Mar. 02, 2011
Dear subscriber, 
MOFET ITEC Portal Newsletter

Dear Subscriber,

We are delighted to be sending you the new issue of The MOFET ITEC Portal newsletter with the latest articles published in academic journals focusing on teacher education, pedagogy and instruction.

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Wishing you interesting and enjoyable reading,

The MOFET ITEC Portal Team

March 2, 2011 International Portal of Teacher Education
Please note: a complete list of recent additions to the portal follows the Featured Items.
March 2011
Featured Items
The Importance of Being Aware: Developing Professional Identities in Educators and Researchers
In a self-study, five Dutch teacher educators carried out their individual studies, while supported by the group of colleagues and by the three facilitators. These facilitators also conducted a self-study of the whole project, particularly focusing on helping and hindering aspects of the facilitation process. In this article, the authors report two of the teacher educators' self-studies, one in the context of foreign language teaching and the other in the context of deepening student teacher reflection. In addition, the authors describe the design and outcomes of the self-study carried out by the facilitators.
Pedagogical Ethical Dilemmas in a Responsive Evaluation of a Leadership Program for Youth
This article is a critical retrospective account of the decisions made by a team of evaluators contracted to assess a week-long leadership program for high school youth. The program planners all sought to prepare community youth leaders to foster the freedom of religion, but they varied in how they believed this ought to be achieved. The ethical dilemmas discussed in the article focus on the authors' choices of engagement or non-engagement as they strove to understand different stakeholders' perspectives, while also witnessing events that challenged their own perspectives of the program.
Mentorship of Graduate Teaching Assistants: Effects on Instruction and a Space for Preparing to Teach Adults
The current study examines the author's work with four graduate Teaching Assistants (TAs) as they joined her to teach a graduate course at San Francisco State University. The author sought the Teaching Assistants' perspective on how to improve instruction in a course students consistently described as highly rigorous. To understand how she provided mentorship, the author looks at the work she and the TAs did together to plan and teach the course and at the TAs' response to this work. The findings demonstrate that students still found course demands to be quite high.
The Effects of Vocabulary Intervention on Young Children’s Word Learning: A Meta-Analysis
This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. Results indicated that children’s oral language development benefited strongly from these interventions. However, the authors argue that vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.
Homophobia and Heterosexism in a College of Education: A Culture of Fear, A Culture of Silence
In the current study, the authors examine how broad heteronormative discourses circulate, become embodied within, negotiated by, and potentially resisted within a university, a college of education, and educators themselves. The authors pay special attention to how heteronormative discourses at Southwestern University (SWU) impact the various roles this college of education undertakes. The findings demonstrate the ways in which the institution of SWU maintains a hostile environment toward LGBTQ individuals.
Dangerously Important Moment(s) in Reflexive Research Practices with Immigrant Youth
The author is a white, working middle-class adult queer from the Southwest USA. The author studies Mexican (im)migrant, poor, working, straight adolescent boys in California. The ethnographic encounters between the author and the immigrants carried with them some long-standing and dynamic social narratives that surround relations between and across groups of relative privilege and oppression. These narratives produced 'ethically important moments'. By critically examining his reflexive processes and practices within one of these moments, insights into the workings of social narratives about race, class, and sexuality are revealed.
March 2011
All Recent Items
Multiculturalism & Diversity
Assumptions, Emotions, and Interpretations as Ethical Moments: Navigating A Small-Scale Cross-Cultural Online Interviewing Study
Dangerously Important Moment(s) in Reflexive Research Practices with Immigrant Youth
Homophobia and Heterosexism in a College of Education: A Culture of Fear, A Culture of Silence
Family Obligations in Micronesian Cultures: Implications for Educators

Teacher Education & Instruction

Negotiating Authority by Designing Individualized Grading Contracts
The Effects of Vocabulary Intervention on Young Children’s Word Learning: A Meta-Analysis
Argument to Foster Scientific Literacy: A Review of Argument Interventions in K–12 Science Contexts
Methods of Instructional Improvement in Algebra: A Systematic Review and Meta-Analysis
Everyday Ethics: Reflections on Practice
Representing Representation
'That is NOT What's Happening at Horizon!': Ethics and Misrepresenting Knowledge in Text
Caring Reflexivity

Research Methods

A Few Steps Forward in the Process of Looking Back: Setting Parameters for a Self-study of Administrative and Program Development Work over 18 Years
Identifying Implications of Tensions in a Series of Collaborative Self-Study Groups
Critical Incidents and Reflection: Turning Points that Challenge the Researcher and Create Opportunities for Knowing
Subjectivity and Reflexivity: Locating the Self in Research on Dislocation
Pedagogical Ethical Dilemmas in a Responsive Evaluation of a Leadership Program for Youth
Thinking Data with Deleuze
Challenging Anthropocentric Analysis of Visual Data: A Relational Materialist Methodological Approach to Educational Research
Animating Classroom Ethnography: Overcoming Video-Fear
Re(con)ceiving Young Children's Curricular Performativity
Deleuze and The Girl
Sharing Outsider Thinking: Thinking (Differently) with Deleuze in Educational Philosophy and Curriculum Inquiry
Into the Cracks: A Geology of Encounters with Addiction as Disease and Moral Failing

Mentoring & Supervision

Mentorship of Graduate Teaching Assistants: Effects on Instruction and a Space for Preparing to Teach Adults

Theories & Approaches

Interweaving Pedagogies of Care and Inquiry: Tensions, Dilemmas and Possibilities
The Importance of Being Aware: Developing Professional Identities in Educators and Researchers
Conversations in a Collaborative Space: From Stories to Concepts to Dimensions
Extending the School Day or School Year: A Systematic Review of Research (1985–2009)
Challenges and Opportunities for Improving Community College Student Success
March 2011
 
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