Teacher Candidates’ Involvement with Reading Interventions in High Needs Schools: Wrestling with the Everyday

The demands on new teachers as they enter the teaching profession are extensive and deep-rooted. This article provides insight into how faculty within a teacher education program in Ontario, Canada considered one service program emphasis and how it shed light into the everyday world of teacher candidates as they wrestled with the everyday activity of trying to support struggling readers. We identify this process of forging relationships and developing professional skills as we examine the experiences and reflections of teacher candidates as they journey through their involvement with the program. As such, we take Dorothy Smith’s (2005) perspective that the everyday world is problematic. Those things which we take for granted, and assume to be obvious, or have been assumed by reading research to be normative, are not necessarily so

Modeling homophily and stochastic equivalence in symmetric relational data

This article discusses a latent variable model for inference and prediction of symmetric relational data. The model, based on the idea of the eigenvalue decomposition, represents the relationship between two nodes as the weighted inner-product of node-specific vectors of latent characteristics. This ``eigenmodel'' generalizes other popular latent variable models, such as latent class and distance models: It is shown mathematically that any latent class or distance model has a representation as an eigenmodel, but not vice-versa. The practical implications of this are examined in the context of three real datasets, for which the eigenmodel has as good or better out-of-sample predictive performance than the other two models.Comment: 12 pages, 4 figures, 1 tabl

From patterned response dependency to structured covariate dependency: categorical-pattern-matching

Data generated from a system of interest typically consists of measurements from an ensemble of subjects across multiple response and covariate features, and is naturally represented by one response-matrix against one covariate-matrix. Likely each of these two matrices simultaneously embraces heterogeneous data types: continuous, discrete and categorical. Here a matrix is used as a practical platform to ideally keep hidden dependency among/between subjects and features intact on its lattice. Response and covariate dependency is individually computed and expressed through mutliscale blocks via a newly developed computing paradigm named Data Mechanics. We propose a categorical pattern matching approach to establish causal linkages in a form of information flows from patterned response dependency to structured covariate dependency. The strength of an information flow is evaluated by applying the combinatorial information theory. This unified platform for system knowledge discovery is illustrated through five data sets. In each illustrative case, an information flow is demonstrated as an organization of discovered knowledge loci via emergent visible and readable heterogeneity. This unified approach fundamentally resolves many long standing issues, including statistical modeling, multiple response, renormalization and feature selections, in data analysis, but without involving man-made structures and distribution assumptions. The results reported here enhance the idea that linking patterns of response dependency to structures of covariate dependency is the true philosophical foundation underlying data-driven computing and learning in sciences.Comment: 32 pages, 10 figures, 3 box picture

Across the Bridge: A story of community, sociality, and art education

The article examines the planning, development, and outcome of an experiential learning project that brought together undergraduate studio art students and the workers of a power plant about to shut down. As one of the instructors for the project, I reflect on how our emergent pedagogical methods interfaced or conflicted with students interests, and plant employees. Principles of phenomenological research inspired my early steps to the study. However, its operative conceptual framework follows the thoughts of socially engaged artists Suzanne Lacy (2010) and Pablo Helguera (2011), guiding an analysis of the relationships between students and workers with instructors as observer-participants. I investigate how these roles and relations developed through different modalities that ranged from familial sentiments to memorializing impulses, including the industrial conditions that inspired various sensual and aesthetic student responses. I argue that the production of artwork as autonomous objects, which constituted the self-evident outcome of this community-focused experience, contributed only a transactional materiality to the project, and that the relational exchanges from which transformative experiences originated, offered unrivaled creative possibilities.Published versio