In this paper we use practice theory, with its focus on the interplay of structure and agency, to theorize about teacher engagement in professional learning and teacher enactment of pedagogical practices as an alternative to framing implementation research in terms of program adherence and fidelity of implementation. Practice theory allowed us to reconsider assumptions about characteristics of effective teacher professional learning, and to rethink our own notions of agency. Using data from our three-year middle school science teacher professional learning project, Language-rich Inquiry Science with English Language Learners (LISELL), we discuss how individual teachers negotiated power structures of schooling and exerted their agency in ways that were influenced by their project participation. Framing our work in terms of engagement and enactment, we theorize about how a structure-agency dialectic challenging assumptions about effective teacher professional learning can support new ways of thinking about implementation research in education. #
Research ProblemVignette: Questioning a one-size-fits-all model of fidelity of implementation. The middle school science teachers were gathered in a university classroom participating in the Language-rich Inquiry Science with English Language Learners (LISELL) summer teacher institute. Some teachers were new to the project and some had been participating for multiple years. The discussion turned to obstacles that teachers felt were hindering their efforts to engage all their science students, especially emergent bilingual learners, and solutions that working in our project might offer to help overcome those obstacles.Tia: The expectations keep shifting. Every year it's something new that becomes our top priority-new standards one year, new teacher evaluation system the next, new tests the year after that.
Incremental implicit theories are associated with a belief regarding it is possible to improve one’s intelligence or ability through efforts. Previous studies have demonstrated that incremental implicit theories contributed to better academic achievement and positive youth development. Our study aimed to examine whether incremental implicit theories of morality significantly influenced change in students’ engagement in voluntary service activities. In our study, 54 Korean college students for Study 1 and 180 Korean 8th graders for Study 2 were recruited to conduct two two-wave studies. We surveyed participants’ implicit theories of morality and participation in voluntary service activities. The effect of implicit theories of morality on change in service engagement was analyzed through regression analysis. In Study 1, the moral growth mindset significantly moderated longitudinal change in service engagement. In Study 2, the moral growth mindset significantly influenced engagement in art-related activities, while it significantly moderated change in engagement in youth-related activities.
We investigated the relationships between individual and occupational demographic variables, professional quality of life (i.e., compassion satisfaction, burnout, and secondary traumatic stress), and affective distress (i.e., depression, anxiety, and stress) in a sample of 524 prelicensed counselors. Using structural equation analysis, we found statistically significant relationships between the professional quality of life and affective distress latent variables. Implications for supporting the needs of prelicensed counselors in supervision are discussed. Study limitations and suggestions for future research are offered.
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