QUIBILS AND QUIRKS
(the original text as serialized in The Cariboo Observer)

Dan Lukiv, M.Ed.
English and Creative Writing
McNaughton Centre, Quesnel, BC, Canada
E-mail: lukivdan@shaw.ca

LAST EPISODE/CHAPTER 36: The floor of the Town Hall caved in; nearby Dr. Dewknob rescued Miss Snapdragon first.

CHAPTER 37: BROKEN LEGS

            Next came Betsy. Pop! Then the mayor. Pop!
            But Arthur and the baker were much harder to rescue because they each had a broken leg. The pain made them moan.
            Dr. Dewknob, trying not to giggle, shook his head as he stood before the mud-covered, rescued four.
            “Look at my dress!” Betsy said. “And my hair!”
            “My leg!” Arthur said, leaning against Betsy.
            “Ah, shut up!” the butcher said, leaning against Arthur. “Do you think you’re the only one with a busted leg?”
            “Heads,” the mud-dripping mayor said, apparently unhurt and delighted.
            Betsy helped Arthur and the doctor helped the butcher hobble to Dr. Dewknob’s office. As for the mayor, he followed, prancing along and babbling things like, “Goo, goo, goo. Yum, yum, yum. Da-da, da-da, da-da dum.”
            Betsy left her husband in the doctor’s care. Then she took the mayor to her apartment to clean him and her up.
            Amid much groaning, the doctor got busy, setting both broken legs and wrapping them in plaster-soaked gauze. Once the casts had set, he asked, “Shall I autograph these? Ha! Ha! Ha! To Tweedledee and Tweedledum?”
            “Maybe you’d like another black eye,” the butcher said from his narrow bed.
            “My, my,” Dr. Dewknob said. “Did you eat a worm?”

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Teacher Candidates’ Beliefs about Education and Discipline Orientation

Ann E. Witcher
Professor
College of Education
University of Central Arkansas
E-mail: AnnW@mail.uca.edu

Anthony J. Onwuegbuzie
Professor
Department of Educational Leadership and Counseling
Sam Houston State University
E-mail: tonyonwuegbuzie@aol.com

Kathleen M. T. Collins
Associate Professor
College of Education and Health Professions
University of Arkansas at Fayetteville
E-mail: kathycollinsknob@aol.com

Terry L. James
Professor
Office of the Provost
University of Central Arkansas
E-mail: terryj@mail.uca.edu

Janet D. Filer
Assistant Professor
College of Education
University of Central Arkansas
E-mail: janetf@mail.uca.edu

Lynn C. Minor
Associate Professor
College of Education
Valdosta State University
E-mail: lcminor@valdosta.edu

Research indicates that effective teachers implement a combination of preventive disciplinary tactics and structured yet varied instructional techniques in their teaching practices and their decisions within these areas are influenced by their educational beliefs (Day, Calderhead, & Denicola, 1993; Demmon-Berger, 1986; Pajares, 1992; Richardson, 1996). Indeed the educational beliefs, perceptions, attitudes and dispositions of experienced teachers and teacher candidates are considered pivotal attributes shaping instructional pedagogy and facilitating a teacher’s progression from a novice to a seasoned practitioner (Day et al., 1993; Pajares, 1992; Richardson, 1996). Research in the areas of educational beliefs and discipline orientation validates their importance as mediating factors influencing teachers’ decisions regarding instructional practices. However, less empirical attention has been paid by researchers to exploring the relationships between these two variables in the context of surveying teacher candidates. Therefore, the intent of this study is to contribute to the literature in this area.

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