A Meadian analysis of pre-service and beginning teacher practice

This paper uses Mead’s theory of emergence to examine the theory-practice gap in pre-service teacher education. The paper argues that the theory-practice gap in pre-service teacher education under present institutional arrangements is axiomatic in the process of emergence from pre-service to graduate teachers. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian pre-service teacher education programme. An interpretation of the data using Mead’s theory of emergence demonstrates that role taking and self-regulated behaviour inhibit the trainee teacher from exercising the power of agency to implement theory learned at university into practice in the classroom. Thus, Mead’s theory of emergence explains the obduracy of the gap between theory and practice in teacher education.

Linking positive psychology to offender supervision outcomes: The mediating role of psychological flexibility, general self-efficacy, optimism, and hope

This study examines the relationships between indicators of offender supervision outcomes and dimensions of positive psychological states (PPS). Results of a confirmatory factor analysis (CFA) revealed that the first-order positive psychology constructs converge to form a higher order construct of PPS which was inversely associated with supervision outcomes. Furthermore, the mediating effect of PPS on the relationship between criminogenic risk factors and all offender supervision outcome variables was statistically significant, suggesting that offenders with heightened PPS are likely to have fewer criminogenic risk factors and are less likely to be reported for technical violation, charged, reconvicted, and imprisoned. The implications of these findings for correctional theory, practice, and policy conclude the article.

Children's perceptions of their home and neighborhood environments, and their association with objectively measured physical activity: A qualitative and quantitative study

Environmental factors may have an important influence on children’s physical activity, yet children’s perspectives of their home and neighborhood environments have not been widely assessed. The aim of this study was to investigate children’s perceptions of their environments, and to examine associations between these perceptions and objectively measured physical activity. The sample consisted of 147, 10-year-old Australian children, who drew maps of their home and neighborhood environments. A subsample of children photographed places and things in these environments that were important to them. The maps were analyzed for themes, and for the frequency with which particular objects and locations appeared. Physical activity was objectively measured using accelerometers. Six themes emerged from the qualitative analysis of the maps and photographs: the family home; opportunities for physical activity and sedentary pursuits; food items and locations; green space and outside areas; the school and opportunities for social interaction. Of the 11 variables established from these themes, one home and two neighborhood factors were associated with children’s physical activity. These findings contribute to a broader understanding of children’s perceptions of their environment, and highlight the potential importance of the home and neighborhood environments for promoting physical activity behavior.

A primary numeracy : a mapping review and analysis of Australian research in numeracy learning at the primary school level : report

The outcome from this project produces a database of over 185 projects and 726 publications relating to numeracy research to systematically ‘mapped’ Australian research on primary school numeracy over the last decade. The database incorporates research summaries and findings that are easily accessible to teachers and teacher educators, and act as a valuable tool for determining further research directions. The project report examines the available research and organises the discussion of the research findings under a set of themes and sub-themes.

Some summarised examples from the report reveals that:

* Effective teachers of numeracy:
- have high expectations of their students;
- focus on children’s mathematical learning, rather than on providing pleasant classroom experiences;
- provide a challenging curriculum;
- use higher-order questioning;
- make connections both within mathematics and between mathematics in different contexts; and
- use highly interactive teaching involvement with students in class discussion.

* Effective professional development programmes:
- provide teachers with the time and appropriate resources to enable them to reflect on their teaching;
- provide continuing support and encouragement while teachers explore possibilities and trial new strategies in their classrooms;
- involve teachers in school-based and wider networks;
- are of sufficient duration to allow significant changes to habitual beliefs and practices; and
- create opportunities for the exploration of theory-practice relationships.

Tracking the nomadic life of the educational researcher :- what future for feminist public intellectual(s) and/in the performative postmodern university

Is the idea of the liberal university dead, has the post modern university any chance of being emancipatory, has the theory practice divide merely collapsed in an era of 'new knowledge work', or has the university just become one aspect of market state and global capitalism. Knowledge based economies simultaneously locate universities as central to the commodification and management of knowledge while the legitimacy of the university and the academic as knowledge producers is challenged by post modernist, feminist, postcolonial and indigenous claims within a wider trend towards the 'democratisation of knowledge' and a new educational instrumentalism and opportunism. What becomes of the educational researcher, and indeed for their professional organizations, in this changing socio political and economic scenario? Is our role one of policy service or policy critique, technical expert or public intellectual? In particular what place is there for feminist public intellectuals in a socalled era of post feminism and public-/private convergence? The paper draws on recent debates around the nature of knowledge based societies, trends in relations between policy and educational research, and draws upon feminist and critical perspectives to mount a case for the importance of the postmodern university and the public intellectual.

Community development

This book introduces the key contemporary issues in the theory, practice and study of development, from economic growth, good governance and globalization to gender, security and the environment. It builds on the authors' extensive practical experience to offer a systematic assessment of the field and identify characteristics of successful development. Arguing that there can be no development without poverty reduction and the involvement of all key stakeholders, the authors show why it is important not only that the policies are right but that the right people are involved. Failure to do so leads on the one hand to aid fatigue, and on the other to distorted development, no development at all, or even negative development.

Exploring metaphor as an alternative marketing language

Purpose: – The main aim of this paper is to stimulate more relevant and critical ideas about marketing and the wider management field by exploring the actual and potential contribution of metaphor to marketing theory and practice. The subsequent connections made can help contribute towards understanding and coping with the theory/practice gap.

Design/methodology/approach: – To date, the majority of metaphor application has tended to be literal and surface-level rather than theoretically grounded. This paper interrogates the literature surrounding metaphor in marketing and management fields, while also examining the contribution of other areas such as art. The paper constructs and debates the conceptual notion of the marketer as an artist.

Findings: – Incorporation of theoretically grounded metaphors into marketing theory can help develop a form of marketing which is capable of dealing with ambiguity, chaotic market conditions, creative thinking and practice.

Originality/value: – Adoption of a metaphorical approach to marketing research helps to instil a critical and creative ethos in the research process. Marketers are concerned with identification and exploitation of opportunities. Metaphor assists in the process by enhancing visualisation of these future directions. We live out our lives to a large degree through the making of metaphorical connections. We should therefore embrace more qualitative, creative associations in marketing theory, as well as practice.

International development : issues and challenges

This book introduces the key contemporary issues in the theory, practice and study of development, from economic growth, good governance and globalization to gender, security and the environment. It builds on the authors' extensive practical experience to offer a systematic assessment of the field and identify characteristics of successful development. Arguing that there can be no development without poverty reduction and the involvement of all key stakeholders, the authors show why it is important not only that the policies are right but that the right people are involved. Failure to do so leads on the one hand to aid fatigue, and on the other to distorted development, no development at all, or even negative development.

A “partnership in teaching excellence”: ways in which one school-university partnership has fostered teacher development

This paper reports on some of the factors that contribute to an effective partnership between an urban Australian university and a State Department of Education. The partnership, currently in its third year of implementation, entails as a key purpose the development of school Centres of Excellence which contribute to the preparation of pre-service teachers. The foundational aims of the partnership include addressing the gap between theory and practice, facilitating pre-service teacher recruitment and providing a guarantee of future employment for identified Faculty of Education students through the provision of pre-service teacher scholarships. Data for the study were collected via two program reviews, conducted at the end of the first and third years of the program. Findings point to ways in which the partnership has enhanced pre-service teacher engagement and learning and also indicate ways in which partners in both institutions might further strengthen the partnership.

Stakeholders’ perspectives of the nature and role of assessment during practicum

This paper focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been reconceptualised to help bridge the theory–practice gap commonly associated with “front-end loading” programs. Survey and interview data collected from student teachers and supervising teachers point to what participants perceive as disparate understandings between university and school staff about the nature and role of assessment and suggest that this lack of common understanding adversely affects students’ experiences of assessment.

Assessing for work integrated learning experiences : a pre-service teacher perspective

A critical aspect of the debate about work integrated learning in the university context is the blurring of boundaries and responsibilities in terms of student learning. In an Australian pre-service teacher education program this blurring of boundaries is apparent in stakeholder tensions about the nature and role of assessment during the practicum. In the study reported in this paper students responded positively to the content of assessment tasks but maintained that their efforts to implement the associated planning in the workplace were stymied because of disparate understandings between university and school staff about the purpose of the task.

The limitations of front-end loading in undergraduate university programs

This paper shows how Mead’s theory of emergence can prove explanatory in how the theory-practice gap is co-created and sustained in front-end loading university programs. Taking teacher education as an exemplar, we argue that the trainee teacher encounters different and oft-times conflicting environmental, social and cultural conditions in the two “fields of interaction” of the training program, namely, on-campus work and in-school experience. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian teacher education program. We conclude that role taking and self-regulated behaviour within the two environmental fields of interaction in front-end loading programs inhibit the trainee professional from exercising the power of agency to implement theory learned at university in practice in the workplace. Further, we propose that Mead’s theory of emergence proves effective in explaining a major limitation of front-end-loaded university programs.

A fundamental partnership: the experiences of practising teachers as lecturers in a pre-service teacher education program

This paper reports an evaluation of an innovative university-school partnership in which teacher practitioners work as university lecturers in a regional Australian pre-service teacher education programme. The philosophy of this programme encompasses authentic partnerships between universities, schools and other industry employers. The study was motivated by an interest in understanding the experiences and outcomes for the teacher practitioners and in documenting their experiences. Staff members who are currently on contract as university lecturers as well as teachers who have completed secondments and returned to school settings are surveyed. This paper focuses on suggestions to improve the partnership and discusses future directions for the partnership.

Exploring connections between the in-field and on-campus components of a preservice teacher education program : a student perspective

This paper discusses the preservice teacher education practicum experience from the perspective of preservice teachers at a regional Australian university. It locates the practicum in the broader context of work integrated learning and associated principles of good practice. The paper argues that there are some perceived disconnections between the in-field and on–campus components of the teacher education program as well as an endorsement of some aspects of the practicum experience in closing the theory-practice gap. Our research adds to international debate about the balance between theory and practice and contributes a much needed student perspective on these issues. The paper concludes with suggestions on ways to improve the quality of the practicum experience.