Developing a science teacher education course that supports student teachers’ thinking and teaching about the nature of science     

Pete Sorensen  Len Newton  Sue McCarthy 《Research in Science & Technological Education》2013,31(1):29-47

This paper reports on part of an ongoing research project in England concerning the Nature of Science (NOS). The particular focus is on the initial thinking of the graduate scientists starting a one-year, Postgraduate Certificate of Education (PGCE) course and the way the course approaches adopted influence their views and understanding of NOS and their teaching. The research is set against a wealth of literature indicating that teachers find it difficult to teach curricula that emphasise NOS. Thus a key impetus for research in this area has been to look for ways that beginning teachers might be better prepared to face such challenges.

Sample

The paper draws on data from three cohorts of secondary PGCE students in a university–schools partnership, involving a total of 169 students.

Design and method

The research lies within a design research tradition. It has used mixed methods, involving written tasks, interviews and focus groups, with an iterative approach where the outcomes from one cohort have been used to inform course developments in successive years.

Results

The results from these cohorts suggest that, while the students starting the course have a less restricted view of NOS than indicated by some other studies, in most cases there is a lack of breadth and depth to their understanding. There is some evidence that the use of specific tasks focusing on NOS in university-based sessions may be helping to develop and deepen understanding. However, the impact of current approaches remains fairly limited and attempts to develop teaching practices often face considerable barriers in the school-based practicum.

Conclusions

Graduate science students’ understanding of NOS as they embark on the PGCE is not highly developed. Hence, the emphasis on aspects of NOS in the school curriculum presents a considerable challenge. This study suggests that there is a need to both further develop an explicit focus on NOS in university-based sessions and to develop closer relationships between schools and university faculty in seeking to support developments in classroom practice in this difficult area.  相似文献   

Disabling the Medical Model     

Louella McCarthy 《Metascience》2008,17(2):207-214

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Governmentality and the Sociology of Education: Media,educational policy and the politics of resentment     

Cameron McCarthy  Greg Dimitriadis 《British Journal of Sociology of Education》2000,21(2):169-185

This paper argues that theorizations of the state which are sensitive to both its durability and its permeability, and theorizations which can account for the massive interconnections between local and global forces as well as different material and discursive sites are missing from contemporary work in the sociology of education. Drawing on Foucault's notion of 'governmentality' as a key resource for addressing this impasse, the authors highlight the constant fabrication of racial identity through the production of the pure space of racial origins or 'resentment'—the process of defining one's identity through the negation of the other. This dynamic, the article maintains, now informs key discourses both in popular culture and education. The authors conclude that these processes operate in tandem in the prosecution of the politics of racial exclusion in our times, informing key policy debates, including those around affirmative action and bilingual education.  相似文献   

DEWEYAN PRAGMATISM AND THE QUEST FOR TRUE BELIEF     

Christine L. McCarthy  Evelyn Sears 《Educational theory》2000,50(2):213-227

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Forms of insanity and insane characters in Moby Dick     

McCarthy P 《The Colby Library quarterly》1987,7(3):39-51

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Archives,identity and survivors of out-of-home care     

Gavan J McCarthy  Shurlee Swain  Cate O’Neill 《档案与原稿》2013,41(1):1-3

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CHARGE: consortium of hospital and rehabilitative geriatric enterprises.     

J C McCarthy 《Bulletin of the Medical Library Association》1979,67(1):59-61

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Cervical range of motion and proprioception in rugby players versus non-rugby players     

Lark SD  McCarthy PW 《Journal of sports sciences》2007,25(8):887-894

In this study, we examined the effects of number of years of playing rugby on neck function. Active cervical spine range of motion and proprioception were assessed in 14 non-rugby-playing but trained sportsmen (mean age 28 years, s = 7) and 46 rugby players (26 rugby forwards: mean age 26 years, s = 5; mean years played 14 years; 20 backs: mean age 24 years, s = 5; mean years played 14 years). Active cervical range of motion in flexion, extension, left and right lateral flexion, plus left and right rotation were measured using a cervical range of motion device. The ability to reposition the head in a central position with eyes closed was taken as a measure of proprioception. Results show that rugby forwards generally had the least active cervical range of motion, particularly neck extension (forwards, 43 degrees ; backs, 55 degrees ; controls, 58 degrees ), with the decrement correlating with the number of years played. In addition, repositioning was significantly worse in rugby players after neck extension than non-rugby players (6 degrees vs. 3 degrees ). The active cervical range of motion of rugby forwards is similar to that of whiplash patients, suggesting that participation in rugby can have an effect on neck range of motion that is equivalent to chronic disability. Reduced active cervical range of motion could also increase the likelihood of injury and exacerbate age-related neck problems.  相似文献   

Learning Disabilities in English Language Learners: Identifying the Issues     

Peggy McCardle  Joan Mele‐McCarthy  Laurie Cutting  Kathleen Leos  Tim D'Emilio 《Learning disabilities research & practice》2005,20(1):1-5

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Responding to Traumatic Events on College Campuses: A Case Study and Assessment of Student Postdisaster Anxiety     

Maureen A. McCarthy  LuAnnette Butler 《Journal of College Counseling》2003,6(1):90-96

Campus communities can be severely affected by a disaster. It is, therefore, important for counselors to establish contingencies for these unexpected events. The authors present a case study outlining specific outcomes of a natural disaster. Results showed that levels of anxiety and irritability declined significantly over the course of an academic year following the event. The Conservation Resources model is used as a framework for addressing the effects of a disaster.  相似文献