Journal articles on the topic 'Upper secondary school-leaving examination in English'

Although the results of the final examination in Indonesia were the dominant factor in determining high school graduation, the public still did not know how the examination was administered nor how results were used to determine student graduation. Despite its importance, no comprehensive studies about its implementation have been conducted. The present study investigates the implementation of school-based assessment (SBA) in upper secondary schools focusing on the development and administration of the English writing test. This particular test was not covered in the English national examination. Twenty-one schools were surveyed, selected through stratified random sampling. In-depth case studies were conducted in three selected schools representing fully implementing school (FIS), moderately implementing school (MIS), and partially implementing school (PIS). The majority were categorized as PIS. This study suggests that the way in which examinations were implemented needs serious consideration, especially in light of the new regulation that student graduations are based on the result of the school examinations and no longer on the result of the national examination.

This study explores the factors leading Thai upper-secondary school students to study English at tutoring school. The students’ perceptions of their EFL private tutors and mainstream school teachers are also a focus of this research. Drawing on statistical data from 80 upper-secondary school students, it shows that these students perceive EFL private tutors to be more effective in the provision of examination support, particularly regarding the university admission examination, compared with mainstream school teachers. Overall, these students have more positive attitudes towards their English tutors than their mainstream school teachers. They agree that tutors have higher English language proficiency and can make them understand the lesson better than their school teachers. The characteristic of the tutors and teaching techniques is considered a significant factor leading students to study English at tutoring schools, particularly the teaching techniques that allow them to do better on university examinations. These findings not only highlight the impact of private tutoring schools on language education systems, but also caution Thai educational policy makers and practitioners to further explore the pressure of the university admission examination on upper-secondary school students in the country.Keywords: Examination support, English language proficiency, private tutoring schools, teaching technique, Thailand.Cite as: Chan, C. & Mongkolhutthi, P. (2017). The factors affecting students’ choice in studying English at private tutoring schools: A case of Thai upper-secondary school students. Journal of Nusantara Studies, 2(2), 44-52.

The complex and varied sociolinguistic reality of World Englishes and English as a Lingua Franca (ELF) has important implications for English Language Teaching (ELT). Besides questioning the validity of the ‘native speaker model’, the complexity of Global Englishes raises several issues, both at a theoretical and at an applied level, particularly for teaching. A plurilithic rather than a monolithic (monolingual/monocultural) perspective is called for, one that can make learners aware of the different roles, contexts, linguistic and functional varieties of English, so that they can be prepared to effectively interact with speakers of different Englishes and in English as a Lingua Franca contexts. Communication strategies have been shown to have a particularly significant role in English as a Lingua Franca communication, that is characterized by negotiation and co-construction of meaning; in these encounters, where different linguacultures meet, ELF speakers employ a range of pragmatic strategies to solve, or pre-empt, (potential) non-understandings often drawing on their plurilingual repertoires, too. Communication strategies can thus be said to play a fundamental role in effective communication, particularly in contexts where English is used as an international Lingua Franca. In this light, it would seem important for ELT materials to include activities aimed at raising awareness and promoting practice of communication strategies, so that they can become an integral part of English as a Foreign Language (EFL) and English as a Second Language (ESL) classroom practices towards the development of communicative ‘capability’. This article will illustrate a study investigating whether ELT materials addressed at Italian upper secondary school students include activities and tasks related to communication strategies. The examination of textbooks published by Italian and international publishers from the 1990s to 2015 shows that, apart from a few interesting cases, consistent attention has not been given to this important area. Implications for further research on the inclusion of communication strategies in ELT will also be set forward.

本稿では、明治期から大正期、特に1880年代から1910年代にかけて、高等学校の入学試業で英語・ドイツ語・フランス語がどのように扱われたのかを第一高等学校の入試を中心に明らかにし、その位置づけが中学校の外国語教育に与えた影響を考察する。重要な転機として、（1）1895年の第一部（法文学志望者）の一部においてドイツ語受験が可能とされ、また第三部（医学志望者）はドイツ語のみ受験が可能とされたこと、（2）1899年に第三部の受験がドイツ語に加えて英語でも可能となったこと、（3）1919年の規定により、文科乙類・理科乙類ではドイツ語による受験が、文科丙類ではフランス語による受験が可能となったことが挙げられる。ドイツ語やフランス語が入試科目に加えられたことは、高等教育におけるこれらの言語の重要性を維持する一助となった。しかし、どの専門であれ英語での受験が可能となった状況では、東京府立第一中学校の例が示すように、中学校でのドイツ語・フランス語教育推進にはつながらなかった。 Extensive research has been conducted on English entrance exams in Meiji- and Taisho-era Japan (e.g., Erikawa, 2011; Imura, 2003; Matsumura, 1997; Sasaki, 2008). However, very few studies have explored how other foreign languages were treated in entrance exams during this period of secondary and tertiary educational development. This paper, therefore, offers an examination of how English, German, and French were treated in higher school entrance examinations during this period, especially from the 1880s to 1910s, with a focus on Daiichi Koto Gakko (the First Higher School; named Daiichi Koto Chu Gakko, the First Higher Middle School, between 1886 and 1894), a predecessor of several university programs in the current system. How the treatment of these languages in entrance exams influenced foreign language education at middle schools, many of which turned into senior high schools after World War II, is also discussed. During the Meiji and Taisho eras, foreign language education in Japan received criticism from education experts for its English-only focus (Shimo, 2018; cf. current criticism in, e.g., Morizumi, Koishi, Sugitani, & Hasegawa, 2016; Otani, 2007). Foreign languages other than English that were important at that time were German and French. An advisory committee to the Prime Minister, Rinji Kyoiku Kaigi (Extraordinary Education Committee: September 21, 1917, to May 23, 1919) proposed in its report on May 2, 1918, that German and French, in addition to English, be promoted as foreign language subjects to be taught at middle schools. Discussion in the advisory committee was reflected in Higher School Order, which was promulgated in December 1918. According to the National Higher School Higher Course Entrance Examination Regulations promulgated in the following year, English, German, and French were included in the foreign language subjects for entrance exams. A unified-test system—with all higher schools using the same test questions—was also introduced. Until 1919, most higher schools offered only English, with an exception of Daiichi Koto Gakko. Daiichi Koto Gakko had three departments: The First Department was for candidates for law and literature majors; the Second Department for candidates for science, engineering, and agriculture majors; and the Third Department for candidates for medicine majors. Back in 1886, the school announced that they were going to offer only English from the 1891 entrance examinations, but their entrance examination rules also went through further changes. Among the changes, important turning points were as follows: (a) the change in 1895 allowed the First Department to offer German language as an entrance exam subject for certain groups of majors and the Third Department to offer German as the only foreign language option in their entrance exam; (b) in 1899, the Third Department started to offer English, in addition to German, as an entrance exam subject; and (c) in 1919 (two departments, Humanities and Sciences, were then formed instead of three), one section of Humanities and one of Sciences allowed German exams, and one section of Humanities allowed French ones. The last regulation was implemented nationwide, but not all higher schools offered French and German. By including German and French as entrance exam subjects, their importance in tertiary education was made stronger or at least kept the same. In spite of all these changes, however, the number of middle schools that taught German or French did not increase; it was limited to a few private middle schools. One notable case was Tokyo Furitsu Daiichi Chu Gakko [Tokyo Prefectural First Middle School]. German was added as a foreign language subject in their curriculum in 1902 when Tomoo Katsuura was the principal. In 1901, Katsuura attended the sixth meeting of Koto Kyoiku Kaigi (Upper-Level Education Committee; the first advisory committee of the Ministry of Education: 1896-1913), where the committee agreed on their proposal to the Ministry that German be taught in addition to English at one middle school in each prefecture. Katsuura’s effort turned out to be ineffective in promoting German education at the middle-school level because Daiichi Koto Gakko had already added English to the entrance exam for the Third Department in 1899. This historical examination indicates that when English was offered as an entrance exam subject for all majors at the tertiary level, simply providing other languages in entrance exams was ineffective in promoting those languages at the secondary level.

A plethora of researchers have attempted to examine the characteristics of a good and effective teacher in order to enhance the process of teaching foreign languages. In line with those explorations, this study aims at performing a comparison between Slovak pre-service EFL (English as a foreign language) teachers’ and Slovak in-service EFL teachers’ perceptions of a good and effective language teacher. To achieve this objective, a convenient sample of Slovak university EFL students who were pre-service teachers (n = 74) and Slovak lower-secondary and upper-secondary school teachers (n = 63) were employed in the study. Using a 57-item Likert-type questionnaire, independent-samples t-tests were conducted to investigate the potential differences between the perceptions of the pre-service teachers and in-service teachers. Moreover, the 10 highest-mean and 10 lowest-mean items of both groups were analyzed. The research results revealed that statistically significant differences (p ≤ 0.05) were detected in only 12 of the 57 items. Furthermore, a closer examination of the differences and the items with the highest and lowest means indicated that the pre-service teacher participants favored traditional teaching more than their in-service teacher counterparts, who preferred CLT (Communicative Language Teaching) to a greater extent. The potential implications of these findings indicate that the fundamental principles of CLT such as employing plenty of pair-work and group-work activities, facilitating learners’ autonomy and responsibility for their own learning, or varying classroom interaction strategies deserve more careful attention during pre-service teacher training.

Establishing how current academic performance relates to future performance is key to helping educators fine tuning their assessment practice. At present high failure rate of Agriculture subject at Primary Leaving Examination (PSLE) has been of a great concern in Botswana. To determine the relationship between the standard four attainment scores and Primary Leaving Examination scores key in tracing the origin of failure observed at primary school leaving examination. The main focus of this study was to determine the validity of standard four attainment scores in predicting performance at standard seven Primary School Leaving Examination (PSLE). A quantitative study of correlational research design used secondary data scores obtained from Botswana Examination Council (BEC) to determine the correlation coefficient (r) between the two sets of scores. The study indicated that there was strong correlation, r=.8 at P= .00, between standard four attainment scores and PSLE scores, therefore the null hypothesis that states that there is no significant relationship between standard four attainment scores and PSLE scores was rejected. It was concluded that high failure rate obtaining at PSLE is related to poor foundation laid at lower levels. It is recommended that standard four attainment scores or performance should save as criterion for moving into upper primary (standard 5-7) and subsequently seating for PSLE.

AbstractWhat role does multimodality play in assessment in the English subject in Norway? This article focuses on final written examinations from 2014 to 2018 and investigates the multimodal literacy skills that examinations invite lower secondary school students to demonstrate. Examinations in the English subject are digital and technically open to a rich multimodal practice. Analysis in this article finds that the texts to be read in examinations are carefully designed multimodal texts, with plentiful use of visual aspects of writing and with images that add significantly to the creation of complex cohesive ensembles. When it comes to the examination tasks, however, the opportunity for the students’ multimodal output is limited and ambiguous. In sum, there is an imbalance between input and output.Keywords: multimodal literacy, multimodal texts, English, assessment, lower secondary schoolInspirert av bilder: En multimodal analyse av sentralt gitt skriftlig eksamen for 10. trinn i engelsk i Norge fra 2014 til 2018SammendragHvilken rolle spiller multimodalitet i engelskfagets vurderingspraksis i Norge? Denne artikkelen fokuserer på avsluttende skriftlig eksamen fra 2014 til 2018, og undersøker hvilken multimodal literacy (tekstkyndighet) eksamen legger opp til at ungdomsskoleelever får vise fram. Eksamen i faget er digital og teknisk sett åpner den for en rik multimodal praksis. Analysen i artikkelen viser at eksamenstekstene elevene leser er nøye designede multimodale tekster, med rikelig bruk av visuelle aspekter ved skrift, og med bilder som bidrar til komplekse, helhetlige, sammensatte tekster. Når det gjelder eksamensoppgavene derimot, er elevens mulighet til å uttrykke seg multimodalt både begrenset og tvetydig. Alt i alt er det en ubalanse mellom det som skal leses og det som skal skrives til eksamen. Nøkkelord: multimodal literacy, sammensatte tekster, engelsk, vurdering, ungdomstrinn

Our paper addresses the relationship between parental wealth and children’s post-secondary transitions. More specifically, we contrast the likelihood of children with an upper secondary degree to make a transition into further education or the labor market with their likelihood to stay inactive, i.e., to engage neither in further education nor in labor market activity (NEET) after leaving school for the first time. While previous research argues that there is a general positive association between parental wealth and children’s educational and occupational transitions, we argue that for children of wealthy parents, this association might be weaker or even negative. Our study focuses on Germany, where wealth has a weak correlation with the traditional measures of parental socio-economic background. For our empirical analyses, we apply data from the German Socio-Economic Panel Study (SOEP) and use binary logistic regression models for discrete-time event history analyses. Although not statistically significant, our results show that the relationship between parental wealth and children’s post-secondary transitions is not linear. Our study contributes to previous research by providing a detailed examination of the potential mechanisms underlying the relationship between parental wealth and children’s post-secondary transitions.

It cannot be denied that research on L2 pronunciation has developed greatly in the last decades, nevertheless the conclusions drawn from such studies are rarely applied in practice, especially in the school curricula. Studies carried out in Poland since early 2000s have proven that pronunciation teaching is still almost absent at schools (apart from the academic level) and that L2 learners are highly critical concerning both their own as well as their teachers’ pronunciation in EFL. Although it has been shown that correct pronunciation is crucial in L2 communication and that this element of L2 competence has been included in the oral part of the school-leaving (<em>Matura) </em>exam (CKE, 2013), the popular claim is that it is still difficult to find any elements of pronunciation training in textbooks designed for this kind of schools. The first aim of this paper is to compare the latest versions of compendia (<em>repetytoria </em>in Polish) usually applied in the last class of this type of school. The books are used to revise all the previously acquired knowledge about an L2 and are supposed to include theory and exercises in all skills and elements of a target language. And as learners graduating from upper-secondary school are about nineteen years old and, moreover, some of them may stop learning L2 intensively after graduation, it is the last chance to work seriously on English phonetics. The study results show that in most cases, although a separate pronunciation module is not included, word-lists in compendia are usually accompanied by audio tracks and, in some cases, even IPA is applied. Another aim of the study is to examine whether upper-secondary L2 teachers pay attention to their learners’ pronunciation and train it. An online questionnaire concerning pronunciation teaching practices was completed by 51 teachers from all over Poland and this did not bring optimistic results.

The purpose of this article is to enrich the EFL teacher’s understanding of the development of educational standards in Croatia with the special focus on Secondary School Leaving Examination the so called State Matura. The external examinations are a widespread phenomenon which has also influenced Croatian educational system. This new type of assessment, which has been used for over a decade now has positively influenced the language competence of the students especially in reading and writing. Henceforth the argumentative essay, which is a crucial part of the English Matura exam at the higher level, has in great part contributed to such positive changes which were also documentd in the Reports issued by the Croatian Center for External Evaluation of Education, whose role is to govern the whole examination process and in the end to subject the tests and its items to psychometric analyses. Statistical data, rating scales and a sample essay included in this article are of great help in other to demonstrate the positive role the argumentative essay plays at the Matura exam and later at a university level .A study which also speaks in favour of this fact is the study conducted by R.M.Helms, in the USA (2008) which stresses the importance of the writing component of the SAT tests as predictors of college grades. Bearing in mind everything mentioned so far a lot of challenges still lie ahed, but the Croatian educational system will for sure yield even more promising results in the future.

Abstract Research in termoacoustics began with the observation of the heat transfer between gas and solids. Using this interaction the intense sound wave could be applied to create engines and heat pumps. The most important part of thermoacoustic devices is a regenerator, where press of conversion of sound energy into thermal or vice versa takes place. In a heat pump the acoustic wave produces the temperature difference at the two ends of the regenerator. The aim of the paper is to find the influence of the material used for the construction of a regenerator on the properties of a thermoacoustic heat pump. Modern technologies allow us to create new materials with physical properties necessary to increase the temperature gradient on the heat exchangers. The aim of this paper is to create a regenerator which strongly improves the efficiency of the heat pump.Polish acoustical community mourns the loss of Professor Marian Urbańczyk who passed away on July 10, 2013. Professor Marian Urbańczyk was born on February 2nd, 1948, in Katowice (Poland). There he attended the Silesian Technical College (Śląskie Techniczne Zakłady Naukowe), where he was a student of the electrical engineering and electronics class and in 1967 completed his secondary education with school-leaving examination and a honorary mention. In 1973, he graduated successfully (again with distinction) from the Faculty of Electrical Engineering at the Silesian University of Technology (Politechnika Śląska) in Gliwice. The same year he has joined the SUT’s Institute of Physics as a university teacher at the newly created Faculty of Mathematics and Physics. The late Professor Urbańczyk remained connected with the Institute until 2009, from 2007 to 2009 performing the function of its Deputy Director for Students’ Affairs. The scope of the Professor’s scientific interest comprised electronics of solid state, metrology, and technical physics, with special attention paid by him to acoustics, including acoustoelectronic systems and their applications in technology and metrology. In 1981, Marian Urbańczyk delivered his doctor’s dissertation concerning technical acoustics at the Institute of Fundamental Problems of Technology Polish Academy of Sciences (IPPT PAN) in Warsaw. In the year 1999, he was granted the post-doctoral degree (habilitation) by the Council of the Faculty of Electronics at the Wrocław University of Technology. In 2012, Marian Urbańczyk was made full professor by the President of Poland. The Silesian University of Technology in Gliwice remained the scene of Professor Urbańczyk’s scientific activity to the very end of his life. Since September 1, 2009, Professor had been working at the Department of Optoelectronics at the SUT’s Faculty of Electrical Engineering, acting as its Deputy Director. Professor Marian Urbańczyk was a promoter of several doctor’s dissertations and numerous master theses. In the framework of his didactic work, he has organized many students’ laboratories and workshops. He was also the author of a wide variety of teaching curriculums (syllabuses). The late Professor Urbańczyk was highly valued both by his students and coworkers. Professor Marian Urbańczyk was an unquestionable authority in the field of technical acoustics, metrology, and electronics, and an internationally acknowledged author (and co-author) of more than 200 scientific publications, nearly 50 of them having been included in the ISI list. His papers were published in highly-ranked journals and frequently cited by other authors. He was also the co-author of numerous patents and patent applications. The Professor was a member of Scientific Committees of many conferences, both domestic and international. Professor Marian Urbańczyk was a member of many international and Polish scientific societies, including the European Acoustical Association (EAA), the International Optical Engineering Society (SPIE), the Polish Acoustical Society (PTA), the Photonic Society of Poland, the Polish Physical Association (PTF), and the Polish Association of Sensor Technology (PTTS). Since 1975, Professor Urbańczyk was a member of the Polish Acoustical Society (PTA), elected later the Member of the Main Board of this organization and the Chairman (Local President) of the Board of Upper Silesia Branch of the PTA. The Professor acted also as a co-organizer of annual international conferences, including the Winter School on Wave and Quantum Acoustics and the Workshop on Acoustoelectronics. For his scientific achievements, Professor Urbańczyk has been awarded state orders, medals, and scientific rewards. Professor Urbańczyk’s death is an irreparable loss to the Silesian University of Technology, the Polish Acoustical Society, and the whole Polish scientific community. Professor Marian Urbańczyk was an extraordinary person, always very kind-hearted and understanding for others. For those who knew him personally, he was a Friend and a Master. And as the Friend and the Master we will retain him in our fond memory.

Tutkimus on osa pitkittäistutkimusta, jossa samaan ikäluokkaan kuuluvia oppilaita seurattiin perusopetuksen kolmannelta vuosiluokalta toisen asteen koulutuksen loppuun neljällä eri mittauskerralla. Tutkimuksessa käytetään Opetushallituksen ja Kansallisen koulutuksen arviointikeskuksen vuosien 2005–2015 aikana keräämää kansallisesti edustavaa tutkimusaineistoa. Tutkimusaineisto käsittää kaikkiaan 3896 oppilasta. Tutkimuksessa keskitytään tarkastelemaan matematiikan parhaita osaajia, joita on yhteensä 292 (7,5 %). Poikien osuus on 64,0 % (n = 187) ja tyttöjen 36,0 % (n = 105). Osaaminen määritetään yhdeksännen vuosiluokan kokeessa menestymisen perusteella. Kansallisten matematiikan kokeiden lisäksi oppilaat ovat vastanneet erilaisiin kyselyihin, joissa heiltä on kerätty tietoa yksilöön, kouluun ja kotitaustaan liittyvistä tekijöistä. Tutkimuksessa selvitetään näiden tekijöiden yhteyttä toisen asteen koulutusvalintaan ja osaamisen kehittymiseen toisen asteen opintojen aikana. Tulosten analysoinnissa käytettiin päätöspuuanalyysia (DTA) ja regressioanalyysia. Tutkimuksessa havaittiin, että suurin osa (60,0 %) yhdeksännen vuosiluokan parhaista osaajista oli parhaita osaajia myös toisen asteen päättyessä ja muiden osaaminen laski hyvien tai keskitason osaajien tasolle. Yksilöön liittyvät tekijät selittävät parhaiten matematiikassa menestymistä myös toisella asteella. Myönteiset asenteet matematiikkaa kohtaan ja vahva matematiikan osaamisen pohja perusopetuksessa luovat edellytyksiä menestyä matematiikassa erinomaisesti toisella asteella. Matematiikan parhaiden osaajien osaamisen taso heikkenee todennäköisemmin, jos oppilas ei mene lukioon tai ei suorita lukiossa vähintään 11 matematiikan kurssia. Yhdeksännen vuosiluokan parhaista osaajista lukioon hakeutuivat todennäköisemmin ne, jotka menestyivät arvosanatiedon perusteella erinomaisesti äidinkielessä. In English The study is part of a longitudinal research. Same students were followed from 3rd grade of primary education to the end of upper secondary level. The data was collected by EDUFI and FINEEC during 2005–2015. The data consists of 3896 students and the target group consists of mathematically high-achieving students. Total number of them is 292 (7,5 %). Definition of high-achieving students is based on success in the mathematics examination of 9th grade. In addition to math examinations it has been gathered information about students’ individual-, school- and home-related factors. The study examines the relationship between these factors and the choice between upper secondary vocational education and general upper secondary school. The aim is to investigate how high-achieving students’ mathematical competence develop during these studies and which factors are related to development. Decision tree analysis (DTA) and regression analysis were used to analyse the data. The results indicated that 60,0 % of mathematically high-achieving students were also high-achieving students at the end of upper secondary level. The individual-related factors were explanatory factors for mathematical success at the upper secondary level. Positive attitudes towards mathematics and strong mathematical competence in basic education predicted excellent success in mathematics later. The competence of high-achieving student most likely decreased if a student didn’t go to the general upper secondary school or didn’t complete at least 11 mathematics courses. They, who performed excellently in their studies of mother tongue in 9th grade, most likely applied to the general upper secondary school.

Tutkimus perustuu Opetushallituksen ja Kansallisen koulutuksen arviointikeskuksen keräämään pitkittäisaineistoon. Samaan ikäluokkaan kuuluvat oppilaat ovat osallistuneet kansallisiin matematiikan kokeisiin ja matematiikka-asenteita kartoittaviin kyselyihin vuosien 2005–2015 aikana neljällä eri mittauskerralla perusopetuksen kolmannelta vuosiluokalta toisen asteen loppuun. Tutkimusaineiston kokonaisotos käsittää yhteensä 3896 oppilasta. Tutkimuksessa keskitytään tarkastelemaan matematiikassa parhaiten menestyneitä opiskelijoita. Matematiikan parhaiksi osaajiksi määritetään kansalliseen matematiikan kokeeseen osallistuneet lukiolaiset, jotka saivat pitkän matematiikan ylioppilaskokeesta arvosanan laudatur tai eximia cum laude approbatur (n = 146). Ensin tutkimuksessa selvitetään, miten parhaiden osaajien matematiikka-asenteet muuttuivat perusopetuksesta lukion loppuun ja toiseksi, miten opetuksen pedagogiset ratkaisut yläkoulussa ja lukiossa selittävät osaamiseltaan parhaiden tyttöjen ja poikien asenteissa tapahtuneita muutoksia. Selittävien tekijöiden analyysissa käytetään päätöspuuanalyysia (DTA) ja lineaarista regressioanalyysia. Matematiikan parhaiden osaajien matematiikasta pitäminen kasvoi lukio-opintojen aikana, mutta minäkäsitys ja kokemus matematiikan hyödyllisyydestä laskivat. Matematiikassa parhaiten menestyneiden tyttöjen asenteissa tapahtuneet muutokset poikkesivat asenteiden yleisestä muutossuunnasta. Parhaiden tyttöjen minäkäsitys kasvoi yläkoulun ja lukion aikana lähes parhaiten menestyneiden poikien tasolle ja tytöt pitivät matematiikasta lukion lopussa poikia enemmän. Matematiikassa parhaiten menestyneiden tyttöjen ja poikien asenteiden kehittymistä selittivät erilaiset opetuksen pedagogiset ratkaisut. Molemmilla myönteisiä asenteita vahvistivat yleisesti oppilaskeskeisyyteen, yhteistoiminnallisuuteen ja oppijoiden tarpeiden huomioimiseen liittyvät pedagogiset ratkaisut. In English The study is part of a longitudinal research. Students belonging to the same age group were followed from the third grade of primary education to the end of upper secondary level. The data was collected by EDUFI and FINEEC during 2005–2015. The data consists of 3896 students. The target group consists of mathematically high-achieving students at the end of their studies in upper secondary school. The definition of high-achieving students based on success in matriculation examination of advanced math (n = 146). First we examine how high-achieving students’ attitudes towards mathematics change from primary education to the end of upper secondary level and then how pedagogical solutions in grades 7–9 and in upper secondary level explain boys’ and girls’ changes in attitudes. Decision tree analysis (DTA) and regression analysis were used to analyse the data. The results indicated that high-achieving students liked more mathematics during upper secondary school but self-concept and experience of usefulness of mathematics decreased. The changes of high-achieving girls’ attitudes differed from the general trend of change. High-achieving girls’ self-concept increased almost to the same level than high-achieving boys’ during grades 7–9 and in upper secondary school. Additionally, girls liked mathematics more than boys at the end of upper secondary level. The development of high-achieving girls’ and boys’ attitudes was explained by different pedagogical solutions. Both girls’ and boys’ positive attitudes were generally reinforced by pedagogical solutions related to student-centeredness, cooperative learning and paying attention to students’ needs. Fulltext in Finnish.

The complexity of English grammar, which represents one of the most intricate language issues practised in the EFL classroom (not only) in Slovak educational context, has been intensively researched for decades. Teaching and testing grammar as two sides of the same coin represent a complex of aspects which EFL teachers still cast doubt on. This article deals with the concept of teaching and testing upper-secondary students’ knowledge of grammar which is put in the framework of methodology of grammar teaching and testing. The author sheds light on upper-secondary students’ knowledge of grammar measured through selected types of grammar tasks administered in to a group of 770 Slovak grammar school students. The research results are based on a quantitative research paradigm, and the samples were statistically tested by the non-parametric Friedman test with post-hoc pairwise comparisons, and supplemented by the repeated-measures ANOVA test. Since grammar school Slovak teenage learners of English are obliged to pass a school-leaving exam including tasks examining their knowledge of grammar, the author points out basic incongruence concerning students’ actual performance in selected grammar test tasks.

Historians have often been compared with detectives; searching for clues as evidence of a mystery they are seeking to solve. I would prefer an association with food, making history like a trained cook who blends particular ingredients, some fresh, some traditional, using specific methods to create an object that is consumed. There are primary sources, fresh and raw ingredients that you often have to go to great lengths to procure, and secondary sources, prepared initially by someone else. The same recipe may yield different meals, the same meal may provoke different responses. On a continuum of approaches to history and food, there are those who approach both as a scientific endeavour and, at the other end of the spectrum, those who make history and food as art. Brought together, it is possible to see cookbooks as history in at least two important ways; they give meaning to the past by representing culinary heritage and they are in themselves sources of history as documents and blueprints for experiences that can be interpreted to represent the past. Many people read cookbooks and histories with no intention of preparing the meal or becoming a historian. I do a little of both. I enjoy reading history and cookbooks for pleasure but, as a historian, I also read them interchangeably; histories to understand cookbooks and cookbooks to find out more about the past. History and the past are different of course, despite their use in the English language. It is not possible to relive the past, we can only interpret it through the traces that remain. Even if a reader had an exact recipe and an antique stove, vegetables grown from heritage seeds in similar conditions, eggs and grains from the same region and employed the techniques his or her grandparents used, they could not replicate their experience of a meal. Undertaking those activities though would give a reader a sense of that experience. Active examination of the past is possible through the processes of research and writing, but it will always be an interpretation and not a reproduction of the past itself. Nevertheless, like other histories, cookbooks can convey a sense of what was important in a culture, and what contemporaries might draw on that can resonate a cultural past and make the food palatable. The way people eat relates to how they apply ideas and influences to the material resources and knowledge they have. Used in this way, cookbooks provide a rich and valuable way to look at the past. Histories, like cookbooks, are written in the present, inspired and conditioned by contemporary issues and attitudes and values. Major shifts in interpretation or new directions in historical studies have more often arisen from changes in political or theoretical preoccupations, generated by contemporary social events, rather than the recovery of new information. Likewise, the introduction of new ingredients or methods rely on contemporary acceptance, as well as familiarity. How particular versions of history and new recipes promote both the past and present is the concern of this paper. My focus below will be on the nineteenth century, although a much larger study would reveal the circumstances that separated that period from the changes that followed. Until the late nineteenth century Australians largely relied on cookbooks that were brought with them from England and on their own private recipe collection, and that influenced to a large extent the sort of food that they ate, although of course they had to improvise by supplementing with local ingredients. In the first book of recipes that was published in Australia, The English and Australian Cookery Book that appeared in 1864, Edward Abbott evoked the ‘roast beef of old England Oh’ (Bannerman, Dictionary). The use of such a potent symbol of English identity in the nineteenth century may seem inevitable, and colonists who could afford them tended to use their English cookbooks and the ingredients for many years, even after Abbott’s publication. New ingredients, however, were often adapted to fit in with familiar culinary expectations in the new setting. Abbott often drew on native and exotic ingredients to produce very familiar dishes that used English methods and principles: things like kangaroo stuffed with beef suet, breadcrumbs, parsley, shallots, marjoram, thyme, nutmeg, pepper, salt, cayenne, and egg. It was not until the 1890s that a much larger body of Australian cookbooks became available, but by this time the food supply was widely held to be secure and abundant and the cultivation of exotic foods in Australia like wheat and sheep and cattle had established a long and familiar food supply for English colonists. Abbott’s cookbook provides a record of the culinary heritage settlers brought with them to Australia and the contemporary circumstances they had to adapt to. Mrs Beeton’s Cookery Book and Household Guide is an example of the popularity of British cookbooks in Australia. Beeton’s Kangaroo Tail Curry was included in the Australian cooking section of her household management (2860). In terms of structure it is important for historians as one of the first times, because Beeton started writing in the 1860s, that ingredients were clearly distinguished from the method. This actually still presents considerable problems for publishers. There is debate about whether that should necessarily be the case, because it takes up so much space on the page. Kangaroo Tail CurryIngredients:1 tail2 oz. Butter1 tablespoon of flour1 tablespoon of curry2 onions sliced1 sour apple cut into dice1 desert spoon of lemon juice3/4 pint of stocksaltMethod:Wash, blanch and dry the tail thoroughly and divide it at the joints. Fry the tail in hot butter, take it up, put it in the sliced onions, and fry them for 3 or 4 minutes without browning. Sprinkle in the flour and curry powder, and cook gently for at least 20 minutes, stirring frequently. Add the stock, apple, salt to taste, bring to the boil, stirring meanwhile, and replace the tail in the stew pan. Cover closely, and cook gently until tender, then add the lemon juice and more seasoning if necessary. Arrange the pieces of tail on a hot dish, strain the sauce over, and serve with boiled rice.Time: 2-3 hoursSufficient for 1 large dish. Although the steps are not clearly distinguished from each other the method is more systematic than earlier recipes. Within the one sentence, however, there are still two or three different sorts of tasks. The recipe also requires to some extent a degree of discretion, knowledge and experience of cooking. Beeton suggests adding things to taste, cooking something until it is tender, so experience or knowledge is necessary to fulfil the recipe. The meal also takes between two and three hours, which would be quite prohibitive for a lot of contemporary cooks. New recipes, like those produced in Delicious have recipes that you can do in ten minutes or half an hour. Historically, that is a new development that reveals a lot about contemporary conditions. By 1900, Australian interest in native food had pretty much dissolved from the record of cookbooks, although this would remain a feature of books for the English public who did not need to distinguish themselves from Indigenous people. Mrs Beeton’s Cookery Book and Household Guide gave a selection of Australian recipes but they were primarily for the British public rather than the assumption that they were being cooked in Australia: kangaroo tail soup was cooked in the same way as ox tail soup; roast wallaby was compared to hare. The ingredients were wallaby, veal, milk and butter; and parrot pie was said to be not unlike one made of pigeons. The novelty value of such ingredients may have been of interest, rather than their practical use. However, they are all prepared in ways that would make them fairly familiar to European tastes. Introducing something new with the same sorts of ingredients could therefore proliferate the spread of other foods. The means by which ingredients were introduced to different regions reflects cultural exchanges, historical processes and the local environment. The adaptation of recipes to incorporate local ingredients likewise provides information about local traditions and contemporary conditions. Starting to see those ingredients as a two-way movement between looking at what might have been familiar to people and what might have been something that they had to do make do with because of what was necessarily available to them at that time tells us about their past as well as the times they are living in. Differences in the level of practical cooking knowledge also have a vital role to play in cookbook literature. Colin Bannerman has suggested that the shortage of domestic labour in Australia an important factor in supporting the growth of the cookbook industry in the late nineteenth century. The poor quality of Australian cooking was also an occasional theme in the press during the same time. The message was generally the same: bad food affected Australians’ physical, domestic, social and moral well-being and impeded progress towards civilisation and higher culture. The idea was really that Australians had to learn how to cook. Colin Bannerman (Acquired Tastes 19) explains the rise of domestic science in Australia as a product of growing interest in Australian cultural development and the curse of bad cookery, which encouraged support for teaching girls and women how to cook. Domestic Economy was integrated into the Victorian and New South Wales curriculum by the end of the nineteenth century. Australian women have faced constant criticism of their cooking skills but the decision to teach cooking shouldn’t necessarily be used to support that judgement. Placed in a broader framework is possible to see the support for a modern, scientific approach to food preparation as part of both the elevation of science and systematic knowledge in society more generally, and a transnational movement to raise the status of women’s role in society. It would also be misleading not to consider the transnational context. Australia’s first cookery teachers were from Britain. The domestic-science movement there can be traced to the congress on domestic economy held in Manchester in 1878, at roughly the same time as the movement was gaining strength in Australia. By the 1890s domestic economy was widely taught in both British and Australian schools, without British women facing the same denigration of their cooking skills. Other comparisons with Britain also resulted from Australia’s colonial heritage. People often commented on the quality of the ingredients in Australia and said they were more widely available than they were in England but much poorer in quality. Cookbooks emerged as a way of teaching people. Among the first to teach cookery skills was Mina Rawson, author of The Antipodean Cookery Book and the Kitchen Companion first published in 1885. The book was a compilation of her own recipes and remedies, and it organised and simplified food preparation for the ordinary housewife. But the book also included directions and guidance on things like household tasks and how to cure diseases. Cookbooks therefore were not completely distinct from other aspects of everyday life. They offered much more than culinary advice on how to cook a particular meal and can similarly be used by historians to comment on more than food. Mrs Rawson also knew that people had to make do. She included a lot of bush foods that you still do not get in a lot of Australian meals, ingredients that people could substitute for the English ones they were used to like pig weed. By the end of the nineteenth century cooking had become a recognised classroom subject, providing early training in domestic service, and textbooks teaching Australians how to cook also flourished. Measurements became much more uniform, the layout of cookbooks became more standardised and the procedure was clearly spelled out. This allowed companies to be able to sell their foods because it also meant that you could duplicate the recipes and they could potentially taste the same. It made cookbooks easier to use. The audience for these cookbooks were mostly young women directed to cooking as a way of encouraging social harmony. Cooking was elevated in lots of ways at this stage as a social responsibility. Cookbooks can also be seen as a representation of domestic life, and historically this prescribed the activities of men and women as being distinct The dominance of women in cookbooks in the nineteenth and early twentieth centuries attested to the strength of that idea of separate spheres. The consequences of this though has been debated by historians: whether having that particular kind of market and the identification that women were making with each other also provided a forum for women’s voices and so became quite significant in women’s politics at a later date. Cookbooks have been a strategic marketing device for products and appliances. By the beginning of the twentieth century food companies began to print recipes on their packets and to release their own cookbooks to promote their products. Davis Gelatine produced its first free booklet in 1904 and other companies followed suit (1937). The largest gelatine factory was in New South Wales and according to Davis: ‘It bathed in sunshine and freshened with the light breezes of Botany all year round.’ These were the first lavishly illustrated Australian cookbooks. Such books were an attempt to promote new foods and also to sell local foods, many of which were overproduced – such as milk, and dried fruits – which provides insights into the supply chain. Cookbooks in some ways reflected the changing tastes of the public, their ideas, what they were doing and their own lifestyle. But they also helped to promote some of those sorts of changes too. Explaining the reason for cooking, Isabella Beeton put forward an historical account of the shift towards increasing enjoyment of it. She wrote: "In the past, only to live has been the greatest object of mankind, but by and by comforts are multiplied and accumulating riches create new wants. The object then is to not only live but to live economically, agreeably, tastefully and well. Accordingly the art of cookery commences and although the fruits of the earth, the fowls of the air, the beasts of the field and the fish of the sea are still the only food of mankind, yet these are so prepared, improved and dressed by skill and ingenuity that they are the means of immeasurably extending the boundaries of human enjoyment. Everything that is edible and passes under the hands of cooks is more or less changed and assumes new forms, hence the influence of that functionary is immense upon the happiness of the household" (1249). Beeton anticipates a growing trend not just towards cooking and eating but an interest in what sustains cooking as a form of recreation. The history of cookbook publishing provides a glimpse into some of those things. The points that I have raised provide a means for historians to use cookbooks. Cookbooks can be considered in terms of what was eaten, by whom and how: who prepared the food, so to whom the books were actually directed? Clever books like Isabella Beeton’s were directed at both domestic servants and at wives, which gave them quite a big market. There are also changes in the inclusion of themes. Economy and frugality becomes quite significant, as do organisation and management at different times. Changes in the extent of detail, changes in authorship, whether it is women, men, doctors, health professionals, home economists and so on all reflect contemporary concerns. Many books had particular purposes as well, used to fund raise or promote a particular perspective, relate food reform and civic life which gives them a political agenda. Promotional literature produced by food and kitchen equipment companies were a form of advertising and quite significant to the history of cookbook publishing in Australia. Other themes include the influence of cookery school and home economics movements; advice on etiquette and entertaining; the influence of immigration and travel; the creation of culinary stars and authors of which we are all fairly familiar. Further themes include changes in ingredients, changes in advice about health and domestic medicine, and the impact of changes in social consciousness. It is necessary to place those changes in a more general historical context, but for a long time cookbooks have been ignored as a source of information in their own right about the period in which they were published and the kinds of social and political changes that we can see coming through. More than this active process of cooking with the books as well becomes a way of imagining the past in quite different ways than historians are often used to. Cookbooks are not just sources for historians, they are histories in themselves. The privileging of written and visual texts in postcolonial studies has meant other senses, taste and smell, are frequently neglected; and yet the cooking from historical cookbooks can provide an embodied, sensorial image of the past. From nineteenth century cookbooks it is possible to see that British foods were central to the colonial identity project in Australia, but the fact that “British” culinary culture was locally produced, challenges the idea of an “authentic” British cuisine which the colonies tried to replicate. By the time Abbot was advocating rabbit curry as an Australian family meal, back “at home” in England, it was not authentic Indian food but the British invention of curry power that was being incorporated into English cuisine culture. More than cooks, cookbook authors told a narrative that forged connections and disconnections with the past. They reflected the contemporary period and resonated with the culinary heritage of their readers. Cookbooks make history in multiple ways; by producing change, as the raw materials for making history and as historical narratives. References Abbott, Edward. The English and Australian Cookery Book: Cookery for the Many, as well as the Upper Ten Thousand. London: Sampson Low, Son & Marston, 1864. Bannerman, Colin. Acquired Tastes: Celebrating Australia’s Culinary History. Canberra: National Library of Australia, 1998. Bannerman, Colin. "Abbott, Edward (1801–1869)." Australian Dictionary of Biography. National Centre of Biography, Australian National University. 21 May 2013. . Beeton, Isabella. Mrs Beeton’s Book of Household Management. New Ed. London and Melbourne: Ward, Lock and Co. Ltd., n.d. (c. 1909). Davis Gelatine. Davis Dainty Dishes. Rev ed. Sydney: Davis Gelatine Organization, 1937. Rawson, Lance Mrs. The Antipodean Cookery Book and Kitchen Companion. Melbourne: George Robertson & Co., 1897.

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. — William Arthur WardIntroductionThe first documented use of the term Mentor can be traced back to the 8th century BC poem by Homer entitled Odyssey (Hay, Gerber and Minichiello). Although this original representation of Mentor is contested in the literature (Colley), historically the term mentor has evolved to imply a wise and trusted other who advises, teaches, protects and supports someone younger who is inexperienced and not so knowledgeable with the ways of the world. The mentor within a 21st century construct still aligns to this historical portrayal, however the evolution of society, the influence of technology, the growth of entrepreneurship, and a greater understanding of the impact of our interactions with others has forced us to consider mentoring in contemporary ways. As such, popular culture, through books, film and images, provide many impressions of the mentor and what it means to mentor in both historical and contemporary circumstances. Similarly, popular culture provides us with a variety of impressions of the teacher. Throughout old and new history, teaching is considered to be a honourable profession, one that is complex and involves specific skills and knowledge to be effective (Marsh). Society has high expectations of teachers as they are entrusted with shaping the future generation (Parkay). Although the levels of respect and trust of teachers changes within different cultural circumstances, society allows teachers to be one of the most influential figures in a child’s life. Popular film often picks up on this theme and portrays teachers as inspirational figures, pillars of society and those that can have a major influence over the development of the student’s in their care. Within the brief story that a film provides, teachers are more often than not, positioned as a ‘mentor type’ figure to the students entrusted in their care, who guides and supports them to become who they want to be. This paper explores the constructs of the mentor and mentorship through a popular culture lens. Culture is broadly described as the “bricks and mortar of our most commonplace understandings” (Willis 185) and our understandings are shaped by what we see, hear and do. The paper is framed by and seeks to answer the following question: To what extent is the teacher as mentor portrayed in popular film a realistic image? Accordingly this paper will examine the rise of the teacher as mentor and determine what images are portrayed through the medium of film. In order to answer the question, the paper will briefly examine current literature for the characteristics and roles of mentors and teachers. The paper will then delve into the way that teachers are portrayed in film and will be followed by an examination of a selection of films that portray teachers as mentors. A comparison will be made between the characteristics of mentors and the characteristics that the movie teachers display. Analysis through the use of reader-response theory will provide insight into the extent of the reality of the teacher as mentor that are portrayed. Mentors and Teachers: A Review of Selected Literature Mentoring consists of a series of interactions that can be of a social, intellectual or emotional nature (Lentz and Allen). Mentoring can be described as a helping relationship whereby two or more people work together in order to achieve personal and professional goals (Johnson and Ridley). Effective mentoring is also known to be mutually beneficial to all participants (Ambrosetti, Knight and Dekkers). When scanning the literature there are a number of common descriptors that are used consistently to situate the interactions a mentor undertakes: supporter, guide, advisor, teacher, protector and counselor (Sundli; Hall et al.). Such descriptors indicate that a mentor performs a series of roles that change according to the needs of those being mentored (Ambrosetti and Dekkers). If the mentor has a series of roles to perform, then it is logical that the mentee also will also have a number of roles to play, however these are lnot well documented in the literature. The roles that both mentors and mentees play during a relationship can be identified and underpinned through the three dimensions of mentoring: the relationship itself, the developmental needs of the participants and the integration of the context in which the mentoring is situated (Ambrosetti, Knight and Dekkers). The interactions that a mentor engages in with a mentee span over a number of dimensions and are often reactive in nature. The three dimensions of mentoring can assist in describing a mentor and the roles they play. The relational dimension includes such roles as supporter, protector, friend and counselor. The roles of guide, teacher/trainer, collaborator, facilitator and reflector can be classified as developmental whereas being a role model can be both a developmental role and contextual role (230). There are a number of characteristics that are common to a mentor. Johnson and Ridley summarize them to include the following traits: exuding warmth, listening actively, showing unconditional regard, tolerating idealization, embracing humor, not expecting perfection, being trustworthy, having interpersonal competence, respecting another’s values and not being jealous of the mentee (43-62). The above list of traits are personal and often linked to personality, thus can be connected explicitly to the relational dimension of mentoring. The possession (or non-possession) of such traits can impact on the interactions that occur within mentorship. Accordingly it can be assumed that the characteristics, in conjunction with the roles that mentors play, that not everyone is suited to the role of mentor. Most people have experienced schooling at some stage in their life and is therefore familiar with the role of a teacher. Teaching is one most well known professions and can be described as a “creative act in which teachers continually shape and reshape lessons, events and the experiences of their students”(Parkay 45). The role of a teacher is to teach both knowledge and skills to their learners in order to prepare them as citizens for the future. More specifically, the role of the teacher is to design and deliver learning experiences that cater for and challenge the learners, that develop skills and knowledge both inside and outside of the classroom, and help them become confident, creative and responsible citizens. Despite this important role, the image of teachers is split between two types: one that is bitter, spiteful and egocentric, and the other being caring, accepting and reflective (Connell). We remember teachers according to such categories. The types of characteristics that teachers hold are extensive, however the following encompasses those that are key within the literature. Teachers generally have compassion, empathy and a caring nature. They can be flexible, creative, personable, humorous, positive, knowledgeable, motivational and dependable. Teachers are often well organised people, fair minded and resourceful (Howell). When examining the characteristics of teachers and the traits of mentors, similarities can be seen indicating that a particular type of person may be more suited to being a teacher and/or mentor. Teachers as Mentors in Film Teachers seem to be a popular subject of feature films. Films such as Goodbye Mr Chips (1939), Blackboard Jungle (1955) and To Sir with Love (1967) provide us with insight into the way teachers are portrayed in society and the role they play. Film however, has the specific ability to shape the cultural understanding we develop and allows us to make comparisons to our own experiences and those that are played out in fictional circumstances (Delamarter). While there are some films that provide a negative portrayal of teachers, generally they provide a view that teachers are positive influences on the students in their care.A search of the World Wide Web about the teacher as mentor brings up a treasure trove of film titles that span from the 1930s to the present day. Despite such a choice of titles, the following films have been selected to examine in this paper: Dead Poets Society (1989), Dangerous Minds (1995), Freedom Writers (2007) and the Harry Potter series of films (2001-2011). Selection of these films was based on the following two criteria: 1) they occurred within in a school setting and 2) are embedded within a contemporary theme of struggle where rebellion and/or other teenage angst are highlighted. Reader-response theory will underpin the analysis of the teachers in each of the films selected, so that an answer to the earlier posed question can be illuminated. Broadly speaking, reader-response theory is concerned with how readers, or in this case viewers, “make meaning from their experience with the text” (Beach 1). There are many perspectives on reader-response theory and how one might focus upon when responding to a text. In this instance the author will highlight the transaction that occurs between the reader, the text and the context. The transactions will include the social, cultural, experiential, psychological and textual viewpoints (Beach 8). Firstly, each film will be briefly described. This will be followed by an analysis of the teachers portrayed in the films. Dead Poets Society (1989) is set at a conservative secondary boys academy in the late 1950s and focuses on a group of students completing their senior year. Mr Keating is a new English teacher who uses unconventional teaching methods in the classroom. He inspires his students to ‘seize the day’ and ‘make your lives extraordinary’ and does this through the teaching of poetry. He encourages them to stand on desks during his lessons and to throw out tradition. It is Keating’s messages to his students to question what they believe that permeates the film and inspires his students to pursue what they want to do and become. The film Dangerous Minds (1995) is set in a low socio-economic area, where un-privilege and protecting yourself is a way of life. The teacher in this film is new and young, but is an ex US Marine. The class the film centres on is a difficult one to teach. This teacher uses unorthodox methods to gain the attention and trust of her students. The film makes a point to show us that she makes particular effort to relate the curriculum to the students’ interests in order to engage them in learning. Emphasis is also on the fact that she takes an interest in the students and many become her ‘personal projects’ and helping them to realize who they can become. Freedom Writers (2007) is set in the years directly following the Los Angeles riots of 1992 whereby issues of racism, segregation and inequality along with the changing view of the world is the focus. The students in the classrooms of this film are from diverse backgrounds and un-trusting of the education system. Their teacher is new and young and her first attempts to earn their trust fail until she begins to get to know the students and make links between what is being taught to their own lives. She inspires her class to learn tolerance, apply themselves and pursue further education. In the Harry Potter (2001-2011) series of films, there are several teachers who make an impact upon the young wizards. Although set in a fantasy world, the audience is treated to both inspirational teachers looking to nurture, protect and develop their charges, and teachers who are painted as egocentric and suspicious. Inspirational teachers include Dumbledore and McGonagall who offer subtle life lessons, specific skills and knowledge and protect the young wizards from danger. Egocentric and somewhat suspicious teachers include Snape and Quirrell who look to thwart the wizard’s time at school, however they too offer subtle life lessons to their students. The theme of good versus evil is paramount throughout the film series and the teachers are aligned with this theme.Teachers as Mentors – An AnalysisAlthough only a brief description of each film has been offered, the teachers as mentors to their students is the focus. Mr Keating (Dead Poets Society) and LouAnne Johnson (Dangerous Minds) are both described as unorthodox as they each use teaching methods that are frowned upon by others. However their purposeful and different teaching methods draw their students into their lessons so that life learning can occur. In each film, the unorthodox teaching touches the students in ways unknown to them before and in both cases the students demonstrate intellectual and personal growth. The unorthodox methods provide an avenue for a different relationship that is far from the traditional. In some scenes friendship is hinted at where guiding and supporting the students towards their hopes and dreams is highlighted. Aspects of mentoring can be seen through relational, developmental and contextual domains as the students are supported, guided and provided explicit role modeling. The young teacher in Freedom Writers, Erin Gruwell, uses a teaching approach that includes taking time to get to know her students. This approach, like Keating and Johnson, provides the opportunity to tweak the curriculum to the interests of the students and thus engage them in academic learning. They teach skills and knowledge in ways which relate to the students’ lives and interests. They guide, support the students towards the unfamiliar and facilitate opportunities for success. They help them to set goals and make them realise that they have a future and can be successful in their lives. The transformations that occur due to the teaching approaches used by the teachers cause their students admire and want to be like them. In Harry Potter, teachers Dumbledore and McGonagall are wise in years and life experience. They offer wisdom, protection and guidance to the young wizards throughout the series. These teachers, like Keating, Johnson and Gruwell, are role models in that they represent what life can be like and how best to achieve that life. Snape and Quirell also take an interest in their students, but represent an alternative view of life and learning. The difference between the four Harry Potter teachers can be drilled down to the traits of effective teachers. Two of which emulate the traits and two whom do not readily display any of the traits. Dumbledore and McGonagall can be considered as teacher mentors whereas Snape and Quirell cannot. In each film the student can be seen as central to the teacher as mentor and this in turn influences the way in which they behave. The teachers in these films pass on life lessons through their teaching. Throughout the films the teachers are guiding, supporting, befriending, protecting and training their charges. Interactions that occur between the teachers and the students are followed by a reflective phase by the teachers, whereby solutions to problems are sought or self-realisation occurs. In many instances the films show the teacher learning from the student and thus learning their own life lessons through reflection. From a social and cultural perspective, what is portrayed within the storylines are often close to the reality of what is expected from teachers. In many instances these lead towards a stereotyping of who teachers are and how they behave. However, from an experiential point of view, our expectations of the actions that teachers undertake do not usually take such form. In reality, teachers are busy people with a complex job to do (Connell) and often do not have time to take personal interest in all of their students individually. The teachers within the films chosen seem to have one class to prepare for, whereas in reality, a school teacher will have many classes to consider. Psychologically, some teachers and the style they embrace appeal to a particular a type of student or group of students. In the case of Dead Poets Society, Dangerous Minds and Freedom Writers, the storyline painted the students as those needing a particular type of teacher, someone who would save them from their circumstance and visa versa. The textual perspective was well highlighted by the teachers in the Harry Potter films as the viewer expects to see teachers with rather unusual but interesting teaching styles. However the text (within all films) included insight into mentor characteristics such as warmth, humour, tolerance, respect and unconditional regards. Generally, the films examined highlight two different types of teachers, challenging the categories written about by Connell. The first type of teacher highlighted was one who was seen as being more contemporary. One who is individual, unorthodox, and maybe a little rebellious; this teacher highlights that you need to be ‘different’ to make a difference. The second type was one who aligns to the traditional form of teacher; one who uses their knowledge, wisdom and life experience to break through to their student. Each of the films were underpinned by the relationship, the developmental needs and the context in which the narrative was played out, however the relationship between the students and the teacher was highlighted as being central to the storyline. Thus films of this nature often portray teachers as those who help their students in the emotional sense rather than the intellectual sense (Delamarter). Conclusion Several understandings about the teacher as mentor have been brought to light through the examination of the teacher as mentor in film. Firstly, in revisiting the mentoring definitions offered within this paper, it can be said that the teachers highlighted in the discussed films were mentoring their students in a way unique to the relationship developed between teacher and student. In each instance the teacher worked with their students to identify teaching approaches that would be successful in the context in which they were situated. Each film demonstrated that the teachers were committed to creating a relationship that met the developmental needs of their students. Interestingly, it was observed that the relationships were mutually beneficial in that the teachers grew along with the students with many coming to realisations about themselves through reflection and self thought. Secondly, the teachers within the films were portrayed as playing several important roles within their students’ lives. The teachers were role models inside and outside of the classroom. Each film’s storyline positioned the teacher as an influential other, whether they be portrayed as rebellious and unorthodox, evil and suspicious or inspirational and wise. The teachers in these films can be considered as mentors as they were supporting, guiding, protecting and nurturing the students to become better versions of themselves. However, the question that this article sought to answer was: to what extent is the teacher as mentor portrayed in popular film a realistic image? In looking back at the image the teacher in society and the role that they play in developing citizens of the future, it can be said the image presented has slivers of realism. In the real world, teachers must conform to society’s expectations, educational policies and codes of professionalism. Professional relationships with students do not encompass them in behave a student as a ‘personal project’, although catering to their needs is encouraged within the curriculum. It would be thought that if teachers did not encourage their students to be the best they can be, then they would not be doing their job. Many figures throughout our cultural history have been viewed as a mentor due to the role they play and how these roles align to societal beliefs and values. Thus, the portrayal of mentors and mentorship through a popular culture lens provides insight into our understanding about what mentorship is and how this may develop in the future. Both in the past and present, teachers are seen as inspirational figures and pillars of society, and are often considered a mentor by default. Films portray teachers in a variety of fashions, however there are many films that subtly position the teacher as a mentor to their students and it is this that this article has focused on. ReferencesAmbrosetti, Angelina, and John Dekkers. “The Interconnectedness of the Roles of Mentors and Mentees in Pre-Service Teacher Education Mentoring Relationships.” Australian Journal of Teacher Education 35.6 (2010): 42-55.Ambrosetti, Angelina, Bruce Allen Knight, and John Dekkers. “Maximizing the Potential of Mentoring: A Framework for Pre-Service Teacher Education.” Mentoring and Tutoring: Partnership in Learning 22.3 (2014): 224-39.Beach, Richard. A Teacher’s Response to Reader-Response Theories. Illinois: National Council Teachers of English, 1993.Blackboard Jungle. Directed by Richard Brooks. Metro-Goldwyn-Mayer, 1955.Colley, Helen. “Righting Rewritings of the Myth of Mentor: A Critical Perspective on Career Guidance Mentoring.” British Journal of Guidance & Counselling 29.2 (2001): 177-197.Connell, Raewyn. “Teachers.” Education, Change and Society. Eds. Raewyn Connell, Anthony Welch, Margaret Vickers, Dennis Foley, Nigel Bagnall, Debra Hayes, Helen Proctor, Arathi Sriprakash, and Craig Campbell. South Melbourne: Oxford, 2013. 261-275.Dangerous Minds. Directed by John N. Smith. Hollywood Pictures/Don Simpson/Jerry Bruckheimer Films/Via Rosa Productions, 1995.Dead Poets Society. Directed by Peter Weir. Touchstone Pictures/Silver Screen Partners IV, 1989.Delamater, Jeremy. “Avoiding Practice Shock: Using Teacher Movies to Realign Pre-Service Teachers’ Expectations of Teaching.” Australian Journal of Teacher Education 40.2 (2015): 1-14.Freedom Writers. Directed by Richard LaGravenese. Paramount Pictures, 2007.Goodbye Mr Chips. Directed by Sam Wood. Metro-Goldwyn-Mayer Denham Studios, 1939.Hall, Kendra M., Rani Jo Draper, Leigh K. Smith, and Robert V. Bullough. “More than a Place to Teach: Exploring the Perceptions of the Roles and Responsibilities of Mentor Teachers.” Mentoring and Tutoring: Partnership in Learning 16.3 (2008): 328-45.Harry Potter and the Philosopher’s Stone. Directed by Chris Columbus. Heyday Films/1492 Pictures, 2001.Hay, Terence, Rod Gerber, and Victor Minichiello. “Mentorship: A Review of the Concept.” Unicorn 25.2 (1999): 84-95.Howell, Jennifer. Teaching and Learning: Building Effective Pedagogies. South Melbourne, Vic.: Oxford University Press, 2014.Lentz, Elizabeth, and Tammy D. Allen. “Reflections on Naturally Occurring Mentoring Relationships.” The Blackwell Handbook of Mentoring: A Multiple Perspectives Approach. Eds. Tammy D. Allen and Lillian T. Eby. Malden, MA: Blackwell, 2007. 159-162.Johnson, W. Brad, and Charles R. Ridley. The Elements of Mentoring. New York, NY: Palgrave Macmillan, 2004. Marsh, Colin. Becoming a Teacher: Knowledge Skills and Issues. 5th ed. Frenchs Forest Pearson, 2010.Parkay, Forrest W. Becoming a Teacher. 9th ed. Upper Saddle River, NJ: Pearson.Sundli, Liv. “Mentoring: A New Mantra for Education?” Teaching and Teacher Education 23 (2007): 201-14.To Sir with Love. Directed by James Clavell. Columbia British Productions, 1967.Willis, Paul. “Shop-Floor Culture, Masculinity and the Wage Form.” Working Class Culture: Studies in History and Theory. Eds. John Clarke, Chas Critcher, and Richard Johnson. Abingdon, Oxon: Routledge, 2007. 185-200.

What began as a simple request for a book by one of my former students, at times, has not been so simple. The student, whom I refer to as Carla (name changed), hoped to read about characters similar to herself and her friends. As a teacher, I have often tried to hook my students on reading by presenting books with characters to which they can relate. These books can help increase their overall knowledge of the world, open their minds to multiple realities and variations of the human experience and provide scenarios in which they can live vicariously. Carla’s request was a bit more complicated than I had imagined. As a “Deaf” student who attended a state school for the Deaf and who viewed herself as a member of a linguistic cultural minority, she expected to read a book with characters who used American Sign Language and who participated as members within the Deaf Community. She did not want to read didactic books about deafness but wanted books with unpredictable plots and believable characters. Having graduated from a teacher-preparation program in Deaf Education, I had read numerous books about deafness. While memoirs and biographical selections had been relatively easy to acquire and were on my bookshelf, I had not once read any fictional books for adolescents that included a deaf character. (I refer to ‘Deaf’ as representing individuals who identify in a linguistic, cultural minority group. The term ‘deaf’ is used as a more generic term given to individuals with some degree of hearing loss. In other articles, ‘deaf’ has been used pejoratively or in connection to a view by those who believe one without the sense of hearing is inferior or lacking. I do not believe or wish to imply that. ) As a High School teacher with so many additional work responsibilities outside of classroom teaching, finding fictional books with deaf characters was somewhat of a challenge. Nevertheless, after some research I was able to recommend a book that I thought would be a good summer read. Nancy Butts’ Cheshire Moon (1992) is charming book about thirteen-year-old Miranda who is saddened by her cousin’s death and furious at her parents' insistence that she speak rather than sign. The plot turns slightly mystical when the teens begin having similar dreams under the “Cheshire moon”. Yet, the story is about Miranda, a deaf girl, who struggles with communication. Without her cousin, the only member of her family who was fluent in sign language, communication is difficult and embarrassing. Miranda feels isolated, alienated, and unsure of herself. Because of the main character’s age, the book was not the best recommendation for a high school student; however, when Carla finished Cheshire Moon, she asked for another book with Deaf characters. Problem & Purpose Historically, authors have used deafness as a literary device to relay various messages about the struggles of humankind and elicit sympathy from readers (Batson & Bergman; Bergman; Burns; Krentz; Panara; Taylor, "Deaf Characters" I, II, III; Schwartz; Wilding-Diaz). In recent decades, however, the general public’s awareness of and perhaps interest in deaf people has risen along with that of our increasingly multicultural world. Educational legislation has increased awareness of the deaf as has news coverage of Gallaudet University protests. In addition, Deaf people have benefited from advances in communicative technology, such as Video Relay (VRS) and instant messaging pagers, more coordinated interpreting services and an increase in awareness of American Sign Language. Authors are incorporating more deaf characters than they did in the past. However, this increase does not necessarily translate to an increase in understanding of the deaf, nor does it translate to the most accurate, respectably, well-rounded characterization of the deaf (Pajka-West, "Perceptions"). Acquiring fictional books that include deaf characters can be time-consuming and challenging for teachers and librarians. The research examining deaf characters in fiction is extremely limited (Burns; Guella; Krentz; Wilding-Diaz). The most recent articles predominately focus on children’s literature — specifically picture books (Bailes; Brittain). Despite decades of research affirming culturally authentic children’s literature and the merits of multicultural literature, a coexisting body of research reveals the lack of culturally authentic texts (Applebee; Campbell & Wirtenberg; Ernest; Larrick; Sherriff; Taxel). Moreover, children’s books with deaf characters are used as informational depictions of deaf individuals (Bockmiller, 1980). Readers of such resource books, typically parents, teachers and their students, gain information about deafness and individuals with “disabilities” (Bockmiller, 1980; Civiletto & Schirmer, 2000). If an important purpose for deaf characters in fiction is educational and informational, then there is a need for the characters to be presented as realistic models of deaf people. If not, the readers of such fiction gain inaccurate information about deafness including reinforced negative stereotypes, as can occur in any other literature portraying cultural minorities (Pajka-West, "Perceptions"). Similar to authors’ informational depictions, writers also reveal societal understanding of groups of people through their fiction (Banfield & Wilson; Panara; Rudman). Literature has often stigmatized minority culture individuals based upon race, ethnicity, disability, gender and/or sexual orientation. While readers might recognize the negative depictions and dismiss them as harmless stereotypes, these portrayals could become a part of the unconscious of members of our society. If books continually reinforce stereotypical depictions of deaf people, individuals belonging to the group might be typecast and discouraged into a limited way of being. As an educator, I want all of my students to have unlimited opportunities for the future, not disadvantaged by stereotypes. The Study For my doctoral dissertation, I examined six contemporary adolescent literature books with deaf characters. The research methodology for this study required book selection, reader sample selection, instrument creation, book analysis, questionnaire creation, and data analysis. My research questions included: 1) Are deaf characters being presented as culturally Deaf characters or as pathologically deaf and disabled; 2) Do these readers favor deaf authors over hearing ones? If so, why; and, 3) How do deaf and hearing adult readers perceive deaf characters in adolescent literature? The Sample The book sample included 102 possible books for the study ranging from adolescent to adult selections. I selected books that were recognized as suitable for middle school or high school readers based upon the reading and interest levels established by publishers. The books also had to include main characters who are deaf and deaf characters who are human. The books selected were all realistic fiction, available to the public, and published or reissued for publication within the last fifteen years. The six books that were selected included: Nick’s Secret by C. Blatchford; A Maiden’s Grave by J. Deaver; Of Sound Mind by J. Ferris; Deaf Child Crossing by M. Matlin; Apple Is My Sign by M. Riskind; and Finding Abby by V. Scott. For the first part of my study, I analyzed these texts using the Adolescent Literature Content Analysis Check-off Form (ALCAC) which includes both pathological and cultural perspective statements derived from Deaf Studies, Disability Studies and Queer Theory. The participant sample included adult readers who fit within three categories: those who identified as deaf, those who were familiar with or had been acquaintances with deaf individuals, and those who were unfamiliar having never associated with deaf individuals. Each participant completed a Reader-Response Survey which included ten main questions derived from Deaf Studies and Schwartz’ ‘Criteria for Analyzing Books about Deafness’. The survey included both dichotomous and open-ended questions. Research Questions & Methodology Are deaf characters being presented as culturally Deaf or as pathologically deaf and disabled? In previous articles, scholars have stated that most books with deaf characters include a pathological perspective; yet, few studies actually exist to conclude this assertion. In my study, I analyzed six books to determine whether they supported the cultural or the pathological perspective of deafness. The goal was not to exclusively label a text either/or but to highlight the distinct perspectives to illuminate a discussion regarding a deaf character. As before mentioned, the ALCAC instrument incorporates relevant theories and prior research findings in reference to the portrayals of deaf characters and was developed to specifically analyze adolescent literature with deaf characters. Despite the historical research regarding deaf characters and due to the increased awareness of deaf people and American Sign Language, my initial assumption was that the authors of the six adolescent books would present their deaf characters as more culturally ‘Deaf’. This was confirmed for the majority of the books. I believed that an outsider, such as a hearing writer, could carry out an adequate portrayal of a culture other than his own. In the past, scholars did not believe this was the case; however, the results from my study demonstrated that the majority of the hearing authors presented the cultural perspective model. Initially shocking, the majority of deaf authors incorporated the pathological perspective model. I offer three possible reasons why these deaf authors included more pathological perspective statements while the hearing authors include more cultural perspective statements: First, the deaf authors have grown up deaf and perhaps experienced more scenarios similar to those presented from the pathological perspective model. Even if the deaf authors live more culturally Deaf lifestyles today, authors include their experiences growing up in their writing. Second, there are less deaf characters in the books written by deaf authors and more characters and more character variety in the books written by the hearing authors. When there are fewer deaf characters interacting with other deaf characters, these characters tend to interact with more hearing characters who are less likely to be aware of the cultural perspective. And third, with decreased populations of culturally Deaf born to culturally Deaf individuals, it seems consistent that it may be more difficult to obtain a book from a Deaf of Deaf author. Similarly, if we consider the Deaf person’s first language is American Sign Language, Deaf authors may be spending more time composing stories and poetry in American Sign Language and less time focusing upon English. This possible lack of interest may make the number of ‘Deaf of Deaf’ authors, or culturally Deaf individuals raised by culturally Deaf parents, who pursue and are successful publishing a book in adolescent literature low. At least in adolescent literature, deaf characters, as many other minority group characters, are being included in texts to show young people our increasingly multicultural world. Adolescent literature readers can now become aware of a range of deaf characters, including characters who use American Sign Language, who attend residential schools for the Deaf, and even who have Deaf families. Do the readers favor deaf authors over hearing ones? A significant part of my research was based upon the perceptions of adult readers of adolescent literature with deaf characters. I selected participants from a criterion sampling and divided them into three groups: 1. Adults who had attended either a special program for the deaf or a residential school for the deaf, used American Sign Language, and identified themselves as deaf were considered for the deaf category of the study; 2. Adults who were friends, family members, co-workers or professionals in fields connected with individuals who identify themselves as deaf were considered for the familiar category of the study; and, 3. hearing adults who were not aware of the everyday experiences of deaf people and who had not taken a sign language class, worked with or lived with a deaf person were considered for the unfamiliar category of the study. Nine participants were selected for each group totaling 27 participants (one participant from each of the groups withdrew before completion, leaving eight participants from each of the groups to complete the study). To elicit the perspectives of the participants, I developed a Reader Response survey which was modeled after Schwartz’s ‘Criteria for Analyzing Books about Deafness’. I assumed that the participants from Deaf and Familiar groups would prefer the books written by the deaf authors while the unfamiliar participants would act more as a control group. This was not confirmed through the data. In fact, the Deaf participants along with the participants as a whole preferred the books written by the hearing authors as better describing their perceptions of realistic deaf people, for presenting deaf characters adequately and realistically, and for the hearing authors’ portrayals of deaf characters matching with their perceptions of deaf people. In general, the Deaf participants were more critical of the deaf authors while the familiar participants, although as a group preferred the books by the hearing authors, were more critical of the hearing authors. Participants throughout all three groups mentioned their preference for a spectrum of deaf characters. The books used in this study that were written by hearing authors included a variety of characters. For example, Riskind’s Apple Is My Sign includes numerous deaf students at a school for the deaf and the main character living within a deaf family; Deaver’s A Maiden’s Grave includes deaf characters from a variety of backgrounds attending a residential school for the deaf and only a few hearing characters; and Ferris’ Of Sound Mind includes two deaf families with two CODA or hearing teens. The books written by the deaf authors in this study include only a few deaf characters. For example, Matlin’s Deaf Child Crossing includes two deaf girls surrounded by hearing characters; Scott’s Finding Abby includes more minor deaf characters but readers learn about these characters from the hearing character’s perspective. For instance, the character Jared uses sign language and attends a residential school for the deaf but readers learn this information from his hearing mother talking about him, not from the deaf character’s words. Readers know that he communicates through sign language because we are told that he does; however, the only communication readers are shown is a wave from the child; and, Blatchford’s Nick’s Secret includes only one deaf character. With the fewer deaf characters it is nearly impossible for the various ways of being deaf to be included in the book. Thus, the preference for the books by the hearing authors is more likely connected to the preference for a variety of deaf people represented. How do readers perceive deaf characters? Participants commented on fourteen main and secondary characters. Their perceptions of these characters fall into six categories: the “normal” curious kid such as the characters Harry (Apple Is My Sign), Jeremy (Of Sound Mind) and Jared (Finding Abby); the egocentric spoiled brat such as Palma (Of Sound Mind) and Megan (Deaf Child Crossing); the advocate such as Harry’s mother (Apple Is My Sign) and Susan (A Maiden’s Grave); those dependent upon the majority culture such as Palma (Of Sound Mind) and Lizzie (Deaf Child Crossing); those isolated such as Melissa (Finding Abby), Ben (Of Sound Mind), Nick (Nick’s Secret) and Thomas (Of Sound Mind); and, those searching for their identities such as Melanie (A Maiden’s Grave) and Abby (Finding Abby). Overall, participants commented more frequently about the deaf characters in the books by the hearing authors (A Maiden’s Grave; Of Sound Mind; Apple Is My Sign) and made more positive comments about the culturally Deaf male characters, particularly Ben Roper, Jeremy and Thomas of Of Sound Mind, and Harry of Apple Is My Sign. Themes such as the characters being dependent and isolated from others did arise. For example, Palma in Of Sound Mind insists that her hearing son act as her personal interpreter so that she can avoid other hearing people. Examples to demonstrate the isolation some of the deaf characters experience include Nick of Nick’s Secret being the only deaf character in his story and Ben Roper of Of Sound Mind being the only deaf employee in his workplace. While these can certainly be read as negative situations the characters experience, isolation is a reality that resonates in some deaf people’s experiences. With communicative technology and more individuals fluent in American Sign Language, some deaf individuals may decide to associate more with individuals in the larger culture. One must interpret purposeful isolation such as Ben Roper’s (Of Sound Mind) case, working in a location that provides him with the best employment opportunities, differently than Melissa Black’s (Finding Abby) isolating feelings of being left out of family dinner discussions. Similarly, variations in characterization including the egocentric, spoiled brat and those searching for their identities are common themes in adolescent literature with or without deaf characters being included. Positive examples of deaf characters including the roles of the advocate such as Susan (A Maiden’s Grave) and Harry’s mother (Apple Is My Sign), along with descriptions of regular everyday deaf kids increases the varieties of deaf characters. As previously stated, my study included an analysis based on literary theory and prior research. At that time, unless the author explicitly told readers in a foreword or a letter to readers, I had no way of truly knowing why the deaf character was included and why the author made such decisions. This uncertainty of the author’s decisions changed for me in 2007 with the establishment of my educational blog. Beginning to Blog When I started my educational blog Deaf Characters in Adolescent Literature in February 2007, I did not plan to become a blogger nor did I have any plans for my blog. I simply opened a Blogger account and added a list of 106 books with deaf characters that was connected to my research. Once I started blogging on a regular basis, I discovered an active audience who not only read what I wrote but who truly cared about my research. Blogging had become a way for me to keep my research current; since my blog was about deaf characters in adolescent literature, it became an advocacy tool that called attention to authors and books that were not widely publicized; and, it enabled me to become part of a cyber community made up of other bloggers and readers. After a few months of blogging on a weekly basis, I began to feel a sense of obligation to research and post my findings. While continuing to post to my blog, I have acquired more information about my research topic and even received advance reader copies prior to the books’ publication dates. This enables me to discuss the most current books. It also enables my readers to learn about such books. My blog acts as free advertisement for the publishing companies and authors. I currently have 195 contemporary books with deaf characters and over 36 author and professional interviews. While the most rewarding aspect of blogging is connecting with readers, there have been some major highlights in the process. As I stated, I had no way of knowing why the deaf character was included in the books until I began interviewing the authors. I had hoped that the hearing authors of books with deaf characters would portray their characters realistically but I had not realized the authors’ personal connections to actual deaf people. For instance, Delia Ray, Singing Hands, wrote about a Deaf preacher and his family. Her book was based on her grandfather who was a Deaf preacher and leading pioneer in the Deaf Community. Ray is not the only hearing author who has a personal connection to deaf people. Other examples include: Jean Ferris, Of Sound Mind, who earned a degree in Speech Pathology and Audiology. Ferris’ book includes only two hearing characters, the majority are Deaf. All of her characters are also fluent in American Sign Language; Jodi Cutler Del Dottore, Rally Caps, who includes a deaf character named Luca who uses a cochlear implant. Luca is based on Cutler Del Dottore’s son, Jordan, who also has a cochlear implant; finally, Jacqueline Woodson, Feathers, grew up in a community that included deaf people who did not use sign language. As an adult, she met members of the Deaf Community and began learning American Sign Language herself. Woodson introduces readers to Sean who is attractive, funny, and intelligent. In my study, I noted that all of the deaf characters where not diverse based upon race, ethnicity, and socio-economic status (Pajka-West, "Perceptions"). Sean is the first Deaf American-African character in adolescent literature who uses sign language to communicate. Another main highlight is finding Deaf authors who do not receive the mainstream press that other authors might receive. For example, Ann Clare LeZotte, T4, introduces readers to main character Paula Becker, a thirteen year old deaf girl who uses sign language and lipreading to communicate. Through verse, we learn of Paula’s life in Germany during Hitler’s time as she goes into hiding since individuals with physical and mental disabilities were being executed under the orders of Hitler’s Tiergartenstrasse 4 (T4). One additional highlight is that I learn about insider tips and am then able to share this information with my blog readers. In one instance I began corresponding with Marvel Comic’s David Mack, the creator of Echo, a multilingual, biracial, Deaf comic book character who debuted in Daredevil and later The New Avengers. In comics, it is Marvel who owns the character; while Echo was created for Daredevil by Mack, she later appears in The New Avengers. In March 2008, discussion boards were buzzing since issue #39 would include original creator, Mack, among other artists. To make it less complicated for those who do not follow comics, the issue was about whether or not Echo had become a skrull, an alien who takes over the body of the character. This was frightening news since potentially Echo could become a hearing skrull. I just did not believe that Mack would let that happen. My students and I held numerous discussions about the implications of Marvel’s decisions and finally I sent Mack an email. While he could not reveal the details of the issue, he did assure me that my students and I would be pleased. I’m sure there was a collective sigh from readers once his email was published on the blog. Final Thoughts While there have been pejorative depictions of the deaf in literature, the portrayals of deaf characters in adolescent literature have become much more realistic in the last decade. Authors have personal connections with actual deaf individuals which lend to the descriptions of their deaf characters; they are conducting more detailed research to develop their deaf characters; and, they appear to be much more aware of the Deaf Community than they were in the past. A unique benefit of the genre is that authors of adolescent literature often give the impression of being more available to the readers of their books. Authors often participate in open dialogues with their fans through social networking sites or discussion boards on their own websites. After posting interviews with the authors on my blog, I refer readers to the author’s on site whether it through personal blogs, websites, Facebook or Twitter pages. While hearing authors’ portrayals now include a spectrum of deaf characters, we must encourage Deaf and Hard of Hearing writers to include more deaf characters in their works. Consider again my student Carla and her longing to find books with deaf characters. Deaf characters in fiction act as role models for young adults. A positive portrayal of deaf characters benefits deaf adolescents whether or not they see themselves as biologically deaf or culturally deaf. Only through on-going publishing, more realistic and positive representations of the deaf will occur. References Bailes, C.N. "Mandy: A Critical Look at the Portrayal of a Deaf Character in Children’s Literature." Multicultural Perspectives 4.4 (2002): 3-9. Batson, T. "The Deaf Person in Fiction: From Sainthood to Rorschach Blot." Interracial Books for Children Bulletin 11.1-2 (1980): 16-18. Batson, T., and E. Bergman. Angels and Outcasts: An Anthology of Deaf Characters in Literature. Washington, D.C.: Gallaudet University Press (1985). Bergman, E. "Literature, Fictional characters in." In J.V. Van Cleve (ed.), Gallaudet Encyclopedia of Deaf People & Deafness. Vol. 2. Washington, D.C.: McGraw Hill, 1987. 172-176. Brittain, I. "An Examination into the Portrayal of Deaf Characters and Deaf Issues in Picture Books for Children." Disability Studies Quarterly 24.1 (Winter 2004). 24 Apr. 2005 < http://www.dsq-sds.org >. Burns, D.J. An Annotated Checklist of Fictional Works Which Contain Deaf Characters. Unpublished master’s thesis. Washington, D.C.: Gallaudet University,1950. Campbell, P., and J. Wirtenberg. How Books Influence Children: What the Research Shows. Interracial Books for Children Bulletin 11.6 (1980): 3-6. Civiletto, C.L., and B.R. Schirmer. "Literature with Characters Who Are Deaf." The Dragon Lode 19.1 (Fall 2000): 46-49. Guella, B. "Short Stories with Deaf Fictional Characters." American Annals of the Deaf 128.1 (1983): 25-33. Krentz, C. "Exploring the 'Hearing Line': Deafness, Laughter, and Mark Twain." In S. L. Snyder, B. J. Brueggemann, and R. Garland-Thomson, eds., Disability Studies: Enabling the Humanities. New York: Modern Language Association of America, 2002. 234-247. Larrick, N. "The All-White World of Children's Books. Saturday Review 11 (1965): 63-85. Pajka-West, S. “The Perceptions of Deaf Characters in Adolescent Literature”. The ALAN Review 34.3 (Summer 2007): 39-45. ———. "The Portrayals and Perceptions of Deaf Characters in Adolescent Literature." Ph.D. dissertation. University of Virginia, 2007. ———. "Interview with Deaf Author Ann Clare LeZotte about T4, Her Forthcoming Book Told in Verse." Deaf Characters in Adolescent Literature, 5 Aug. 2008. < http://pajka.blogspot.com/ 2008/08/interview-with-deaf-author-ann-clare.html >.———. "Interview with Delia Ray, Author of Singing Hands." Deaf Characters in Adolescent Literature, 23 Aug. 2007. < http://pajka.blogspot.com/ 2007/08/interview-with-delia-ray-author-of.html >.———. "Interview with Jacqueline Woodson, author of Feathers." Deaf Characters in Adolescent Literature, 29 Sep. 2007. < http://pajka.blogspot.com/ 2007/09/interview-with-jacqueline-woodson.html >. ———. "Interview with Jodi Cutler Del Dottore, author of Rally Caps." Deaf Characters in Adolescent Literature, 13 Aug. 2007. < http://pajka.blogspot.com/ 2007/08/interview-with-jodi-cutler-del-dottore.html >. Panara, R. "Deaf Characters in Fiction and Drama." The Deaf American 24.5 (1972): 3-8. Schwartz, A.V. "Books Mirror Society: A Study of Children’s Materials." Interracial Books for Children Bulletin 11.1-2 (1980): 19-24. Sherriff, A. The Portrayal of Mexican American Females in Realistic Picture Books (1998-2004). University of North Carolina, Chapel Hill: 2005. Taxel, J. "The Black Experience in Children's Fiction: Controversies Surrounding Award Winning Books." Curriculum Inquiry 16 (1986): 245-281. Taylor, G.M. "Deaf Characters in Short Stories: A Selective Bibliography. The Deaf American 26.9 (1974): 6-8. ———. "Deaf Characters in Short Stories: A Selective Bibliography II." The Deaf American 28.11 (1976): 13-16.———. "Deaf Characters in Short Stories: A Selective Bibliography III." The Deaf American 29.2 (1976): 27-28. Wilding-Diaz, M.M. Deaf Characters in Children’s Books: How Are They Portrayed? Unpublished master’s thesis. Provo, Utah: Brigham Young University, 1993.———. "Deaf Characters in Children’s Books: How Are They Perceived?" In Gallaudet University College for Continuing Education and B.D. Snider (eds.), Journal: Post Milan ASL & English Literacy: Issues, Trends & Research Conference Proceedings, 20-22 Oct. 1993.Adolescent Fiction Books Blatchford, C. Nick’s Secret. Minneapolis, MN: Lerner, 2000. Deaver, J. A Maiden’s Grave. New York: Signet, 1996. Ferris, J. Of Sound Mind. New York: Sunburst, 2004. Matlin, M. Deaf Child Crossing. New York: Aladdin Paperbacks, 2004. Riskind, M. Apple Is My Sign. Boston, MA: Houghton Mifflin, 1981. Scott, V. Finding Abby. Hillsboro, OR: Butte, 2000.

Until the mid 1980s, Bordo writes, anorexia was considered only in pathological terms (45-69). Since then, many theorists such as Malson and Orbach have described how the anorexic individual is formed in and out of culture, and how, according to this line of argument, eating disorders exist in a spectrum of “dis-order” that primarily affects women. This theoretical approach, however, has been criticised for leaving open the possibility of a more general pathologising of female media consumers (Bray 421). There has been some argument, too, about how to read the agency of the anorexic individual: about whether she or he is protesting against or operating “as if in collusion with,” as Bordo puts it (177), the system of power relations that orients us, as she writes, to the external gaze (27). Ferreday argues that what results from this “spectacular regime of looking” (148) is that western discourse has abjected not only the condition of anorexia but also the anorectic, which in practical terms means that, among other measures, the websites and blogs of anorectics are constantly being removed from the Internet (Dias 36). How, then, might anorexia operate in relation to itself?In the clinical fields the subjectivity of the anorectic has become an important area of study. Norwegian eating disorder specialist Skårderud has discussed what he calls an anorectic’s “impaired mentalisation,” which describes a difficulty, as a result of transgenerationally transmitted attachment patterns, in regulating the self in terms of “understanding other people’s mind, one’s own mind and also minding one’s own body” (86). He explains: “Not being able to feel themselves from within, the patients are forced to experience the self from without” (86). While a Foucauldian approach to eating disorders like Bordo’s might be considered a useful tool for analysing this externalised aspect of the anorexic predicament, anorectics’ difficulty with feeling “themselves from within” remains unexamined in this model. Ferreday has described the efforts, in more recent discourse, to engage with the subjective experience of “anorexic embodiment” (140). She is conscious, however, that an enduring preoccupation with “the relation between bodies and images” has made the relations between embodied selves “almost entirely under-theorized”, and an understanding of the lived experience of eating disorders too often reduced to the totalising representations of “abject spectacle” or “heroic myth” (153). In this context Ferreday has welcomed the publication of Warin’s ethnographic study Abject Relations: Everyday Worlds of Anorexia for providing a point of access to the subjective experience of anorectics. One important aspect of Warin’s findings, though, remains unremarked upon in Ferreday’s review: this is Warin’s astonishing conclusion from her investigations that anorexic practices successfully “removed the threat of abjection” for her participants (127). It is exactly at this point in the current debate about eating disorders and subjectivity, and the role of abjection in that subjectivity, that I wish to draw upon the Gothic. As Hogle maintains, abjection has a significant role to play in the Gothic. Like Warin, he refers to Kristeva’s notion of the abject when he describes the “throwing off” whereby we might achieve, in Hogle’s paraphrasing of Kristeva, “a oneness with ourselves instead of an otherness from ourselves in ourselves” (“Ghost” 498-499). He describes how the Gothic becomes a “site of ‘abjection’” (“Cristabel” 22), where it “depicts and enacts these very processes of abjection, where fundamental interactions of contrary states and categories are cast off into antiquated and ‘othered’ beings” (“Ghost” 499). This plays out, he writes, in a process of what he calls a “re-faking of fakery” that serves “both to conceal and confront some of the more basic conflicts in Western culture” (“Ghost” 500). Here, Hogle might be describing how the abject anorexic body functions in the “spectacular regime of looking” that comprises western discourse, as Ferreday has portrayed it. Skårderud, however, as noted above, has suggested that the difficulty experienced by those with eating disorders is a difficulty that involves a regulation of the self that is understood to occur prior to the more organised possibility of casting off contrary states onto “othered” beings. In short, the eating disordered individual seems to be already an embodied site of abjection, which suggests, in light of Hogle’s work on abjection in the Gothic, that eating disordered experience might be understood as in some way analogous to an experience of the Gothic. Following Budgeon, who has stressed the importance of engaging with individual “accounts of embodiment” as means of moving beyond the current representation-bound impasses in our thinking about eating disorders (51), in this paper I will be touching briefly on “pro-ana” or pro-anorexic Internet material before proceeding to a more detailed analysis of Marya Hornbacher's Wasted: A Memoir of Anorexia and Bulimia. Punter, drawing on trauma theorists Abraham and Torok through Derrida, writes that “Gothic tests what it might be like to be a shell […] a shell which has been filled to the brim with something that looks like ourselves but is irremediably other, to the point that we are driven out, exiled from our home, removed from the body” (Pathologies16). In response, I will be suggesting that the eating disordered voice enacts the Gothic by dramatising “what it might be like to be a shell” since that embodied voice finds itself to be the site of abjection: the site where behind its distractingly visible “shell”, the ego, using anorexic idealisation, is compelled to use anorexic practices that “throw off” in an effort to achieve an ever-elusive sense of oneness. Due to Punter's long familiarity and shared vocabulary with a wide range of post-Freudian psychoanalytic theory, I will be particularly referring to his evocations of the Gothic, which he has characterised as a “kind of cultural threshold” (Introduction 9), to demonstrate how an examination of eating disordered experience alongside the Gothic might promise a more nuanced access to eating disordered subjectivity than has been available hitherto. Marya Hornbacher maintains in her memoir Wasted that anorectics, far from hating food, are in fact thinking about it constantly (151). If anorectics always think about food, the visual content of their Internet sites might seem to suggest otherwise: that their thoughts are mostly occupied by bodies—particularly thin, emaciated bodies—which form the material that these sites call “thinspiration” for the “pro-ana” writer and reader. Thinspiration, although not yet recognised by the Oxford English Dictionary, is understood to designate inspiring words or images of thinness that, further to Hornbacher's observations, might be understood as helping the food-obsessed anorectic to manage that obsession. Many pro-ana sites have their own thinspiration pages which, aside from the disturbing frame of the pro-ana verbal content that can include specifying dangerous techniques for abstaining, vomiting and purging, might be little more distressing to a viewer than any readily accessible fashion imagery. On the pro-ana site, however, whether mixed among the seemingly ordinary images or in a section all on its own,the spectre of the walking dead will often intrude. A “pro ana thinspiration” Google image search might yield, similarly, a small cadaverous corner to the purportedly inspiring imagery. It might also yield a tweeted response, from a pro-ana tweeter, to what might have been similar images of thinspiration which, far from affording inspiration, seem to have prompted intense anxiety: “I see the pictures I put up, then I see the morning thinspo everyone tweets, and I just feel gross ..[sic]”. This admission of despair sends a fearful, anxious affect loose among the otherwise serene uniformity of the “thinspo” imagery from which it had ricocheted, apparently, in the first place. Thinspiration, it seems, might threaten just as often as it assists the eating disordered subject to achieve self-regulation through their anorexic practices and, as this screen shot suggests, the voice can offer the researcher a small but potent insight into the drama of the eating disordered struggle.Psychologists Goldsmith and Widseth have stated that Hornbacher’s Wasted “gives the reader a feel for what it is like to live in an anorexic client’s head” (32). Although the book was a bestseller, newspaper reviews, on the whole, were ambivalent. There was a sense of danger inherent in the turbulent, “lurid” details (Zitin), and unresolved nature of the narrative (MacDonald). Goldsmith and Widseth even refer to Hornbacher's reported relapse and rehospitalisation that followed a “re-immersing” in “the narrative” of her own book (32). Kilgour has observed that the Gothic is a space where effects come into being without agents and creations prosper without their creators (221). While Radcliffe's novels might tend to contradict this claim, it is important to note that it is at the borders between explication and a seeming impossibility of explication that the Gothic imaginary draws its power. Miles, for example, has argued that Radcliffe is concerned not so much with dispelling the supernatural per se but with “‘equivocal phenomena of the mind’” (99-102). In Wasted, Hornbacher writes of her fear of “unsafe” foods whose uncanny abilities include the way they “will not travel through my body in the usual biological fashion but will magically make me grow” (20). Clearly, Hornbacher is not referring here to reasoned premises. Her sense, however, of the ambiguous nature of foodstuffs bears an important relation to Radcliffe's “equivocal phenomena”, and indeed the border-defying aspects of Kristevan abjection. In Abject Relations, Warin discovered that her anorexic participants shared what seemed to be magical beliefs in the ability of foodstuffs to penetrate the body through skin or through the nose via smells (106-127). The specific irrationality of these beliefs were not at issue except that they prompted the means, such as the washing of hands after touching food or shoving towels under doors to impede the intrusion of smells that, along with the anorexic practices of starving, purging and vomiting, served to protect these participants from abjection. When Hornbacher describes her experience of bulimia, the force, textures and sheer weight of the food that she eats in unimaginable, enormous quantities so that it bursts the sewer and floods the basement as vomit (223) become all the more disconcerting when the disgusting effects, whose course through the sewer system cannot be ignored, are preceded by evocations of occasions when she anxiously searches for, buys, consumes and vomits or purges food: “one day you find yourself walking along, and you impulsively stop in a restaurant, order an enormous dinner, and puke in the woods” (120-1). Hornbacher’s eating disorder in fact is figured as an insidious double: “It and I live in an uncomfortable state of mutual antagonism. That is, to me, a far cry better than once upon a time, when it and I shared a bed, a brain, a body” (4). This sense of the diabolical double is most evident when the narrative is traversed by the desperation of an agitated protagonist who seems to be continually moving between the constricted upper spaces of dormitories, rooms and bathrooms, and gaping, sewerage filled basements, and whose identity as either the original or the double to that original is difficult to determine. For Hornbacher, even at the end of her memoir when she is presented as almost recovered from her eating disorders, the protagonist not only continues to be doubled, but also exists in fragments: she speaks to herself "as if [she] were a horse", speaking "severely to [her] heart" who will pull her down "by the hair" into a nightmarish sleep (288-289). Punter has elaborated on the way dream landscapes in the Gothic open space into paradoxically constricted but labyrinthine infinities that serve to complicate what he has referred to as the two dimensions of our quotidian experience (Pathologies 123). In Wasted, beds give way to icy depths of watery sleeps, and numerous mirrors either fragment the body into parts or alienated other selves, or yield so that the narrator might step, suddenly, into “the neverworld” (10). Out of the two in the doubling, it is not so much the eating disorder—the “It”—but the “I” that becomes most monstrous as occasionally this “I” escapes onto the empty streets where, glimpsed crouching, anxious and confused in a beam of headlights, she reminds us of Frankenstein’s creature on the mountainsides or in the wastes since, as her capacity to articulate is lost in that moment, she becomes an “othered” object in the landscape (173). When, one winter, Hornbacher develops an obsession with running up and down the hall at her school at five am, she sprouts fine fur all over her translucent white skin and begins “to look a bit haunted” (109); later, in a moment of horrifying self-awareness, she realises that she “looked like a monster, most of [her] hair gone, [her] skin the gray color of rotten meat” (266). Punter writes that it is in the “dizzying heights and depths” of the Gothic that such agitation can become frantic: “in vertigo, the sense that there is indeed nowhere to go, not up, not down, and also that staying where you are has its own imponderable but terrible dangers” (Pathologies 10). Hornbacher states that the “worst night of [her] entire life” was spent with “the old familiar adrenaline rush pumping through [her] [….] running through the town, stopping here and there and eating and throwing up in alleyways and eating and blacking out” (273). This ceaseless, anxious, movement, where it is not clear who or what is doing the pursuing, but clear that it is a flight from the condition of abjection, is echoed in the very structure of Hornbacher’s memoir, which moves back and forth in time, seemingly at random, always searching for the decisive event that might, at last, explain or give a definitive beginning point to her disorders. Not only is the “beginning” of the disorders—an ultimate explanation or initiating event—sought but never found, but the narrative also concludes with an Afterword in which the narrator is, demonstrably, yet to recover, and even as she lies in bed next to her husband, is unable to rest (289). As Punter writes: “In Gothic, we do not directly ask, What happened? We ask, Where are we, where have we come from—not in the sense of a birth question, but as a question of how it is that we have ‘come adrift’” (Pathologies 209)—a question which, as Hornbacher finds, she is unable to answer, but nonetheless is obsessed with pursuing—to the point where the entire narrative seems to participate in the very pursuit that comprises the agitated perambulations of her eating disordered body. Although the narrator in Hornbacher’s Wasted, is strikingly alone—even at the end of the memoir, when she is represented as married, her husband is little more than a comforting body—throughout the text she is haunted by the a/effects of others. Hornbacher’s family is shown to be a community where the principle of nurturing is turned on its head. The narrator’s earliest evocation of herself presents a monstrous inversion of the expected maternal relationship: “My mother was unable to breast-feed me because it made her feel as if she were being devoured” (12). The mother’s drive to restrict her own eating is implicated in the narrator’s earliest difficulties with food, and the mother’s denials and evasions make it all the harder for the narrator to make any sense of her own experience (156). A fear of becoming fat haunts all of the family on her mother’s side (137, 240-1); the father, conversely, is figured in terms of excess (22). When the two grandmothers care for the narrator, behind their contradictory attentions towards the young Hornbacher—one to put her on a diet, the other to feed her up (24)—lies a dearth of biographical material. The narrator’s attempts to make sense of her predicament, where her assertion, “there were no events in my life that were overly traumatic” (195), sounds the edges of this void and only serves to signal that this discomforting contested empty space is traversed, as Punter might suggest, by “the hidden narrative of abuse” (Pathologies 15). Certainly the vague awareness of a great-grandmother who, “a hefty person, was mocked” (98) hints at the kind of emotional trauma that might be considered too abject to be remembered. Punter observes that in the Gothic we are in the wake of the effects of events that we cannot know have even happened (Pathologies 208), and the remains of history that assault us “are not to be obviously or readily learned from; for they are the remains of the body, they are the imaginary products of vulnerability and fragility, they are the ‘remains’ of that which still ‘remains to us’; or not” (Pathologies 12). Hornbacher’s sense of disassociation from her self as a body, and the specificity of her own feelings, which she is only ever able to describe as “pissed or fine” (203), evokes an over-smooth shell, like the idealised images of thinspiration that both belie and reveal their anxious nether sides. Even at the conclusion of the memoir, the narrator still does not “yet” know what it might mean for her to be “well” or “normal” (283). Hornbacher writes: “I always had this mental image of me, spilling out of the shell of my skin, flooding the room with tears” (25). In eating disorders, the self, which has never been whole and entire, or self-regulated in Skårderud’s terms, struggles to self-regulate against the ever threatening encroachment of the abject in a way that suggests essentially Gothic scenarios; in eating disordered self-narratives like Hornbacher’s Wasted, this struggle is evident in the very Gothic dynamics of the text. Without the Gothic, which affords us a means of perceiving eating disordered subjectivity in all of its detailed and dramatic dimensions—a subjectivity that theorists to date have found difficult to grasp—neither the abjection inherent in the “spilling” nor the anxious idealisation of the very somatic sense of the ego in the “shell” in Hornbacher's statement can be, I would suggest, sufficiently understood. ReferencesAbraham, Nicolas, Maria Torok, and Nicholas T. Rand. The Shell and the Kernel: Renewals of Psychoanalysis. Tr. Nicholas T. Rand. Vol. 1, Chicago: U of Chicago P, 1994. Bordo, Susan. Unbearable Weight: Feminism, Western Culture, and the Body. Berkeley: U of California P, 1993. Bray, Abigail. “The Anorexic Body: Reading Disorders.” Cultural Studies 10.3 (1996): 413-29. Budgeon, Shelley. “Identity as an Embodied Event.” Body and Society 9.1 (2003): 35-55. 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