The beginning of work on school gardens in Norway – Andreas M. Feragen's garden in Holt on Agder

This paper recounts the beginnings of the School Gardening Movement in Norway, which is now (in 2021) a topic of great interest throughout the country. The famous 19th-century school teacher and reformist Andreas M. Feragen (1818–1912), who retired from his teaching position at the age of 93, was the first to argue, in the late 1850s and early 1860s, for including gardening both as a subject and as a practical activity in primary schools. A widely used reader first published in 1863 included four pieces by Feragen about different types of gardens which would be appropriate for a rural school: the first piece was about the garden in general, the following three described a kitchen garden, a fruit garden, and a flower garden. These four pieces were written in the form of a story about a teacher and his students strolling around the gardens discussing what they saw and how to grow vegetables, fruit trees and fruit bushes, and flowers. Feragen followed up these pieces with an article in the teachers’ journal Den norske Folkeskole [The Norwegian Primary School] in which he argued that basic gardening knowledge ought to be included in the teacher training curriculum. School gardening in Norway started with Feragen’s own gardens surrounding his school in Holt in Agder, clearly the very gardens he described in his pieces in the reader.

My First 51 Years Teaching Microbiology at The Community College of Baltimore County

I have had just one job interview in my life and it was for the position of Biology Instructor at Catonsville Community College. Having just completed my M.S. Degree at Northern Illinois University, I knew I needed employment because I was moving to Maryland prior to September 1970. After enquiring about the possibility of a teaching position at 4 Maryland community colleges, I was granted an interview at Catonsville Community College. On May 4, 1970, I found myself driving from Illinois to Maryland for a real job interview. I remember the date because I was listening on my car radio to the aftermath of the Kent State shooting earlier that day. The interview apparently went well because I was offered the position beginning in September for the amazing salary of $10,000! My professional life had begun. Armed with little more than a love of microbiology and a lot of patience and desire, I began the journey to hopefully become the best microbiology educator of which I am capable. Fifty-one years later I am still striving for that goal.

DIFFERENT-AGE COOPERATION AS A FORM OF LEARNING INDEPENDENCE DEVELOPMENT IN PRIMARY SCHOOL

Введение. Ставится проблема развития учебной самостоятельности детей младшего школьного возраста как базовой метапредметной компетентности, обозначенной в Федеральном государственном образовательном стандарте начального общего образования. В качестве основного способа ее развития предлагается разновозрастное сотрудничество между обучающимися второго и четвертого классов. Цель – описать опыт проведения разновозрастных уроков и положительное влияние разновозрастного сотрудничества на формирование учебной самостоятельности. Материал и методы. Анализ литературных источников с целью вычленения эффективных способов разновозрастного сотрудничества, разработка и апробация этапов данной технологии, наблюдение за деятельностью детей в разновозрастном коллективе, проведение и анализ диагностической работы. Результаты и обсуждение. Показано, как можно организовать разновозрастные учебные занятия по теме «Фонетика». Выделены три этапа учебной работы: подготовительный, на котором конструируются и оформляются интересные задания; основной, когда дети взаимодействуют в разновозрастной паре, и рефлексивный. Приводятся результаты выполнения итоговой контрольной работы, показана взаимосвязь предметных результатов с той позицией, в которой проявлялась учебная самостоятельность школьника. Заключение. Взаимодействие детей разных возрастов, при котором и у старшего, и у младшего ученика есть возможность проявить свою активную (обучающую) позицию, положительно влияет на внутреннюю мотивацию, коммуникативные и регулятивные действия, а также на предметные умения. Introduction. The problem of the development of educational independence of children of primary school age is posed as the basic meta-subject competence, indicated in the educational standard. As the main way of developing educational independence, it is proposed to organize cooperation of different ages between students of the second and fourth grades. Aim. Description of the experience of conducting different-age lessons and presentation of the positive impact of different-age cooperation on the formation of educational independence. Material and methods. Analysis of literature sources in order to identify effective ways of different-age cooperation; development and testing of the stages of this technology; monitoring the activities of children in differentage groups; conducting and analyzing diagnostic work. Results and discussion. The pedagogical tasks that are realized by educational communication of children of different ages are highlighted. It is shown how it is possible to organize educational sessions of different ages on the topic «Phonetics», in which schoolchildren will communicate in a pair «second grader – fourth grader», completing tasks compiled for each other. There are three stages in the organization of such educational work: preparatory, at which interesting tasks are designed and drawn up; the main one, when children interact in a couple of different ages, and the reflexive one, where educational successes and difficulties are discussed together. The cycle of classes ends with a test on a topic with an educational content common to all children. Conclusion. The results of this work are given and the relationship between the subject results and the position in which the student’s academic independence was manifested is shown. It is concluded that the interaction of children of different ages, in which both the older and younger students have the opportunity to show their active (teaching) position, has a positive effect on internal motivation, communicative and regulatory actions, as well as on subject skills.

Work Engagement of Public Elementary School Teachers and Organizational Support

Objective - The primary purpose of this research work is to determine the relationship between work engagement of public elementary school (PES) teachers and organizational support in the District of San Jose, Schools Division of Antique, Philippines. Methodology/Technique - Descriptive-correlational design was employed in undertaking this study. A total sample of 167 was purposively selected among the PES teachers in San Jose District, Schools Division of Antique for the survey. The researchers adapted the accomplished Individual Performance Commitment and Review Form of teachers and Eisenberger's (1986) perceived Organizational Support Scale for the study. Findings – The results show that PES teachers' level of work engagement was very satisfactory in all of 4 work engagement aspects - teaching-learning process, student outcomes, community involvement, and professional growth and development. The results also indicated that the PES teachers have a high organizational support level when the different variables were considered in this study - teaching load, teaching position, sex, and marital status. Moreover, looking into the PES teachers' work engagement, a significant difference was noted in community involvement when grouped according to teaching load; and professional growth and development when grouped according to sex. However, no significant difference was noted in all aspects when grouped according to a teaching position and marital status. A significant difference was also pointed out in organizational support in terms of teaching load, teaching position, sex, and marital status. Finally, there was no significant relationship between work engagement and organizational support of PES teachers. Novelty - The study suggests that the Department of Education subjects its personnel to continuing education, training, seminars, and values formation activities to help teachers become more effective in delivering their daily obligations, engage in their work for skills development, and make them feel they are given much attention by the organization where they belong. Type of Paper: Empirical. JEL Classification: A23, I20, I25. Keywords: Community Involvement; Organizational Support; Professional Growth and Development; Student Outcomes; Teaching-learning Process; Work Engagement Reference to this paper should be made as follows: Basañes, R.A; Dagol, J.M.C. (2021). Work Engagement of Public Elementary School Teachers and Organizational Support, Journal of Management and Marketing Review, 6(1) 01 – 15. https://doi.org/10.35609/jmmr.2021.6.1(1)

When race trumps political ideology: Black teachers who advocate for social responsibility are penalized by both liberals and conservatives

Meritocracy is a prominent narrative embedded in America’s educational system: work hard and anyone can achieve success. Yet, racial disparities in education suggest this narrative does not tell the full story. Four studies ( N = 1,439) examined how applicants for a teaching position are evaluated when they invoke different narratives regarding who or what is to blame for racial disparities (i.e., individuals vs. systems). We hypothesized these evaluations would differ depending on teacher race (Black/White) and evaluator political orientation. Results revealed conservatives evaluated Black and White applicants advocating for personal responsibility more favorably than applicants advocating for social responsibility. Liberals preferred social responsibility applicants, but only when they were White. They were more ambivalent in their evaluations and hiring decisions if the applicants were Black. Our findings suggest that Black applicants advocating for social change are penalized by both liberal and conservative evaluators.

“It Felt Like I Had Air Back in My Lungs”: Eleanor’s Journey Back From Burnout

The purpose of this narrative inquiry was to explore the story of a secondary ensemble teacher who experienced burnout and chose to remain in the profession. Eleanor and I met for three semistructured interviews and two observations. I used Clandinin and Connelly’s three-dimensional inquiry space as a framework for this study. Narrative analysis revealed that Eleanor experienced symptoms of burnout during a first teaching position that was a poor fit for her. Her passion and enthusiasm for teaching were reignited during a period of long-term music substitute teaching in a successful program surrounded by a supportive community. The importance of recognizing burnout, finding support systems, and identifying hegemonic assumptions about teaching emerged as critical points in Eleanor’s narrative. This arc became visible through narratively coding the field texts, and thoroughly reviewing data obtained from interviews and observations.

Social Working the Borderlands

This chapter describes why and how the author decided to leave his social work teaching position at an Australian university and start a cooperative that could more appropriately respond to the changing social and ecological context and could be more commensurate with the true values of the social work profession. The chapter moves from the author's experiences and philosophical motivations guiding his decision to move from the university context to the establishment of a social and ecological change cooperative and the invitation to colleagues and students to join the re-contextualizing experiment to the reasons why the cooperative format was chosen. The programs, projects, and partnerships, which have been realized in the course of the 23 years since the start of the Borderlands Cooperative, are documented and reflected upon, leading to final recommendations for a social work practice that remains true to its historical mission whilst responding to the contemporary contextual challenges.

Anesthesiologists’ approach to the treatment of catheter related bladder discomfort: A survey study

INTRODUCTION: Urinary catheterization causes catheter related bladder discomfort (CRBD) in the early postoperative period following all surgeries. CRBD mostly develops after urological interventions and has two independent predictors: Male gender and urinary catheters ≥ 18F. We aimed to investigate the awareness of anesthesiology and reanimation specialists to CRBD and its treatment. METHODS: After ethics committee approval, a questionnaire with informed consent of 20 multiple-choice and open-ended questions was transferred to docs.google.com. and Turkish Society of Anesthesiology and Reanimation Specialists were contacted for contribution. RESULTS: 144 anesthesiologists, 26-66 years old (39.5±8.02 years), 54.5% males, 45.5% females, 66.4% with a teaching position and 55.5% with >10 years of experience participated. 54.4% reported encountering >1 CRBD per week and mostly following urology (70.9%), obstetrics and gynecology (52.5%) and general surgery (51.1%) cases. The frequency and severity (66% and 69.5%) of CRBD was reported higher in male patients. 94.4% agreed that CRBD should be treated. 37.8% believed the surgeon should manage CRBD, 60.1% believed it should be planned together. All male participants stated treatment was necessary (p=0.008). Participants chose preemptive (19.9%, n=28), symptomatic (80.1%, n=113) or both (4.3%, n=6) treatments. The choices for preemptive and symptomatic treatment were similar; non-steroidal anti-inflammatory drugs (70.8%, 59%), paracetamol (43.4%, 50.7%) and tramadol (18.9%, 21.6%). Participants’ knowledge on factors effecting CRBD was lacking. DISCUSSION AND CONCLUSION: Anesthesiologists do not utilize preemptive and effective treatment for CRBD; one thirds of them do not consider it their responsibility. Anesthesiologists should be aware of CRBD and participate in the treatment using multimodal approaches.

Żydówki nauczycielkami religii w Galicji do 1914 roku

Jewish Women as Teachers of Religion in Galicia Before 1914 The article describes the activities of Jewish women teaching religion in Galician public schools. The first women performed this profession in the 1870s, in the 1890s they were listed for the first time in the schematisms (the official lists of civil servants), in the next decade the first woman received a permanent teaching position, and in 1913 they were for the first time directly addressed in the job announcement for teachers of religion. Therefore, their position became more established toward the end of the autonomous period, although they still constituted an absolute minority in this professional group. The emergence of female teachers of religion raised protests among the male members of this professional group. They voiced three main arguments against granting women teaching positions: their alleged insufficient qualifications, the tradition of Judaism, and what they understood to be the “social justice”(according to which men deserved permanent teaching contracts more than women). The article discusses the chronology of granting women the positions of teachers of religion, describes the public debate on the subject, and addresses the issue of women’s professional qualifications. It is based on both printed and archival sources and on historical press. * Artykuł powstał w ramach projektu Narodowego Centrum Nauki pt. „Religia mojżeszowa” jako przedmiot szkolny w Galicji: programy nauczania, podręczniki, nauczyciele, konkurs „Sonata” (2018/31/D/HS3/03604). Wszystkie autorki są członkiniami zespołu projektowego. Nazwiska autorek podano w kolejności alfabetycznej.