How Preservice Content Teacher Background Qualities Influence Their Attitude and Commitment to Supporting Multilingual Learners

With the growing number of multilingual learners (MLs) in U.S. schools, research relating to effective teacher training methods has gathered increased interest; however, research on how teachers’ background qualities (BQs) influence teaching practices for MLs is lacking. In the field of multilingual education, scholars have suggested that certain qualities, particularly cultural and linguistic backgrounds, contribute to effectively accounting for MLs in the content classroom and embracing the role of language teacher. In this study we draw upon in-class comments, classroom interactions, targeted interviews, and assignments from teachers-in-training (N=12) throughout one semester in a history teaching methods course to address the following research question: How do prospective teachers’ language-related BQs (i.e. ML-related education, cultural experiences, language learning experience, and teaching experience) shape how they approach ML-related activities and assignments in a content methods teacher education course? The data indicate that preservice teachers with these BQs were better prepared to embrace their roles as language teachers and tailor lessons for MLs than their peers without such BQs

Shared teaching with multimedia‐enhanced video‐conferencing

Video‐conferencing was used to share a short series of lectures between several universities. A high bandwidth network (155Mbit/s) permitted near broadcast TV quality video to be combined with fully mixed, high‐quality audio. The lectures were supported by visual aids made available using Microsoft NetMeeting to provide multipoint, shared applications. NetMeeting is shown to be a stable and effective platform for distributing multimedia material at a much higher resolution than is possible using the video signals common in most video‐conference lectures, although care must be taken when constructing animated material

Understanding Leadership for Adaptive Change in Catholic Schools: A Complexity Perspective

In an era of decline and crisis, Catholic school leaders have been encouraged to find innovative ways to enhance a school’s operational vitality. Yet to this point, most research on educational change in Catholic schools has focused on the technical tasks school principals can take to “save” individual schools. In this article, we apply a complexity perspective to educational change leadership in Catholic education: leadership for adaptive change. Based on a new empirical analysis of the professional experiences of two Catholic school principals working at four different parish schools, we demonstrate in this article how leadership for adaptive change can operate in Catholic elementary parish schools and assess whether and how the attributes of complex adaptive schools were present in these four elementary schools. We also highlight the organizational and social conditions these two principals confronted that both undermined and promoted their ability to lead for adaptive change at these four schools. Ultimately, we suggest in this article the utility of using a “complex adaptive” approach to understanding change leadership in Catholic elementary schools as opposed to “technically rational” approaches commonly found in contemporary Catholic school leadership research

A Vision for Catholic Higher Education in the 21st Century: Reflecting on the Boston College Roundtable

The nucleus of any university is the intellectual life that unfolds among faculty and students. Inevitably, that intellectual life is shaped by the broader university context. Examining that process—in particular, its connection to a Catholic understanding of university mission—offers insight into pressing issues. For instance, what shifting social and academic conditions—both opportunities and challenges—set a context for campus conversations? How might Catholic institutions respond to these conditions? Can Catholic institutions provide a hospitable place for integrating faith and reason at the institutional and personal levels? Can the Catholic intellectual tradition serve as a constructive and creative lens for transforming Catholic higher education? And drawing on ideas that emerged during the Boston College Roundtable seminars, how might change occur

Vaccinate: Posters from the COVID-19 Pandemic

In 2022 we are living through a global pandemic, and vaccines are one of the most effective strategies for slowing the spread of infectious disease, minimizing symptoms, and lowering healthcare demands. In short, vaccines save lives and can reduce the risk of contagion from social interaction. In the United States in late 2021, after the vaccines had been broadly available for almost a year, one in five adults still chose not to get vaccinated against COVID-19. Art can disrupt what is embedded in our minds and open us up to new perspectives and insights. We hope to offer access to images, insights, and knowledge that help people have the freedom to consider their role in the pandemic and the role of vaccines. We hope that experiencing the creativity, humor, and sentiments of artists will encourage those who have avoided the COVID-19 vaccine to reconsider and take advantage of a way to prepare their immune system should they be exposed to the virus. We are thrilled to provide the posters for those who want to enjoy, reflect, and share them with others who are inspired by the power of vaccines and who want to help stop the spread of deadly viruses. CONTRIBUTING ARTISTS include: Rachel Claire Balter, Thane Benson, Randy Bish, Katie Bradshaw, Heinzy Cruz, Hector Curriel, Ben Darling, Nicholas Deason, Kerry Eddy, Margaret Elsener, Paul Fell, David L. Felley, Bob Hall, Hayley Jurek, Justin Kemerling, Abbey Krienke, Stephen Lahey, Anna Lindstrom, Malia McCreight, Yihang Meng, Eric Morris, Katie Nieland, Henry Payer, Natalie Pulte, Nikolaus Stevenson, Pawl Tisdale, Janet Walters, William Wells, & Jave Yoshimoto DOI:10.32873/unl.dc.zea.1334https://digitalcommons.unl.edu/zeabook/1132/thumbnail.jp

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University’s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the following questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically, we focused on dilemmas two teacher candidates encountered that engendered a sense of “disequilibrium,” a feeling something was not quite right with their teaching. In turn, we consider how they responded”typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University\u27s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the allowing questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically, we focused on dilemmas two teacher candidates encountered that engendered a sense of disequilibrium,” a feeling something was not quite right with their leaching. In turn; we consider how they responded-typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University\u27s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the following questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically. we focused on dilemmas two teacher candidates encountered that engendered a sense of disequilibrium, a.feeling something was not quite right with their teaching. In turn, we consider how they responded - typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools