Search results

This study aims to examine a variety of demographic, experiential, and philosophical orientation variables that may be predictive of pupil control ideologies (PCI) for teacher candidates at the beginning of a pre‐service program. In particular, it sets out to provide empirically grounded generalizations regarding the relationship between philosophical orientations and PCI. Philosophical orientation variables identified candidates' beliefs about key educational concepts.

Quantitative methodology was used in this study. Data from approximately 720 pre‐service participants in a pre‐service teacher education program were analysed via a series of correlational and multiple regression analyses.

These data supported the conclusion that while demographic and experiential variables were predictive of PCI at the beginning of the teacher preparation program, the most predictive variables were contained within the philosophical orientations variable cluster.

These findings provide empirical evidence of a link between what beginning teachers believe about education and their approach at the beginning of their teacher education program to pupil control in the classroom.

These findings identify circumstances that may assist in attracting males into elementary teaching at a time when major teacher organizations are highlighting this perceived weakness in the teacher recruitment process. Additionally, the study recommends inclusion in teacher preparation programs of curriculum units pertaining to pre‐service teachers' beliefs about education, and provides suggestions for the content of such units.

The puposes of this study is to examine the impact of primarily bureaucratic socialization; and demographic, experiential, and philosophical orientations (beliefs about key educational concepts) variables on teacher candidates' pupil control ideology (PCI) during a pre‐service teacher education program. The relationship between philosophical orientations and changes to PCI is of particular interest.

Data collected at the beginning and end of their teacher education program from 474 teacher candidates were analysed using multivariate analyses.

Practicum socialization experiences were more closely associated with participants' PCI at the end of the teacher education program than any of the demographic, experiential, or philosophical orientation variables.

An examination of interaction effects among the variables revealed a limited number of situations where the interaction of particular beliefs, demographic, and experience variables appear to minimize the shift to a more custodial PCI. Specific implications are identified in relation to males and elementary teaching, urban practicum placements, and pre‐service teacher education curriculum units pertaining to authenticity of beginning teacher practices.

The study provides a framework within which educators may examine the authenticity of beginning teachers' practice. In particular, educators may wish to carefully consider the evidence suggesting that pre‐service teachers practice may be inauthentic, that is, primarily imitative as a result of custodializing socialization factors, but only in particular circumstances associated with their predominantly humanistic beliefs about education.

Purpose – Video game violence has historically been offered by policy-makers and some scholars as one contributing factor to mass homicides, particularly with shooters who are young, male, and white. However, the evidence for or against such beliefs has not been closely examined.

Approach – The current chapter examines the research exploring violent video game playing and its links with violent and aggressive behavior. Further, research regarding mass school shooters is also examined. The chapter also engages in a sociological analysis of structural factors within both the general society and scientific community by which media is often identified as a potential cause of social problems.

Findings – Current evidence cannot support proposed links between video game violence and aggressive or violent behavior, whether mild or mass homicides. Efforts to blame mass homicides on video games appear to be due to unfamiliarity with games among older adults, prejudicial views of young offenders, and a well-identified cycle of moral panic surrounding media as a scapegoat for social ills. Poor peer-reviewing within the scientific community allowed scholars to participate in this moral panic.

Social implications – Time focused on video games as a cause of mass school shootings is time wasted. Discussions of mental health issues and mental health care are likely to bear more fruit in relation to mass school shootings.