Being disagreeable     

Julian Stern 《British Journal of Religious Education》2020,42(1):1-2

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Students as ‘catalysts’ in the classroom: the impact of co‐teaching between science student teachers and primary classroom teachers on children's enjoyment and learning of science     

Colette Murphy  Jim Beggs  Karen Carlisle  Julian Greenwood 《International Journal of Science Education》2013,35(8):1023-1035

This study is an investigation of the impact of collaborative teaching by student‐teachers and classroom teachers on children’s enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student‐teachers were placed in primary schools where they ‘co‐taught’ investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children’s attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children’s experience of science.  相似文献   

The exceptionally talented     

Julian Stanley 《Roeper Review》2013,35(3)

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Parties as reflectors of the feminine sensibility: Woolf's Mrs. Dalloway counters James's the wings of the dove     

Carol Simpson Stern 《Communication quarterly》2013,61(2):167-173

This article examines the ways in which parties conceived by women writers elucidate the feminine sensibility and feminine concerns with communication. Communication occurs through the preparation of a context—the making of the party from the planning stage, through the purchasing and preparation of food, to its opening in an artfully ordered drawing‐room. It occurs through attention to relationships between partygoers spatially; through attention to people over objects; through attention to the individual hostesses’ attempts to shape the meaning of events internally, intrapersonally; and through an exchange of meaning between individuals through a system of symbols constellated around death. A comparison of Clarissa Dalloway's party in Virginia Woolf's novel with Milly Theale's in Henry James's The Wings of the Dove aptly conveys the differences between male/female reflections of the party and illuminates how death figures prominently in feminine imaginings of social gatherings. Death is the metaphor to communicate psychic fears occasioned in women by parties. Finally, the article suggests how women writers have altered the tradition of the party in literature, permitting it to reflect their felt and lived experience.  相似文献   

The Leftouts: Disadvantaged Children In Heterogeneous Schools by Sandra A. Warden. New York: Holt,Rinehart and Winston,Inc., 1968. 208 pp. $3.95     

Julian Roberts 《The Educational forum》2013,77(2):283-285

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Mr. X has his Points: A Case in Supervision     

Julian Aronson 《Clearing house (Menasha, Wis.)》2013,86(1):28-29

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Book review: The pupil shop     

Stern Erica 《The Urban Review》1974,7(4):331-336

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Preliminary analysis to build an integrative conceptual network for biological education at university level     

A. Giordan‡  J. Pochon  C. Aimar  V. Host  E. Le Jan  G. Stern 《International Journal of Science Education》2013,35(3):251-261

Existing university education in the natural sciences comes up against many difficulties. Therefore, it is of importance to look for the reasons for such difficulties as felt by teachers and students, in order to develop a basis for a new approach to education. As an important step in this direction, a working group of teachers and didactics specialists at the University Pierre et Marie Curie has attempted to analyse the content of biological knowledge in order to develop an integrative conceptual network for biological education at university level. The results of this analysis are outlined here.  相似文献   

Teaching for genetics literacy in the post-genomic era     

Florian Stern 《Studies in Science Education》2017,53(2):193-225

Research in genetics and genomics is advancing at a fast pace, and thus keeping up with the most recent findings and conclusions can be very challenging. At the same time these recent findings and conclusions have made necessary a reconceptualization of genes and heredity, both in science and in science education, beyond the mostly gene-centred view of the twentieth century. The teaching of genetics at schools should have a key role in helping students achieve genetics literacy. However, the literature on research in genetics education reports persistent difficulties and misunderstandings. We first consider the public understanding of and the attitudes towards genetics. Then, we review the most recent literature and present the most typical conceptions found among secondary students in various countries, ages and backgrounds. We argue that particular factors such as intuitive thinking, teachers, textbooks, and the media affect students’ development of erroneous or outdated ideas related to genetics. Finally, we suggest how these problems might be addressed in order for genetics teaching at the secondary level to fulfil the aim of contributing to students’ genetics literacy in the current post-genomic era.  相似文献   

The developmental trajectory of Borderline personality disorder and peer victimisation: Australian family carers’ perspectives     

Julian Wlodarczyk 《Emotional and Behavioural Difficulties》2017,22(2):98-110

Victimisation is a traumatic experience linked to development of Borderline personality disorder (BPD). However, there is limited research investigating the developmental journey prior to BPD diagnosis. School environments offer an opportunity for BPD prevention and early intervention. A survey with 19 Australian family carers of people with BPD asked what they noticed during the person’s infancy, childhood and adolescence, and their experiences of seeking help during that time. Sensitivity was most noticeable during infancy; difficulty making friends, school refusal/truancy and being bullied were prominent concerns once the child was at school; and concerns about anger, moodiness and impulsivity were the strongest prompts to seek help during adolescence, though doctor or teacher recommendation to do so was uncommon. BPD family carers’ experiences suggest that improved focus on addressing bullying and communication is needed.  相似文献