bluuebunny/crossref_metadata_2025 huggingface dataset:
World Economic Growth, Northern Antagonism, and North-south Conflict
Authors: REUVENY RAFAEL , THOMPSON WILLIAM R.
Published: April 2003

The distribution of wealth in the world is manifested by the polarization of a rich North and a poor South. Is the North-South conflict increasing or decreasing, and does it depend on such variables as major power conflict, intra-Northern conflict, and world prosperity, as some schools of thought maintain? Focusing on these questions from a leadership-long cycle perspective suggests several hypotheses about the interrelationships between global economic growth, Northern antagonism, and North-South conflict. The effect of conflict on growth is also examined. Generating data on world economic growth and major power conflict, intra-Northern conflict, and North-South conflict for the period from 1870 to 1992, vector auto-regression analysis is used to test new hypotheses. Results provide considerable support for the new hypotheses, provide mixed support for the previous arguments, and show that the relationship between world economic growth and conflict is not the same before and after World War II.
Another Look at “Parties, Voters, and the Use of Force Abroad”
Authors: FORDHAM BENJAMIN O.
Published: April 2003

Joanne Gowa's 1998 article “Politics at the Water's Edge: Parties, Voters, and the Use of Force Abroad” is examined in light of issues raised by her empirical analysis. Newly available time-series models for event-count data permit consideration of the dynamics of the use-of-force series. It is possible that the relationship between decisions to use force and the major independent variables has changed since 1870. More appropriate data on U.S. uses of force and a wider range of indicators for the major independent variables permit a more convincing test of the hypotheses she presents. The reanalysis supports some of her conclusions, particularly those concerning election cycles and partisanship. However, it also indicates that her analysis underestimated the importance of domestic economic conditions and suggests some important qualifications to her conclusion that international conditions are the main determinant of U.S. decisions to use force.
Dynamic Foreign Policy Behavior
Authors: Lebo Matthew J. , Moore Will H.
Published: April 2003

How best to classify event counts of directed dyadic foreign policy behavior and how best to model them are points of disagreement among researchers. Should such series be modeled as unit roots ("perfect" memory) or as stationary ("short" memory)? It is demonstrated that the dichotomous choice between unit root (I(1)) and level stationarity (I(0)) is overly restrictive. The intermediate (and more general) possibility of fractional integration (0<I<1), a concept proven useful in studies of aggregate opinion, is applied. Results show that fractional integration is extremely common and that error correction mechanisms (ECMs) can still be appropriate in the absence of unit-root series. Fractional ECMs are used in action-reaction models of bilateral relationships to demonstrate this. Given the frequency of fractional integration, its flexibility, and the problems encountered when ignoring it, scholars should incorporate fractional integration techniques into their models.
Nonparametric Model Discrimination in International Relations
Authors: Clarke Kevin A.
Published: April 2003

This study introduces a simple nonparametric test for the relative discrimination of models in international relations research. The common parametric approach, the Vuong test, does not perform well under the small-n, high canonical correlation conditions that are sometimes encountered in world politics research. The nonparametric approach outperforms the Vuong test in Monte Carlo experiments and is trivial to implement even for the most complicated models. The method is applied to two empirical examples: the debate over long cycles and the effect of domestic politics on foreign policy decision making.
Opportunities to Fight
Authors: Clark David H. , Regan Patrick M.
Published: April 2003

Quantitative social science relies centrally on the ideal that any concept can be operationalized and measured. Although notionally tenable, practical limits dictate that some concepts might be more easily and more reliably measured than others. Some conceptual variables are not easily operationalized or measured because they are not directly observable phenomena; as a result, scholars often resort to indirect indicators of the phenomenon in question. Opportunity comprises one such concept that is important to the development of theories of international conflict. Although scholars might agree that different states have different opportunities to fight, measuring opportunity has proved to be a daunting task. This study presents a statistical method that treats unobserved concepts (such as opportunity) as latent variables. The procedure derives estimates of the latent variable and observable actions that arise from the latent process. Drawing on split population hazard models developed in the economics literature, a model of dyadic opportunity and willingness to engage in interstate conflict is produced. Results shed light on the process that leads states to fight one another.
To Protect and to Serve
Authors: Morgan T. Clifton , Palmer Glenn
Published: April 2003

The consequences of alliance formation for other foreign policies of a state, including defense spending and the initiation of militarized disputes, are examined using a theory of foreign policy that is based on several assumptions. First, states pursue two goods-change (defending those aspects of the status quo that one likes) and maintenance (altering those aspects of the status quo that one dislikes)-through their foreign policies. Second, states select a portfolio of policies designed to produce the most preferred mix of the two goods. Third, all foreign policy behavior, including alliance involvement, requires resources. Fourth, states are rational in their allocation of resources. Together, these imply that an observed alliance must have been the most efficient mechanism available for acquiring the most desired and achievable foreign policy portfolio and have implications for the observation of foreign policy substitutability. The empirical implications of this implication are tested, and results support the model: states are more active in their foreign policies after adding to their alliance portfolios-they increase their rate of conflict initiation, the capital intensiveness of their military establishments, and their defense spending.
Regime Type, Preferences, and War in Renaissance Italy
Authors: Sobek David
Published: April 2003

The democratic peace has received substantial empirical support in the modern international system. The consistency of the results does not imply that reasonable critiques do not exist, that is, the effects of development, liberal economic structures, and preferences. These challenges, however, tend to strongly correlate with democracy, making direct statistical tests inefficient and not necessarily convincing. This study attempts to evaluate these challenges and extend the temporal domain of the democratic peace through an empirical analysis of Renaissance Italy. The data set contains the seven major powers of Renaissance Italy between 1250 and 1494, with measures of war, power, regime type, preferences, and contiguity. The analyses show that joint republicanism, power preponderance, and preference similarity decrease the probability of war.
Measurement Equivalence Of 10 Value Types From The Schwartz Value Survey Across 21 Countries
Authors: Spini Dario
Published: April 2003

Equivalence of measurement across cultures is a prerequisite for the generalization of an instrument. The measurement equivalence of 10 value types derived from Schwartz's structural model of values and measured with the Schwartz Value Survey questionnaire is evaluated in 21 countries. Based on previous research by Schwartz and colleagues, the measurement equivalence of the 10 value types is tested separately using nested multigroup confirmatory factor analyses. Results indicate that it is possible for most value types to reach acceptable levels of configural and metric equivalence; only the dimension of Hedonism is rejected at these two levels of equivalence. Four value types (Benevolence, Conformity, Self-Direction, and Universalism) also show factor variance equivalence. The hypotheses of scalar and reliability equivalence are rejected for all value types. Indications are also given of the number of items to be included for measuring the value types at the different levels of equivalence.
Is Self-Enhancement Negatively Related To Constructive Self-Criticism?
Authors: Kurman Jenny , Yoshihara-Tanaka Chieko , Elkoshi Tirza
Published: April 2003

This study investigates the relations between self-enhancement and constructive self-criticism as reflected in retrospective descriptions of past failures given by Israeli and Japanese university students. The implications of these failures were also described by the participants. The study claims that although self-enhancement is negatively related to emotional self-criticism, it is unrelated to constructive self-criticism. It was found that (a) self-enhancement is negatively related to emotional reaction to failures, and (b) the strength of the emotional reaction to failure is negatively related to constructive self-criticism. Results show that in both cultures, self-enhancement was negatively related to emotional self criticism but not to constructive self-criticism. Cross-cultural differences supported the same trend-Israelis did not display a lower level of constructive self-criticism than did the Japanese. Qualitative differences between reported failures in the two cultures confirm the centrality of others in the Japanese culture.
The Interplay Of Cultural Syndromes And Personality In Predicting Life Satisfaction
Authors: Benet-Martínez Verónica , Karakitapoglu-Aygün Zahide
Published: April 2003

This study explored how personality and cultural variables influence subjective well-being (SWB) in two different U.S. ethnic groups: Asian Americans and European Americans. Structural equation modeling analyses supported a hypothesized culture?personality model of SWB, in which the cultural syndromes of individualism and collectivism predict variations on personality dispositions (Big Five), which, in turn, influence life satisfaction through self- and relational esteem. Despite ethnic mean-level differences found for many of the variables, none of the pathways in the culture?personality model of SWB differed across our two ethnic groups. Furthermore, the culture?personality model of SWB fit the data more adequately than a competing personality?culture model of SWB, in which personality dispositions preceded cultural syndromes in predicting life satisfaction. A consistent finding was the stronger weight of self-esteem (compared with relational esteem) in predicting life satisfaction for both ethnic groups. Results are discussed in the context of acculturation theory and recent cultural psychology views.
The Relationship Between Individualism-Collectivism, Face, And Feedback And Learning Processes In Hong Kong, Singapore, And The United States
Authors: Hwang Alvin , Francesco Anne Marie , Kessler Eric
Published: April 2003

This article focuses on the relationships among face ( mianzi), individualism-collectivism, feedback processes, and learning outcomes in HongKong, Singapore, and the United States. An expected effect between individualism and desire to gain mianzi ( Mianzigain) was generally confirmed; however, the mirror effect between collectivism and fear of losing mianzi ( Mianziloss) was not. As, expected, there was a consistent negative effect between Mianziloss and student question-asking in class (InAsk), but the positive effect from Mianzigain to InAsk was only found in the U.S. sample. Selective effects of feedback forms on learning were highly sensitive to cultural contexts. In the United States, asking questions outside of class was positively related to grades. However, InAsk had a negative effect. In contrast, InAsk was positively related to grades in Hong Kong. For Singaporeans, only checking with students outside of class had an effect on performance, but it was negative.
Cultural Similarity's Consequences
Authors: Elfenbein Hillary Anger , Ambady Nalini
Published: April 2003

Previous research found null results examining predicted relationships between emotion recognition accuracy and Hofstede's cultural dimensions. Prior theory was "static," linking cultural profiles with absolute levels of emotion recognition accuracy. By contrast, a "distance" theory links cultural differences with the discrepancy in recognition accuracy achieved by members of the group posing versus the group recognizing the expressions, known as the in-group advantage. Reanalyzing data from four large-scale studies, and pooling results across studies for greater precision, we find no support for static hypotheses. Notably, no patterns differ across emotions, a central prediction by static theories focusing on decoding rules. However, analyses parsimoniously support the distance perspective. These findings add to expanding evidence for cultural differences in emotional communication.
The Structure And Personality Correlates Of Affect In Mexico
Authors: Rodríguez Conrado , Church A. Timothy
Published: April 2003

The structure and personality correlates of affect were studied in a sample of 351 predominantly Mexican university students using a large and representative list of 271 Spanish affect terms and a Spanish translation of the Big Five personality dimensions. Results were compared with those obtained previously in the United States, the Philippines, and Estonia. We found (a) good support for the cross-cultural comparability of global Positive Affect (PA) and Negative Affect (NA) dimensions and the hierarchical structure of affect; (b) cross-cultural similarities, but also differences, in the configuration of more specific positive and negative affects; and (c) fairly comparable patterns of relationships across cultures between the Big Five dimensions of personality and the Big Two dimensions of affect (PA, NA). Most of these results were more consistent with evolutionary biological perspectives on personality and affect than strong social constructivist perspectives.
When Integration Does Not Necessarily Imply Integration
Authors: Snauwaert Boris , Soenens Bart , Vanbeselaere Norbert , Boen Filip
Published: April 2003

This study compared three conceptualizations of acculturation orientations (i.e., contact, adoption, and identification) in two samples of ethnic minority members ( N= 290) in Belgium. In line with the hypotheses, these conceptualizations yielded substantially different distributions of participants across four acculturation orientations (i.e., integration, assimilation, separation, and marginalization): Integration was the most popular orientation according to the contact conceptualization, but separation was the most popular one according to the adoption and identification conceptualization.
What Is Psychology About? Toward An Explicit Ontology
Authors: Yanchar Stephen C. , Hill Jack R.
Published: April 2003

Commentators have criticized psychology's overemphasis on method and its simultaneous neglect of questions regarding the subject matter and purpose of psychology. This article summarizes four problems that have resulted from the privileging of method, and in each case illustrates how an explicit ontology provides at least partial solutions to these problems. This article also suggests three metatheoretical assumptions based on the thinking of William James that would allow for the establishment of an explicit ontology and that would allow for psychological entities per se to be studied without the threat of biological or other kinds of reductionism. Finally, concerns that may arise in the formation of an explicit ontology are briefly addressed.
Relational Healing: To Be Understood And To Understand
Authors: Myers Sharon
Published: April 2003

This qualitative study affirms the relationship as a growth-engendering force in successful therapeutic encounters. Five female clients who had consecutive therapeutic relationships with two different therapists recount their experiences of change and growth. Each client reported that forming relational connections with the therapists evoked healing and development. Experiences of personal growth are presented from clients' perspectives and in their own words. Whereas each participant's experience is unique,themes of personal agency, a redefined sense of self, and a renewed sense of being-in-the-world emerge from their therapeutic encounters. Having known therapists' empathy and understanding, clients reported increased self-acceptance and self-empathy. The therapeutic relationship emerges as a model for relationships with self and others as well as a powerful source of personal growth in its own right.
What Eminent People Have Said About The Meaning Of Life
Authors: Kinnier Richard T. , Kernes Jerry L. , Tribbensee Nancy E. , Van Puymbroeck Christina M.
Published: April 2003

Two-hundred and thirty-eight quotations from 195 eminent people regarding their beliefs about the meaning of life were content analyzed. The main themes (in order of their frequency) are as follows: "Life is to be enjoyed," "We are here to love and help others," "It is a mystery," "There is no cosmic meaning," "We are here to serve or worship God," "Life is a struggle," "We must make a contribution to society," "Our mission in life is to seek wisdom/truth, and to become selfactualized," "We must create meaning for ourselves," and "Life is absurd or a joke." Discussion focuses on the meaning of the results and implications for practice.
The Lowenfeld Mosaic Technique: Its Clinical Use And Potential For Facilitating Self-Actualization
Authors: Miller David , Ruskowski John B.
Published: April 2003

The administration and potential clinical utility of the Lowenfeld Mosaic Test,an assessment device for which there has been renewed interest in recent years, is described. An overview of the technique is provided, as well as a case example of an adult client that demonstrates how the technique may potentially be useful both for assessment and for enhancing self-understanding and personal growth. Limitations of the technique as well as future research needs are discussed.
War After Communism: Effects on Political and Economic Reform in the Former Soviet Union and Yugoslavia
Authors: HOROWITZ SHALE
Published: April 2003

How did war affect political and economic reform efforts across the post-communist world? War is hypothesized to have a negative political impact through three main mechanisms: distraction from any peacetime political and economic reform agenda; military defeat and disruption, and associated weakening or militarization of state authority; and postwar economic isolation. After controlling for cultural, economic, and institutional factors, statistical analysis confirms the negative effects of war on political and economic reform. The negative effect of war is robust across a range of model specifications and time periods, but is estimated to be stronger for the subgroup of initially democratic countries. The cultural variable of `frustrated national ideals' is the most important control variable. There follow brief case studies of the eight post-communist countries torn by protracted, large-scale military conflict - Armenia, Azerbaijan, Bosnia and Herzegovina, Croatia, Georgia, Moldova, Tajikistan, and the Federal Republic of Yugoslavia. The case studies focus on how initial conditions - particularly the cultural variable of frustrated national ideals - interact with longer-term effects of war to influence postwar revival of reform efforts. Among the subgroup of initially democratic countries, the dominant pattern is not one of democracy unleashing diversionary war, as it did in Slobodan Milosevic's Serbia. Rather, reform nationalist governments typically wanted to avoid war. But their political constituencies and ideological commitments typically prevented them from making concessions that might have avoided war, or at least stopped it more quickly. This entangled their countries in longer-term conflicts, with correspondingly greater adverse impacts on political and economic reform.
Explaining War Termination: a Boolean Analysis of Causes
Authors: CHAN STEVE
Published: April 2003

An understanding of why states fight wars requires an understanding of why they end wars. These phenomena form interrelated parts of a larger process of interstate bargaining. Yet, compared to the research on the outbreak of wars, there has been much less attention paid to their termination. These conflicts end when the belligerents reach convergent expectations that they have more to gain or less to lose if they stop fighting than if they continue to do so. This article presents several factors hypothesized to hasten or delay this mutual recognition and, therefore, to shorten or prolong a conflict. Boolean algebra is applied to study the individual and joint effects of these factors on the duration of 23 interstate wars during 1945-92. The results show that short wars stem from different causal combinations, therefore suggesting the inadequacy of any monocausal explanation. Moreover, this analysis points to the importance of context-specific understanding because the same factors can have different effects on shortening war and different factors can have similar effects on this outcome under different circumstances. Contrary to the argument in favor of an incremental escalation of military pressure on an adversary, massive and intense fighting at the outset of a war has been nearly a necessary though insufficient condition for a quick ceasefire. This conclusion supports the view that private information inclines states to fight wars but the revelation of this information in the subsequent fighting puts them in a better position to reach a settlement.
Economic Valuations and Interethnic Fears: Perceptions of Chinese Migration in the Russian Far East
Authors: ALEXSEEV MIKHAIL A.
Published: April 2003

When members of one ethnic group feel threatened by population trends favoring ethnic `others', would perceived economic gains associated with such population change - as in many cases of migration - reduce perceived threats to security and interethnic hostility? An ideal quasi-experimental setting for addressing this question is Chinese cross-border migration into the Russian Far East, where the author designed and directed an opinion survey in September 2000 with 1,010 respondents selected through stratified random sampling. Findings based on multiple regression analysis suggest that individuals who perceive interactions with members of a culturally distant ethnic group as economically beneficial feel less threatened and favor less hostile responses toward ethnic `others' - even if these individuals adhere to negative stereotypes against the latter. Strong effects of perceived economic gains (or losses) with respect to the local economy endure when controlled for party identification, perceptions of relative deprivation, perceptions of the neighboring state's intent to undertake aggressive actions, and perceptions of military balance, as well as for local economic and demographic trends. For both threat and hostility, perceptions of total economic effects attributed to ethnic `others' - but not perceptions of relative gains among groups - are found to be a significant predictor.
Ethnic Discrimination and Interstate Violence: Testing the International Impact of Domestic Behavior
Authors: CAPRIOLI MARY , TRUMBORE PETER F.
Published: April 2003

It has been shown in the work of Ted Gurr and others that ethnic discrimination can lead to ethno-political rebellion, and that rebellion often leads to interstate conflict. The authors seek to discover whether rebellion is the only meaningful link between ethnic discrimination and international violence. Many scholars have argued that a domestic environment of inequality and violence results in a greater likelihood of state use of violence internationally. This argument is most fully developed within feminist literature; however, research in the area of ethno-political conflict has also highlighted the negative impact of domestic discrimination on state behavior at the international level. The analysis builds upon the literature linking domestic gender inequality and state aggression to other inequalities created and/or sustained by the state. Using the Minorities at Risk (MAR) and Militarized Interstate Disputes (MID) datasets, the authors test whether states characterized by higher levels of discrimination against ethnic minorities are more likely to exhibit higher levels of hostility or to use force first when involved in international disputes. Group-level data in MAR are used to create a set of state-level variables measuring the extent of formal and informal discrimination against minority groups. The authors then test whether states with higher levels of discrimination against minority groups are more likely to rely on force when involved in an international dispute, controlling for other possible causes of state use of force. Ultimately, the authors confirm their hypotheses that states characterized by domestic inequality with regard to ethnic minorities are more likely to exhibit higher levels of hostility and to use force first when involved in an interstate conflict.
The Relationship Between Child Sexual Abuse And Female Delinquency And Crime: A Prospective Study
Authors: Siegel Jane A. , Williams Linda M.
Published: April 2003

Child sexual abuse has been hypothesized to be an especially significant factor in the etiology of girls’ delinquency and women’s crime. This article reports on a prospective study of 206 women who, in the period from 1973 to 1975, were treated in a hospital emergency room in a major city following a report of sexual abuse. Their subsequent juvenile and adult criminal records were compared to a matched comparison group. Child sexual abuse was a statistically significant predictor of certain types of offenses, but other indicators of familial neglect and abuse were significant factors as well.
Can Punishment Encourage Offending? Investigating The “resetting” Effect
Authors: Pogarsky Greg , Piquero Alex R.
Published: April 2003

Several recent studies report that punished individuals appear more likely to offend in the future and believe that the certainty of punishment is lower than do their less punished/unpunished counterparts. This article investigates two competing explanations for the latter finding. Under the selection account, punishment simply identifies the most committed offenders whose certainty estimates, even following punishment, remain lower than those of less committed offenders. The second account, resetting, invokes a judgment and decision-making bias known as the “gambler’s fallacy.” Under this explanation, punished offenders reset their sanction certainty estimate, apparently believing they would have to be exceedingly unlucky to be apprehended again. Herein, we report a preliminary empirical investigation of these explanations and address the challenge to contemporary deterrence theory posed by the “positive punishment effect.”
Learning from Japanese Approaches to Professional Development
Authors: Fernandez Clea
Published: April 2003

This article first describes the Japanese professional development practice of lesson study and its articulation within the Japanese educational system. Next, insights gained from an empirical study that explored the feasibility of lesson study in a U.S. setting are discussed. More specifically, challenges to lesson study practice are highlighted, with particular attention paid to the difficulties faced by American teachers in trying to adopt the research focus that is inherent in lesson study. The article concludes with reflections about what the study of lesson study can teach us about efforts to improve teaching, which, like lesson study, center on having teachers examine their practice or that of others.
The Importance of the University Campus Program in Preservice Teacher Education
Authors: Beck Clive , Kosnik Clare
Published: April 2003

The university campus component of preservice teacher education is often seen as overly theoretical, fragmented, and unconnected to practice. Indeed, some commentators maintain that a key step in the “reform” of teacher education is to reduce the time student teachers spend on campus. In response, teacher educators have made a number of suggestions for improving the campus program. Building in part on those suggestions, the authors modified the campus aspect of a preservice program. In this study, student teachers’ views were elicited on the redesigned campus program. Whereas the student teachers made several recommendations for improving the campus program, all said it had a major impact on their development as teachers. In particular, it helped them acquire broad goals for teaching, broad pedagogical approaches, specific skills, curriculum knowledge, and a sense of themselves as professionals. However, this impact was largely dependent on program structures and approaches that, to be viable, require significant institutional support.
The Role of Empathy in Teaching Culturally Diverse Students
Authors: McAllister Gretchen , Irvine Jacqueline Jordan
Published: April 2003

This study provides a description of 34 practicing teachers’ beliefs regarding the role of empathy as an attribute in their effectiveness with culturally diverse students. Empathy involves cognitive, affective, and behavioral components that teachers believed were manifested in their practice. All of these teachers had participated in a multicultural professional development program geared to fostering culturally responsive practice. Through a content analysis of more than 125 documents, three themes in teachers’practices emerged: more positive interactions with culturally diverse students, more supportive classroom climates, and more student-centered practices. In addition, teachers discussed their most valuable learning experiences in the professional development course. These included a cross-cultural simulation, cultural immersion trips, and their own experiences as minorities. The results from this study underscore the importance of creating contexts in teacher education and professional development programs in which teachers and preservice teachers use and nurture empathetic dispositions and behaviors.
Absent from the Research, Present in Our Classrooms
Authors: Sheets Rosa Hernández , Chew Laureen
Published: April 2003

This article documents the paucity of research on Chinese American teachers and discusses how this dearth contributes to the “invisibility” of Asian Americans as frontline participants in the shaping of children, educators, and educational policy. It explores bilingual Chinese American teachers’perceptions of the multicultural course requirement in their teacher preparation program and examines the content and context in which this course is experienced. The following were found to be significant: understanding the reality and complexity of the implementation of multicultural education, questioning personal K-12 experiences, identifying White teacher resistance as the major barrier to implementation of multicultural education, and recognizing the psychological and academic benefits of ethnic studies. Teachers explained that cultural knowledge gained by personal experience and in ethnic studies may be the “content” they perceived to be needed in, yet missing from, multicultural education coursework. They also identified lack of knowledge of other cultural groups and mono-ethnic teaching settings as significant obstacles.
The Unification of Church and State
Authors: Seidl Barbara , Friend Gloria
Published: April 2003

This article describes a long-term and mutually beneficial partnership between a teacher education program at The Ohio State University and Mt. Olivet Baptist Church in Columbus, Ohio. The purpose of the partnership is to provide teacher education students with experiences that move them toward bicultural competency and the development of culturally relevant teaching. The history and nature of the relationship is explored, as is the equal-status, cross-cultural internship that the teacher education students participate in within the partnership.
Gender Bias in Teacher Education Texts
Authors: Zittleman Karen , Sadker David
Published: April 2003

This content analysis investigated the treatment of gender in 23 teacher education textbooks published between 1998 and 2001. Given the decades of research documenting the impact of gender bias in schools, the authors anticipated stronger, fairer texts than those analyzed 20 years ago. Clearly, there has been progress, but it is minimal. Introductory/foundation texts provide slightly more than 7% of content to gender issues; methods texts average little more than 1%. Although a commitment to gender fairness is verbalized in several of these texts, specific resources and strategies to achieve that goal are often absent. Inadequate, stereotypic, and even inaccurate treatment of gender is commonplace. Tomorrow’s teachers may learn the importance of verbalizing support for equity without the expectation that they can actually help make it a reality.
Variation in Teacher Preparation
Authors: Darling-Hammond Linda , Chung Ruth , Frelow Fred
Published: April 2003

Does teacher education influence what teachers feel prepared to do when they enter the classroom? Are there differences in teachers’experiences of classroom teaching when they enter through different programs and pathways? This study examines data from a 1998 survey of nearly 3000 beginning teachers in New York City regarding their views of their preparation for teaching, their beliefs and practice, and their plans to remain in teaching. The findings indicate that teachers who were prepared in teacher education programs felt significantly better prepared across most dimensions of teaching than those who entered teaching through alternative programs or without preparation. Teachers’views of their preparation varied across individual programs, with some programs graduating teachers who felt markedly better prepared. Finally, the extent to which teachers felt well prepared when they entered teaching was significantly correlated with their sense of teaching efficacy, their sense of responsibility for student learning, and their plans to remain in teaching.
Looking Again at Insider Knowledge
Authors: Gitlin Andrew , Peck Marcia , Aposhian Natalie , Hadley Shane , Porter Annie
Published: April 2003

In this article, the authors challenge historical relations of power, which have valued academic knowledge over the experiential knowledge of teachers and claim that such knowledge is valuable and should be seen as legitimate. At the same time, though, they argue that there is a need to assess the knowledge produced by teachers and academics and offer a conceptual apparatus for conducting such assessments. According to the authors, assessment needs to be an ongoing process that occurs within a collaborative setting where differences in perspective are used as strengths to aid researchers (both teachers and academics) in critically examining their perceptions. More specifically, the authors suggest that by incorporating both insider and outsider knowledge (i.e., experiential and traditional forms of academic knowledge) into teacher research reports, a relational type of assessment can occur where both types of knowledge forms can be scrutinized.
Possibilities and Challenges
Authors: Serafini Frank
Published: April 2003

The National Board for Professional Teaching Standards (NBPTS) was initiated in 1987 to establish “high and rigorous” standards for the teaching profession, create a voluntary system to certify accomplished teaching, create professional development opportunities, and increase the status of the teaching profession in America. Various educators have proposed numerous challenges to the NBPTSsystem, particularly the assessment process, whereas other educators have suggested that the NBPTSprocess will create new possibilities for staff development and increase the quality of classroom teaching. This article outlines a variety of possibilities and challenges for classroom teachers considering NBPTScertification and other concerned educators synthesized from the available research and educational publications.
Writing Instruction or Destruction
Authors: Brindley Roger , Schneider Jenifer Jasinski
Published: April 2003

The purpose of this study was to examine fourth-grade teachers’ self-assessments of their perceptions about writing development and writing instruction. The authors surveyed fourth-grade teachers within one large school district in the Southeastern United States. Utilizing quantitative and qualitative methodologies, they analyzed the teachers’ self-assessments of their instructional practices with regard to writing. They found that the teachers revealed a wide range of statements about writing instruction with fluctuating perspectives about how writing develops. In addition, there was evidence that the state curriculum and the writing test dictated the teachers’instructional practice. As a result, many teachers revealed discrepancies between their perspectives about writing development and their instructional practices. The authors suggest there are lessons to be learned for all teacher educators from this scenario.
Using Student Portfolios to Increase Reflective Practice among Elementary Teachers
Authors: Ellsworth Judith Z.
Published: April 2003

This article summarizes findings from a 3-year case study of an elementary school in which student portfolios were implemented as part of a comprehensive school reform effort. The study documents (a) the specific role of portfolios in helping teachers at this site confront the discrepancies between what they thought they had taught and what students had actually learned and (b) the larger issues of teachers’ changing conceptions of their instructional practices and professional development needs that resulted from the reform process. Findings were that in this case, portfolios were an important mechanism through which teachers came to a deeper understanding of their professional practices. Teachers began to recognize changes in classroom practice and schoolwide responsibilities and to identify organizational structures and professional development opportunities necessary for the inquiry and reform process. Connections to ideas of reflective practice and critical inquiry and implications for teacher education are discussed.
Increasing Critical Multicultural Understanding Via Technology
Authors: Schoorman Dilys
Published: April 2003

A university-school correspondence partnership project was designed, in part, to enhance the multicultural awareness and understanding of preservice teachers. This electronic mail-based correspondence project enabled undergraduates to interact with students from different cultural and experiential backgrounds. The focus of this article is the manner in which participation in the project provided many teachable moments, which resulted in the contextualized understanding of concepts, an awareness of biases and experiential gaps, increased critical self-reflection, and an orientation toward action for greater educational and social equity. The implications for technologically mediated communication to achieve these outcomes are also discussed.
Self-Study In Teacher Education
Authors: Dinkelman Todd
Published: April 2003

This article presents an argument for self-study of teacher education practices as a means and ends tool for promoting reflective teaching. The assertion is that self-study serves a dual purpose: as a means to promote reflective teaching and as a substantive end of teacher education. The argument consists of a five-part theoretical rationale for the use of self-study in reflection-oriented teacher education programs. Taken together, the various components of this rationale suggest that the promotion of reflective teaching will require something other than an additive approach to teacher education reform. Rather, self-study calls for a reconceptualization of the very process of teacher education itself. When teacher educators adopt self-study as an integral part of their own professional practice, the terrain of teacher preparation shifts. Self-study becomes more than just a means to the treasured aim of reflective teaching-self-study becomes an end of teacher education in its own right.
Inquiring Minds Want To Know
Authors: Crocco Margaret S. , Faithfull Bayard , Schwartz Sherry
Published: April 2003

This article describes a professional development school (PDS) relationship between Teachers College, Columbia University, and the Beacon School in New York City. In examining this case of an urban high school with a diverse student population working with a college of education, the authors add to the literature on PDS partnerships, which has dealt mostly with elementary school partnerships with colleges of education. The authors focus on the action research projects conducted by teaching interns at Beacon who are also master's students in secondary education programs, chiefly social studies and English, at Teachers College. The authors analyze the impact of this collaboration on participants and institutions, while acknowledging the areas of strain in maintaining the professional development relationship over time.
Learning To Hope, Or Hoping To Learn?
Authors: Hammerness Karen
Published: April 2003

This article introduces the concept of teachers' vision-teachers' images of ideal classroom practice. Drawing from surveys of 80 teachers and interviews with 16 teachers, the author advances three dimensions that can be used to characterize visions-the focus, range, and distance. Portraits of the visions of two novice teachers help demonstrate the range of visions as well as the different roles vision plays in teachers' lives. Understanding and identifying variations in the range, distance, and focus of these two visions-along with differences in contexts-can help us see how these two teachers come to very different understandings about school and about teaching and learning. The article concludes with an exploration of how the concept of vision might provide novice teachers with a tool that may help them surface and interrogate their beliefs, identify steps to promising practices, and even assist them in selecting contexts in which they can thrive and flourish.
Examining The Quality Of The Evidence In Preservice Teacher Portfolios
Authors: Delandshere Ginette , Arens Sheila A.
Published: April 2003

In this study, the authors examine the quality of the evidence represented in preservice teacher portfolios and the inferences drawn from them. Questions of purpose and representation of teaching in the portfolios are also addressed. The study is based on three teacher education programs in which students develop portfolios in preparation for initial licensure. Program guidelines, portfolios, and other assessment materials were analyzed. Interviews were conducted with students and faculty members; focus groups with students and surveys were also used for this study. What emerges is a pressing concern among teacher educators to rally evidence that the students are "meeting the standards" without much opportunity for meaningful dialogue and debate about education, teaching, and learning. In constructing portfolios, students use evidence and artifacts interchangeably to mean something tangible used to display a particular teaching activity, belief, or skill, and their notions of explanation and reflection are quite problematic.
"Too Angry To Leave"
Authors: Quartz Karen Hunter ,   TEP Research Group
Published: April 2003

While the challenge to retain highly competent teachers affects all schools, the crisis is critical in urban districts, which historically suffer from a severe shortage of qualified teachers. This paper reports research on one effort to curb urban teacher attrition through a nontraditional approach to urban teacher education, induction, and ongoing professional development. It combines quantitative data about the five-year retention rates of teachers prepared specifically as "social justice" urban educators with qualitative data about the type of preparation and ongoing support the teachers experienced. Our analyses of these data allow us to propose elements of preparation and support that may be efficacious in remedying "the revolving door" of urban schools. This case study extends the broad literature on teacher retention while establishing groundwork for further investigations of urban teachers' learning and career paths. In conclusion, it helps reframe the professionalization of teaching debate to fit urban school realities.
School Portfolio Development
Authors: Craig Cheryl J.
Published: April 2003

This article features a teacher knowledge approach to school portfolio development that was used with teachers on five campuses involved in a major national reform movement. The narrative method shows how teacher knowledge is made public and shared through school portfolio making. Particular emphasis is placed on the connections between and among reflection and action relating to individual, collective, and school change.
The Effects Of Collaborative Action Research On Preservice And Experienced Teacher Partners In Professional Development Schools
Authors: Levin Barbara B. , Rock Tracy C.
Published: April 2003

This study describes the perspectives of five pairs of preservice teachers and their experienced mentor teachers who engaged collaboratively in planning, implementing, and evaluating action research projects during a semester-long internship experience in their professional development school sites. The views of novice and experienced teachers about the costs and benefits of doing collaborative action research are presented, and the authors elaborate on the development of the mentor/mentee relationship between the preservice and experienced teacher pairs. The authors also offer guidelines for successfully engaging preservice and experienced teachers in collaborative action research.
University Faculty In Partner Schools
Authors: Ginsberg Rick , Rhodes Lynn K.
Published: April 2003

A common component of teacher preparation reform includes the development of partner schools. As more universities create partnerships, the impact on faculty rewards, rank and status are significant concerns. This research examined these issues with National Network for Educational Renewal (NNER) institutions. The amount and nature of faculty work in partner schools varied considerably across NNER institutions suggesting that progress is variable and/or that institutions are arriving at different solutions regarding partnerships. In addition, the provision of formal and systematized teaching load credit or course release for faculty who work in partner schools is only slowly emerging at some institutions. Finally, only a small percentage of institutions reported changes in tenure and promotion guidelines recognizing partner school work, with about one third indicating that such changes were under discussion, while half reported no changes. Reasons for these findings are offered and analyzed in terms of changing teacher preparation programs.