Preparing teachers to create a mainstream science classroom conducive to the needs of English‐language learners: A feminist action research project     

Gayle Buck  Colette Mast  Nancy Ehlers  Elizabeth Franklin 《科学教学研究杂志》2005,42(9):1013-1031

A feminist action research team, which consisted of a science educator, an English‐language learner (ELL) educator, a first‐year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle‐level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle‐level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non‐ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1013–1031, 2005  相似文献   

Evolution,revolution and development: changing perspectives on early childhood studies – theory,research and policy     

Colette Gray 《International Journal of Early Years Education》2014,22(4):343-345

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Dynamic Geometry Environments as a Source of Rich Learning Contexts for the Complex Activity of Proving     

Colette Laborde 《Educational Studies in Mathematics》2000,44(1-2):151-161

Is proof activity in danger with the use of dynamic geometry systems(DGS)? The papers of this special issue report about various teachingsequences based on the use of such DGS and analyse the possible roles ofDGS in both the teaching and learning of proof. This paper is a reaction tothese four papers. Starting from them, it attempts to develop a globaldiscussion about the roles of DGS, by addressing four points: the variety ofpossible contexts for proof in a DGS, the dual nature of proof (cognitiveand social) as reflected in the `milieu' constructed around the use of aDGS, from observing to proving, and the overcoming of the oppositionbetween doing and proving.  相似文献   

From mouse to man—a bridge too far?     

Henry Kennedy  Colette Dehay 《国家科学评论(英文版)》2020,7(7):1258

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Issues in using computers to socialize the writing process     

Colette Daiute 《Educational technology research and development : ETR & D》1985,33(1):41-50

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Conservation du volume et non conservation de l’encombrement     

Colette Andreucci 《European Journal of Psychology of Education - EJPE》1990,5(3):309-326

Two difficulties can go against the recognition of volume and estimation of its invariance in situations of immersion.

— The quantitative interpretation of water level rising can be confused with causal and ponderal interpretation (water goes up if solid goes down because heavy, therefore heaviest it is highest is the level).

— The room taken up inside water can be classed as room taken up in environment to wich social experience can have contribuate to attach the meaning of variable and relative bulk of objects according to their position, technical properties, relation of exteriority or interiority (capacity)…

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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   

INTRODUCTION: LEARNING TO LIVE AT ALL AGES: EDUCATION,EMPOWERMENT, AND HEALTH PROMOTION     

Victor Minichiello  Colette Browning 《Educational gerontology》2013,39(5):3-6

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Student teachers’ prior experiences of history,geography and science: initial findings of an all-Ireland survey1     

Fionnuala Waldron  Janet Varley  Colette Murphy  Richard Greenwood 《Irish Educational Studies》2013,32(2):177-194

Research into student teachers’ perceptions, attitudes and prior experiences of learning suggests that these experiences can exert an influence on practice which can be relatively undisturbed by their initial teacher education. This article is based on the initial findings of an all-Ireland survey of all first-year students on B.Ed. courses in colleges in Northern Ireland and in the Republic of Ireland. The survey is the first stage in a longitudinal study which will follow the same cohort of students for the duration of their initial teacher education, seeking to map and track the development of their ideas about teaching and learning in primary history, geography and science. Based on an analysis of the quantitative data in the entry questionnaire, the initial findings suggest that subject knowledge remains a problematic issue in initial teacher education and that both location and gender interact with knowledge, attitudes and subject area to produce a complex and challenging context for teacher educators in history, geography and science education.  相似文献   

All Christians? Experiences of science educators in Northern Ireland     

Colette Murphy  Ivor Hickey  Jim Beggs 《Cultural Studies of Science Education》2010,5(1):79-89

In this paper we respond to Staver’s article (this issue) on an attempt to resolve the discord between science and religion. Most specifically, we comment on Staver’s downplaying of difference between Catholics and Protestants in order to focus on the religion-science question. It is our experience that to be born into one or other of these traditions in some parts of the world (especially Northern Ireland) resulted in starkly contrasting opportunities, identities and practices in becoming and being science educators. The paper starts with a short contextual background to the impact of religion on schooling and higher education in Northern Ireland. We then explore the lives and careers of three science/religious educators in Northern Ireland: Catholic (Jim) and Protestant (Ivor) males who are contemporaries and whose experience spans pre-Troubles to post-conflict and a Catholic female (Colette) who moved to Northern Ireland during the Troubles as a teenager. Finally, we discuss the situation regarding the teaching of creationism and evolution in Northern Ireland—an issue has recently generated high public interest. The Chair of the Education Committee of the Northern Ireland Assembly recently stated that “creationism is not for the RE class because I believe that it can stand scientific scrutiny and that is a debate which I am quite happy to encourage and be part of…” (News Letter 2008). It could be the case that the evolution debate is being fuelled as a deliberate attempt to undermine some of the post-conflict collaboration projects between schools and communities in Northern Ireland.  相似文献