Differences in novice and experienced teachers’ perceptions of planning activities in terms of primary instructional tasks

This study was aimed at investigating differences between novice and experienced teachers’ perceptions of planning activities for developing teacher education students’ professional skills by focusing on promoting of identified ill-developed skills. The teachers’ thinking about instructional planning was conceived as teachers’ decision-making for implementing primary teaching tasks in the planning, delivery, and reflective phases of instruction. This model served as a basis (or framework) for the identification of potential variables of planning skills and developing of items for a teachers’ questionnaire. Fifty-eight experienced and 55 novice teachers from Estonian schools of general education were surveyed. It was revealed that novice teachers did not apprehend events that may undermine reaching long-term instructional objectives and they focused more on the achievement of immediate objectives and the teaching of obligatory content in comparison with experienced teachers.     

Attentional focus effects on sprint start performance as a function of skill level

Abstract

Several researchers have demonstrated that an external focus of attention (about movement’s effects) during movement execution allowed better performances and learning of various motor tasks than an internal focus of attention (about movement itself). However, attentional focus effects have not been studied in tasks requiring explosive actions preceded by fast reaction time to a signal, such as a sprint start. We hypothesised that the beneficial effect of external focus of attention would be observed in the different stages of the sprint start (i.e. reaction time, block clearance and running) for both expert and novice sprinters. Novice and expert sprinters performed sprint starts followed by a 10 m sprint under three conditions: external focus instructions; internal focus instructions; and neutral instructions. The reaction time and the running time were significantly shorter in the external focus condition than in the internal focus condition, for both expert and novice participants. These results confirm the beneficial effect of an external focus of attention on the speed of movement execution. Moreover, they revealed that attentional focus influences movement preparation. Several hypotheses are proposed to account for these results, with reference to the processes that could be responsible for the observed effects.     

Picturing global educational inclusion? Looking and thinking across students’ photographs from the UK,Zambia and Indonesia

Over the last few years we have engaged children and young people in participatory photography projects in a diverse range of international contexts. The projects, diverse as they are, have been school-based and primarily focused on students' experiences of educational inclusion/exclusion. Photographs taken by students can stimulate conversations in which different perspectives are shared and considered. Whilst this process is meaningful within a local context, it is also compelling to reflect more widely on what children and young people's photographs and commentary (and through these their interpretations of their educational experiences) have to tell and, indeed, show us about educational inclusion globally. In this paper, we begin by explaining what we mean by the term 'educational inclusion', and consider what methodological relevance the participatory photography has for engaging in research with children and young people about their educational experiences. We then briefly describe the contexts of the projects this paper draws on, which took place in the UK, Zambia and Indonesia. In the main body of the paper, we will look across these international projects and consider a selection of students' photographs and interpretations in relation to several broad themes about educational inclusion which they suggest.     

An Interview Study of Gender Difference in Preschool Teachers’ Attitudes Toward Children’s Play

The aim of this study was to investigate, identify and describe different ways that female and male preschool teachers conceive, understand and experience play. The research questions addressed are: What perspectives do female and male preschool teachers have on play? Are there differences in play experiences related to gender? The interview study is inspired by phenomenographical research. The sample consisted of ten female and ten male preschool teachers’. The results show differences between female and male preschool teachers’ play willingness. This study found that male preschool teachers contribute with more playfulness, and this is something that both female and male preschool teachers noticed. Female preschool teachers tend to value calm play and emphasize the importance of social development while male preschool teachers accentuate the significance of physical development. All preschool teachers in the study emphasized that it is important to create inspiring environments for play and outdoor play.     

Variation in clinical placement supervisors’ conceptions of and approaches to supervision in a veterinary internship programme

Good teaching that supports final year students’ learning in clinical placements is critical for students’ successful transition from an academic environment to professional practice. Final year internship programmes are designed to encourage student-centred approaches to teaching and deep approaches to learning, but the extent to which clinical supervisors adopt a student-centred teaching approach is unknown. Survey data (n?=?117) from veterinary supervisors were analysed using phenomenography. The results revealed qualitative differences in supervisors’ conceptions of and approaches to supervision. Quantitative statistical analysis was used to investigate relationships between supervisors’ conceptions and approaches. These analyses identified the types of supervisor experiences more likely to encourage students to participate in clinical practice in ways that will help them transition successfully to independent professional practice. The results have value for clinical educators and administrators seeking to improve the quality of placement supervision in a range of professional education programmes.     

The Role of Historical-Philosophical Controversies in Teaching Sciences: The Debate Between Biot and Ampère

This paper evaluates the viability of using controversies in teaching. An educational project has been elaborated in which some historical-philosophical clashes were introduced into the classical syllabus of physics. The historical-philosophical controversy dealt with here, took place between the French physicists Biot and Ampère in the 19th century and referred to distinct interpretations of the Oersted experiment. This controversy was inserted into the syllabus of the 12th grade of a Brazilian secondary school.     

Analyzing teaching quality in Botswana and South Africa

This study focuses on quantifying the quality of mathematics teaching in 183 randomly selected sixth grade classrooms: 100 from the North West province of South Africa and 83 from South East Botswana. The teaching quality is measured by coding videotaped lessons for three different components: mathematical proficiency, level of cognitive demand, and observed teacher knowledge. Results suggest that the overall teaching quality is about the same in both regions. Some variation was observed at the level of each component. For example, in the South Africa sample the students engage more in tasks that just involve “memorization” and less in tasks that involve “procedures without connections” in comparison with the Botswana students. Teachers in Botswana implement the official curriculum more faithfully than do those in North West. In both countries most of the learners engaged only in low-level tasks (very little activity involved “procedures with connections”) and teachers demonstrated a lack of knowledge about how to integrate mathematical content with effective pedagogical techniques.     

Disorganized Behavior in Adolescent–Parent Interaction: Relations to Attachment State of Mind,Partner Abuse,and Psychopathology

Disoriented, punitive, and caregiving/role‐confused attachment behaviors are associated with psychopathology in childhood, but have not been assessed in adolescence. A total of 120 low‐income late adolescents (aged 18–23 years) and parents were assessed in a conflict‐resolution paradigm. Their interactions were coded with the Goal‐Corrected Partnership in Adolescence Coding Scales. Confirmatory factor analysis demonstrated that the three disorganized constructs (punitive, caregiving, and disoriented interaction) were best represented as distinct factors and were separable from a fourth factor for collaboration. The four factors were then assessed in relation to measures of attachment disorganization, partner abuse, and psychopathology. Results indicate that forms of disorganized behavior first described in early childhood can also be reliably assessed in adolescence and are associated with maladaptive outcomes across multiple domains.     

The Name of the Rose: A Path to Discuss the Birth of Modern Science

Various science education researchers believe that science tuition should include some discussion about how science has developed over time. Therefore, deliberations about the nature of science should be integrated in the science curriculum. Many researchers argue that teaching the history of science is a good way to place the nature of science in science classes. This paper contributes to this debate and argues the importance of having young students study the birth of modern science. Such study could allow students to understand that some of the issues about the nature of science arose in the seventeenth century with the birth of modern science. To achieve this purpose, it is important to discuss the different factors that immersed the birth of modern science. To accomplish this goal, the novel The Name of the Rose by Umberto Eco may be used. Beyond introducing issues surrounding the nature of science, this strategy could help overcome the separation between the arts and humanities in education.