Toward a Bidirectional and Co-Constructed Mentorship: Rethinking the Mentor and Student–Teacher Relationship

Cooperating teachers are vital in the professional development of teacher candidates. Yet, little research has been done to explore the generative and bidirectional nature of mentoring in the context of a student teaching-mentoring dyad—including the ways that teacher candidates are vital to the professional development of cooperating teachers. This case study addresses this gap by exploring the realized potential of adopting a transformative activist stance in relation to the mentoring of a preservice teacher candidate. The strategic partnering of a veteran teacher (Rick) and undergraduate teacher candidate (Daniel)—both committed to culturally sustaining pedagogies—created an opportunity to reimagine the student teaching experience in one English language arts classroom. Through collaborative reflection and artifact analysis, we examine our roles in contributing to bidirectional mentorship that stressed innovative collaboration rather than adaptation to existing power differentials.

NILAI-NILAI KARAKTER PADA BUKU SISWA SEKOLAH DASAR TEMA KELUARGAKU

This study aims to describe the character values ​​contained in the grade 1 student book of the 2017 edition of the My Family theme published by Kemendibud. The research method uses descriptive qualitative research. The research data consisted of (1) orders / tasks, (2) expressions / statements, (3) dialogues / interviews. The source of the data is in the form of reading / content text in the first grade elementary school student book with the theme of my family, published by the Ministry of Education and Culture's revised 2017 edition. Data analysis was carried out using content analysis. Data collection was done using artifact analysis techniques in the form of writing or text. Data processing is done by collecting the character values ​​that have been reviewed in the student book theme My Family. The results of the study were six character values, namely, (1) social care. Social care is able to show students' attitudes to love each other, helping and helping fellow families. (2) tolerance. Tolerance is shown by students discussing in groups. (3) creative. Creative shows students by making handicrafts with their ideas and ideas. (4) self-confidence. Students show their actions in front of the class by appearing bold. (5) communicative. students are able to talk and tell experiences in front of the class and around their environment. (6) religious. The value of religious character shows the attitude of students obeying God's commands and avoiding prohibitions and carrying out worship with family.

Topic Modeling for Makerspace Artifact Analysis

As the making phenomenon becomes more prevalent, diverse, and vast, it becomes increasingly challenging to identify general temporal or spatial trends in types of making endeavors. Identifying trends in what participants are making is important to makerspace leaders who seek to understand the impact of the making phenomenon on the world or who are interested in broadening participation within their own maker contexts. This paper shows how topic modeling by means of LDA can be used to analyze maker artifacts, and illustrates how these types of insights can be used to make inferences about the making phenomenon, as well as to inform efforts to broaden participation.

EVIDENCE FOR SLINGSTONES AND RELATED PROJECTILE STONE USE BY THE ANCIENT MAYA OF THE USUMACINTA RIVER VALLEY REGION

In this study, we present evidence for the use of slingstones and other projectile stones among the ancient Maya peoples of the Usumacinta River region. Rounded stones are frequently found across Maya archaeological sites and are given a range of interpretations, including objects for flintknapping, cooking, ritual, divination, and less often as weapons. Here we provide new evidence for the identification of rounded stones as weapons based on their morphology as well as their context of recovery. We employ data from the sites of Macabilero, Guatemala, and Budsilha, Mexico, which strongly suggest rounded stones at these sites were manufactured to be used as weapons. These findings have implications for how we understand warfare and hunting in ancient Mesoamerica and inform our interpretation of how the Maya prepared for such activities. As a class of weapon potentially accessible to most members of Maya society, the results presented here show the importance of more inclusive perspectives on Maya warfare and the necessity of contextualizing artifact analysis within the occupation history of the broader site and region.