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Xavier Fazio Wayne Melville Anthony Bartley 《Journal of Science Teacher Education》2010,21(6):665-681
This article disseminates findings from a multi-year study regarding secondary preservice science teachers’ perceptions toward
inquiry-based science teaching, and the extent these perceptions are augmented by their practicum. While findings indicated
that preservice teachers did improve their understanding and capability of using scientific inquiry due to their methods course,
the role of practicum in supporting their newly developed perceptions was problematic. Issues ranging from associate teacher
subjugation, availability of resources, time constraints, and the need to address curriculum standards were the most commonly
cited reasons for preservice teachers’ difficulty in creating an inquiry-based environment during their practicum. Implications
are presented highlighting the importance of practicum experiences as a key determinant of pre-service science teachers’ emerging
inquiry-based science views and practices. 相似文献
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Jane Morgan-Daniel Xan Y. Goodman Sandra G. Franklin Kelsa Bartley Matthew Nicholas Noe JJ Pionke 《Journal of the Medical Library Association》2021,109(1):141
The Medical Library Association (MLA) appointed a Diversity and Inclusion Task Force (DITF) in 2017. Sandra G. Franklin, AHIP, FMLA, chaired the task force and guided initiatives. From 2017 to 2020, the task force completed a review of MLA defining documents—including the mission, vision, values, and code of ethics—resulting in language updates to these documents. As MLA transitioned through the communities process, the DITF contributed to the transition. Other recommended essential changes to MLA profiles to promote awareness included updating pronouns to promote gender inclusivity and suggestions for the Annual Meeting Innovation Task Force. DITF members actively brought diversity and inclusion programming and engagement to MLA members at annual meetings. The task force held a fish bowl conversation, an open forum, and a Diversity Dialogues roundtable discussion; provided interactive discussion boards; and designed an MLA diversity button. Beyond MLA annual meetings, the task force hosted two critical librarianship meetings and a Twitter chat to engage MLA members with diversity and inclusion topics. Task force members promoted diversity and inclusion beyond their task force appointments with presentations at chapter meetings and other non-DITF MLA annual meeting programming. A notable task force accomplishment included completing a survey of MLA members to gather baseline demographic characteristics, including never before collected data about disability, socioeconomics, and caregiver status. This report provides an overview of DITF activities from 2017 to 2020. 相似文献
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Kelsa Bartley Jahala Simuel Jamia Williams 《Journal of the Medical Library Association》2021,109(2):330
Three new librarians highlight their varied pathways into health sciences librarianship and offer insight into how they are navigating the challenges and successes of being new to the profession. The authors define a new health sciences librarian as a person who has fewer than five years of experience in health sciences librarianship specifically, having either recently graduated from library school or entered the health sciences from another type of librarianship. Jamia Williams speaks about her journey from new MLS graduate to health science librarian; Kelsa Bartley details her transition from library professional to health science librarian; and Jahala Simuel shares her experiences moving from academic librarian to health science librarian. This commentary provides strategies, tips, and tricks that new health sciences librarians may use to hone their craft and explore opportunities for professional development. 相似文献
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Individuals and Leadership in an Australian Secondary Science Department: A Qualitative Study 总被引：1，自引：0，他引：1
Wayne Melville John Wallace Anthony Bartley 《Journal of Science Education and Technology》2007,16(6):463-472
In this article, we consider the complex and dynamic inter-relationships between individual science teachers, the social space
of their work and their dispositions towards teacher leadership. Research into the representation of school science departments
through individual science teachers is scarce. We explore the representations of four individual teachers to the assertions
of teacher leadership proposed by Silva et al. (Teach Coll Rec, 102(4):779–804, 2000). These representations, expressed during
regular science department meetings, occur in the social space of Bourdieu’s “field” and are a reflection of the “game” of
science education being played within the department. This departmentally centred space suggests an important implication
when considering the relationship between subject departments and their schools. The development of an individual’s representation
of teacher leadership and the wider “field” of science education appears to shape the individual towards promoting their own
sense of identity as a teacher of science, rather than as a teacher within a school. Our work suggests that for these individuals,
the important “game” is science education, not school improvement. Consequently, the subject department may be a missing link
between efforts to improve schools and current organizational practices. 相似文献
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Wayne Melville Xavier Fazio Anthony Bartley Doug Jones 《Journal of Science Teacher Education》2008,19(5):477-494
In this article, we investigate the relationship between preservice teachers’ inquiry experience and their capacity to reflect
on the challenges involved in implementing inquiry into classrooms. For data, we draw on the personal narratives of preservice
science teachers enrolled in science instruction courses. Preservice teachers with extensive inquiry experiences perceive
implementation challenges principally in terms of teaching and student learning. This contrasts with the perceptions of preservice
teachers with limited inquiry experience for whom the main concerns relate to the negative perceptions of others, time, the
curriculum, and materials. By identifying these perceptions, it may be possible to develop courses that assist limited and
moderate-experience preservice teachers’ move toward the perceptions of their more inquiry experienced colleagues. 相似文献
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Wayne Melville Anthony Bartley Xavier Fazio 《International Journal of Science and Mathematics Education》2013,11(5):1255-1273
This article considers the impact of scaffolding on pre-service science teachers’ constitution of identities as teachers of inquiry. This scaffolding has consisted of 2 major components, a unit on current electricity which encompasses the inquiry continuum and an open inquiry which is situated in context of classroom practice. Our analysis indicates 2 major themes. The first is the importance of scaffolding inquiry as a strategy for engaging in the discourses, experiences, and emotions that are foundational to the constitution of identity from the post-structural perspective. The second theme is that the opportunity to conduct an open inquiry, while concurrently considering its pedagogical implications, provides our pre-service teachers with an appreciation of the value of inquiry. 相似文献
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This study examines inequality during late childhood in children's access to special needs help in mainstream primary schools using data from two British cohorts: the National Child Development Study (NCDS) and the 1970 British Cohort Study (BCS70). It explores the source of any biases in the provision of special help using measures of individual gender, attainment and psychosocial adjustment; family social class; school composition; and education regions. Pervasive gender bias was found both in the identification of children with special needs and in the provision of help to children with special needs. There were more children from manual homes receiving help in school than children from professional homes, but when reading, mathematics and psychosocial adjustment scores were taken into account, the gradient reversed, so that children from professional homes were more likely to be getting help. The influence of the school's composition showed the same reversal. Once test scores were considered, schools with a greater proportion of above average children were more likely to be able to provide help for those with special needs than schools with a greater proportion of children with problems. Regional variation suggests that areas in southeast England are better funded than average, while areas of deprivation are not provided with sufficient resources to meet their children's needs. 相似文献