Linda F. Quinn

International Student Teaching: New Zealand and the United States Perspectives on Schooling

Abstract Six New Zealand and five American education majors completed all or part of a student teaching practicum abroad in an exchange program between Waikato University and the University of Nevada, Las Vegas. Their perceptions of teaching in a system different from their own were self documented and examined through a variation of the constant comparative method of data analysis. Seven categories of personal constructs regarding international student teaching and living in another culture were identified. They are: choices, expectations, impressions, procedures, supervision, philosophy, and recommendations. Responses suggest that through their international experiences, students do acquire new attitudes and beliefs to test against the realities they will encounter when they return home to teach in their home country school systems.

The Influence of the Discussion Leader Procedure on the Quality of Arguments in Online Discussions

Many consider rich argumentation to be the core of quality discussions and view it as a vehicle to solving problems and clarifying content. This study examined the influence of a discussion leader intervention on the quality of online argumentation and interactivity. Subjects were 44 undergraduate students who participated in online discussions on a technology issue over two weeks. Participants who received pre-determined instructions from the leader prior to the issue discussion were more likely to produce enriched argumentation and increased interaction than the control participants who did not receive specific instructions prior to the issue discussion. Results indicated that students participating in groups receiving specific argumentation instructions from the leader produced better online argumentation for the second week and exhibited increased interactivity patterns for both weeks.

The Importance of Structure in Providing Uniform Quality in Mentoring/Induction Programs

Abstract This case‐study research investigated mentroing interactions at five elementary schools within a district‐wide, state‐mandated induction program. The subjects of the study were five mentor teachers and their five first‐year colleagues. A literal replication of cases described both the objective and subjective features of mentor/first‐year teacher interactions. Typologies were developed to illustrate types of interactions and mentoring styles. Results indicate that school and district administration, in order to facilitate successful mentoring, should develop a formally structured approach to the selection, training and assignment of mentors.

A Self-Study of Professional Development through Program Revision

This paper describes a university–school collaboration that resulted in the creation and implementation of a field-based teacher education program. Key features of this program included immersion in the field, integrated curriculum, supported reflection, and technology integration. After describing the development and implementation of the program, we discuss the results stemming from systematic reflection on the significance of the experience.