The split‐off narrator: coming to symptoms in stories of learning to teach

In this conceptual paper I draw on narratives from several contexts in my own educational history – a student‐teaching experience, a graduate course in educational theory, and my work as a preservice teacher educator – to consider, first, the Winnicottian notion of the split‐off intellect, in which individual subjectivity is skewed toward thinking and away from affect, and second, an inversion of that notion, in which affect splits off to form the central domain of experience, relationship, and defense against difficulty. Theorizing some of the ways in which thinking and affect can at times seem to get in each other’s way, and reflecting on what individuals might use that ‘getting in the way’ to do, I explore some ways in which educators in general, and teacher educators in particular, might facilitate the working‐through of intellect/affect splits with the aim of helping students integrate thinking and feeling as they begin or continue their work in the classroom.     

法国数学教学中的技术整合——应用Cabri-geometry进行交互式动态几何教学的案例

法国自1996年开始更新课程，新课程中明确提出，技术要真正整合到数学教学中去，并且声明了这种整合是必需的。技术整合的意义在于，通过新技术所提供的各种可能性来支持、完善和改变数学的学习，而不在于技术本身的使用，将技术整合到数学教学中是一个长期而艰巨的过程。     

Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees

Primary teaching Initial Teacher Training courses across the UK have been under pressure from central government, Ofsted and the media to recruit more male students to their courses with the aim of increasing the proportion of males in the primary teaching workforce. This is because increasing the number of male role models in primary schools has been mooted as the solution to boys’ underachievement, especially in reading and writing. There is, however, little evidence showing any correlation between boys’ educational outcomes and the number of male primary teachers in schools. The purpose of the project reported in this paper was to ascertain the beliefs of the future primary school workforce about this focus on the need for male role models in schools. A mixed-methods approach was employed: 120 male and female primary trainees were surveyed and a further 48 took part in group interviews, all of whom were based in an Initial Teacher Training department in a university in North West England. Results indicated that although aspiring teachers felt that males and females could make equally good role models for children their personal value systems perpetuated the myth that boys need male role models to achieve better educational outcomes.     

The impact of library services in primary care trusts in NHS North West England: a large‐scale retrospective quantitative study of online resource usage in relation to types of service

Background: Within NHS North West England there are 24 primary care trusts (PCTs), all with access to different types of library services. This study aims to evaluate the impact the type of library service has on online resource usage. Methodology: We conducted a large‐scale retrospective quantitative study across all PCT staff in NHS NW England using Athens sessions log data. We studied the Athens log usage of 30 381 staff, with 8273 active Athens accounts and 100 599 sessions from 1 January 2007 to 31 December 2007. Results: In 2007, PCTs with outreach librarians achieved 43% penetration of staff with active Athens accounts compared with PCTs with their own library service (28.23%); PCTs with service level agreements (SLAs) with acute hospital library services (22.5%) and with no library service (19.68%). This pattern was also observed when we looked at the average number of Athens user sessions per person, and usage of Dialog Datastar databases and Proquest full text journal collections. Discussion: Our findings have shown a correlation of e‐resource usage and type of library service. Outreach librarians have proved to be an efficient model for promoting and driving up resources usage. PCTs with no library service have shown the lowest level of resource usage.     

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

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     

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

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.