The relationships among teacher behaviours, teacher efficacy, and student quality of school life: A multilevel perspective

This Study invesdgated the impact of teacher behaviours on student quaUt}' of school Ufe (SQSL). A measure of teacher organisadonal cidzenship behaviour (OCB) was developed, tapping two dimensions of organisadon-focused OCB (OCBO) and one dimension of individual-focused OCB (OCBI). In Une with previous research suggesdng that OCBOs may consdtute efficacyenhancing experiences, as weU as studies demonstradng the posidve consequences of teacher efficacy for students, we expected teacher efficacy to mediate the reladonship between OCBO and SQSL. Hypotheses were tested in a muldlevel design in which 171 teachers and their students (N=3018) completed quesdonnaires. A significant propordon of variance in SQSL was attributable to classroom factors. Support was found for the main effects of OCBO, as well as the main and mediadng effects of teacher efficacy.

An online community of practice for pre-service and beginning teachers of secondary mathematics

The aim of this study was to investigate how a community of practice focused on learning to teach secondary mathematics was created and sustained by pre-service and beginning teachers. Bulletin board discussions of one pre-service cohort are analysed in terms of Wenger’s (1998) three defining features of a community of practice: mutual engagement, joint enterprise, and a shared repertoire. The study shows that the emergent design of the community contributed to its sustainability in allowing the pre-service teachers to define their own professional goals and values. Sustainability was also related to how the participants expanded, transformed, and maintained the community during the pre-service program and after graduation.

'Nothing good ever came out of Japan': Race-mixing and the limits of diaspora

This paper argues that postcolonial notions of diaspora are premised on immigrant subjectivities and standpoints which do not fully apprehend the mixed-race / bi-racial experience and the local effect of cultural hybridity in Western settings. The paper was prompted by a recent conversation with Dee, the daughter of a Japanese warbride. As a child Dee recalled being told by her friend's mother that 'nothing good ever came out of Japan'. The significance of constant interpolations into 'Asianness' by statements such as these; by the 'where do you come from?' question and by more blatant discriminations are inadequately addressed by traditional and postcolonial notions of diaspora. 'Roots' and 'routes' imagery feature prominently in discussions of diaspora and hybridity which aim to decolonise culture and identity in deconstructive moves that highlight their flexible, multiple, contractedness. While it has been argued that even these conceptualisations are problematic because they privilege orders of explanation, theory and standpoint that are forced back into line with traditional notions of discrete 'races', cultures, ethnicities and identities, cultural studies and postcolonial theorists do not appear to find this contradiction overly troubling. Lodged in bodies that do not easily conflate to neat either/or cultures, politics and genetics, race-mixing also defies and yet return us to culture and biology. However, I argue that their refractions though the same tired old orders of racial, ethnic, cultural and national differentiation prevent us from disregarding the discursive effects of racism and racialisation.

Learning mathematics in a classroom community of inquiry

This article considers the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom. Sociocultural theories of learning provide the framework for examining teaching and learning practices in a single classroom over a two-year period. The notion of the zone of proximal development (ZPD) is invoked as a fundamental framework for explaining learning as increasing participation in a community of practice characterized by mathematical inquiry. The analysis draws on classroom observation and interviews with students and the teacher to show how the teacher established norms and practices that emphasized mathematical sense-making and justification of ideas and arguments and to illustrate the learning practices that students developed in response to these expectations.

Understanding technology integration in secondary mathematics: Theorising the role of the teacher

Previous research on computers and graphics calculators in mathematics education has examined effects on curriculum content and students’ mathematical achievement and attitudes while less attention has been given to the relationship between technology use and issues of pedagogy, in particular the impact on teachers’ professional learning in specific classroom and school environments. This observation is critical in the current context of educational policy making, where it is assumed – often incorrectly – that supplying schools with hardware and software will increase teachers’ use of technology and encourage more innovative teaching approaches. This paper reports on a research program that aimed to develop better understanding of how and under what conditions Australian secondary school mathematics teachers learn to effectively integrate technology into their practice. The research adapted Valsiner’s concepts of the Zone of Proximal Development, Zone of Free Movement and Zone of Promoted Action to devise a theoretical framework for analysing relationships between factors influencing teachers’ use of technology in mathematics classrooms. This paper illustrates how the framework may be used by analysing case studies of a novice teacher and an experienced teacher in different school settings.