Towards becoming a reflective practitioner: What to know and where to find it

Preparing student teachers to teach thoughtfully and to consider carefully the consequences of their work involves creating opportunities for these beginning teachers to learn the skills and attitudes required for reflective practive. The case study described here explores one model of developing reflective practice and the congruent role that the source and use of knowledge of good teaching practice has in the process of developing the reflective practices of a post-graduate pre-service science teacher. Of particular interest are the facilitators and barriers she sees as affecting this development. Specializations: Science education, science teacher education Specializations: science education, science teacher education, conceptual change, learning environments, science reasoning.     

Reconstructing the interactive science pedagogy: Experiences of beginning teachers implementing the interactive science pedagogy

Six beginning primary school teachers pioneering the Interactive Teaching approach to science were studied in their first year of teaching. Interviews with the beginning teachers revcaled that they faced several obstacles to the implementation of the interactive teaching of science. These included lack of collegial support, lack of feedback on their teaching, difficulty assessing the learning of their pupils, and the differences between the culture of learning of the alternative science pedagogy and that of their pupils. By the end of the year, teachers had reconstructed the alternative science pedagogy in ways that reduced these difficulties. The interviews also provided evidence that ongoing support by teachers and teacher-educators versed in the alternative pedagogy can make beginning teacher's implementation of the Interactive Teaching of science less difficult. Specializations: physics education, beginning teachers. Specializations: misconceptions, assessment.     

Measuring attitudes to science: Unidimensionality and internal consistency revisited

Summated ratings attitude scales commonly consist of numerous items whose scores are summed to yield a total score. An assumption underlying this technique is that the items in the scale reflect a common construct. If this is not met, the procedure produces uninterpretable data. Although this psychometric principle has been known for a long time, numerous studies in the literature demonstrate a neglect of it. Some make no attempt to conceptualise the construct to be measured; others conceptualise the construct but then ignore the possibility that it may be multidimensional; still others contain evidence indicating that the construct is multidimensional and then proceed to ignore that evidence. A possible contributor to the confusion is the misunderstanding of the related yet distinct concepts of internal consistency and unidimensionality. This paper presents examples of poor and good instrument design, in the hope that clarification of the issues might make a difference in the future.     

Problem solving in science lessons: How students explore the problem space

This report examines, from a constructivist framework, how students presented with discrepant event problems during science lessons begin the problem solving process by exploration of the problem space. Three discrepant events were presented to five classes of eleven to thirteen year-olds using three different teaching strategies identified from the literature. The teaching strategies used teacher demonstrations followed by students asking the teacher questions, teacher demonstrations followed by an explanation by the teacher, and small groups of students under the guidance of the teacher. Data were collected from field notes, video tapes of the lessons, and student interviews using a stimulated recall technique to elicit the students' thinking during the lessons. The extent to which students could explore the problem space was found to be determined by the teaching strategy used, as the first and last strategies encouraged students to find their own explanations. Different information sources were also available in each of the teaching strategies. That is, exploration of the problem space was inextricably linked to the social context, partially determined by the teaching strategy. Because of constraints imposed by each teaching strategy none of those used was considered entirely satisfactory. An alternative strategy is suggested from a combination of aspects of the strategies trialled.     

An innovative response to the challenge of field-based program design

This paper presents a detailed discussion of the Nova University Master's Program for Child Care Administrators, a uniquely structured, guided study program now serving 150 administrators in locations across the United States and Canada. An important feature of the program is the planned use of the microcomputer for electronic mail. This will form an innovative communications network among students and between students and faculty, a development with the potential for impact beyond this program.An earlier version of this paper was presented at the Second Annual Conference of the University Without Walls International Council, Toronto, Ontario, June 11, 1983.     

Overcoming prejudices: An invitational approach

This article offers an invitational model for overcoming prejudices. The proposed model is based on Haberman's (1994) five-step approach to facing prejudices, which includes (1) analyzing prejudices; (2) seeking the sources of the beliefs; (3) examining the benefits of prejudice; (4) considering the effects of prejudices; and (5) planning to eliminate prejudices. Purkey's (1992) five-level conflict-management process adapted to prejudice serves as the five-part action plan in Haberman's fifth step. The combination of these two models yields an invitational approach with five parts: (1) perceiving concern, (2) conferring with oneself; (3) consulting with colleagues; (4) confronting the crisis; and (5) combating prejudices. Practical questions and examples are provided to clarify each step. We shall overcome, We shall overcome, We shall overcome someday. If in our hearts we do believe, We shall overcome someday.     

谚语--心路历程

亲爱的朋友们: 今天让我们来思考一下谚语的问题,谚语是智慧的集中体现,它们与机智、经验、观点、忠告以及多种文化的健全心智密切相关。它们告诉我们什么是人类的感情和弱点,为我们未来的行为和较好的人际关系提供指导和帮助。它们往往简洁明了,富于哲理。有时,为了传达微妙的真理和行为的准则,它们还需要机智幽默,妙语联珠。在世界的每一个地方,都能发现谚语哲学。不管发生什么样的戏剧性变化,谚     

Designing a growth-producing environment

The purpose of this article is to describe how one university counseling center went about the process of changing its management style and subsequent service delivery. In a relatively short period of time the center went from the traditional director-staff relationship to a collective governance process. This shared governance process is based on the assumptions that the product of collective planning, shared responsibilities, and group decision making enhance morale, creativity, and productivity. As a result of the arduous tasks involved in the shift of administrative styles, the center has established group accountability, collective decision making, open communication, and total group program development. For this center's staff the transition to nonauthoritarian governance has been both stimulating and exciting. However, the process of change involves high risks, continual cooperation, and a climate of support. Without these ingredients the potential for creative management will be sharply reduced.