What Account of Science Shall We Give? A Case Study of Scientists Teaching First-year University Subjects     

Dorothy V. Smith  Pamela J. Mulhall  Richard F. Gunstone  Christina E. Hart 《International Journal of Science Education》2013,35(9):1504-1523

This article presents a case study of four academic scientists. These academics teach in the first year of a Bachelor of Science degree at a large research-focused Australian university that has demanded and supported a greater focus on undergraduate learning. Taken as a whole, the accounts of science that the first-year academics in this case study gave, and which they are presenting to their students, challenge the images of science and scientists typically presented in school science curricula. Using Roberts' heuristic of Vision 1 and Vision 2 for the broad purposes of learning science, we consider various accounts given of science by these academic scientists and consider how science might appear to a student who takes all four of their subjects.  相似文献   

Bringing action research to the curriculum development process     

Pamela Nuttall Nason  Pam Whitty 《Educational Action Research》2013,21(2):271-281

As new communication technologies enter the classroom, teachers must attend to how digital platforms impact the interpersonal practices of teaching and learning. In this article, I study email exchanges with three of my students – Jorge, Adriana, and Jason – over the course of one year in an 11th-grade English class at River High School, a struggling American school subject to intervention for failing to meet the federal No Child Left Behind requirements. I ask several questions: what role does email play in my relationships with students; what does email reveal about the ideological content of my communication with students; and how could I use email transformatively? When I studied these email exchanges, I found that while email has the potential to transform literacy instruction, it can also perpetuate a poor student/teacher relationship and reproduce neoliberal narratives that narrowly imagine students as test-takers, workers, and consumers.  相似文献   

Two negatives don't always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality     

Charalambos Y. Charalambous  Heather C. Hill  Rebecca N. Mitchell 《课程研究杂志》2013,45(4):489-513

This paper examines the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the implementation of lessons on integer subtraction. In particular, it investigates the instruction of three teachers with differing MKT levels using two editions of the same set of curriculum materials that provided different levels of support. This variation in MKT level and curriculum support facilitated exploring the distinct and joint contribution of MKT and the curriculum materials to instructional quality. The analyses suggest that MKT relates positively to teachers' use of representations, provision of explanations, precision in language and notation, and ability to capitalize on student contributions and move the mathematics along in a goal-directed manner. Curriculum materials set the stage for attending to the meaning of integer subtraction and appeared to support teachers' use of representations, provision of explanations, and precision in language and notation. More critically, the findings suggest that less educative curriculum materials, coupled with low levels of MKT, can lead to problematic instruction. In contrast, educative materials can help low-MKT teachers provide adequate instruction, while higher MKT levels seem to enable teachers to compensate for curriculum limitations.  相似文献   

Constructing Equivalent Salary Schedules     

Joseph B. Hill 《Journal of Experimental Education》2013,81(4):302-308

College students (N = 160) read two 1-½ page passages on the concepts of autism and trochaic meter. After reading, four independent groups answered questions requiring either a summary, the generation of a new example of the concept, a listing of the critical attributes of the concept, or the identification of a new example. All groups received feedback, and a control group received feedback but no post-question. Alternate forms of a test of concept classification were given one day and one week after reading. The identify post-question group showed greater accuracy in the classification of new examples of the concepts studied when compared to the other post-question groups, yet required no greater amount of study time than the no-question control group.  相似文献   

A Prose Learning Strategy Training Program Based on Network and Depth-of-Processing Models     

George M. Diekhoff  Pamela J. Brown  Donald F. Dansereau 《Journal of Experimental Education》2013,81(4):180-184

Relatively simple changes in cognitive activities during prose learning can have a substantial effect on how much and what kind of information is acquired, yet many students use relatively ineffective learning strategies. This paper describes a learning strategy training program which is based on network models of long-term memory structure and depth-of-processing theory. Evidence is presented which supports the effectiveness of the learning strategy training program in enhancing prose learning among college students.  相似文献   

Compound words     

Pamela Frankau 《Quarterly Journal of Speech》2013,99(3)

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THE CHILD AND THE READING HABIT     

David Spence Hill PhD. 《Religious education (Chicago, Ill.)》2013,108(5):461-472

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An analysis of prospective teachers’ knowledge for constructing concept maps     

Karthigeyan Subramaniam  Pamela Esprívalo Harrell 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):217-236

Background: Literature contends that a teacher’s knowledge of concept map-based tasks influence how their students perceive the task and execute the creation of acceptable concept maps. Teachers who are skilled concept mappers are able to (1) understand and apply the operational terms to construct a hierarchical/non-hierarchical concept map; (2) identify the legitimacy of the constructed concept map by verifying its graphical structure and its educational utility; and (3) determine the inherent ‘good’ and ‘poor’ qualities of the resulting graphical structure to reiterate the ‘good’ qualities and to coach and provide feedback to alleviate ‘poor’ qualities.

Purpose: The purpose of this study was to investigate the nature of prospective teachers’ knowledge underpinning the technique used to construct concept maps and thus, explicate their facility to construct concept maps.

Sample, Design and Methods: Data consisted of 200 concept maps constructed by prospective teachers in an elementary science methods course.

Results: Analysis revealed that the prospective teachers had predominantly constructed either hierarchical and/or non-hierarchical concept maps. It is likely that their maps reflect the teaching that they themselves would have experienced in their science classrooms during their own education. Additionally, most of these concepts maps only contained the root concept and subordinate concepts and lacked directional linking lines, linking phrases, labelled lines and propositions.

Conclusions: We argue that teacher educators need to assess their prospective teachers’ understanding of concept mapping in relation to the legitimacy (the nature and quality) of the end-products (graphical structures) of such practices. Prospective teachers also need to understand the educational utility of concept mapping in terms of how these end-products impact and/or effectuate learning.  相似文献   

Ministry of Labour female training programmes between the wars: 1919-39     

Pamela Horn 《History of education》2013,42(1):71-82

British Somaliland, a protectorate from which Christian missionaries were excluded, opened its first government‐run school in 1938. The intention of the new director of education, Randall Ellison, was to use written Somali in preference to Arabic. This drew intense criticism from local religious leaders, and had to be abandoned. Accused of being a missionary in disguise, Ellison’s work led to a riot in the town of Burao in 1939 in which three people were killed. Although the school at Berbera functioned for just two terms, the opposition it aroused forms a link in an anti‐Western chain of events that stretches from the 1899–1920 revolt of Sayyid Muhammad ‘Abdille Hassan up to the Al‐Qaeda‐linked killing of two British teachers in 2003. This paper is based on Ellison’s letters to his family and on official and other sources.  相似文献   

Cricket and Community in England, 1800 to the Present Day     

Jeffrey Hill 《国际体育史杂志》2013,30(12):1478-1480

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