Zeitschriftenartikel zum Thema „Columbian Association of Teachers“

We analyze four calls to action issued by the British Columbia Teachers’ Federation (BCTF) president, Jim Iker. These appeals sought to mobilize members during the 2013-2014 collective bargaining that pitted the BCTF against the British Columbia government and the direct employer, the British Columbia Public School Employers’ Association. We apply a “theory of rhetoric” developed by Chaim Perelman to locate and analyze the topics the BCTF president used to persuade his members to adhere to his arguments about the merit of collective action.We argue that the president constructed his rhetoric by visiting five topics—urgency, fairness, futility, agency, and integrity. The first three promoted a utilitarian logic for collective action. Iker used them to persuade teachers, and other stakeholders, that collective action was necessary for addressing the problem—the futility of the bargaining process to produce a negotiated fair agreement due to the government’s reluctance to bargain in good faith. The last two topics—agency and integrity—comprised a rhetoric of comfort and reassurance offering an affective logic for acting collectively. At least some union members, as well as other stakeholders, might have felt that teachers are expected to care for their charges in the classroom rather than on the picket line, by withdrawing services they monopolize. Iker used the topics of agency and integrity to remind everyone that defending students, young teachers, the teaching profession, and the education system was commendable, and reassured them that collectively they would not be ignored and nor would they fail.In short, we have pointed out five topics that the president visited to mobilize his members to collective action. They highlight a unique rhetoric that aimed to persuade teachers to become agents of protest. Our case study methodology did not allow us to generalize our findings, which more research is, thus, needed to corroborate.

Objectives Teachers are an important occupational group to consider when addressing vaccine confidence and uptake for school-aged children due to their proximate role within school-based immunization programs. The objectives of this study were to characterize and identify sociodemographic factors associated with vaccine confidence and describe teachers’ knowledge of and perceived role in the school-based immunization program, with the aim of informing public health policy and identifying opportunities for supporting teachers in their role in school-based immunization programs. Methods A cross-sectional survey of elementary and secondary public-school teachers in British Columbia was completed from August to November 2020. Respondents provided sociodemographic information, as well as past vaccination experience, vaccine knowledge, and perceived role in the school-based immunization program. Vaccine confidence was measured using the Vaccine Hesitancy Scale (VHS). Characteristics associated with the VHS sub-scales ‘lack of confidence in vaccines’ and ‘perceived risk of vaccines’, were explored using ANOVA. Descriptive analysis was completed for teachers’ perceived role in the immunization program. Results 5,095 surveys were included in this analysis. Overall vaccine confidence was high, with vaccine hesitancy being related to the perceived risk of vaccines rather than a lack of confidence in the effectiveness of vaccines. ANOVA found significant differences for both VHS-sub-scales based on sociodemographic factors, however, the strength of the association was generally small. High general vaccine knowledge and never having delayed or refused a vaccine in the past were associated with higher vaccine confidence. Overall, teachers reported a lack of clarity in their role within the school-based immunization program. Conclusions This large population-based observational study of teachers highlights a number of key engagement opportunities between public health and the education sector. Using a validated scale, we found that overall, teachers are highly accepting of vaccines, and well situated as potential partners with public health to address vaccine hesitancy.

Classical scholars have begun to delineate the dynamic pattern of black classicism. This new subfield of the classical tradition involves the analysis of the creative response to classical antiquity by artists as well as the history of the professional training in classics of scholars, teachers and students in high schools, colleges and universities. To the first group belongs Helen Maria Chesnutt (1880-1969). Born in Fayetteville, NC, Chesnutt was the second daughter of acclaimed African American novelist, Charles W. Chesnutt (1858-1932). She earned her B.A. from Smith College in 1902 and her M.A. in Latin from Columbia University in 1925. She was a member of the American Philological Association and the Classical Association of the Middle West and South. Her life was spent teaching Latin at Central High School in Cleveland, OH. This is the first full scale account of her career.

In March 2008, we, the guest editors of this special issue, served as cochairs to the Eighth Annual Second City Conference on Disability Studies in Education hosted by Teachers College, Columbia University.1 We organized the conference around the theme, “Mitigating Exclusion: Building Alliances Toward Inclusive Education Reform in Pedagogy and Policy.” As explicated in our call for proposals, the purpose of this conference was to explore the politics of exclusion with view to strengthening alliances in complementary areas of study (e.g., feminist studies, queer studies, critical race studies, and so on) as we continue to agitate for and implement change toward more inclusive policies and practices in public education…. The sponsoring organization for this conference is the Disability Studies in Education (DSE) special interest group (SIG) [of the American Educational Research Association]. As such, the participants and audience of this conference have historically been comprised of scholars working in the field(s) of disability. This year we aim to broaden our alliances in working toward inclusive education reform, by seeking both to build alliances with researchers in complementary areas of study, as well as by seeking the broader input and participation of other constituencies invested in inclusive education reform (i.e. classroom teachers, individuals labeled with disability/disabled people, family members of individuals labeled with disability/disabled people).

It has been a long road to the judicial recognition of women’s inequality under the Cana‑ dian Charter of Rights and Freedoms.1 The Supreme Court of Canada ruling in Fraser v Can‑ ada is significant for being the first decision where a majority of the Court found adverse effects discrimination based on sex under section 15,2 and it was only two years prior that a claim of sex discrimination in favour of women was finally successful at the Court,3 almost 30 years after their first section 15 decision in Andrews v Law Society of British Columbia. 4 1 Part I of the Constitution Act, 1982, being Schedule B to the Canada Act 1982 (UK), 1982, c 11 [Charter], s 15. 2 Fraser v Canada (Attorney General), 2020 SCC 28 [Fraser]. 3 Quebec (Attorney General) v Alliance du personnel professionnel et technique de la santé et des services sociaux, 2018 SCC 17 [Alliance] (majority found sex discrimination under s 15 and rejected the government’s justification argument under s 1 in the pay equity context). See also Centrale des syndicats du Québec v Quebec (Attorney General), 2018 SCC 18 [Centrale] (majority found violation of s 15 but accepted the government’s s 1 argument, also in the pay equity context). For comments on these decisions see Fay Faraday, “One Step Forward, Two Steps Back? Substantive Equality, Systemic Discrimination and Pay Equity at the Supreme Court of Canada” (2020) 94 SCLR (2d) 301; Jonnette Watson Hamilton & Jennifer Koshan, “Equality Rights and Pay Equity: Déjà Vu in the Supreme Court of Canada” (2019) 15 JL & Equality 1. See also British Columbia Teachers’ Federation v British Columbia Public School Employers’ Association, 2014 SCC 70 (a one-paragraph decision restoring an arbitrator’s award allowing a s 15 employment benefits claim by women); Newfoundland (Treasury Board) v NAPE, 2004 SCC 66 (finding a violation of s 15 but accepting the government’s s 1 argument, again in the pay equity context).4 [1989] 1 SCR 143, 56 DLR (4th) 1.

Abstract How physical therapists (PTs) in the United States currently use yoga in their clinical practices is unknown. The purpose of this study was to determine how PTs in the United States view yoga as a physical therapy (PT) tool and how PTs use yoga therapeutically. The authors conducted a 24-item survey via electronic communications of the Geriatric, Orthopedic, Pediatric, and Women's Health Sections of the American Physical Therapy Association. Participants (n = 333) from 47 states and the District of Columbia replied. Reported use of therapeutic yoga among participants was high (70.6%). Of those participants, nearly a third use asana and pranayama only. Most participants using therapeutic yoga also include additional mindfulness-related elements such as sensory awareness, concentration/focus, and/or meditation. Most participants learned about yoga through personal experiences, with many participants citing lack of familiarity in using yoga in PT practice. Safety is the primary concern of participants when recommending yoga to patients as an independent health and wellness activity. Interdisciplinary communication between PTs, yoga therapists, and yoga teachers is warranted to address the post-discharge needs of clients. Healthcare changes have required PTs to adapt to a biopsychosocial-spiritual model (BPSS) for improved patient outcomes. Therapeutic yoga may provide an opportunity for PTs to expand their role in health and wellness and chronic disease management. There is opportunity for continuing education in therapeutic yoga for PTs.

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

Summary Constitutional labour rights in Canada now protect workers’ freedom to organize and bargain collectively and to strike. These associational freedoms are especially important for public sector workers, the most frequent targets of legislation limiting their freedoms. However, the Supreme Court of Canada judgments recognizing these rights and freedoms have also introduced important ambiguities about their foundation, scope and level of protection. This brief comment locates these ambiguities in the context of Canada’s political economy and industrial relations regime, which are beset by contradiction and conflict. It then explores the origins and development of the jurisprudential ambiguities in constitutional labour rights through a survey of recent Supreme Court of Canada’s labour rights judgments, including most recently British Columbia Teachers’ Federation and British Columbia (2016).

The article provides a thorough analysis of the rattles depicted in Maya art, including their construction, decoration, and playing techniques. The gourd vessel rattle is the most frequently depicted musical instrument in Maya art, appearing in 108 iconographic sources. The rattles vary in shape, size, and adornment, with some being elaborately decorated and others unadorned. The author uses insights mostly from iconographic evidence to classify rattles into different types and subtypes based on their shape, adornment, and context of use. The article concludes that the round rattle with slits and adornments was the iconic representation of the rattle in Maya culture. The rattle appears in scenes representing courtly life, ceremonies, and battles. The text highlights the association of rattles with dancing, masking, and impersonation rituals, where they were often used as prestigious and powerful objects, manipulated by the most important characters. Adorned rattles generally indicate a musician of a higher status and correspond to the richness of their attire. It is also the only musical instrument with which rulers were depicted.

The COVID-19 pandemic and related school disruptions have led to increased concerns for the mental health of teachers. This study investigated how the challenges and systemic supports perceived by teachers during the COVID-19 pandemic were associated with their mental health and workplace well-being. This cross-sectional, survey-based study was conducted in February 2021, just prior to the third wave of the pandemic in British Columbia (BC), Canada (N = 1,276). Four multivariable linear regression models examined the associations between teachers’ pandemic-related challenges (pandemic-related personal stressors, teacher workload, difficulty implementing safety measures, meeting students’ needs), systemic supports (education system mental health and well-being support), and four mental health (psychological distress, and quality of life) and workplace well-being outcomes (job-related positive affect, turnover intentions), adjusting for sociodemographic and school characteristics. The Pratt index (d) was used to assess the relative importance of each predictor. A thematic qualitative analysis was conducted on teachers’ open-ended responses. Teachers’ workplace well-being (job-related positive affect and turnover intentions) was predominantly associated with their perceptions of education system support for their mental health and well-being (d = 46%, d = 41%, respectively). The most important predictor of general mental health (psychological distress and quality of life) was the number of COVID-19 related personal stressors teachers reported (d = 64%, d = 43%, respectively). The qualitative analyses corroborated and expanded upon the quantitative findings. Understanding pandemic-related challenges and supports impacting teacher mental health and workplace well-being equips us to make evidence-informed policy decisions to support teachers now and in future school disruptions.

The major objective of the research was an exploration of the impact of Head teachers’ instructional supervisory practices in Government Secondary Schools on teachers’ performance. In this descriptive research, data was collected through a survey. The population was all the female and male head-teachers and teachers of Government high secondary schools of Sargodha. Sample of 75 schools and their head teachers and 225 teachers from each school were selected by multistage random sampling technique. Two rating scales were used to collect data. Pearson r and descriptive statistics watershed for data analysis. The conclusion of the study was that there was a significant positive relationship between head teachers’ supervisory practices and teachers’ performance. On the basis of conclusion, in-service training for both the teachers and the head teachers are commended

In a historical review of curriculum revisions carried out in British Columbia, Canada, the author argued that these revisions were undemocratic in the sense that the revisions were carried out by a small selection of individuals associated with the Ministry/Department of Education. This article begins with a brief review of previous findings along with a discussion of how democracy, and in particular, procedural democracy, are understood. Procedural democracy is argued to relate to the public’s knowledge about government-initiated changes, ability to provide feedback, and how this feedback is attended to by those in government. This article then discusses the research methods and findings of a study carried out with British Columbian teachers and curriculum developers at a time when a major curriculum revision is occurring. The survey was designed based on the theoretical model of procedural model of democracy described. The findings focus on looking at the perceptions of teachers and curriculum developers regarding the process of curriculum reform carried out in British Columbia.

It has been suggested that physical education (PE) teachers hold strong anti-fat attitudes and that these can have an impact on the health of their students. In this study, we compare the attitudes and stereotypes towards obesity of PE teachers with those of their colleagues who teach mathematics. In addition, we evaluated the association between the teachers’ anti-fat biases and the level of physical activity (PA) of their students. The sample consisted of 81 PE teachers and 75 mathematics teachers. The adolescent sample consisted of 1792 secondary school students. The assessment of attitudes and stereotypes was conducted with the Implicit Association Test and the Anti-Fat Attitudes questionnaire. The PA level of the adolescents was determined by a self-administered instrument. PE and mathematics teachers showed similar biases, except for the automatic obesity–laziness association, which was stronger for PE teachers than for mathematics teachers. These distinctive implicit stereotypes of PE teachers were also significant predictors of the lack of PA in adolescents. We recommend the use of interventions aimed at reducing non-traditional forms of prejudice in teachers.

The results of this study support the hypothesis that male-biased emigration of yearling male Columbian ground squirrels (Spermophilus columbianus) is socially induced. The likelihood of emigration from both the natal site and the natal colony was correlated with parameters of social structure and behavior. Agonism by the mother and (or) neighboring adult females, in association with parturition and lactation, apparently caused the initial shifts of yearling males away from their natal home ranges. After these shifts, yearling males that lived in areas where the number of neighboring males (both adult and yearling) was high relative to the number of females emigrated to areas within the natal colony that were more female-biased (intracolony emigration), or emigrated from the natal colony (intercolony emigration). Reduced numbers of adult males apparently resulted in lower rates of emigration by yearling males. Among the latter, emigrants appeared to be subordinate to non-emigrants. We discuss these findings in light of current hypotheses concerning the proximate and ultimate causes of emigration in ground-dwelling sciurids.

Teachers have been reported as having high levels of emotional exhaustion (EE). It has also been observed that tobacco consumption (TC) is higher during stressful events. However, there is little evidence about the association between EE and TC among teachers. A total of n = 560 teachers took part in this study, where 71.79% (n = 402) were women. For data gathering, the EE dimension of the Maslach Inventory for teachers was used, along with a TC questionnaire and the sociodemographic data of the participants. A binary logistical regression model was used for statistical analysis. Regarding TC, over 30% of teachers declared that they smoked; 65% of the teachers presented medium-high EE and 31% of teachers presented high EE. Teachers who said they were smokers had a greater risk of presenting high EE (OR: 1.7, p < 0.05), along with younger teachers (≤44 years; OR: 2.1, p < 0.01). In addition, teachers with high EE also have a high risk of TC. The present study reports an association between TC and high EE category among teachers, regardless of gender. An important association is also observed between the under-45 age group and high EE. These results indicate that teachers should have psychological support and interventions aiding them with facing work stress and TC habits, especially for younger teachers.

This study aimed to determine the relationship between teachers' selflessness on their school organizational commitment. The study employed a descriptive-correlation research design with the online survey as the primary data collection tool. The respondents came from the 30 elementary and secondary schools in the Schools Division Office, Central Luzon. One hundred fifty-one public school teachers participated in the online survey using a stratified sampling technique. Adapted questionnaires were used to gather data. For the statistical treatment of the study, the mean was used for the teachers' responses. In contrast, for the relationship, the study used Pearson r-correlation. The study found that teachers' selflessness described their philosophies as "agree." As for the teachers' organizational commitment, it generated moderate to high responses. There is a significant difference in teachers' selflessness regarding sex and position. Also, the study found a relationship between teachers' selflessness, and affective and continuance commitment aspects of teachers' organizational commitment. Based on the results mentioned above, the researcher provided some crucial recommendations for the study.

The analysis of the DNA of ancient micro–organisms in archaeological and palaeontological human remains can contribute to the understanding of issues as different as the spreading of a new disease, a mummification process or the effect of diets on historical human populations. The quest for this type of DNA, however, can represent a particularly demanding task. This is mainly due to the abundance and diffusion of bacteria, fungi, yeasts, algae and protozoans in the most diverse environments of the present–day biosphere and the resulting difficulty in distinguishing between ancient and modern DNA. Nevertheless, at least under some special circumstances, by using rigorous protocols, which include an archaeometric survey of the specimens and evaluation of the palaeoecological consistency of the results of DNA sequence analysis, glimpses of the composition of the original microbial flora (e.g. colonic flora) can be caught in ancient human remains. Potentials and pitfalls of this research field are illustrated by the results of research works performed on prehistoric, pre–Columbian and Renaissance human mummies.

Archaeologists have long subjected Clovis megafauna kill/scavenge sites to the highest level of scrutiny. In 1987, a Columbian mammoth (Mammuthus columbi) was found in spatial association with a small artifact assemblage in Converse County, Wyoming. However, due to the small tool assemblage, limited nature of the excavations, and questions about the security of the association between the artifacts and mammoth remains, the site was never included in summaries of human-killed/scavenged megafauna in North America. Here we present the results of four field seasons of new excavations at the La Prele Mammoth site that confirm the presence of an associated cultural occupation based on geologic context, artifact attributes, spatial distributions, protein residue analysis, and lithic microwear analysis. This new work identified a more extensive cultural occupation including the presence of multiple discrete artifact clusters in close proximity to the mammoth bone bed. This study confirms the presence of a second Clovis mammoth kill/scavenge site in Wyoming and shows the value in revisiting proposed terminal Pleistocene kill/scavenge sites.

Objective: To find the association between ergonomics and musculoskeletal disorders (MSD) among school teachers. Methods: 40 subjects were selected for the study, to assess the prevalence of Musculoskeletal Disorders (MSD) with the standardized Nordic musculoskeletal questionnaire (NMQ) and evaluate for ergonomics in class and while working on computers/smart phones, and awareness of the same was noted with the help of checklists and Rapid Entire Body Assessment (REBA) and Rapid Upper limb Assessment (RULA) tools. Results: REBA scores revealed that majorly, teachers were at medium risk levels of getting MSDs, with 72.72% of primary teachers, and 75.86% of secondary teachers for tasks performed, whereas RULA scores concluded that 48.27% of secondary teachers and 45.45% of primary teachers were in the medium risk level of getting MSDs. Conclusions: The research revealed an association between ergonomics and the prevalence of MSDs in school teachers, and demonstrated the sites involved in the MSDs.

The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers. Key words: DASTT-C, pre-service science teacher, secondary science education.

Purpose of the study: The current study aims to recognize the association between teacher's personality traits and burnout in District Peshawar, Khyber Pakhtunkhwa, Pakistan. The current study predicts the moderating role of emotional intelligence in the relationship between personality traits & burnout levels of university teachers. Methodology: Quantitative research method was used in this study. Questionnaires were distributed to 317 samples of university teachers in District Peshawar, KP, and Pakistan. To check validity KMO & Bartlett's test was used. Cronbach Alpha Coefficient was used to test reliability. Meanwhile, hypotheses were tested through regression analysis and t-tests. Main Findings: It was indicated that openness to experience and neuroticism personality traits predict emotional exhaustion, depersonalization, extroversion & neuroticism express personal achievement. Emotional intelligence significantly moderates the association between a teacher's personality traits & burnout. Additionally, it was found that female and private sector university teachers were more burnout than male and public sector university teachers. Applications of the study: This study will add to the present level of understanding of constructs like personality traits, emotional intelligence, and burnout. The findings of this current study will also help university teachers to know about their dominant personality traits, their emotional level of intelligence. The current study results will help stimulate further research. Novelty/Originality of the study: To our knowledge, there are only fewer amount of research studies on studying the association between teachers' burnout & personality traits in university teachers particularly, in the context of Pakistan. Keeping in view that previous studies were not focused on the role of emotional intelligence in the relationship between the above-mentioned dependent and independent variables.

The genus Delphinus has recently been determined to be comprised of two species, the Short-beaked Common Dolphin, D. delphis, and the Long-beaked Common Dolphin, D. capensis. D. delphis is regularly observed in eastern Canadian waters, but is known only from a single stranding in British Columbia. Two specimen records and a series of sightings of D. capensis in British Columbian waters during 1993-2003, detailed here, are the first for this species in Canada. D. capensis normally ranges only as far north as central California, and its abundance in those waters increases in association with warm-water oceanographic events. Although the species appears to be rare in British Columbia, future sightings during warm-water periods might be anticipated.

The main objective of this document is to present indigenous notational systems, and their recent forms of usage, in three Chibchan towns in Costa Rica, an area where there were no empires or states during the pre-Columbian period, to associate the use of this recording technology with these types of political systems, as it has been done until recently. This is a qualitative and exploratory study. In Talamanca, there are records from 1875 to the present. Among Borucas, Ngöbes and Bribris, this practice had mainly a mnemonic use. Thanks to these results, we are left to analyze and rethink the association of this record form with the presence of states or empires in the archaeological past, and the possibility of creating recoding systems.

In March 2017, the Supreme Court decided Friedrichs v. California Teachers Association and upheld the constitutionality of agency fees for nonunion teachers. We examine how Friedrichs reflects a host of issues grouped around a patchwork of ideological commitments regarding teachers unions and public-sector unions more generally, partisan politics, and empirically oriented claims about the impact of teachers unions on students’ educational opportunities. We particularly argue that the case reflects a tension between judicial, scientific, and democratic decision-making, and that courts and reformers should be sensitive to this tension as they consider similar cases moving forward.

Abstract:The British Columbia College of Teachers operated from 1987 to 2011, a period extraordinary for the amount of conflict generated. The British Columbia Teachers’ Federation appeared to view the College not as a professional association, but as an extension of the union. It came into conflict with the universities over teacher training, and appeared reluctant to discipline members, or to listen to complaints against teachers. Following a highly critical report the College was replaced by the B.C. Teachers’ Council, a body much more tightly controlled by the Ministry of EducationRésumé:Le British Columbia College of Teachers (l’association professionnelle des enseignants de la Colombie Britannique) a existé de 1987 à 2011. Cependant, la Fédération des professeurs de cette province percevait ce regroupement non pas comme une association professionnelle mais plutôt comme un syndicat. Ce fut une période agitée due au nombre de conflits générés par cet organisme. Ainsi, le « College » est entré en conflit avec les universités au sujet de la formation des maîtres, il n'imposait aucune discipline à ses membres et ne tenait pas compte des plaintes formulées contre eux. À la suite d’un rapport très critique à son endroit, le « College » fut remplacé par le B.C. Teachers’ Council, organisme sous le contrôle rigoureux du ministère de l’Éducation.

Teacher racial diversity has been widely considered important in education. However, it remains unclear to what extent and how teacher racial diversity has been addressed at the federal, state, and district levels. In this study, we employed text mining to collect and analyze over three million documents at the federal, state, and district levels. We found that while students of color had disproportionately less access to racially diverse teachers, the documents under our analysis insufficiently discussed the recruitment and retention of racially diverse teachers. Our findings also reveal that education agencies at the federal, state, and district levels paid scant attention to recruiting and retaining Hispanic teachers. For the states and districts that discussed the recruitment of racially diverse teachers, they primarily recruited teachers from institutions and organizations that primarily serve people of color, such as Historically Black Colleges and Universities, the Columbia Latino/a Law Student Association, the National Association of Asian American Professionals, and the National Black MBA Association. Given the findings and the projected growth of Black and Hispanic student enrollment in the United States, we provide five policy recommendations for policymakers and leaders to racially diversify the teacher workforce amid shifting student demographics, particularly Hispanic students.

06–743Amador moreno, Carolina, stephanie o'riordan & angela chambers (U de Extremadura, Spain; camador@unex.es), Integrating a corpus of classroom discourse in language teacher education: The case of discourse markers. ReCALL (Cambridge University Press) 18.1 (2006), 83–104.06–744Arnold, Ewen (U Leeds, UK; mahakand@omantel.net.om), Assessing the quality of mentoring: Sinking or learning to swim?ELT Journal (Oxford University Press) 60.2 (2006), 117–124.06–745Cary, Lisa J. & Stuart Reifel (U Texas-Austin, USA), Cinematic landscapes of teaching: Lessons from a narrative of classic film, Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 95–109.06–746Commins, Nancy L. & Ofelia B. Miramontes (U Colorado-Boulder, USA), Addressing linguistic diversity from the outset. Journal of Teacher Education (Sage) 57.3 (2006), 240–246.06–747Donnelly, Anna M. (Washington College, USA), Let me show you my portfolio! Demonstrating competence through peer interviews. 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(U British Columbia, Canada), Russell Sawa, Constance Barlow, Deborah Hurlock, Katherine Irvine, Gayla Rogers & Florence Myrick, Violence and subjectivity in teacher education. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 161–179.06–764Rantz, Frédérique (Kildare Education Centre, Ireland), Exploring intercultural awareness in the primary modern language classroom: The potential of the new model of European language portfolio developed by the Irish Modern Languages in Primary Schools Initiative (MLPSI). Language and International Communication (Multilingual Matters) 5.3&4 (2005), 209–221.06–765Reid, Jo-Anne & Ninetta Santoro (Charles Sturt U, Australia), Cinders in snow? Indigenous teacher identities in formation. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 143–160.06–766Reis-Jorge, José M. (Instituto Superior de Educação e Ciências, Portugal), Developing teachers' knowledge and skills as researchers: A conceptual framework. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 303–319.06–767Richardson, Paul W. & Helen M. G. Watt (Monash U, Australia), Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 27–56.06–768Romano, Molly (U Arizona, USA), Assessing and meeting the needs of pre-service teachers: A programmatic perspective. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 40–54.06–769Ruan, Jiening & Sara Ann Beach (U Oklahoma, USA), Using online peer dialogue journaling to promote reflection in elementary pre-service teachers. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 64–75.06–770Shaw, Carla Cooper (Northern Illinois U, USA) & Deborah Dobbins Nederhouser, Reel teachers: References for reflection for real teachers. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 85–94.06–771Shin, Sarah (U Maryland Baltimore County, USA), Learning to teach writing through tutoring and journal writing. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.3 (2006), 325–345.06–772Smith, Erica (Charles Sturt U, Australia), A rich tapestry: Changing views of teaching and teaching qualifications in the vocational education and training sector. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 339–351.06–773Smith, Kari & Lilach Lev-Ari (Oranim Academic College of Education, Israel), The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 289–302.06–774Stern, Lesa A. (Southern Illinois U, USA; Lstern@siue.edu) & Amanda Solomon, Effective faculty feedback: The road less travelled. Assessing Writing (Elsevier) 11.1 (2006), 22–41.06–775Tate, Patricia, Curtis Pyke, Karen Kortecamp (The George Washington U, USA) & CarolMuskin, Developing an ethical orientation toward supervisory practice through collaborative case writing. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 13–25.06–776Tin, Tan Bee (U Auckland, New Zealand; tb.tin@auckland.ac.nz), Investigating the nature of ‘interest’ reported by a group of postgraduate students in an MA in English language teacher education programme. System (Elsevier) 34.2 (2006), 222–238.06–777Vick, Malcolm (James Cook U, Australia), ‘It's a difficult matter’: Historical perspectives on the enduring problem of the practicum in teacher preparation. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 181–198.06–778Walsh, Steve (Queens U Belfast, UK), Talking the talk of the TESOL classroom. ELT Journal (Oxford University Press) 60.2 (2006), 133–141.06–779Wasburn-Moses, Leah (Miami U, Ohio, USA), Preparing special educators for secondary positions. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 26–39.06–780Wubbels, Theo (Utrecht U, the Netherlands), Perry Den Brok, Letje Veldman&Jan Van Tartvijk, Teacher interpersonal competence for Dutch secondary multicultural classrooms. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.4 (2006), 407–433.06–781Yee Fan Tang, Sylvia, May May Hung Cheng & Winnie Wing Mui So (Hong Kong Institute of Education, China), Supporting student teachers' professional learning with standards-referenced assessment. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 223–244.

We analyze the language used by two consecutive British Columbia Teachers’ Federation (BCTF) presidents, Susan Lambert and Jim Iker, during two collective bargaining sessions that pitted the BCTF against the British Columbia (BC) government and the British Columbia Public School Employers’ Association (BCPSEA). Our study analyzes how gender language differences if they indeed exist, are manifested during critical moments that require strong leadership. Language is a critical resource for leaders, who use it to define issues, assign motives and inspire action, and portray themselves as people of power and consequence. Both women and men can employ a variety of linguistic strategies and the linguistic decisions that male and female leaders make provide a window onto if and how gender may be manifested by those in power and how they use language to present themselves as effective leaders. In this paper, we explore whether and how gender influences the linguistic choices of a male and female union leader during times of conflict.

07–91Almaguer, Isela (The U Texas-Pan American, USA), Effects of dyad reading instruction on the reading achievement of Hispanic third-grade English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 509–526.07–92Almarza, Dario J. (U Missouri-Columbia, USA), Connecting multicultural education theories with practice: A case study of an intervention course using the realistic approach in teacher education. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 527–539.07–93Arkoudis, Sophie (U Melbourne, Australia), Negotiating the rough ground between ESL and mainstream teachers. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 415–433.07–94Arteagoitia, Igone, Elizabeth R. Howard, Mohammed Louguit, Valerie Malabonga & Dorry M. Kenyon (Center for Applied Linguistics, USA), The Spanish developmental contrastive spelling test: An instrument for investigating intra-linguistic and crosslinguistic influences on Spanish-spelling development. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 541–560.07–95Branum-Martin, Lee (U Houston, USA; Lee.Branum-Martin@times.uh.edu),Paras D. Mehta, Jack M. Fletcher, Coleen D. Carlson, Alba Ortiz, Maria Carlo & David J. Francis, Bilingual phonological awareness: Multilevel construct validation among Spanish-speaking kindergarteners in transitional bilingual education classrooms. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 170–181.07–96Brown, Clara Lee (The U Tennessee, Knoxville, USA), Equity of literacy-based math performance assessments for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 337–363.07–97Callahan, Rebecca M. (U Texas, USA), The intersection of accountability and language: Can reading intervention replace English language development?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 1–21.07–98Cavallaro, Francesco (Nanyang Technological U, Singapore), Language maintenance revisited: An Australian perspective. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 561–582.07–99Cheung, Alan & Robert E. Slavin (Center for Data-Driven Reform in Education, USA), Effective reading programs for English language learners and other language-minority students. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 244–267.07–100Courtney, Michael (Springdale Public Schools, USA), Teaching Roberto. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 475–484.07–101Creese, Angela (U Birmingham, UK), Supporting talk? Partnership teachers in classroom interaction. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 434–453.07–102Davison, Chris (U Hong Kong, China), Collaboration between ESL and content teachers: How do we know when we are doing it right?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 454–475.07–103de Jong, Ester (U Florida, USA), Integrated bilingual education: An alternative approach. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 22–44.07–104Domínguez, Higinio (U Texas at Austin, USA), Bilingual students' articulation and gesticulation of mathematical knowledge during problem solving. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 269–293.07–105Duren Green, Tonika, MyLuong Tran & Russell Young (San Diego State U, USA), The impact of ethnicity, socioeconomic status, language, and training program on teaching choice among new teachers in California. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 583–598.07–106García-Nevarez, Ana G. (California State U, Sacramento, USA), Mary E. Stafford & Beatriz Arias, Arizona elementary teachers' attitudes toward English language learners and the use of Spanish in classroom instruction. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 295–317.07–107Gardner, Sheena (U Warwick, UK), Centre-stage in the instructional register: Partnership talk in Primary EAL. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 476–494.07–108Garza, Aimee V. & Lindy Crawford (U Colorado at Colorado Springs, USA), Hegemonic multiculturalism: English immersion, ideology, and subtractive schooling. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 598–619.07–109Hasson, Deborah J. (Florida State U, USA), Bilingual language use in Hispanic young adults: Did elementary bilingual programs help?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 45–64.07–110Helmberger, Janet L. (Minneapolis Public Schools, USA), Language and ethnicity: Multiple literacies in context, language education in Guatemala. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 65–86.07–111Johnson, Eric (Arizona State U, USA), WAR in the media: Metaphors, ideology, and the formation of language policy. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 621–640.07–112Kandel, Sonia (U Pierre Mendes, France; Sonia.Kandel@upmf-grenoble.fr),Carlos J. Álvarez & Nathalie Vallée, Syllables as processing units in handwriting production. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 18–31.07–113Laija-Rodríguez, Wilda (California State U, USA), Salvador Hector Ochoa & Richard Parker, The crosslinguistic role of cognitive academic language proficiency on reading growth in Spanish and English. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 87–106.07–114Langdon, Henriette W. (San José State U, USA),Elisabeth H. Wiig & Niels Peter Nielsen, Dual-dimension naming speed and language-dominance ratings by bilingual Hispanic adults. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 319–336.07–115Lee, Steven K. (Portland State U, USA), The Latino students’ attitudes, perceptions, and views on bilingual education. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 107–122.07–116Leung, Constant (King's College London, UK; constant.leung@kcl.ac.uk), Language and content in bilingual education. Linguistics and Education (Elsevier) 16.2 (2005), 238–252.07–117Lindholm-Leary, Kathryn (San Jose State U, USA) & Graciela Borsato, Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 641–652.07–118López, María G. & Abbas Tashakkori (Florida International U, USA), Differential outcomes of two bilingual education programs on English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 123–144.07–119Lung, Rachel (Lingnan U, Hong Kong, China; wclung@ln.edu.hk), Translation training needs for adult learners. Babel (John Benjamins) 51.3 (2005), 224–237.07–120MacSwan, Jeff (Arizona State U, USA) & Lisa Pray, Learning English bilingually: Age of onset of exposure and rate of acquisition among English language learners in a bilingual education program. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 653–678.07–121Monzó, Lilia D. (U California, Los Angeles, USA), Latino parents' ‘choice’ for bilingual education in an urban California school: language politics in the aftermath of proposition 227. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 365–386.07–122Mugaddam, Abdel Rahim Hamid (U Khartoum, Sudan), Language status and use in Dilling City, the Nuba Mountains. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 290–304.07–123Napier, Jemina (Macquarie U, Australia; jemina.napier@ling.mq.edu.au), Training sign language interpreters in Australia: An innovative approach. Babel (John Benjamins) 51.3 (2005), 207–223.07–124Oladejo, James (National Kaohsiung Normal U, Taiwan), Parents’ attitudes towards bilingual education policy in Taiwan. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 147–170.07–125Paneque, Oneyda M. (Barry U, USA) & Patricia M. Barbetta, A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 171–193.07–126Proctor, Patrick C. (Center for Applied Special Technology, USA), Diane August, María S. Carlo & Catherine Snow, The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 159–169.07–127Ramírez-Esparza, Nairán (U Texas, USA; nairan@mail.utexas.edu), Samuel D. Gosling, Verónica Benet-Martínez, Jeffrey P. Potter & James W. Pennebaker, Do bilinguals have two personalities? A special case of cultural frame switching. Journal of Research in Personality (Elsevier) 40.2 (2006), 99–120.07–128Ramos, Francisco (Loyola Marymount U, USA), Spanish teachers’ opinions about the use of Spanish in mainstream English classrooms before and after their first year in California. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 411–433.07–129Reese, Leslie (California State U, USA),Ronald Gallimore & Donald Guthrie, Reading trajectories of immigrant Latino students in transitional bilingual programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 679–697.07–130Rogers, Catherine, L. (U South Florida USA; crogers@cas.usf.edu),Jennifer J. Lister, Dashielle M. Febo, Joan M. Besing & Harvey B. Abrams, Effects of bilingualism, noise and reverberation on speech perception by listeners with normal hearing. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 465–485.07–131Sandoval-Lucero, Elena (U Colorado at Denver, USA), Recruiting paraeducators into bilingual teaching roles: The importance of support, supervision, and self-efficacy. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 195–218.07–132Stritikus, Tom T. (U Washington, USA), Making meaning matter: A look at instructional practice in additive and subtractive contexts. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 219–227.07–133Sutterby, John A., Javier Ayala & Sandra Murillo (U Texas at Brownsville, USA), El sendero torcido al español [The twisted path to Spanish]: The development of bilingual teachers’ Spanish-language proficiency. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 435–452.07–134 Takeuchi, Masae (Victoria U, Australia), The Japanese language development of children through the ‘one parent–one language’ approach in Melbourne. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 319–331.07–135Torres-Guzmán, María E. & Tatyana Kleyn (Teachers College, Columbia U, USA) & Stella Morales-Rodríguez,Annie Han, Self-designated dual-language programs: Is there a gap between labeling and implementation? Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 453–474.07–136Wang, Min (U Maryland, USA; minwag@umd.edu),Yoonjung Park & Kyoung Rang Lee, Korean–English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 148–158.07–137Weisskirch, Robert S. (California State U, Monterey Bay, USA), Emotional aspects of language brokering among Mexican American adults. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 332–343.07–138You, Byeong-keun (Arizona State U, USA), Children negotiating Korean American ethnic identity through their heritage language. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 711–721.

The Canadian History of Education Association awarded its biennial publication prizes at its 2022 conference held in Victoria, British Columbia from October 13th to 15th. The awards cover the period 2018–2020 and 2020–2022. L’Association canadienne d’histoire de l’éducation a décerné ses prix bisannuels lors de son congrès tenu à Victoria, Colombie-Britannique, du 13 au 15 octobre 2022. Ces récompenses couvrent les années 2018–2020 et 2020–2022. Meilleur ouvrage ou anthologie en langue française / Best French-language book or anthology, 2020Bousquet, Marie-Pierre et Karl Hele. La blessure qui dormait à poings fermés : L’héritage des pensionnats autochtones au Québec. Montréal : Recherches amérindiennes au Québec, 2019. Meilleur ouvrage ou anthologie en langue française / Best French-language book or anthology, 2022Larochelle, Catherine. L’école du racisme : La construction de l’altérité à l’école québécois. Montréal : Les presses de l’Université de Montreal, 2021. Best English-language book or anthology / Meilleur ouvrage ou anthologie en anglais, 2020Gidney, Catherine. Captive Audience: How Corporations Invaded Our Schools. Toronto: Between the Lines, 2019. Best English-language book or anthology / Meilleur ouvrage ou anthologie en anglais, 2022Aladejebi, Funké. Schooling the System: A History of Black Women Teachers. Montreal and Kingston: McGill-Queen’s University Press, 2021. Mason, Raymond, Theodore Christou, and Jackson Pind. Spirit of the Grassroots People: Seeking Justice for Indigenous Survivors of Canada’s Colonial Education System. Montreal and Kingston: McGill-Queen’s University Press, 2020. Meilleur article ou chapitre inédit en langue française n’a pas été attribué 2018–2022. / Best French-language article or original chapter was not awarded 2018–2022. Best English-language article or original chapter / Meilleur article ou chapiter inédit en langue anglaise, 2020Clark, Penney. “‘The Most Just of All Educational Legislation’: Provision of Free Textbooks in the Province of Ontario, 1846–1967.” Journal of Canadian Studies/Revue d’études canadiennes 53, no. 2 (Spring 2019): 392–422. Best English-language article or original chapter / Meilleur article ou chapitre inédit en langue anglaise, 2022Carleton, Sean. “‘The Children Show Unmistakable Signs of Indian Blood’: Indigenous Children Attending Public Schools in British Columbia, 1872–1925.” History of Education 50, no. 3 (2021): 313–337. Honourable Mention: English-language article or original chapter / Mention honorable pour article ou chapiter en langue anglaise, 2022Cross, Natalie and Thomas Peace. “‘My Own Old English Friends’: Networking Anglican Settler Colonialism at the Shingwauk Home, Huron College, and Western University.” Historical Studies in Education/Revue d’histoire de l’éducation 33, no. 1 (Spring 2021): 22–49. Cathy James Memorial Dissertation Prize / Le Prix commémoratif Cathy James, 2020 Lemieux, Olivier. « L’histoire à l’école, matière à débats...Analyse des sources de controverses entoutant les réformes de programmes d’histoire du Québec au secondaire (1961–2013). » Thèse de doctorat. Université Laval, 2019. Cathy James Memorial Dissertation Prize / Le Prix commémoratif Cathy James, 2022 Pind, Jackson. “Indian Day Schools in Michi Saagiig Anishinaabeg Territory, 1899–1978.” Unpublished doctoral dissertation. Queen’s University, 2021. Distinguished Contribution Prize / Prix pour une contribution exceptionnelle At its 2010 biennial conference, the CHEA/ACHÉ established the Distinguished Contribution Award to be presented to individuals “who have made a distinguished contribution to scholarship in the history of education over their careers and/or to the work of CHEA/ACHÉ.” The 2022 recipient of the award is Elizabeth Smyth, OISE-Toronto. Lors de son congrès de 2010, l’ACHÉ/CHEA a créé un prix à être décerné à des individus« qui ont apporté une contribution remarquable aux connaissances en histoire de l’éducation durant leur carrière ou leur implication dans l’ACHÉ/CHEA. » Le récipiendaire pour 2022 est Elizabeth Smyth, OISE-Toronto.

Two events specific to this study occurred in 1999, 1) the National Crime Prevention and PrivacyCompact became effective which provided reciprocity among the states to share records withoutcharging each other for the information, and 2) all 50 states and the District of Columbia were finallymembers of the National Association of State Directors of Teacher Education and Certification(NASDTEC) Clearinghouse which collects information concerning the status of educational certificatesand can then share (reciprocate) this information to any interested member of the NASDTECClearinghouse. The purpose of this study was to determine whether reciprocity among the 50 statesand the District of Columbia had caused an increase in certificate sanctions such as revocation,suspension or denial. By 1999, many states were also including fingerprinting in their criminal historybackground checks, but some states still were not. There were concerns among some teachers, schooldistricts, and states that the cost of fingerprinting was too great, the time constraints of such checkswere too great and fingerprints infringed on ones privacy. A graduate wanting to receive a teachingcertificate in both Kansas and Missouri would have to pay for and go through the fingerprinting processin both states, within days of each other. The fingerprinting process is not reciprocated; however,information received from the national criminal search as a result of the fingerprinting process isreciprocated.

06–208Bertinetto, Pier Marco (Scuola Normale Superiore, Pisa, Italy; bertinetto@sns.it) & Michele Loporcaro, The sound pattern of Standard Italian, as compared with the varieties spoken in Florence, Milan and Rome. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 131–151.06–209Bruton, Anthony (U Seville, Spain; abruton@siff.us.es), Process writing and communicative-task-based instruction: Many common features, but more common limitations?TESL-EJ (www.tesl-ej.org) 9.3 (2005), 33 pp.06–210Canagarajah, A. Suresh (City U New York, USA), TESOL at forty: What are the issues. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 9–34.06–211Davies, Alun (Aichi Shukutoku U; Japan alun1917@yahoo.co.uk), What do learners really want from their EFL course?ELT Journal (Oxford University Press) 60.1 (2006), 3–12.06–212Eckert, Germana (U Technology, Sydney, Australia; geckert@aim.edu.au), Optimal class sizes in EAP programs. English in Australia (www.englishaustralia.com.au) 22.2 (2005), 12 pp.06–213Ellis, Rod (U Auckland, New Zealand), Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 83–107.06–214Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Particia Lim Poh Choo, Conceptions of grammar teaching: A case study of teachers' beliefs and classroom practices. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 13 pp.06–215Felix, Uschi (Monash U, Melbourne, Australia; uschi.felix@arts.monash.edu.au), What do meta-analyses tell us about CALL effectiveness?ReCALL (Cambridge University Press) 17.2 (2005), 269–288.06–216Haneda, Mari (Ohio State U, USA; haneda.1@osu.edu), Some functions of triadic dialogue in the classroom: examples from L2 research. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 313–333.06–217Hinkel, Eli (Seattle U, USA), Current perspective on teaching the four skills. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 109–131.06–218Hu, Guangwei (Technological U, Singapore; gwhu@nie.edu.sg), English language education in China: Policies, progress, and problems. Language Policy (Springer) 4.1 (2005), 5–24.06–219Jenkins, Jennifer (King's College, London, UK; Jennifer.jenkins@kcl.ac.uk), Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 157–181.06–220Johnson, David (Kennesaw State U, USA; djohnson@kennesaw.edu), Teaching culture in adult ESL: Pedagogical and ethical considerations. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 12 pp.06–221Kern, Richard (U California at Berkeley, USA), Perspectives on technology in learning and teaching languages. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 183–210.06–222Kumaravidivelu, B. (San José State U, USA), TESOL methods: changing tracks, challenging trends. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 59–81.06–223Li, Song (Harbin Institute of Technology, China) & Fu Li, Intercultural communicative language teaching: Rethinking the communicative approach to ELT in China. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 24 pp.06–224Mantero, Miguel (U Alabama, USA; mmantero@bamaed.ua.edu), Language, education, and success: A view of emerging beliefs and strategies in the Southeastern United States. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 15 pp.06–225Morgan, Angela (U Wolverhampton, UK; Angela-Morgan@wlv.ac.uk) & Kevin Hogan, School placement and conductive education: the experiences of education administrators. British Journal of Special Education (Blackwell) 32.3 (2005), 149–156.06–226Ryan, Mary, Systemic literacy initiatives: Stories of regulation, conflict and compliance. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 114–126.06–227Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.06–228Schauer, Gila (Lancaster U, UK; g.schauer@lancaster.ac.uk) & Svenja Adolphs, Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy. System (Elsevier) 34.1 (2006), 119–134.06–229Silver, Rita Elaine & Rita Skuja Steele (Nanyang Technological U, Singapore; resilver@nie.edu.sg), Priorities in English language education policy and classroom implementation. Language Policy (Springer) 4.1 (2005), 107–128.06–230Sugita, Yoshihito (Yamanashi U, Japan; sugita@yamanshi-ken.ac.uk), The impact of teachers' comment types on students' revision. ELT Journal (Oxford University Press) 60.1 (2006), 34–41.06–231Vandergriff, Ilona (San Francisco State U, USA; vdgriff@sfsu.edu), Negotiating common ground in computer-mediated versus face-to-face discussion. Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 110–138.06–232Wells-Jensen, Sheri (Bowling Green State U, USA; swellsj@bgnet.bgsu.edu), The Braille International Phonetic Alphabet and other options: The blind student in the phonetics classroom. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 221–230.06–233Williams, Howard (Columbia U, USA; howwil@aol.com), Maths in the grammar classroom. ELT Journal (Oxford University Press) 60.1 (2006), 23–33.06–234Zacharias, Nugrahenny T. (Satya Wacana Christian U, Indonesia), Teachers' beliefs about the use of the students' mother tongue: A survey of tertiary English teachers in Indonesia. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 9 pp.

Suicides among young people continue to be a serious problem. Suicide is the second leading cause of death for children, adolescents, and young adults. The objectives of the present study were to assess the prevalence and predictors of suicidal ideation among adolescents; associate suicidal ideation among adolescents with selected socio-demographic variables and predictors. Quantitative research approach and descriptive research design was adopted for the study. The study was conducted among 250 adolescents selected through purposive sampling technique from selected Colleges, Thrissur. The tool consisted of a semi structured questionnaire to assess the socio-demographic data, Columbia Suicidal Severity Rating Scale (C-SSRS) screen version to assess the prevalence of suicidal ideation and a structured questionnaire to assess the predictors of suicidal ideation among adolescents. Reliability and validity of the tools were established. Data were collected, tabulated and analyzed using descriptive and inferential statistics. The findings of the study revealed that the prevalence rate of suicidal ideation among adolescents is 28%. The predictors such as lack of teachers support (91.4%), social media abuse (74.3%), loneliness and hopeless (72.9%) are found in most of the adolescents. A statistically significant association was found between education of father (p=0.04) and education of mother (p=0.04) with suicidal ideation among adolescents at p<0.05. The predictors such as family history of suicide (p=0.00), helplessness (p=0.04) and lack of parental support (p=0.01) have a statistically significant association with suicidal ideation among adolescents. The study concluded that the prevalence rate of suicidal ideation among adolescents is significant. The early identification of the predictors can prevent the actual occurrence of suicide among adolescents.