Phasing science InSET in developing countries: reflections on the experience of the Primary Science Programme in South Africa

In many developing countries attempts to develop the quality of science education stress the importance of inservice education and training (InSET). This article focuses on how such InSET should be phased through time for maximum effect. Several theoretical models that describe and explain stages in the processes of professional learning or educational development are reviewed. Their relevance in informing the planning of science InSET is reviewed in the light of the experience of the Primary Science Programme (PSP) in South Africa. Two main criticisms of existing models are made: 1. They neglect language development as a crucial factor limiting the development of teaching styles especially where pupils are learning in a second language. 2. There are flaws in the way that the recommendations of models have been combined in existing synthesis models. Finally a synthesis model for the phasing of science InSET is proposed.     

Striving for equitable classroom assessments for linguistic minorities: Strategies for and effects of revising life science items

Striving for equitable assessments that can contribute to classroom learning for linguistic minorities is a goal of increasing importance as the national population of English language learners continues to rise. This study investigated classroom assessments for English learners in middle school life science courses in two California schools. A framework for equitable classroom assessments, “McCes—Sounds like Success,” was used to refine and evaluate assessments in the study. Ways to improve two written assessments for advanced English learners were developed through teacher research and tested with a pretest/posttest design. Eleven changes to the items were developed, such as adding visual supports and dividing prompts into smaller units. Regression analyses of raw and Rasch modeled data from the pretest/posttest showed that both English only students and advanced English learners scored significantly better on the modified classroom assessments. A new perspective on validating equitable classroom assessments as opposed to standardized assessments for English learners is discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 864–881, 2007     

On computing a buy/copy policy using the Pitt-Kraft model

The Pitt-Kraft model of buying versus photocopying results in a small, but complex, nonlinear program. This paper identifies a Kuhn-Tucker point and demonstrates that for certain parameter values it is not optimal. A policy generation procedure is presented; the purpose is to prevent convergence of a primal algorithm to this inferior policy, which satisfies the Kuhn-Tucker optimality conditions.     

Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: a qualitative study

School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems.