Teachers are central to providing high-quality science learning experiences called for in recent reform efforts, as their understanding of science impacts both what they teach and how they teach it. Yet, most elementary teachers do not enter the profession with a particular interest in science or expertise in science teaching. Research also indicates elementary schools present unique barriers that may inhibit science teaching. This case study utilizes the framework of identity to explore how one elementary classroom teacher’s understandings of herself as a science specialist were shaped by the bilingual elementary school context as she planned for and provided reform-based science instruction. Utilizing Gee’s (2000) sociocultural framework, identity was defined as consisting of four interrelated dimensions that served as analytic frames for examining how this teacher understood her new role through social positioning within her school. Findings describe the ways in which this teacher’s identity as a science teacher was influenced by the school context. The case study reveals two important implications for teacher identity. First, collaboration for science teaching is essential for elementary teachers to change their practice. It can be challenging for teachers to form an identity as a science teacher in isolation. In addition, elementary teachers new to science teaching negotiate their emerging science practice with their prior experiences and the school context. For example, in the context of a bilingual school, this teacher adapted the reform-based science curriculum to better meet the unique linguistic needs of her students.
Children with emotional and behaviour problems provide a daily challenge for parents, teachers and the wider community. The perception of this challenge and how to address it varies according to the assumptions made about the underlying causes of the problems. In this paper the nature of emotional and behaviour problems will be explored with a brief outline of traditional interventions adopted when difficulties arise within the context of school. The conceptual approach of systems theory is then outlined. This is followed by a critical examination of its relevance for teachers as a theory, as a language for dealing with difficulties and as an approach to intervention. 相似文献
The purpose of this paper is to describe various “tools” we use to facilitate critical reflection as we teach prospective
science teachers. The notion of “tools” refers to materials and experiences used to facilitate prospective teachers’ critical
reflection on science teaching and learning. Reflective tools are not intrusive devices used by instructors to analyse mechanically
what prospective teachers are learning; rather, these tools are intended to provide prospective teachers with the means to
generate and critique their own views of science teaching and learning. Each tool is described herein with respect to its
potential use and the way in which it is introduced to prospective science teachers. We conclude with discussion of the potential
for reflective tools to contribute to research on reform of science teacher education, with particular attention to primary
teacher preparation. 相似文献
Testing programs are often interested in using a student growth measure. This article presents analytic derivations of the accuracy of common student growth measures on both the raw scale of the test and the percentile rank scale in terms of the proportional reduction in mean squared error and the squared correlation between the estimator and target. The study contrasts the accuracy of the growth measures against that of current status measures—current test scores and their percentile ranks. Key findings include the extent that status measures are more accurate than any of the growth measures and that alternative methods to estimate growth could be more accurate than the currently used methods. Our findings highlight the importance for evaluating the statistical properties of growth measures along with other concerns for states that are debating the reporting of growth. Our results also point out that assessing the accuracy of growth measures requires the specification of quantities of interest in terms of latent achievement rather than observed test scores, which is common practice for developing status measures but essentially never done by testing programs for growth measures. 相似文献
James D. Halloran and Michael Gurevich (eds.) Broadcaster/Researcher Co-Operation in Mass Communication Research (Centre for Mass Communication Research, University of Leicester, England, 1971 -- price not known, paper) Global Communications in the Space Age (New York: Twentieth Century Fund, 1972 -- $1.00, paper) Katherine Shervis (comp.) Satellite Teleconferencing: An Annotated Bibliography (Edsat Center, Space Science and Engineering Center, University of Wisconsin, Madison 53706 -- $2.00, paper) 0.J. Firestone's The Public Persuader: Government Advertising (Toronto: Methuen, 1970 -- $12.70) Telenation (Canadian Broadcasting League, Box 1504, Ottawa, Canada KIP 5R5 -- $8.00 per year/12 issues) 相似文献
Librarians offer a unique perspective on e-books: on one hand they collect these resources and train users as part of their jobs, while on the other hand, they may be users of e-books themselves. With recent increases in research expectations for Canadian academic librarians, this study aimed to discover: when librarians do research, do they use e-books and how often are they using them? This study examines the results of a survey of 392 academic librarians from across Canada. The survey generated data on librarians' use of, and attitudes towards, e-books. While a number of studies examine the use and opinions of e-books among other user groups, this study examines how librarians search for or use e-books differently than other user groups. Results will help librarians to improve their liaison work and make more informed collection development decisions at their own institutions. 相似文献
AbstractThis study examined a project that delivered social work services to homeless individuals. A mixed-methods case study was conducted using quantitative and qualitative data from 93 library employees and the project’s Homelessness Prevention Outreach Worker (HPOW). There was an increase in the number of clients accessing community supports during the project, and the HPOW was integral to the provision of support and resources to homeless individuals. Staff training was associated with significantly greater knowledge, comfort, and skills in working with homeless individuals. These findings can inform the delivery and implementation of similar programs for homeless individuals. 相似文献