LeAnn G. Putney

Developing Collective Classroom Efficacy: The Teacher’s Role as Community Organizer

Collective efficacy reveals how well group members relate to one another while working toward common goals. It also reveals group resilience and the willingness of group members to continue working through difficult situations. The purpose of this study is to explore collective efficacy at the classroom level, using Vygotsky’s view of individual and collective development to examine how it could be developed and facilitated by fifth-grade classroom participants. By examining collective efficacy in this way, the authors offer a sense of what teachers can do to promote collective classroom efficacy through their instructional practice. Results indicate that the sense of collective classroom efficacy developed by the fifth graders was initiated and nurtured by the teacher in the role of classroom community organizer.

Evolution of qualitative research methodology: Looking beyond defense to possibilities

The authors discuss where qualitative research may be headed in the light of where it has been, situating their conversation in the current political context.

Self-efficacy and interest in the use of reading strategies

Abstract We examined the influence of reading strategy instruction on self-efficacy, interest, and comprehension by 4th-graders from at-risk environments. Previous research indicates that reading strategy instruction can improve reading comprehension; however, few studies have examined the link between strategy instruction and self-efficacy and interest in using reading strategies. Students participated in reading strategy instruction and activities over a two-week period. We measured self-efficacy, interest, and comprehension before and after the strategy instruction. As predicted, self-efficacy and interest increased while comprehension remained stable. Results suggest that explicit strategy instruction and practice can be integrated with existing classroom curriculum and can influence student motivation in a relatively short period of time. Suggestions are provided for strategy instruction.

Effects of overweight and obesity on walking characteristics in adolescents.

Child and adolescent obesity is growing at a staggering rate. Associated potential health risks have been acknowledged in the adult population, and similar concerns have been raised for children and adolescents. However, distinguishing locomotor characteristics related to obesity have yet to be clearly identified for adolescents. The aims of the study were to examine the effects of walking velocity and gender on spatio-temporal characteristics of gait between normal weight (NW) and overweight and obese (OWO) adolescents. In addition, we sought to identify characteristics of gait that are related to body mass index percentile (BMI%). Adolescent students in grades 7-10 (N=111) from a charter school participated in the study. All participants walked at two speeds (preferred, fast) over an instrumented walkway (120 Hz). Spatio-temporal characteristics of gait were extracted from four walkway passes and evaluated. Results identified significant (p<.05) differences in velocity, percent double support, percent swing phase, and stance width between groups. Only stance width was different (p<.05) between genders. Models to predict BMI% from kinematic walking parameters were of moderate strength (averaging 43.5% explained variance) and were generally stronger for females versus males. Percent double support was the primary predictor variable of BMI% across speed and gender. It is suggested that OWO adolescents may be challenged with control of movement of the center of mass during the support phase of walking.

Evaluation of an evolving virtual high school

A recent major trend in distance education is the emergence of K‐12 virtual schools. This evaluative case study looked at the issues encountered and lessons learned by one school district during the first year of a virtual high school program. The purpose of the evaluation was to examine what happened when the school district initiated its virtual high school. It addressed such questions as why did the district establish the program, what challenges were faced when the program was implemented, how did the program change, and what types of issues need to be considered for the future. Auswertung des Entstehens einer virtuellen high school Ein neuer weit verbreiteter Trend im Fernunterricht ist die Ausbreitung von virtuellen K‐12 Schulen. Diese evaluative Fallstudie untersuchte die Vorgänge und Ergebnisse, die sie in einem Schulbezirk während des ersten Jahres eines virtuellen High‐School programms festgestellt hat. Der Zweck der Auswertung war, zu prüfen, was geschah, als der Schulbezirk seine virtuelle High‐School initiierte. Er sprach solche Fragen an, wie, warum der Bezirk das Programm einführte, welche Herausforderungen stellten sich, als das Programm eingeführt wurde, wie das Programm geändert wurde und was in der Zukunft berücksichtigt werden müsste. L’évaluation d’un lyceé virtuel en mutation L’apparition des écoles primaires et secondaires virtuelles constitue une tendance récente et forte dans l’enseignement à distance. La présente étude de cas évaluée a pris en compte les problèmes rencontrés et les leçons qui en ont été retirées par un district scolaire pendant la première année d’un programme de Lycée Virtuel. Le but de cette évaluation était d’examiner ce qui s’est produit lorsque le district scolaire a lancé son Lycée Virtuel. On a posé des questions telles que «Pourquoi le district a‐t‐il établi un programme de ce genre,?», «Quels sont les défis qu’il a fallu relever lorsque le programme a été mis en place?», «Comment le programme a‐t‐il changé?» et «Quelles catégories de problèmes faut‐il prendre en compte pour l’avenir?» La evaluation de un colegio virtual y de su evolucion La aparición de las escuelas primarias y secundarias virtuales constituye una tendencia nueva y fuerte en educación a distancia. El presente estudio de un caso evaluado examina los problemas encontrados y las lecciones sacadas por un distrito escolar durante el primero año de un programa de Colegio Virtual. El objetivo de esa evaluación era de examinar lo que sucedió cuando el distrito escolar puso en marcha su Colegio Virtual. Entre las cuestiones examinadas se puede notar porque el distrito estableció el programa, los retos a los cuales tuvieron que hacer frente cuando el programa fue puesto en marcha, como mudo el programa y que categorías de problemas hay que tomar en cuenta para el futuro.

Looking through ethnographic eyes at classrooms acting as cultures

In this article we used an orienting framework of interactional ethnography to make visible classrooms acting as cultures. We examined the interactional patterns from two different classrooms as participants jointly negotiated and constructed meaning. We first demonstrated how participants began to construct a classroom culture in the first weeks of school. Next, we examined how taking up an ethnographic perspective assisted a teacher candidate to successfully enter an ongoing classroom culture. In the last analytic sequence, we followed the discursive practices surrounding a fifth grade student who re-entered an ongoing classroom culture after an absence of four months. The results showed that using ethnographic skills of observation and interpretation assisted both the teacher candidate and the returning student to become communicatively and culturally competent members, by recognising the social and academic patterned practices that were already taking shape through the classroom interactions.

Constructing Community in a Postsecondary Virtual Classroom

Interactional ethnography with a social constructionist perspective was used as an orienting theoretical framework to investigate how a community of learners was constructed in a postsecondary distance education class. The question guiding this research was: How do the interactions of the participants in an on-line classroom construct the social culture of a distance education classroom? Three analytical components of this larger study are expanded upon in this article: a) how the on-line conversational topic was changed to the on-task analysis of the weekly readings; b) how the use of an object became part of the classs repertoire; and c) how members compensated for the lack of face-to-face verbal and non-verbal conversational cues. Benefits of the study include providing insights into how the on-line communications resulted in student perception of being part of the classroom culture and providing practical examples of on-line application of student-centered pedagogical techniques.

Conceptualizing a basis for understanding: What differences do differences make?

The purpose of our commentary is to offer ways of understanding the differences in theoretical positions and of exploring what difference the differences make. To conceptualize a basis for understanding the theoretical transformation currently taking place in the field of educational psychology, we bring two constructs from the philosophy of science to bear. We suggest that one way to understand the differences is to consider the expressive potential of the research programs. In so doing, we suggest that the research programs be seen as intellectual ecologies created by members within these traditions. We argue that to understand the emic point of view of a tradition, one must become initiated into the discourse within that community and understand the historical development of the ideas within that intellectual ecology.

Intimacy and Reflection

Abstract Seminars have often been used in teacher education to stimulate reflective thought and moral development among the participants. The use of online resources, such as listservs and electronic mail, expands the scope and range of seminars by allowing students to participate at any time. This study examines the use of an online seminar with a cohort of students involved in a field-based practicum at a professional development school on the university campus. The methodology of the seminar is explored, as are the topics discussed by participants. Particular attention is given to the ways in which student attitudes develop during the conversation.

Modifying the Diabetes Prevention Program to Adolescents in a School Setting: A Feasibility Study

The growing epidemic of overweight children has led to a higher prevalence of youth being diagnosed with diabetes, particularly type 2 diabetes. The current study modified the Diabetes Prevention Program (DPP) for use with 7th–10th graders in a school setting. The DPP is an evidence-based lifestyle intervention program that has been translated successfully in various adult settings. Yet the feasibility of modifying the DPP for use with middle and high school students has not been documented. A multidisciplinary university research team collaborated with a local charter school to include a modified DPP as part of the curriculum for one semester. Pre- and posttests included food knowledge, health locus of control, BMI, and performance on the 12-minute Cooper walk/run test. Findings suggest tentatively that the modified DPP was successful at increasing food knowledge and awareness of more rigorous physical activity as well as their association to improved health outcomes. Equally as important, results demonstrate that it is feasible to conduct interventions targeting healthy weight among adolescents in school-based settings by incorporating them in the curriculum.