Hoffman Stosse and the origin of cosmic ray ionization     

W.F.G. Swann 《Journal of The Franklin Institute》1934,217(1):113-117

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Balancing Teacher and Student Roles in Elementary Classrooms: Preservice elementary teachers’ learning about the inquiry continuum     

Mandy Biggers  Cory T. Forbes 《International Journal of Science Education》2013,35(14):2205-2229

Using the National Research Council's inquiry continuum framework, we use a multiple-case study research design to investigate the teacher- and student-directedness of elementary preservice teachers’ planned and enacted science lessons and their pedagogical reasoning about science instruction during a semester-long science methods course. Our specific research questions were (1) What ideas do elementary preservice teachers bring to a science teaching methods course about the inquiry continuum? and (2) How do their ideas about the inquiry continuum change over the course of the semester through engaging in planning, enactment, and reflection upon science instruction? Participants’ course artifacts (journals, reflective teaching assignments, and lesson plan rationales), interviews, and field observations of their enacted science lessons served as data for this study. Findings show that although the preservice teachers began the semester defining inquiry as highly student-directed, their ideas and definitions broadened over the course of the semester to include and embrace more teacher-directed forms of inquiry. Their early science lessons were more student-directed but, as they encountered challenges engaging in inquiry-based instruction and increasingly emphasized students’ learning needs, they began to plan and enact lessons that were more teacher-directed. Teacher education programs need to explicitly emphasize these variations of inquiry as a core component of supporting preservice teachers’ learning to teach science as inquiry.  相似文献   

Is contact with people with disabilities a guarantee for positive implicit and explicit attitudes?     

Sascha Hein  Mandy Grumm  Michael Fingerle 《欧洲特需教育杂志》2013,28(4):509-522

In the past 50 years research on attitudes toward people with disabilities has repeatedly revealed negative attitudes by predominantly using self-report measures. The main aim of the present contribution was to develop an Implicit Association Test (IAT) to assess implicit attitudes toward people with disabilities. For this purpose 47 university students majoring in special education (11 male, 36 female) were asked to complete the IAT in addition to self-reported explicit attitudes (affective, cognitive, and behavioural component). Moreover, the students were asked about the amount and perceived quality of their contact experience with people with disabilities. Results showed that participants reported on average most negative explicit attitudes in the affective, followed by the cognitive and the behavioural component. On average, students were more likely to associate the category ‘disabled’ with the attribute ‘unpleasant’ on the IAT. Overall, explicit and implicit attitudes were only weakly correlated. The amount of contact significantly predicted the three components of explicit attitudes, but not implicit attitudes. The results and limitations of this study will be discussed with respect to their implications for the educational context.  相似文献   

Changes in Science Content Knowledge and Attitudes toward Science Teaching of Educators Attending a Zoo-based Neuroscience Professional Development     

John L. Pecore  Mandy L. Kirchgessner  Laura L. Carruth 《Clearing house (Menasha, Wis.)》2013,86(6):238-245

Abstract

Informal learning environments often host teachers for learning opportunities, but little is known about the impact of these experiences on teacher professional development (PD). This article describes a unique collaborative PD experience between zoological park personnel and university faculty, examining the impact on teacher content knowledge, attitudes, and classroom lessons. Our findings suggest that the PD improved science content, but made no impact on already high attitudes toward science. In light of the high level of self-reported satisfaction and high frequency of teacher lesson plan use, we propose that the PD had other positive outcomes such as pedagogical knowledge and authentic learning experiences.  相似文献   

Complex learning difficulties and EBD     

Janet Dickinson  Mandy Miller 《Emotional and Behavioural Difficulties》2013,18(4):197-206

Abstract

This is an account of how one residential school for KEYW ORDS children with emotional and behavioural difficulties has attempted to autistic set up a class for those children presenting complex needs within the spectrum school. The special class has been observed over a number of weeks disorders; and the boys in that unit are benefiting tremendously in their complex needs; social/emotional development and learning. The security of this small emotional and class has given them the courage to go out of school in a group, behavioural together with the teacher, on visits where they showed a high degree difficulties; of maturity in their behaviour and their anxiety was lessened to such residential an extent that they came back full of excitement to tell us what they schools had learnt.  相似文献   

The Teenage Religion and Values Survey in England and Wales: an overview     

Mandy Robbins  Leslie J. Francis 《British Journal of Religious Education》2010,32(3):307-320

The Teenage Religion and Values Survey was conducted throughout the 1990s among young people between the ages of 13 and 15 years. A total of 33,982 young people took part in the survey. As the next phase of this research begins for the twenty‐first century, this paper looks back at the survey conducted in the 1990s and considers two aspects of the research. First, this paper considers the methodology behind designing such a survey. Second, this paper considers some of the insights generated by the survey under five headings: personality, spiritual health, religious affiliation, belonging without believing and church‐leaving.  相似文献   

Personality,conventional Christian belief and unconventional paranormal belief: a study among teenagers     

Leslie J. Francis  Emyr Williams  Mandy Robbins 《British Journal of Religious Education》2010,32(1):31-39

A sample of 10,851 pupils (5493 males and 5358 females) attending Year 9 classes (13‐ to 14‐year‐olds) and a sample of 9494 pupils (4787 males and 4707 females) attending Year 10 classes (14‐ to 15‐year‐olds) in non‐denominational state‐maintained secondary schools in England and Wales completed questions concerned with conventional Christian belief and unconventional paranormal belief, alongside the short‐form Junior Eysenck Personality Questionnaire. The data demonstrated that conventional Christian belief and unconventional paranormal belief occupy different locations in relation to the Eysenckian model of personality in respect of the psychoticism scale and the lie scale. While conventional Christian belief is associated with lower psychoticism scores and higher lie scale scores (greater social conformity), unconventional paranormal belief is associated with higher psychoticism scores and lower lie scale scores (lower social conformity).  相似文献   

The possibility of detecting individual cosmic rays     

W.F.G. Swann 《Journal of The Franklin Institute》1928,206(6):771-778

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Nuclear Resonance Flourescence Studies of Levels in 206Pb, 207Pb, 208Pb and 209Bi below about 5MeV     

C.P. Swann 《Journal of The Franklin Institute》1974,298(4):321-332

Capabilities of the resonance flourescence technique are discussed. Specific reference is given to the study of ground state dipole and electric quadrople transitions below about 5 MeV in ²⁰⁶Pb, ²⁰⁷Pb, ²⁰⁸Pb and ²⁰⁹Bi. It is suggested that many of the states observed in ²⁰⁷Pb and ²⁰⁹Bi arise from the weak-coupling of a p_{$\text{1}\text{2}$} neutron hole or an h_{$\text{9}\text{2}$} proton to collective levels of ²⁰⁸Pb.  相似文献   

Editorial     

Margot Pearson  Linda Hort  Pam Roberts  Gerlese A˚kerlind  Mandy Lupton  Chris Trevitt 《高等教育研究与发展》2003,22(3):235-236

As the incoming editorial team we would like to introduce ourselves to our readers. We are looking forward to doing all we can to further the high standard of the journal and its relevance as an international forum for sharing research and scholarship on teaching, learning and curriculum, and the conditions and policy environment of higher education that impinge on academic work. In an effort to ensure that our processes are efficient and transparent, we have revised the Notes to Contributors, which you will find on the back page. Next year the journal goes to four issues which will together form a somewhat larger volume, but will mean that each issue is smaller. The intent is to publish more frequently so that relevance and currency is enhanced. For this reason we will need to put more stress on observing the general rule that papers are to be 5000–7000 words in length. We are also committed to a more rapid turnaround time for submitted papers and have been working to streamline our management systems with the help of our able administrator, Karen Sanecki.  相似文献