on average, were exposed to 17 out of 27 English language arts strands and 10 out of 16 math strands. Canonical correlation analyses suggested that students’ symbolic communication level had the strongest association with students’ access. Cluster analysis suggested students experience three types of access to English language arts and four types of access to math instruction, and the cluster groups significantly differed by teacher and student variables. These findings suggest several policy and practice actions to better support meaningful participation in the general education curriculum among students with intellectual disabilities.

Predictors of intent to pursue a college health science education among high achieving minority 10th graders.

Abstract: Minority populations are underrepresented in fields of science, perhaps limiting scientific perspectives. Informed by recent studies using social cognitive career theory, this study examined whether three conceptual constructs: self-efficacy, perceived adult support, and perceived barriers, along with several discrete and immutable variables, were associated with intent to pursue college health science education in a sample (N = 134) of minority youth (67.2% African American). A paper-and-pencil survey about pursuit of college health science was administered to 10th graders with a B- or better grade point average from six high schools in an underserved community. Results indicated that the three conceptual constructs were bivariate correlates of intent to pursue college health science. Only perceived adult support and knowing whether a parent received college education were significant predictors in a multiple regression model. These results build on previous research and provide further insight into youth decision-making regarding pursuit of college health science.

Everyone Has a Story: A Collaborative Inquiry Project by Five Teacher Candidates of Color and One White Professor

Abstract: Initiatives to increase the number of teachers of color in U.S. public schools must be accompanied by culturally relevant teacher preparation for candidates of color. This study is a cooperative inquiry (Heron, 1996) conceived, conducted, and analyzed by five preservice teachers of color and one of their professors, a white lesbian. The women met biweekly for a year to co-construct meaning from their experiences in a teacher education program. They analyzed data sources together, including meeting transcripts, autobiographical sketches, and reflective writing on themes from the data. Key findings include the complexity of teacher candidates’ identities; the importance of support systems for teacher candidates of color, particularly within predominantly white contexts; the connection between teacher candidates’ backgrounds and their visions as teachers; and the role others’ perceptions, particularly teacher educators, have played in teacher candidates becoming teachers.

Implementing an Additive, College Access and Readiness Program for Latina/o High School Students in the U.S.

Abstract: In this article we draw on the experiences of a diverse group of 34 first-generation college students, collected over a year, who served as peer mentors to minority and Latina/o high school students enrolled in four Title I (low-income) high schools in the Southwest U.S. The article identifies the successes and challenges of implementing an additive, college access and readiness program that aimed to not only reduce their dropout rates but to increase the number of traditionally underserved minority and Latina/o high school students seeking a post-secondary education. Implications as well as suggestions for further research are provided.

"Oh God, She is Looking at Every Little Thing I am Doing!" Student Teachers' Constructions of the Observation Experience

Abstract: This qualitative study examines the variance in the ways that four student teachers made meaning of the experience of being observed by their cooperating teachers and university supervisors. Using Kegan’s (1994) theory of cognitive development, the study focuses on the differences in the ways the teacher candidates constructed the prospect of being observed, and the varied ways they received and interpreted feedback. The study found that for two of the participants feedback from a mentor was very important to their teaching identity; because of this observations were both significant and anxiety inducing. However the second two participants were able to remove their identities from feedback and thus felt observations were an opportunity to think about how to improve their teaching. The participants also differed in whether they expected the post observation conference to be a time to receive expert knowledge or to discuss solutions and best practice.