Editor

Editor's Note, December 2007

Elizabeth Haller
PhD Candidate and Instructor, Kent State University
E-mail: editoraee@hotmail.com

We here at AEE would like to wish you a joyous holiday season. While we know that this can be a rather hectic time of year, we invite you to make time to sit back, relax and enjoy our December issue. As always, we look to your continued perusal and encourage you to submit articles, poetry, and fiction for consideration in future issues of AEE. Please review our Call for Papers on this site for more details on submission requirements. If you are unsure whether your contribution would be suitable under the terms of our Call for Papers, please send along an inquiry, and I will be happy to respond forthwith. As always, do not forget to check out Grist for the Mill for possible submission ideas.

Columnist Lynne Fukuda returns with a simple statement regarding: “How to Overcome Fear and Anxiety as a Teacher.”

Dan Lukiv starts off AEE’s feature articles with the fourth installment of his children’s novel titled “Quibils and Quirks”. The original text of this work was serialized in The Cariboo Observer during 1997 through 1999. According to Lukiv, this project, consisting of 108 short chapters, is designed for serialization and works perfectly for teachers who like reading to their students daily. As such, we will be running this novel with eleven chapters per issue through the May 2008 issue of AEE. Please refer to the August 2007 issue to read the “Forward” to this inventive work.

The final feature of this issue, “Teacher Candidates’ Beliefs about Education and Discipline Orientation”, is co-authored by Ann E. Witcher, Anthony J. Onwuegbuzie, Kathleen M. T. Collins, Terry L. James, Janet Filer, and Lynn C. Minor. According to the authors:

The purpose of this study was to examine the link between preservice teachers’ educational beliefs and their discipline orientation. Participants were 134 preservice teachers enrolled at a large university in a southeastern state in the United States. A discriminant analysis revealed a statistically significant relationship between discipline orientation and educational beliefs (P2[4] = 11.17, p < .05). The effect size (canonical r = .38) was moderate. The standardized coefficients and structure coefficients indicated that teacher candidates who were the most interventionist also tended to be the most transmissive. Similarly, teacher candidates with the most non-interventionist orientation tended to be the most progressive. Implications are discussed.

READ, ENJOY, AND CONTRIBUTE!

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Send your ideas and/or writing sample to the Editor-in-chief:
Elizabeth Haller
Kent State University (e-mail: editoraee@hotmail.com)

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Academic Exchange Extra invites reader response to any writings in this issue--especially articles advancing the scholarly debate of issues raised.