Workplace as Community: Perspectives on Science Teachers’ Professional Learning     

Wayne Melville  John Wallace 《Journal of Science Teacher Education》2007,18(4):543-558

This study explores teacher professional learning within the workplace context of a science department community. Workplace learning is considered in terms of the construction and flow of information about science, pedagogy and the relationships of science to the wider community. Implications for establishing sound conditions for teacher workplace learning are also considered, particularly the importance of trust.  相似文献   

Learning in science project (teacher development): The framework     

Dr Beverley F. Bell  Dr Valda M. Kirkwood  Mr John D. Pearson 《Research in Science Education》1990,20(1):31-40

The Centre for Science and Mathematics Education Research at the University of Waikato is now undertaking the fourth Learning in Science Project, LISP(Teacher Development). The project builds on the findings of the previous three projects on the nature of learning and how to improve learning of science in classrooms. This two-year project is investigating the process of teacher development (as change in behaviour and beliefs) in the context of two kinds of teacher courses that acknowledge and take into account teachers’ existing ideas. This paper summarises the planning done for the first phase of the project as detailed in Bell, Kirkwood and Pearson (1990). Specializations: learning theories, curriculum development, equity issues. Specializations: science education, teacher professional development.  相似文献   

Professional Learning Communities: A Review of the Literature   总被引：7，自引：0，他引：7  

Louise Stoll  Ray Bolam  Agnes McMahon  Mike Wallace  Sally Thomas 《Journal of Educational Change》2006,7(4):221-258

International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries.  相似文献   

Effectiveness of using learner‐centered principles on student retention in distance education courses in rural schools     

Wallace H. Hannum  Matthew J. Irvin  Pui‐Wa Lei  Thomas W. Farmer 《Distance Education》2008,29(3):211-229

This article examines the effectiveness of training facilitators in secondary schools to follow APA learner‐centered principles to support learners in distance education. The study was a cluster‐randomized control trial with 36 match pairs of schools and 246 students in the rural USA. The schools were selected at random and assigned at random to treatment condition. Instructors were blind to the treatment condition as were the local facilitators and schools. Data on length of time spent in the course and whether students completed the semester were analyzed. The results indicated that students in the intervention condition completed the first semester at a statistically higher rate than control students where facilitators did not have this training. The number of weeks students remained in the course was likewise statistically different with students in the intervention condition staying in the course more weeks holding instructor constant.  相似文献   

New approaches to the inservice education in science and technology of primary and early childhood teachers (or mum is not dumb after all!)     

Valda Kirkwood  Margaret Bearlin  Tim Hardy 《Research in Science Education》1989,19(1):174-186

Conclusion These preliminary findings have implications for the effective inservicing of early childhood and primary teachers in the science and technology areas. They are also likely to have implications for preservice courses. The research findings indicate that teachers can overcome their often negative views of science and of science teaching. Factors significant in this process appear to be: firstly, and most importantly, experience by the teachers of support and acceptance as they begin—often anxiously-their explorations of science, science teaching and learning. Secondly, teachers begin their investigations in a context with which they are familiar, from the point “where they are at” and hence from which they can develop their investigations in directions they perceive to be the most fruitful. Thirdly, the sharing of explorations, reflections and progress amongst group members encourages the teachers to clarify and justify their own directions and perspectives, to learn of others' journeys, and to receive affirmation of their own learning. it is clear that this complex process cannot be hurried: inservicing teachers in an area that has been so neglected in the school curriculum requires an approach that fully recognises this.  相似文献   

Individual differences in infants' information processing: reliability, stability, and prediction   总被引：4，自引：1，他引：4  

S A Rose  J F Feldman  I F Wallace 《Child development》1988,59(5):1177-1197

A group of 46 full-term and 54 high-risk preterm (less than 1,500 grams birthweight) infants were tested at 6, 7, and/or 8 months of age (corrected age for preterms) on a battery of problems assessing visual recognition memory and tactual-visual cross-modal transfer. At all 3 ages, scores obtained on aggregates of 6-11 problems in the battery significantly predicted 3-year Stanford-Binet IQ: correlations ranged from r = .37 to r = .63, and clustered between r = .50 and r = .60. When aggregates from 2 or 3 ages were used as predictors, multiple correlations were as high as R = .60 and R = .70. Cutoffs for predicting children at risk for mental retardation (IQ less than 70) or cognitive delay (IQ less than 85) showed reasonable sensitivity and specificity, although low scores were poor at detecting IQs less than 70. The internal consistency of composites, indexed by alpha coefficients, was unexpectedly low, primarily because the problems shared little variance. However, stability coefficients between assessments as much as 1 and 2 months apart were moderate in magnitude, ranging from r = .30 to r = .50. Considering the high degree of predictive validity, the stability figures appear to be better estimates of reliability for these measures than are indices of internal consistency. The relations reported here were similar for both full-terms and preterms.  相似文献   

Visual recognition memory: a predictor of later cognitive functioning in preterms   总被引：3，自引：0，他引：3  

S A Rose  I F Wallace 《Child development》1985,56(4):843-852

A number of preterms who had participated in a study of visual recognition memory when they were 6 months of age were seen at older ages to assess the predictive validity of the early visual measures for cognitive outcome. The Bayley scales were administered at 6, 12, and 24 months, the Stanford-Binet at 34 and 40 months, and the WISC-R at 6 years. Novelty scores, which reflect the relative amount of time infants look at new compared to familiar stimuli, constituted the measure of infant visual processing. These scores, obtained by averaging over performance on the 3 or 4 problems administered at 6 months of age, were consistently and significantly related to cognitive measures from 24 months to 6 years, with correlations ranging from r = .53 to r = .66. Parental education, which was unrelated to novelty scores, bore a strong relationship to outcome beginning at 24 months. Although both measures contributed uniquely to the variance in cognitive outcome at 24 months and 6 years, visual novelty scores made a stronger contribution than did parental education. Neither 6- nor 12-month Bayley scores, nor various perinatal variables, were related to outcome.  相似文献   

An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets     

Carolyn S. Wallace  Nam‐Hwa Kang 《科学教学研究杂志》2004,41(9):936-960

The purpose of this study was to investigate the beliefs of six experienced high school science teachers about (1) what is successful science learning; (2) what are the purposes of laboratory in science teaching; and (3) how inquiry is implemented in the classroom. An interpretive multiple case study with an ethnographic orientation was used. The teachers' beliefs about successful science learning were substantively linked to their beliefs about laboratory and inquiry implementation. For example, two teachers who believed that successful science learning was deep conceptual understanding, used verification labs primarily to illustrate these concepts and used inquiry as a type of isolated problem‐solving experience. Another teacher who believed that successful science learning was enculturation into scientific practices used inquiry‐based labs extensively to teach the practices of science. Tension in competing beliefs sets and implications for reform are discussed. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 936‐960, 2004.  相似文献   

The Influence of Risk Factors on Preschoolers’ Spanish Vocabulary Development in the Context of Spanish Instruction     

Jeannette Mancilla-Martinez  Jennifer Wallace Jacoby 《Early education and development》2018,29(4):563-580

Research Findings: This longitudinal study investigated the Spanish vocabulary development of dual-language-learning (DLL) children (N = 150) from Spanish-speaking, low-income, predominantly immigrant homes who were enrolled in a state-funded preschool program that provided instruction in Spanish. Children’s Spanish vocabulary trajectories were examined, as were patterns of co-occurring risk. In addition, the relation of individual and cumulative risk factors at preschool entry on Spanish vocabulary development was explored. Findings reveal that, on average, children’s receptive Spanish vocabulary skills, which started below age-level norms at the beginning of the preschool year, grew to surpass age-level norms by the end of the year. These gains were made despite children facing, on average, eight risk factors. The investigation of patterns of co-occurring risk and the effect of individual risk factors on Spanish vocabulary outcomes reveal that some social risk factors, such as having an unemployed parent, might function as a protective factor in this population. Practice or Policy: This study paves the way for future work in determining the role of native-language instruction for supporting language growth among DLL children. In addition, it expands the research literature on the nature and influence of social and economic risks in this population of children.  相似文献   

Bilingual education for majority english-speaking children     

Wallace E. Lambert  Fred Genesee  Naomi Holobow  Louise Chartrand 《European Journal of Psychology of Education - EJPE》1993,8(1):3-22

A variety of second-language program options are available to anglophone children in Montreal’s public schools: French-as-a second-language (FSL), delayed and early French immersion, and full French-medium schooling. In this research, the achievement in French, English, and mathematics of two cohorts of anglophone students in each of these program options was evaluated longitudinally through grade 6 (12 years of age). The performance of these students was compared to that of comparable anglophone and francophone control groups who were attending conventional all-English and all-French schools, respectively. In terms of approximations to native-like command of French, the French-medium option was the most effective followed by the early immersion option: students in these programs were generally indistinguishable from the French Controls on all written French language tests and in mathematics. On tests of French oral skills, however, they scored below the French Controls, the extent of disparity depending on the opportunities available for social interaction with francophones. As well, no retardation in English language development was found for any of the options, even those that provided little instruction time in English. To the contrary, anglophone students scored significantly higher than English Controls on tests of English and mathematics, and in general the more concentrated the second language component, the better they performed relative to the controls on first language skills and mathematics. The apparent transfer of competence from second language to first and the bilingual advantages involved in these results are discussed in terms of time spent on the target language, the mode of instruction, and the opportunities provided for interaction with native-speaking peers.  相似文献