Changing the Subject: Retraining Teachers to Teach Science     

Kevin Watson  Frances Steele  Les Vozzo  Peter Aubusson 《Research in Science Education》2007,37(2):141-154

This paper reports the experiences of teachers involved in a novel retraining scheme designed to meet a short-term crisis in numbers of teachers of physics. Teachers trained in other subject areas underwent an intensive six-month training in physics and were then placed in schools. During the first year of teaching some support for ongoing learning in science was provided. A study of these teachers' experiences found they lacked content knowledge in areas of the curriculum other than physics and were unprepared for the reality of the science classroom. Their existing classroom management skills were of only limited value in the new context. For those graduates who were supported by experienced staff in schools, the transition to science teaching was hard but ultimately worthwhile. For some, whose qualifications to teach science were never accepted by their peers, retraining was a bitter experience.  相似文献   

Recommended Changes and Additions to APGA Code of Ethics to Accommodate Group Workers     

George M. Gazda  B. Bretcher  W. Kissiah  R. Kuckleburg  H. Lackey  H. Lackey  J. Norris  J. Saylor  P. Seidenschnur  R. Steele 《Counselor Education & Supervision》1973,13(2):155-158

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Book reviews     

Richard Abel  Robert A. Carter  Kenneth Womack  Steven Shapin  Robert Hauptman  Susanna Ashton 《Publishing Research Quarterly》1998,14(1):81-91

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Challenges to decision theory     

Katie Steele 《Metascience》2010,19(3):449-451

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Longitudinal Data Analysis for the Behavioral Sciences Using R     

Joel S. Steele 《Structural equation modeling》2013,20(1):175-180

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Children's One-Hand Catching as a Function of Age,Gender, and Ball Location     

Mark G. Fischman  Jane B. Moore  Kenneth H. Steele 《Research quarterly for exercise and sport》2013,84(4):349-355

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Producing CD‐ROMs for Schools     

James Steele 《Educational Media International》2013,50(3):118-122

Abstract

The CD‐ROM market in schools is generally expected to be a growth area for computer software developers world‐wide. As a developer, publisher and distributor of CD‐ROMs for schools, the author is interested in the characteristics of CD‐ROMs schools will buy and the potential market. This paper looks at what developers must take into account when considering producing materials for this market. It focuses on school requirements as regards CD‐ROMs rather than the process of producing an educational CD‐ROM.  相似文献   

Developing mathematical knowledge for teaching in a methods course: the case of function     

Michael D. Steele  Amy F. Hillen  Margaret S. Smith 《Journal of Mathematics Teacher Education》2013,16(6):451-482

This study describes teacher learning in a teaching experiment consisting of a content-focused methods course involving the mathematical knowledge for teaching function. Prospective and practicing teachers in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the connections they could make between function representations, and to consider the role of definition in mathematics and the K-12 classroom. Written assessments, interview data, and class discourse analyses illustrate how the course supported the development of mathematical knowledge that built on individual teachers’ prior knowledge as well as the development of a stronger collective understanding of function.  相似文献   

Pedagogical design considerations in sex education on interactive multimedia using CD‐Rom: an example of sexual intercourse     

Juliette D. G. Goldman Corresponding author  Geraldine Torrisi‐Steele 《Sex education》2013,13(2):189-214

Human sexuality is a significant issue for educators to understand and teach about, and for young people to learn about. The development of interactive multimedia technologies has added a range of new dimensions associated with designing pedagogies for sex education on Interactive Multimedia (IMM). Here, a module on CD‐Rom on Sexuality and Human Relationships designed for student teachers is presented as an example of a resource, and analysed for the pedagogical considerations that accompany it. The paper concludes that the conceptualisation and design of IMM on CD‐Rom on sexuality is able to address a range of commonly used pedagogies. The most significant pedagogical renegotiation appears to lie in the transposing of human‐to‐human interaction, as in discussion, real life scenarios, simulation, role analysis, values and attitude clarification, to human‐to‐screen interaction. This may be addressed principally by using camera phones where human‐to‐human interaction occurs visually and in real time, whilst email and discussion groups can cater for delayed, typed text human‐to‐human interactions. For some learners, using IMM on CD‐Rom for sex education may be less effective, but for others it may be ideal as it provides for privacy, solo contemplation, self‐dialogue, and negates embarrassment in front of peers or teachers.  相似文献   

The effects of team training on team outcomes: A meta‐analysis     

Lisa A. Delise  C. Allen Gorman  Abby M. Brooks  Joan R. Rentsch  Debra Steele‐Johnson 《Performance Improvement Quarterly》2010,22(4):53-80

A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill.  相似文献