Teacher education students' reflections on how problem‐based learning has changed their mental models about teaching and learning

Abstract

Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices.     

The Freedom to Teach

Maintaining that academic freedom is necessary if schools are to function effectively, Dr. Dahl presents lucid arguments to support his position.     

Distance education copyright,intellectual property,and antitrust concerns

Abstract

An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it.     

Knowing and teaching science: the constructivist paradox

This paper addresses the parallel between the changes in students' and teachers' learning advocated by constructivist science educators. It begins with a summary of the epistemology of constructivism and uses a vignette drawn from a set of case studies to explore the impact of a constructivist science in‐service programme on an experienced and formal elementary science teacher. Judged by constructivist standards, the teacher described in the vignette makes very little progress. The irony of applying a constructivist critique to his work, however, is that it fails to treat the teachers' imperfect knowledge of teaching with the same respect as constructivists treat students' imperfect learning of science. The remainder of the paper explores this constructivist paradox, and suggests that‐like students' knowledge of science‐teachers' knowledge of constructivist science teaching is likely to grow through slow and gradual re‐formation of their established understanding of classroom theory and practice.     

Children's ideas on light and vision

This paper reports a small‐scale longitudinal enquiry into the development of children's ideas on light and vision. It followed the same class from Year 4 (age 9) through to Year 6 (age 11), but the greater part of the information came from Year 5. The data were derived from the children's drawings and written responses, and from small group interviews. Care was taken to ensure that the ideas elicited were the true beliefs of the children. No formal instruction in the subject had been given, nor was any attempted. In the analysis, the children's views have been classified according to a hierarchical set of models, which reflect the strong adherence to an active vision interpretation held by the majority. The extent of progression towards the more scientific view is reported. In the introduction and discussion comparison is made between contemporary non‐scientific conceptions of vision, and the speculations of pre‐scientific philosophers. A final section presents some implications of these findings for teaching the topic.     

The Effect of a National Initiative on Exam Results

ABSTRACT

This paper considers the examination results of TVEI and non TVEI pupils in the database established at the University of Newcastle in 1985‐87. The pupils took national exams in the summer of 1987, when they were about 16 years old. Their average grades (Exam Means) and their accumulated grades (Exam Totals) were considered separately.

The Exam Mean and Exam Total scores were generally worse for TVEI than non TVEI pupils, even when pupils with the same ability test scores and aspirational scores were compared. However, it is possible that non TVEI factors caused the discrepancy in results and it is these factors which are the subjects of this paper.

The paper considers firstly whether the differences are an artefact of regression analysis. Secondly, the data are considered using various multilevel models. Both analyses suggest that there was no TVEI effect on the Exam Mean score and a negative TVEI effect on the Exam Total. Various explanations for these findings, concerning internal school allocational and curriculum policies, are considered and discussed.     

Information Technology and Special Needs in Education

Abstract

The paper discusses some theoretical and practical problems in using information technology to help people with special needs with some aspects of education. The paper reports the progress on two projects and some findings from a recent survey on Information Technology and Special Needs.     

An intervention in the Halliwick Method procedures (swimming) for a group of individuals with Downs syndrome

The purpose of this study was to intervene in the process of the Halliwick Method (swimming), in order to improve the method, or some of its aspects, for a sample of 14 individuals with Downs syndrome (aged six to 21 years), using both an individualized educational setting approach and a differentiation of the elements of the Halliwick Method. The pre-intervention phase included medical examination, IQ, measurement of the behaviour according to the Rutter Scale and a Test of Physical Performance for each subject. Next, the subjects were assigned to seven pairs of case studies, where each individual following a Halliwick Methods swimming programme was paired with an individual following a modified swimming programme based on the same method, on physical health variables, IQ, behaviour and motor abilities. The duration of each swimming programme was 24 weeks for each individual, at a frequency of once per week, for 40 minutes. In the light of the findings of this study, further recommendations for the improvement of Halliwick Method procedures were made, common factors that affected the performance of each individual were identified and their relation with performance was explored.