The Gentle Art of Criticism

Although much has been written about professional development in general education and music education literature, little has addressed the benefits of music-making as meaningful professional development for music teachers. For music teachers, music-making and meanings of music-making have been connected with teachers' identity, well-being, beliefs, and effectiveness, as well as being a powerful pedagogical tool and a way to develop presence in teaching. Presence in teaching is linked with self-awareness, attentiveness, and pedagogical knowledge. The purpose of this article is to explore the benefits of music-making for music teachers in order to convince policymakers of the value of music-making as a professional development activity for music teachers. This article explores theories from psychology and education that link engagement, well-being, and identity to lay the foundation for a justification of broadening professional development policies. Then, literature is presented that connects teachers' art-making experiences (past and present), identity, teaching, and student learning. The third section draws on my previous work to illustrate the intersections between teachers' music-making and teaching. Then, suggestions for implementing professional development programs with music-making components are made. Although there are many ways music-making could be included as professional development, I offer four suggestions: including music-making in departmental or district-wide meetings, granting professional development credit to music teachers who make music outside of the classroom, setting up in-classroom reflection opportunities/action research based on integrating music-making and music teaching, and initiating a collaborative teacher study group that includes chamber music collaboration.     

Leadership and mentoring in medical physics: The experience of a medical physics international mentoring program

Mentoring aims to improve careers and create benefits for the participants' personal and professional lives. Mentoring can be an individual or a shared experience for a group, while the mentor’s role remains the same in both models. Mentors should increase confidence, teach, inspire, and set examples, helping the mentees to mould their path, contributing to the pursuit of their personal and professional goals. This study aims to report on the experience of early-career medical physics professionals and postgraduate students participating in a global mentoring program and to assess the impact of this activity on their professional development. The objectives of this mentoring program are to develop leadership roles among young medical physicists and to provide guidance and support. An online questionnaire was administered to the mentee participants. The analysis of their responses is reported in this work and the current status of the programme was examined using a SWOT analysis. In general, the mentoring experience had a positive impact on the mentees. The mentors were found especially helpful in the decision-making situations and in other conflicts that may arise with career development. Additionally, the mentees felt that mentoring contributed to the development of leadership skills required for the job market and assist in personal development. This paper concludes that participation of young medical physicists in a mentoring group program is beneficial to their career and therefore should be encouraged.     

Addressing teachers' concerns about teaching evolution

Evolution was introduced into the senior secondary school Life Sciences curriculum in South Africa for the first time in 2008. Research in other countries shows that evolution is an extremely controversial topic to teach, raising serious concerns for teachers. Curriculum change theory dealing with ‘stages of concern’ suggests that teachers implementing a new curriculum move through a predictable series of types of concerns, and that if their initial concerns are not addressed then teachers are slow to move on to more important task-related matters. This has serious implications for both professional development programmes and the development of support materials for teachers: information about teachers' concerns is needed so that those having to support teachers can do so on an informed basis. This article identifies the concerns of 125 secondary school teachers having to teach evolution for the first time. Data was gathered using an activity-based questionnaire administered in a workshop setting to four different groups of biology teachers attending inservice workshops on the teaching of evolution, at stages progressively closer to the implementation date. The majority of concerns identified were early-stage ‘self-concerns’, dealing with personal worries and a need for information. Implications of the findings for providing support for teachers with concerns about teaching evolution are discussed.     

Exploring the importance of institutional contexts for the development of ethnic stereotypes: a comparison of schools in Belgium and England

This article suggests the usefulness of an ecological approach in studying the development of teachers' ethnic stereotypes in schools. It builds on existing research in this area by exploring the importance of nationally specific educational contexts and school characteristics on the development of teachers' stereotypes of Turkish minority students. Observation and interview data from case-study research involving one Flemish (Belgian) and one English secondary, multicultural inner-city school suggest differences between Flemish and English teachers' ethnic stereotypes. These differences can in part be explained by the influence of nationally specific regulations governing teachers' power to evaluate students, a nationally specific policy on ethnic minority cultures and needs, the ethnic and gender composition of the school's student and staff population, and the enforcement of an inclusive school policy by the school's senior management. The conclusions discuss implications for further research on ethnic stereotyping and discrimination in schools.     

Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten

MyTeachingPartner (MTP) is a teacher professional development program designed to improve the quality of teacher-child interactions in pre-kindergarten classrooms and children's language and literacy development. The program includes language/literacy activities and two Web-based resources—video exemplars of effective interactions and individualized consultation—designed to support teachers' high quality implementation of these activities. This study examined the impacts of the MTP Web-based resources on the language and literacy development of 1,165 children during pre-kindergarten. Children whose teachers were randomly assigned to receive access to both the video exemplars and participated in consultation (MTP Consultancy n = 65) made greater gains in receptive language skills during pre-kindergarten compared to children whose teachers were randomly assigned to receive access to the video exemplars only (MTP Video Library n = 69). Further, among MTP Consultancy teachers, more hours of participating in the consultation process was positively associated with children's receptive language development, and more hours implementing the language/literacy activities was positively associated with children's language and literacy development. Implications for improving children's school readiness and promoting teachers' participation in professional development programs are discussed.     

Alleviating praxis shock: Induction policy and programming for urban music educators

An integral part of a teacher learning continuum ranging from preservice education to professional development for experienced educators, new teacher induction holds particular potential to effect change in urban education. Accordingly, this article offers recommendations for induction-related policy and programming capable of supporting beginning music educators' professional growth in urban settings. Four programmatic components well-suited to addressing urban music teachers' distinctive learning needs are discussed: professional development tailored to urban settings, collaborative communities of practice, mentoring, and school-university partnerships.     

Balancing science and family: tidbits of wisdom from those who've tried it and succeeded

There is a notion that combining parenthood with a career in academic science is problematic, yet academic science careers can provide an outstanding career choice for professional parents because they offer extraordinary flexibility and stability. Much has been written about the paucity of women in tenure track scientific positions and the general disparity between men and women in all professions. However, the status quo is changing as more women fill the ranks of academia and male professors share childcare and household duties with spouses who hold professional positions. Although combining any career with parenthood can be challenging, parenthood should not be considered an obstacle to a successful scientific career.     

From ‘ecologist’ to ‘conceptual ecologist’: the utility of the conceptual ecology analogy for teachers of biology

This paper advocates the application of established teaching models to the professional development of biology teachers. This is achieved by using the analogy of conceptual ecologies, made explicit through concept mapping. The approach is designed to support teachers' developing understanding of pupils' conceptual change by using familiar terminology and biological analogies. Monitoring of students' understanding at an ecosystemic level may also help distinguish between instances of conceptual change and contextual switching (described here with reference to photosynthesis).     

Medical professionalism: one size fits all?

A number of medical specialties have recently developed their own specialty-specific charters. This proliferation of charters is representative of an unease about medical professionalism that has arisen not just from increasing medical specialization, but also from evolving needs as physicians progress through their careers. The development of such specialty-specific definitions of professionalism is undesirable: all specialties should adhere to the same basic principles. These charters and "definitions" should be incorporated into a formal developmental model, derived from needs assessments from the level of medical school through the level of specialization. Such a model would provide physicians with more concrete guidance regarding professional behavior at each stage of their careers, address unmet needs in neglected areas such as mid- and late career, and help alleviate the tension associated with expressing these ideas. Incorporating concepts derived from more classic models of development may create opportunities to address the teaching of values and identify barriers to success.     

Openness to Experience as a Predictor and Outcome of Upward Job Changes into Managerial and Professional Positions

In industrial and organizational psychology, there is a long tradition of studying personality as an antecedent of work outcomes. Recently, however, scholars have suggested that personality characteristics may not only predict, but also change due to certain work experiences, a notion that is depicted in the dynamic developmental model (DDM) of personality and work. Upward job changes are an important part of employees’ careers and career success in particular, and we argue that these career transitions can shape personality over time. In this study, we investigate the Big Five personality characteristics as both predictors and outcomes of upward job changes into managerial and professional positions. We tested our hypotheses by applying event history analyses and propensity score matching to a longitudinal dataset collected over five years from employees in Australia. Results indicated that participants’ openness to experience not only predicted, but that changes in openness to experience also followed from upward job changes into managerial and professional positions. Our findings thus provide support for a dynamic perspective on personality characteristics in the context of work and careers.     

Biomedical Science Ph.D. Career Interest Patterns by Race/Ethnicity and Gender

Increasing biomedical workforce diversity remains a persistent challenge. Recent reports have shown that biomedical sciences (BMS) graduate students become less interested in faculty careers as training progresses; however, it is unclear whether or how the career preferences of women and underrepresented minority (URM) scientists change in manners distinct from their better-represented peers. We report results from a survey of 1500 recent American BMS Ph.D. graduates (including 276 URMs) that examined career preferences over the course of their graduate training experiences. On average, scientists from all social backgrounds showed significantly decreased interest in faculty careers at research universities, and significantly increased interest in non-research careers at Ph.D. completion relative to entry. However, group differences emerged in overall levels of interest (at Ph.D. entry and completion), and the magnitude of change in interest in these careers. Multiple logistic regression showed that when controlling for career pathway interest at Ph.D. entry, first-author publication rate, faculty support, research self-efficacy, and graduate training experiences, differences in career pathway interest between social identity groups persisted. All groups were less likely than men from well-represented (WR) racial/ethnic backgrounds to report high interest in faculty careers at research-intensive universities (URM men: OR 0.60, 95% CI: 0.36–0.98, p = 0.04; WR women: OR: 0.64, 95% CI: 0.47–0.89, p = 0.008; URM women: OR: 0.46, 95% CI: 0.30–0.71, p<0.001), and URM women were more likely than all other groups to report high interest in non-research careers (OR: 1.93, 95% CI: 1.28–2.90, p = 0.002). The persistence of disparities in the career interests of Ph.D. recipients suggests that a supply-side (or “pipeline”) framing of biomedical workforce diversity challenges may limit the effectiveness of efforts to attract and retain the best and most diverse workforce. We propose incorporation of an ecological perspective of career development when considering strategies to enhance the biomedical workforce and professoriate through diversity.     

Career and training patterns of students entering Canadian medical schools in 1965.

This paper follows the careers of the 1128 students who entered Canadian medical schools in 1965, most of whom graduated in 1969. The type of career pursued (whether general or specialty practice or some combination thereof), the type of specialty undertaken, the place of internship and residency training and the 1973 practice location of the graduates are examined. The wide variation in careers followed by the 12 schools'' graduates provides the major focus of the paper.     

Get that next job—how to break out of the postdoc trap

In the past, the majority of graduate students and postdoctoral researchers were focused on careers in academia. Times have changed, and many are now considering careers outside of academia and are aware of numerous exciting career opportunities in industry and nonprofit and government organizations. However, although it is easy to find resources about academic careers, the same cannot be said for positions outside the ivory tower. Here, on the basis of my experience as a scientist and as someone who works with graduate students and postdocs to help them enter nonacademic career paths, I provide a perspective on career development and how to find a job.     

Do you have any regrets about entering medicine?

Do today''s students have any second thoughts about their decision to pursue a career in medicine? Gabriel Leung, who graduates in June from the University of Western Ontario, considers the problems and dilemmas that have confronted him and his classmates during their short careers and muses on the uncertain future today''s physicians face.     

Opening new doors in autophagy research: Patrice Codogno

Patrice Codogno (Fig. 1), one of the associate editors of Autophagy since it was established, is well known in the autophagy field, and has played a particularly important role in France, serving as the first president of Club Francophone de l'AuTophaGie (CFATG). Patrice's research career spans from the predominantly biochemical analyses that were commonly used in the 1980s to the molecular studies that are the primary focus of many labs currently studying autophagy today. Anyone who has met Patrice knows that he is modest, which means his contributions to autophagy and to promoting the careers of scientists globally, are underappreciated. In addition, there is a fun-loving side to Patrice that is often hidden to the casual observer, and it is time to share some of his personality and thoughts with the rest of the autophagy community.     

Glasgow Women Medical Students: Some Facts and Figures

A questionaire was sent to 343 women medical undergraduates at the University of Glasgow, and 317 replied. Of the respondents, 36% had a member of their family in medicine and 15% had either one or both parents a doctor: 45% had a working mother. Half of all the students had doubts about medicine as a career, and the proportion of these rose with seniority. Doubts were mainly due to the length of the medical course but the girls also recognized the difficulty of combining a medical career with family life. There was a significant correlation between having doubts about a medical career and having a mother who worked.Half the girls said they would prefer to work in hospital after qualification—the favourite specialties being paediatrics and obstetrics; only a quarter said they would like to do general practice. The need for careers advice which links actual career openings and the wish of most women to combine medical work with marriage and child-rearing is emphasized. The majority of the students saw a doctor''s primary role as the giving of advice and reassurance.     

50 Years of Women in Cell Biology: Where have we been? Where are we going?

It’s been 50 years since Women in Cell Biology (WICB) was founded by junior women cell biologists who found themselves neither represented at the American Society for Cell Biology (ASCB) presentations nor receiving the information, mentoring, and sponsorship they needed to advance their careers. Since then, gender parity at ASCB has made significant strides: WICB has become a standing ASCB committee, women are regularly elected president of the ASCB, and half the symposia speakers are women. Many of WICB’s pioneering initiatives for professional development, including career panels, workshops, awards for accomplishments in science and mentoring, and career mentoring roundtables, have been incorporated and adapted into broader “professional development” that benefits all members of ASCB. The time has passed when we can assume that all women benefit equally from progress. By strategically, thoughtfully, and honestly recognizing the challenges to women of the past and today, we may anticipate those new challenges that will arise in the next 50 years. WICB, in collaboration with the ASCB, can lead in data collection and access and can promote diversity, equity, and inclusion. This work will be a fitting homage to the women who, half a century ago, posted bathroom stall invitations to the first Women in Cell Biology meetup.     

A followup study of the academic attainment and classroom behavior of children with elevated dentine lead levels

To investigate the impact of low-level lead exposure on children's behavior within a natural setting, we assessed the school performance of a sample of 141 elementary school children classified according to dentine lead level. Twenty-two children had “elevated” levels (≥20 parts per million), 71 had “midrange” levels (10.0–19.9 parts per million), and 48 had “low” levels (<10 parts per million). Four types of outcome data were collected: (1) scores on a standardized group intelligence test, (2) teachers' ratings, (3) incidence of academic failure (assignment to remedial aid, grade retention), and (4) observations of classroom behavior. In general, higher dentine lead levels were associated with less favorable school performance, with most covariance-adjustedp-values in the range of 0.05–0.15. The incidence of grade retention was the outcome most strongly related to lead level. The pattern of results suggests a consistent, though weak relationship between children's dentine lead levels and elementary school performance.     

Science PhD career preferences: levels, changes, and advisor encouragement

Even though academic research is often viewed as the preferred career path for PhD trained scientists, most U.S. graduates enter careers in industry, government, or "alternative careers." There has been a growing concern that these career patterns reflect fundamental imbalances between the supply of scientists seeking academic positions and the availability of such positions. However, while government statistics provide insights into realized career transitions, there is little systematic data on scientists' career preferences and thus on the degree to which there is a mismatch between observed career paths and scientists' preferences. Moreover, we lack systematic evidence whether career preferences adjust over the course of the PhD training and to what extent advisors exacerbate imbalances by encouraging their students to pursue academic positions. Based on a national survey of PhD students at tier-one U.S. institutions, we provide insights into the career preferences of junior scientists across the life sciences, physics, and chemistry. We also show that the attractiveness of academic careers decreases significantly over the course of the PhD program, despite the fact that advisors strongly encourage academic careers over non-academic careers. Our data provide an empirical basis for common concerns regarding labor market imbalances. Our results also suggest the need for mechanisms that provide PhD applicants with information that allows them to carefully weigh the costs and benefits of pursuing a PhD, as well as for mechanisms that complement the job market advice advisors give to their current students.