Re-Examining the Similarities Between Teacher and Student Conceptions About Physical Science     

Jacob N. Burgoon  Mandy L. Heddle  Emilio Duran 《Journal of Science Teacher Education》2010,21(7):859-872

There is a large body of research that has explored students’ misconceptions about science phenomena. Less research, however, has been devoted to identifying teachers’ misconceptions, but the results of the few existing studies demonstrate that teachers and students possess similar misconceptions. This study explored the physical science conceptions of 103 elementary science teachers to determine whether, after three decades of misconception research, teachers still possess conceptions similar to those held by students. We found that our teachers expressed misconceptions regarding gravity, magnetism, gases, and temperature that were similar to common student misconceptions. Suggestions for improving science professional development programs are discussed.  相似文献   

The Impact of Pre‐school Children's Intelligence and Adjustment on their Parents’ Long‐term Educational Expectations     

Edmund J. S. Sonuga‐Barke  Jim Stevenson  Margaret Thompson  Mike Lamparelli  Mandy Goldfoot 《教育心理学》1995,15(2):141-148

The present study set out to examine the role played by preschool children's intellectual and behavioural characteristics in their parents’ expectations for school performance. Preschool children who were expected by their parents to attend university were compared with those who were expected to leave school at the earliest opportunity. Children whose parents had lower expectations came from lower social classes and tended to be boys. The two groups differed in a number of other ways. The high expectations group tended to be more intelligent and less overactive. When the associations between expectations, sex and SES were controlled for, these differences persisted. The findings show that there is already an association between high educational expectations and educational advantage before children enter school. Educationalists should be cautious when developing policy on the basis of the assumption that the reported association between parental expectations and school achievement reflects the impact of expectations rather than the persistence of early acquired competence.  相似文献   

The Gap Between Influence and Efficacy: College Readiness Training,Urban School Counselors,and the Promotion of Equity     

Mandy Savitz‐Romer 《Counselor Education & Supervision》2012,51(2):98-111

This phenomenological study presents 11 urban school counselors’ perceptions of their graduate education in school counseling in relation to their engagement in college readiness counseling with low‐income, 1st‐generation college‐bound students. Findings from 2 rounds of interviews suggest that intentional strategies to integrate postsecondary readiness and planning into counselor education curricula is necessary to efficiently prepare school counselors to promote college access and success for at‐risk youth, thereby reducing the inequities that currently exist in postsecondary degree attainment.  相似文献   

Elementary Teacher’s Conceptions of Inquiry Teaching: Messages for Teacher Development     

Joseph E. Ireland  James J. Watters  Jo Brownlee  Mandy Lupton 《Journal of Science Teacher Education》2012,23(2):159-175

This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.  相似文献   

Certain applications of physical principles to the playing of musical instruments     

W.F.G. Swann 《Journal of The Franklin Institute》1945,239(2):79-85

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Gender inequalities in classroom talk   总被引：5，自引：0，他引：5  

Joan Swann  David Graddol 《English in Education》1988,22(1):48-65

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Report on the work of the Bartol Research Foundation, 1930–1931: Made to the membership of the franklin institute     

W.F.G. Swann 《Journal of The Franklin Institute》1931,212(6):719-785

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The conditions for identical orbits in the case of two charged particles of unequal mass and unequal charge     

W.F.G. Swann 《Journal of The Franklin Institute》1931,212(4):439-445

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Measurement of the ionization per centimeter of path by individual secondary cosmic rays     

W.F.G. Swann 《Journal of The Franklin Institute》1934,217(1):79-86

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Theory of the charging effect on an insulated body exposed to primary corpuscular radiation or to corpuscular radiation initiated by the cosmic radiation     

W.F.G. Swann 《Journal of The Franklin Institute》1929,208(2):259-274

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