Former colonial societies, largely categorized as the Third World, are still affected by negative retentions of their colonial past. The education system in these societies is arguably the most affected in this regard; and teacher education is no exception. Since teacher training is such a pivotal component of this sector, it is a key point of entry to gain a deeper understanding of the effects of colonialism on educational institutions, structures and processes. Jamaica provides an important context for this study in light of its dual or two-tiered system of education which evolved from slavery and colonialism. Using both phenomenological and postcolonial theoretical frameworks, I conducted a study to ascertain what the experiences of Jamaican teachers' college lecturers would reveal about the status of teacher education. Using an in-depth interviewing methodology, I interviewed 17 lecturers from five (5) of the six (6) teachers' colleges in Jamaica. Each interview was approximately 90 minutes long, and each participant was interviewed thrice. Interviews were audiotaped and transcribed verbatim. I judiciously read each interview transcript, and then coded segments that were salient to my research focus---the lived experience of Jamaican teachers' college lecturers. These coded segments indicated nine (9) themes which overwhelmingly suggest that as tertiary institutions, teachers' colleges are viewed in low regard and continue to occupy the lower rung of an inequitable two-tiered system. In keeping with the second theoretical frame of the study---postcolonial discourse---I analyzed six (6) of the themes with a view to uncovering deeper meanings underlying the educators' experiences. The preponderance of the meanings derived strongly suggests that there are retentions of colonialism that prevent teachers' colleges from cementing their place as legitimate tertiary institutions. However, there is some measure of hope, as the findings also indicate that there are pockets of radical pedagogical shifts among teachers' college lecturers, away from hegemonic conceptions of teaching rooted in British colonialism and imperialism.

This study investigated the content validity of two independently constructed tests based on the Malawi School Certificate History syllabus. The key question was: To what extent do independently constructed examinations equivalently sample items from the same content and cognitive domains? This question was meant to examine the assumption that tests based on the same syllabus produce results that can be interpreted in similar manner in certification or promotion decisions on examinees without regard to the examination they took. In Malawi, such a study was important to provide evidence for the justification for using national examination results in placement and selection decisions. Based on Cronbach's (1971) proposal, two teams of three teachers were drawn from six schools that were purposefully selected to participate in this study. Each team constructed a test using the Malawi School Certificate of Education (MSCE) History syllabus. The two tests were put together in a common mock examination, which was first piloted before the final form. Two hundred examinees from the participating schools took the common mock examination. Paired scores from the two tests and the same examinees' scores on MSCE History 1A were used in the analysis of testing the mean difference of dependent samples and variance comparison. Subject matter experts' ratings were used to evaluate content and cognitive relevance of the items in the test. The findings indicate that MSCE syllabus was a well-defined operational universe of admissible observations because independently constructed tests equivalently tapped the same content. Their mean difference was not statistically different from zero and the mean of the squared difference scores was less than the sum of the split-half error variances. It was therefore, concluded that the two independently constructed were statistically equivalent. The two tests were also found to be statistically equivalent to the 2003 MSCE History 1A. However, the presence of stray items indicated syllabus looseness that needed redress to improve content coverage. Inadequacy in the rating of cognitive levels was noted as a problem for further research. The need to improve examinations was advocated in view of the their great influence in instruction and assessment decisions or practices.

An ecological perspective has been utilized to understand the teaching-learning context in physical education and sport settings, yet few studies have systematically studied the teacher/coach in their dual role context teaching and coaching (Hastie & Siedentop, 1999). The purpose of this study was twofold. First, to examine the work of an exemplary physical education teacher/coach teaching soccer in physical education and coaching soccer in sport from Doyle's (1977) ecological perspective. Specifically, to understand the similarities and difference of the program of action (PoA), during lesson and practice sessions. Second to examine, from Callero's (1994) resource perspective of role, how dual role responsibilities influenced the work of a physical education teacher/coach. Participants included Tom, a 34-year veteran physical education teacher/coach and his physical education class (N = 14), and varsity boy's soccer team (N = 23). Data were collected at 15 physical education classes and 31 soccer practices using qualitative techniques (e.g., narrative field notes, in-depth participant interviews). Three formal semi-structured 90 minute interviews were conducted with the teacher/coach to explore his background, perceptions and beliefs about teaching and coaching, and his work as a dual role professional. Semi-structured 30-minute student/athlete interviews were conducted with seven students and 21 athletes and focused on their experiences in sport and physical education with Tom. Data were analyzed inductively using a constant comparison method. Findings indicate that for Tom there was a similarity and compatibility of teaching physical education and coaching sport based on how Tom claimed the teaching and coaching role. Second, reverence among student/athletes and Tom was a powerful resource Tom accessed through the teaching and coaching role, which facilitated relationship building and contributed to a positive learning environment. Finally, Tom structured the learning environments in physical education and sport with robust PoAs, which included a strong primary learning vector. Tom used many appropriate pedagogical practices in both physical education and sport, such as effective rules, routines, expectations, and strong content development through the four games stages (Rink, 1998) which contributed to the robustness of the PoA. This study was an important step in the systematic examination of the practices of exemplary physical education teacher/coaches.

Media literacy refers to one's ability to understand, analyze and produce media messages. Media literacy scholarship has demonstrated that there are various perspectives on how to teach media literacy but research has not focused on how the complexities of media literacy teachers' personal ideologies and media consumption practices are connected to media literacy teaching. In this study, nine media literacy teachers who teach in public schools, private schools, and community settings were interviewed about their thoughts about the media, their media habits and their approaches to media literacy practice. Findings illustrate that there is a complicated relationship between teachers' ideologies about the media and their media literacy practice. Teachers mainly described teaching about the media in ways that are associated most with the interventionist paradigm of media literacy and teachers' described ideologies focus on the tremendous power of the media in the culture and the potential impact media has on their students. Two of the teachers described practices that are representative of the goals of critical media literacy, but other teachers rarely discussed aspects of their media literacy practice that encouraged students to locate individual understandings of media messages. Findings also demonstrate that schools are not fully supporting the implementation of their media literacy programs; often media literacy instructors do not have educational backgrounds or training in media literacy.

This ethnographic study examines how students learn English through classroom experiences that challenge their current cultural practices. In particular, I examine how learning language through activities affects students learning English as a foreign language (EFL) in a Korean university. It is based on the assumption, that learners have knowledge and use what they know to learn when presented with conflicting cultural models of learning. Because of globalization of English instruction, traditional Confucian values now co-exist in many Asian university EFL classrooms. My theoretical framework to explore these issues in Korea includes an examination of English language education policies through effect of globalization in Korean education, Confucianism and Vygotskian theories on language learners. In this ethnographic study, I have a dual role as the classroom teacher and a participant observer. I selected four focal participants for my research. My data include field notes, audio-tapes and notes from interviews, audio tapes from group activities, and notes from triangulations, verifications and peer reviews. Conceptual tools for data analysis are formulated using sociocultural theory together with activity theory (Engestrom, 1996). This perspective allowed me to provide a macro level analysis. In addition, I used Fairclough's Critical discourse analysis (Fairclough, 2001) for microanalysis of classroom in teaching and interview data. My findings from the macro level show how suggest that group interactions within an “English only policy” classroom re-created power structures derived from Confucian ideologies even though students' level of communicative abilities differed and institutional policies constrained them. Each student struggled in creative ways to respond to ideological conflicts presented to them. I document a shift in their learning ideologies, a shift in their levels of confidence and their identities after reflecting on their past learning experiences in two contrasting Freshman EFL classes. I also learned that as an international scholar educated in the US, I in many ways have become an agent of globalized English practices. Therefore I must also actually review my own biases and reflect on my actions.

National efforts to reform public schools in the last few decades have focused mainly on tests and mandates, rather than teacher quality, and have been generally unsuccessful. What teachers know and can do directly impact what students learn. Unfortunately at a time when the student population is growing, and good teachers are most needed, young teachers are leaving the profession because of problems they encounter. To keep promising new teachers in the profession, we need to identify the problems and provide the support that will help them succeed. This study investigated the instructional, curricular, classroom management and collegial problems new teachers encounter. It also explored what new and experienced teachers consider important characteristics of a mentoring program intended to help new teachers teach effectively. The sample included 158 new and experienced teachers in eight elementary school districts in Western Massachusetts. The resulting data provided evidence that new teachers experience difficulties in many aspects of teaching during their first year. Classroom management presented the most difficulty followed by curricular, instructional, and collegial issues. Experienced teachers also reported similar problems. With both new and experienced teachers, however, the extent to which individual teachers experienced these problems varied. The mentoring components chosen by new and experienced teachers related closely to the problems identified. Based on the data, guidelines for a mentoring program to meet the flexible needs of new teachers were presented. Four recommendations for further research were advanced: replication studies to extend the generalizability of this investigation; inquiry into additional teacher competencies to be included in teacher preparation programs; an investigation into the preparation of experienced teachers for mentoring; and an exploration of induction practices that should be integrated into wider school reform efforts. The effective mentoring of new teachers is an important step toward teacher quality and ultimately student achievement. When we enhance the capacity of teachers to explore and develop effective solutions to their students' individual learning difficulties, we improve schools in the most fundamental way, increasing the chances for both students and teachers to succeed.

Although there is compelling evidence in the literature to suggest that implementing democratic practices in schools teaches young learners the values of respect and responsibility, the majority of teachers continue to use authoritarian discipline approaches. In a society where significant value is placed on democratic principles, it is relevant and important to investigate democratic discipline approaches. The purpose of this study was to provide a comprehensive description of the current practices of democratic discipline and specifically to describe the reasons why schools adopt a democratic discipline approach, to describe the dynamics in successful implementation, and to examine the effects of student participation in democratic discipline on the actual behavior of students in the classroom setting. The research design for this study was exploratory case study that was intended to become interpretive case study given sufficient corroborating data. A multiple-case design was used to gather data from five sites. Four data collection methods were used: interviews (personal and focus groups), direct observation, document analysis, and a student attitude survey. A question-and-answer format was used to report the data within each case study and cross-case comparisons were made. The analysis of the qualitative data revealed that implementing democratic discipline on a school-wide basis improved student behavior, encouraged young learners to become more autonomous, and prepared teachers and administrators to more effectively deal with discipline issues that, in turn, helped reduce their level of stress. The analysis of the quantitative data suggested that a considerable number of students felt they possessed a high level of respect and responsibility in the classroom and throughout the school as a result of their school's use of a democratic discipline approach. Results supported the implementation of democratic discipline as an effective approach to classroom management.

American state boards of education are calling for public schools to follow state educational “standards,” and for students to be tested against these standards periodically. We hear a cry from our political leaders to rewrite school mission statements to include discrete academic skills rather than goals supporting our students in becoming lifelong learners with skills in cooperation and problem solving. It is an important time to provide compelling descriptions of alternative educational models. This study provides one such description. Price Farm School was housed in an eighteenth century farmhouse in rural New Hampshire. With a commitment to “starting from scratch,” emphasizing the homemade, handmade or homegrown, the school's teachers provided an experiential education for up to twenty first through sixth grade students each year. To guide my research I attended to the following set of questions: What was Price Farm School's ethos, culture, climate? What were its guiding beliefs (philosophical foundations)? How did it emerge or evolve? What was its educative value? To address these questions, I analyzed data from a variety of sources including interviews with former students, teachers, interns and parents, student progress reports, students' journals, students' schoolwork, newsletters written by teachers to the school community, teachers' memos, and photographs taken of the children at school. I studied the data systematically to discover emergent themes and analyzed the pedagogical priorities and values implied by the themes. A review of the literature outlining the history of progressive education, constructivist learning theory, and brain-based educational learning principles served as the backdrop for my discussion of the philosophical underpinnings of this model. The themes most strongly represented in the data included a commitment to curriculum which was dependent upon the resources offered naturally by the seasons, and curriculum initiated in response to the interests, needs and development of the students. Information about teachers acting as coaches or facilitators in informal student-teacher relationships which were based on a balance between intimacy and trust, permeated the data. In an atmosphere of relaxed alertness, students at Price Farm School acquired the skills to become both academic and civic leaders in their subsequent schools.

In Indonesia, the existence of a national curriculum tends to impose standardization on all levels of formal education, including higher education. The standards anchored in the curriculum are linked to academic needs of children and adults. Private universities in this developing country seem to serve a more diverse student population than their government counterparts, however, they seem to have less flexibility in developing curricula. The present study sets directions for private universities to improve their English language curricula. Students' perceptions about their experience in English language programs serve as guidelines for curriculum improvement. The English language programs in three private universities in Jakarta, Indonesia are selected as the research sites. Three major research questions guided the study: What do the students report as reasons for wanting to learn English? What are strengths and weaknesses of the English language curricula as perceived by the students in three selected institutions of higher education in Jakarta? What directions for improving their English language curriculum do the students recommend? Fifty-eight enrolled students and fourteen recent graduates from three institutions of higher education participated in this study. Data were mainly obtained through open-ended survey questionnaires. The findings revealed that motivations for learning English may be categorized into four variables: Language Competency, Employment Opportunity, Personal Knowledge, and Cultural Communication. The reasons provided by the 58 students currently enrolled are distributed as 38% Language Competency, 32% Employment Opportunity, 19% Personal Knowledge, and 11% Cultural Communication. As for the graduates of the program in English language and literature, 36% were motivated by the need to improve their Language Competency, 36% by the wish to increase their Personal Knowledge, and 29% by the goal of improving Employment Opportunity. Strengths and weaknesses of the English language curriculum centered on subject matter and other components of curriculum such as faculty, teaching methods, evaluation procedures, as well as learning facilities and equipment. Considered to be strengths across institutions were the improvement of skills in reading, writing, listening, and speaking. Increased knowledge about culture and literature, along with helpful faculty members and methods that encouraged student participation in learning were also rated as strengths. Weaknesses included insufficient time for practicing speaking English in class and inadequate amount of composition and translation assignments, as well as uninteresting textual materials for some of the Linguistics courses. Other weaknesses included too much lecturing as teaching method, teacher-oriented approach, and inadequate book collections in school libraries. Recommendations for curriculum improvement included requests for more academically competent faculty, preferred methods of teaching that encouraged participation, and enlargement of library book collections. Administrators are also reminded to inform students of any significant academic changes that could affect their academic studies or completion of their degree. This study indicates that Indonesian students, despite their seemingly submissive demeanor, have very clear ideas of their motivations for pursuing their education in English language. Also these students point out strengths and shortcomings of the language program, together with suggestions for improvements that are likely to increase productive learning. It is the task of the institutions, administrators and faculty alike to utilize the students as a means for designing better curricula that will benefit both the learners and the institutions, instead of waiting for governmental directives.

Previous critical thinking studies dealt primarily with results of programs presented ancillary to academic subjects. Notable educators in the field have advocated for assessing efforts to infuse, through direct instruction, critical thinking skills and processes across the content areas. This study constitutes such an evaluation and demonstrates that infusion warrants further investigation. An extensive review of the literature pointed to agreement among educators as well as business leaders that improving the quality of student thinking is a fundamental objective as we prepare our students for the workplace of the twenty-first century. Students must be prepared to gather, evaluate and apply information for effective problem-solving. Two similar communities in a North Carolina school district were compared. One taught critical thinking via infusion; the other did not teach critical thinking. The researcher interviewed three teachers whose classes served as the experimental group. A post test survey was administered to teachers of the experimental group. Teachers' anecdotal comments suggested that learning was observed in the thinking skills taught and that the infused instruction strategy would be the one of choice for further instruction. An assessment instrument was developed in two forms, a pre and a post test format, and administered to students in experimental and control groups. Open-ended prompts were utilized for data collection and analysis. Direct instruction in decision-making and comparing and contrasting was presented to students in the experimental group. Rubrics were constructed so that raters could measure prompts holistically. A "t" test was performed and results were analyzed for gains. The difference between pre and post test decision-making scores was statistically significant at the.001 level. However, the difference between pre and post test compare and contrast scores was not statistically significant. Given the discrepancy between teacher testimony and experimental and control group achievement data, possible explanations were offered. Further study could include address additional variables, different modes of assessment, number and type of practice sessions between pre and post testing, comparison between results utilizing the direct infusion strategy versus add-on programming, expansion to other thinking skills, depth of internalization of learning, and teacher preparation and professional development opportunities.