Proposal Type:	Symposium
Domain:	Teaching and Teacher Education
SIG:	Teaching and Teacher Education
Scheduling category:	Teacher Education
Type	Submitted Symposium
Title	RESEARCH ON THE PEDAGOGY AND EFFECTS OF TEACHER EDUCATION: TRENDS AND GAPS IN RESEARCH
Abstract	A distinctive feature of contemporary teacher education policy has been the emphasis on how teacher education matters in terms of its potential impact on teachers who in turn have an impact on the quality of student learning. The objective of this SIG 11 invited symposium is to discuss trends and gaps in research on the pedagogy and effects of teacher education. Drawing on research on teacher education undertaken in a range of national contexts (with a focus, although not exclusive, on European settings), all four presentations examine research on the pedagogy of teacher education in terms of the goals, approaches and evidence of the impact/effects of teacher education. The research presentations will examine the way in which research on the pedagogy of teacher education is framed within particular genres and approaches to research on initial and induction phases of teacher education (Borko, Liston and Whitcomb, 2007). The symposium will in particular focus on the following issues in the developing field of research on teacher education: (i) the policy appeal of research on the effects of teacher education; (ii) the proliferation of research based on different genres, such as: effects of teacher education, interpretive, practitioner and design research, (iii) the extension of research on teacher education beyond initial teacher education to focus on induction and early phase of the continuum of teacher education, (iv) contestation about the quality, design and impact of teacher education pedagogy and research; and (v) tension between assertions about the particularizability and generalizability of teacher education research claims.
Equipment	Computer and data projector / beamer
Keywords	Educational Policy Initial Teacher Education (Pre service) Teacher induction

Chairperson list
First Name	Last Name/Surname	Institution	Country	E-Mail	EARLI Number
Fritz	Staub	Universitat Freiburg/Fribourg	Switzerland	fritz.staub@unifr.ch

Organiser list
First Name	Last Name/Surname	Institution	Country	E-Mail	EARLI Number
Paul	Conway	University College Cork	Ireland	pconway@education.ucc.ie

Discussant list
First Name	Last Name/Surname	Institution	Country	E-Mail	EARLI Number
Robert	Floden	Michigan State University	United States	floden@msu.edu

Paper Details

Paper type	Empirical
Title	Teacher education can make a difference…. Yes, but how?
Abstract	The literature shows that there is a huge gap between theory and practice in teacher education. In this contribution, we will analyse the causes of this gap, as well as the reasons why there is so little research on the pedagogy of teacher education that help teacher educators counterbalance the gap between theory and practice. One approach to teacher education that takes the causes of the theory-practice devide into account and shows a new pedagogical direction, is the realistic approach. Several evaluative studies into this approach will be summarized. They lead to significant conclusions about the need for careful programme design, specific pedagogical approaches, and an investment in the quality of staff. The conclusions will be put into an international perspective.
Summary	“In the early years of the 21st century, teacher education is at a crossroads with unprecedented public attention focused on varying agendas for reform” (Cochran-Smith & Fries, 2001, p. 27). Questions regarding the characteristics of effective teacher education programmes are rapidly gaining importance, both in the policy debate and in research on teacher education. In the meantime, many studies have shown that the effects of teacher education on the actual practices of teachers are generally meager (e.g. Cochran-Smith & Zeichner, 2005; Wideen, Mayer-Smith & Moon, 1998). Internationally, a gap between theory and practice seems to persist, of which the causes are increasingly becoming clear. They will be summarised in the presentation.  Relatively little is known about the degree to which specific arrangements and strategies in teacher education can counterbalance the theory-practice gap. One reason is that research into this issue requires large-scale studies and complex methodological designs. This contribution to the symposium aims at filling in this blank spot in the research on teacher education, based on a number of research studies on the realistic approach to teacher education. This approach takes the causes for the theory-practice gap into account and uses a pedagogy based on the following tenets (Korthagen et al., 2001): •    Professional learning starts from real situations encountered during teaching experiences, which led to a concern in the student teacher. •    Reflection is promoted as well as interaction amongst the student teachers in cohort groups. •    The resulting learning process is characterised by guided reinvention. •    The emphasis is not so much on Theory with a big T (episteme) but on theory with a small t (phronesis). Contrary to many other approaches in teacher education, the realistic approach is well-researched. We will present an overview of the findings of a number of evaluative studies, which together lead to significant conclusions on the features of effective teacher education: 1.    A national evaluation study carried out by an external research office of all Dutch teacher education programmes preparing for secondary education showed that 71% of a sample of graduates of the Utrecht programme (n=81) scored their professional preparation as good or very good. This is a remarkable result, as in the total sample of graduates from all Dutch teacher education programmes preparing for secondary education (n = 5135), this percentage was only 41% (p < 0.001). 2.    An evaluative overall study among all graduates of the Utrecht University programme showed that 86% of the respondents considered their preparation programme as relevant or highly relevant to their present work as a teacher. 3.    A follow-up study illustrates this finding with more qualitative data of an experiment with a group of 12 student teachers strictly incorporating all the principles of realistic teacher education. All student teachers reported a seamless connection between theory and practice, a noteworthy result, given the many research reports from all over the world showing the problematic relationship between theory and practice. 4.    An extensive longitudinal study by Brouwer and Korthagen (2005) focused on the relationship between programme design and effects of 24 teacher education curricula, in use at Utrecht University during the years in which the realistic approach started to develop there. At various moments during these programmes and during the first two years in which the graduates worked as teachers, quantitative and qualitative data were collected among 357 student teachers, 31 teacher educators and 128 cooperating teachers. Concrete learning effects on the work of the graduates during their first year in the profession (measured by means of 14 criterion variables) appeared to depend primarily on the degree to which theoretical elements in their preparation programme were perceived by the student teachers as functional for practice at the time of their student teaching, and on the cyclical alternation between school-based and university-based periods in the programme. Also, a gradual increase in the complexity of activities and demands on the student teachers appeared to be a crucial factor in integrating theory and practice. 5.    In sum, we may conclude that teacher education can make a difference, but that this requires a careful programme design, specific pedagogical approaches, and an investment in the quality of staff. These issues will be made concrete in the presentation and they will be put into an international perspective. References Brouwer, N. & Korthagen, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42(1), 153-224. Cochran-Smith, M., & Fries, M. K. (2001). Sticks, stones and ideology: The discourse of reform in teacher education. Educational Researcher, 30(8), 3–15. Cochran-Smith, M., & Zeichner, K. M. (2005). Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Washington, DC: American Educational Research Association/Lawrence Erlbaum. Korthagen, F. A. J., Kessels, J., Koster, B., Lagerwerf, B. & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah: Lawrence Erlbaum Associates. Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68, 130–178.
Keywords	Educational Policy In-service Teacher Training
Appendices

Authors
Name	Surname	Institution	Country	e-mail	EARLI Number	Presenting
Fred	Korthagen	Vrije Universiteit, Amsterdam	Netherlands	f.korthagen@uu.nl		*

Paper type	Empirical
Title	Research on the pedagogy and effects of teacher education in Norway
Abstract	Research on the pedagogy and effects of teacher education has been sparse in Norway, and the research that has been carried out has had little effect on the development of teacher education. Luckily, we are witnessing a shift; policymakers depend more and more on research based knowledge, and the lack of research on teacher education and effects of TE is a national concern.  In this paper, we present an overview of research on TE.  We will also present an ongoing study designed to investigate important factors for novice teachers’ coping in schools. Some results from the questionnaire surveys developed for this national study and carried out among teacher educators will be presented.
Summary	Relevance of the project This paper provides (1) an overview of research on the pedagogy and effects of teacher education that has been carried out in Norway prior to 2005, and (2) results from two questionnaire surveys among teacher educators which is part of an ongoing study. The overview enables an assessment of the topics addressed and methods used revealing several gaps in educational research, some of which are addressed in part 2.  The questionnaire studies represent the first national surveys of working conditions, pedagogical preferences and research focus in teacher education in Norway. Theoretical and empirical background Part 1 is an empirical review of research conducted on TE in Norway during the years 1995 – 2005. The national bibliographical database BIBSYS revealed a total of 947 hits for “teacher education”, but when narrowed to research published in scientific journals or as PhD theses, the hits were reduced dramatically; 28 relevant publications in FORSKDOK and an additional search in FRIDA yielded 1 hit. All empirical studies of TE are case studies of individual teachers or a single teacher education institution. This makes the present survey studies all the more important. A main goal of the study is to study factors that effect novice teachers’ coping. What goes on in TE is presumed to have some effect, but even though TE in Norway is governed by the same politically agreed framework plan, a recent evaluation of TE found that there are some differences between the different institutes (NOKUT, 2006). One major difference is the degree to which teacher educators are researchers themselves. Another difference may be found in what Shulman (2005:52) has described as signature pedagogies. This term refers to “the types of teaching that organize the fundamental ways in which future practitioners are educated for their new profession”.  These fundamental ways may vary from profession to profession, but so far, we know very little about how teacher education organizes its pedagogical practices.  Pedagogical practices include the use of various teaching methods such as direct lecturing, use of problem based learning, and more. But signature pedagogies can also include faculty’s beliefs about the relevance of research based knowledge and the prevalence of research based knowledge for teacher students. Whether or not students are involved in research activities may also be regarded as aspects of signature pedagogies. Research Questions •    What kinds of pedagogy are prevalent among teacher educators? (Is there a prevalent “signature pedagogy” among teacher educators?) •    What kind of research do teacher educators report taking part in, and how do they perceive the role of research in teacher education (i.e. usage of their own research, the research based knowledge present in their lessons, and student involvement in research)? Research Methods Part 1 consists of a review and categorization of studies published in scientific journals / theses. Part 2 consists of data from two questionnaire surveys: 2205 teachers (a response rate of about 62%) employed at field practice schools responded to a digitalized questionnaire in Feb 2008, and 540 faculty at teacher education institutes throughout the whole country (response rate of about 52%) responded to a digitalized questionnaire during June-August 2008.  The questionnaires consist of scales previously used in national and international studies as well as scales composed specifically for this study. [example]Analyses have been carried out using SPSS and Amos. Results A first attempt at measuring “signature pedagogies” among teacher educators was carried out in the 2008 questionnaire for TE faculty, and this paper will present and discuss the measurement scale (latent variable) and results. Similarities and differences among teachers within and between different subject matter and within and between different teacher education institutes will be presented.  Discussion Results will be discussed in relation to what they may mean for student teachers’ development of knowledge and skills as well as which areas we see as important for future studies of teacher education. NOKUT (2006). Evaluation of Teacher Education in Norway, Oslo: NOKUT Shulman, L. (2005). Signature pedagogies in the professions. Dædalus, Summer, 52-59.
Keywords	Educational Policy In-service Teacher Training Teacher induction
Appendices

Authors
Name	Surname	Institution	Country	e-mail	EARLI Number	Presenting
Elaine	Munthe	University of Stavanger	Norway	Elaine.munthe@uis.no		*
Peder	Haug	Volda University College	Norway	peder.haug@hivolda.no

Paper type	Empirical
Title	Acquiring teaching comptence during teacher education and first year in profession – How to measure progress?
Abstract	This paper presents the aims, methods and results of a research project involving three teacher education institutions in Switzerland (Zurich, St. Gallen) and Germany (Weingarten). Our focus of interest is the longitudinal analysis of teaching comptences from the beginning up to the end of teacher education and into the first year of occupation as a teacher. Theoretically, our study is based on Oser's professional standards (Oser, 1997a, 1997b, 2001; Oser, Achtenhagen & Renold, 2006a, 2006b), as well as on the four dimensions (a) ‘subject knowledge’, (b) ‘diagnostic knowledge’, (c) ‘didactical knowledge’, and (d) ‘classroom management knowledge’, which have been framed as crucial competences for teachers by Helmke and Weinert (1997). Concerning the concept competence, we rely on Weinert’s conception (Weinert, 2001). While studies on the acquisition of teaching competences are usually based on self-estimations by student teachers, respectively (novice) teachers (Oser, 2001; Seipp, 2003), in our research project, a multi-perspective approach was chosen methodologically. A combination of different instruments was used for data collection in order to trace the development of teaching competences over the three-year period of teacher education for primary school teachers (grade 1-6) as well as the first year in profession, including (1) questionnaires for student teachers and novice teachers, (2) vignettes on planning and implementing of teaching, (3) videos of school lessons taught by the subjects of the study as well as (4) a questionnaire on motivation answered by the pupils of the videotaped classes. A group of experienced teachers with ten and more years of successful teaching was established as a reference group. After presenting the theoretical and methodological frames of the research project and some of its most important results, we discuss the evidence of the impact/effects of teacher education, as well as methodological challenges encountered in the project.
Summary	Whether, how and how much teacher education matters are important questions nowadays (Baumert & Kunter, 2006; Seidel & Shavelson, 2007). However, longitudinal research on the acquisition of teacher competences is rare. There is also little knowledge available whether, how and how much experiencing regular teaching during first year in profession has an impact on novice teachers teaching competences. In our presentation, we report on aims, methods and results of a research project supported by the Swiss National Science Foundation (SNF) and the Internationale Bodensee Hochschule (IBH) in which the three universities of education in Zurich (Switzerland), St. Gallen (Switzerland), and Weingarten (Germany) are involved. It aims at the development of complex teacher knowledge in order to gain empirically based insights into the process of acquiring teaching competences during teacher education and first year in profession. Data collected from teacher students and novice teachers are compared with data accordingly collected from experienced teachers with 10 and more years of sucessful teaching. In addition to the quantitative analyses, procedures for transforming qualitative data into quantitative data were developed and applied. According to the goal of the project, the relationship between teacher students', novice teachers’ and experienced teachers’ subjective ratings of their competences and standardized data from observations and tests are compared to investigate the relationship between subjective rating data and standardized data. The theoretical basis of the project is constituted by Weinert’s conception of competence (Weinert, 2001), Oser’s professional standards (Oser, 2001; Seipp, 2003; Oser, Achtenhagen & Renold, 2006), and the four dimensions (a) ‘subject matter knowledge’, (b) ‘diagnostical knowledge’, (c) ‘didactical knowledge’, and (d) ‘knowledge of classroom management’, which have been framed as crucial competences for teachers by Helmke and Weinert (1997). For data collection with teacher students, novice teachers and experienced teachers as subjects, the following instruments were applied at the beginning, in the middle and at the end of teacher education, as well as at the beginning and the end of the first year in profession: (I) Online-questionnaire: Subjects self-estimated their teaching competences (self-assessment). (II) Work placement questionnaire – placement teacher: By means of questionnaire, the placement teachers assess the teaching competence of the teacher students during the work placements over the course of teacher education (assessment by others). (III) Work placement questionnaire – teacher students: Analogously to the placement teachers, the teacher students also rate their own teaching competence following a work placement (self-assessment). (IV) Vignettes: The subjects are presented with vignettes that relate to the preparation of lessons. Vignettes are formulated problem situations upon which the subjects have to give their opinions and develop suggestions for solutions in written form. Their responses are rated in terms of quality by experts (assessment by others). (V) Learning orientation questionnaire: Following Staub and Stern (2002), the students provide information about their attitudes to learning. It is measured whether teacher students argue in a more constructivist or associationist understanding of learning (assessment by others). (VI) Dealing with problem situations questionnaire: The students assess situations in everyday school life by giving their opinion on given ways of reacting to overcoming problems of the type described (assessment by others). (VII) Teaching videos: During the yearly work placements in teacher education, both the student and the supervising teacher prepare a lesson. This occurs independently of one another on the same theme, each for one half of the class, which are comparable in terms of performance. Both lessons are videotaped by teams trained according to TIMSS norms. Following this, videos are evaluated through content analysis (assessment by others). (VIII) Questionnaire regarding teachers’ self-efficacy: Subjects’ beliefs in their self-efficacy is measured (self-assessment). (IX) Questionnaire on personality traits: Subjects respond to questions concerning personality variables (NEO FFI) (self-assessment). (X) Questionnaire for pupils: After each filmed lesson, pupils of the videotaped classes were interrogated on behalf of their motivation in the lesson. The study allows for a longitudinal analysis from the beginning up to the end of teacher education and the first year in profession. It is aimed at working out an empirically based answer to the following question: Do prospective teachers become more competent through teacher education and – as novice teachers – due to experiencing teaching during the first year in profession, and how do their competences relate to the competences of experienced teachers. The methodology enables longitudinal comparisons (a student or novice teacher is compared with him/herself at various time points in teacher eduction and first year in profession) and cross-sectional comparisons (the teacher students’, respectively novice teachers’ teaching is compared with that of the experienced teacher). In our presentation, we specifically focus on instruments (I), (IV), and (VII) and their results. We draw conclusions on the impact of teacher education and focus on methodological challenges encountered in the project. References Baumert, J. & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften. Zeitschrift für Erziehungswissenschaft, 9 (4), 469-520. Helmke, A. & Weinert, F. E. (1997). Bedingungsfaktoren schulischer Leistungen. In F.W. Weinert (Hrsg.), Enzyklopädie der Psychologie, Vol. 3: Psychologie des Unterrichts und der Schule (pp. 71-176). Göttingen: Hogrefe. Oser, F. (2001). Standards: Kompetenzen von Lehrpersonen. In F. Oser & J. Oelkers (Hrsg.), Die Wirksamkeit der Lehrerbildungssysteme. Von der Allrounderbildung zur Ausbildung professioneller Standards. Zurich: Ruegger. Oser, F., Achtenhagen, F. & Renold, U. (2006a). Competence oriented teacher training. Old research demands and new pathways. Rotterdam: Sense Publishers. Seidel, T. & Shavelson, R.J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77 (4), 454-499. Seipp, B. (2003). Standards in der Lehrerbildung. Eine Befragung zur Vermittlung der Oserschen Standards in der ersten Phase der Lehramtsausbildung. Bochum: Projekt-Verlag. Staub, F. & Stern, E. (2002). The nature of teacher' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of Educational Psychology, 94, 344-355. Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45-65). Seattle: Hogrefe & Huber.
Keywords	Educational Policy Initial Teacher Education (Pre service) Teacher induction
Appendices

Authors
Name	Surname	Institution	Country	e-mail	EARLI Number	Presenting
Matthias	Baer	University of Education PHZH	Switzerland	matthias.baer@phzh.ch		*
Titus	Guldimann	University of Education PHSG	Switzerland	titus.guldimann@phsg.ch
Gunter	Doerr	University of Education PH-Weingarten	Switzerland	doerr@ph-weingarten.de

Paper type	Empirical
Title	Exploring Contextual Factors in the Development and Implementation of a Teacher Education Program: Implications for the Field
Abstract	Teacher education programs are generally situated in the complex context of higher education; yet, research on teacher education rarely takes this factor into account.  Colleges and universities in which teacher education programs are usually situated have histories, missions, and mores that, as Clifford and Guthrie (1990) point out, marginalize schools and colleges of education and these, in turn, often marginalize teacher education.   This study focuses on the development, implementation, and demise of an elementary teacher education program designed for undergraduate students in a top rated school of education within a Research I university.   The intent here is not to bemoan the loss of what proved to be a powerful curricular and pedagogical model but to explore the ways in which contextual factors within the larger organization shaped the implementation of the program and, in the long run, led to its failure.    While a single example cannot possibly stand for all teacher education programs, the issues raised by this study highlight the importance of context and could serve as a catalyst for further research especially with regard to the issues of replication and “scaling up.”
Summary	Relevance of the project and Theoretical background:  Almost 15 years ago, the Department of Education at the University of Chicago closed its doors—the victim of what Clifford and Guthrie (1990) describe as the marginalization of departments, schools, and colleges of education, and especially teacher education, within higher education institutions, particularly Research I institutions.    Research on teacher education rarely addresses this issue, yet major efforts to reform teacher education (see Darling-Hammond, 1999; Holmes Group, 1995; Carnegie Endowment, etc.) inevitably describe the problem of the reward system of higher education that puts a premium on research and publication.   Followed to its logical conclusion, this argument is taken as a reason for teacher educators to remove themselves from the field and focus on publications so as to gain tenure and promotion; and, following on commonly accepted research paradigms in the sciences, this argument also works to push aspiring researchers of teacher education to shape their research to be “scientific.”  Thus, research on teacher education programs zeroes in on factors such as pedagogy and impact, rarely on programs’ sustainability in the university context or programs’ synchrony with the schools and school systems that they serve.   Even teacher education programs that are recognized for their excellence—Alverno College (Zeichner, 2000),  Center X at UCLA (Oakes & Lipton, 2006), Mills College in Oakland, CA  (Kroll, Cossey, Donahue, Galguera, LaBoskey, Richert, & Tucher),  Korthagen’s program in the Netherlands (Korthagen, & Kessels, 1999)—have not been studied vis-à-vis their sustainability in the institutions in which they are embedded.  This may be the reason that efforts to scale up rarely meet with success and that so many alternative programs that have only their own infrastructure to cope with may appear to thrive.  Research questions:  This presentation focuses on the development, implementation, and demise of an elementary teacher education program designed for undergraduate students in a top rated school of education within a Research I university.   The program is studied as an example of educational innovation (see Fullan, 2001; Sarason, 2001) as curricular reform.  The intent here is not to bemoan the loss of what proved to be a powerful curricular and pedagogical model but to explore the ways in which contextual factors within the larger organization shaped the implementation of the program and, in the long run, led to its failure.  Research methods:  The data of this study are derived from •    Minutes of meetings during the planning and implementation phases; •    Surveys and interviews conducted with faculty during planning, implementation, and after the program had been disassembled; •    Surveys and interviews conducted with students during the implementation phase and post graduation. •    Samples of student work •    Interviews with university administrators at the department and school levels •    Interviews and surveys with employers of program graduates •    Program assessments developed for accreditation purposes by the university-based institutional research team Results:   While there is ample evidence from the data that the program which lasted a mere five years was successful in its goal of preparing undergraduate preservice teachers for successful teaching in an urban school system, the program’s cohort design, its unique format of integrating curriculum content in a weekly day long program over two years, and the program’s emphasis on systematic documentation of student learning by preservice teachers were—none of these programmatic structures were preserved once the faculty who designed, built, and implemented the program left.   What we learned was that despite evidence of success, obvious structures such as course schedules and room assignments and less obvious structures such as unwritten rules that courses are not taught on Fridays when combined with shifting priorities in the institution and new administration can be powerful deterrents to innovation.  Discussion and Conclusion:  While a single example cannot possibly stand for all teacher education programs, the issues raised by this study highlight the importance of context and could serve as a catalyst for further research.    In particular, this study may help researchers of teacher education begin to identify those contextual aspects that can support curricular innovation and thereby enable either the replication or scaling up of successful program designs.  References: Darling-Hammond, L.  (1999).  Educating teachers for the next century: Rethinking practice and policy.  In G. A. Griffin (Ed.), The education of teachers.  Ninety-eighth yearbook of the National Society for the Scientific Study of Education, Part I, (pp. 221- 256). Chicago, IL:  University of Chicago. Fullan, M.  (2001).  The new meaning of educational change. 3rd edition.  (New York:  Teachers College Press. Korthagen, F. A., & Kessels, J. P. A. M.  (1999).  Linking theory and practice: Changing the pedagogy of teacher education.  Educational Researcher, 28(4), 4-17. Kroll, L., Cossey, R., Donahue, Galguera, T., LaBoskey, V. K., Richert, A. E., & Tucher, P.  (2005).   Teaching as principled practice.  Thousand Oaks, CA:  Sage.  Oakes, J., & Lipton, M.  (2006).  Teaching to change the world.  NY: McGraw Hill.   Sarason, S. B.  (2001).  Revisiting “The culture of schools and the problem of change.”  New York, NY:  Teachers College. Zeichner, K. (2000).  Preparation in the undergraduate years.  Alverno College.  In L. Darling-Hammond (Ed.), Studies of excellence in teacher education, pp. 1-66.  New York:  National Commission on Teaching and America’s Future.
Keywords	Educational Policy Initial Teacher Education (Pre service)
Appendices

Authors
Name	Surname	Institution	Country	e-mail	EARLI Number	Presenting
Frances	Rust	Erikson Insitute, Chicago	United States	Frust@erikson.edu		*