Using videodisk instruction in an elementary science methods course: Remediating science knowledge deficiencies and facilitating science teaching attitudes

Inadequate science knowledge of preservice teachers enrolled in science methods courses not only limits their mastery of effective teaching practices, but also may foster negative attitudes toward science teaching. This study investigated the influence of science knowledge upon attitudes toward science teaching in a one-semester elementary science methods course by embedding a videodisk-based instructional component to remediate knowledge deficiencies. Preservice teachers in the experimental group first learned core concepts in physical and earth science through a series of 24 interactive videodisk lessons and then used the concepts as a foundation for preparing and presenting model science lessons. Results showed that the experimental group overcame their initial knowledge deficiencies by mastering the core concepts presented (mean proportion correct on mastery test = 0.91), with multivariate covariance analysis confirming that the experimentals gain in science knowledge was significantly greater than comparable controls in the parallel science methods sections. Additionally, as a result of mastering the core concepts underlying earth science, preservice teachers using the videodisk instruction also displayed significantly greater confidence in their understanding of science knowledge and more positive attitudes toward science teaching at the elementary levels. Implications for improving elementary science teaching through preservice and in-service training are discussed.     

Using concept maps to assess change in teachers’ understandings of algebra: a respectful approach

The purpose of this study was to explore teachers’ growth in understanding of algebra using concept maps. The study was set in the context of a five-year National Science Foundation funded teacher retention and renewal professional development project. In this project both beginning and experienced teachers are supported as they increase their understanding about mathematics, their ability to implement effective mathematics practices in their classrooms, and their knowledge of working with English Learners. Results indicate that teachers’ algebraic knowledge structures became more complex and connected as a result of their professional development. In addition, they were able to adapt their knowledge networks to incorporate important aspects of algebra into them. Concept maps are recommended to other leaders of mathematics professional development as a means of assessing change.     

Always growing and learning: A case for self-assessment

Conclusion In conclusion, the entire self-assessment process is dynamic and ongoing. It is challenging and time-consuming, yet most gratifying as educators develop enhanced self-understanding and self-knowledge. The self-assessment process simultaneously enables teachers to touch reality (present focus) as well as to dream (future focus). The self-assessment process allows teachers to take care of themselves. Although the incoming president of the NAEYC appropriately urged participants in the 1994 Professional Development Institute “to look out for each other, take care of each other” (Daniels, 1994), it behooves each one of us to make sure that we take care of ourselves as well. This advice is not intended to be a call for self-centeredness; we do a much better job in our own work with others when we have taken care of ourselves. Continuous personal and professional self-assessment provides that opportunity to take care of ourselves. The kind of renewal that self-assessment provides is “preserving and enhancing the greatest asset you have—you” (Covey, 1989, p. 288).     

Networking projects around the United States

Summary Networks are gaining popularity in the education community. The technology of networking offers many benefits for educators and students. The process of setting up and administering a network is determined by the needs and budget of the users. There are many hardware and software vendors who offer an array of products for designing, installing and maintaining networks. In some cases, schools have formed partnerships with businesses to provide networking services on the local, state, national and global levels. Educational networks will continue to proliferate throughout this decade, providing a new environment to help with word processing, database management, research, individualized instruction, parent education, professional development, and the many other concerns confronting schools today.     

Violence among family members of children and adolescents evaluated for sexual abuse

OBJECTIVES: The two aims of this study were to: (1). describe the prevalence and characteristics of domestic adult and child physical violence in the homes of children and adolescents evaluated in a specialized sexual abuse clinic and (2). describe parent or caretaker responses to domestic adult and child violence and child sexual abuse, including tendencies to report or seek medical care. METHOD: A consecutive sample of 164 subjects (ages 7-19) were interviewed in a sexual abuse clinic regarding in-home violent or abusive experiences among family members that had occurred at any time during their childhood. RESULTS: Fifty-two percent of these children and teenagers reported spousal violence in their home. Fifty-eight percent of child sexual offenders who were in-home males also physically abused their adult female partner. Half of in-home males who were physically violent to children also sexually abused them. In 86% of homes with partner violence, the children were also physically assaulted. There was no difference in sexual abuse disclosure rates or patterns for children living with or without adult violence. CONCLUSIONS: Sexually abused children should be questioned about physical abuse and the presence of violence among adults in their home. Safety plans for sexually abused children should incorporate screening for family violence and safety plans for parents and siblings of child victims, when appropriate.     

Stimulus control of behavior during the postreinforcement pause of FI schedules

Pigeons were given the opportunity to terminate certain segments of fixed intervals by pecking a control key. When 30-sec segments of negative and positive stimuli alternated across the interreinforcement interval (Experiment 1), most birds terminated a large proportion of negative segments. However, few control-key responses were made during the negative segment immediately following food presentation. Under schedules during which only one negative segment was programmed, during the first 30 sec of 1-min intervals (Experiment 2), control-key responses, when they occurred at all, were made after several seconds of the interval had elapsed. Similar findings were obtained when a peck on the control key merely changed the color on the food key (Experiment 3). These findings suggest that the post-reinforcement extinction state (Schneider, 1969) during fixed-interval schedules consists of two phases: an immediate postreinforcement inhibitory phase, followed by a second phase during which a control-key response may occur. These two phases and their associated behavior may be related to Staddon’s (1977) distinction between interim and facultative activities.     

A window into thinking: Using student writing to understand conceptual change in science learning

This study, conducted in an inner-city middle school, followed the conceptual changes shown in 25 students' writing over a 12-week science unit. Conceptual changes for 6 target students are reported. Student understanding was assessed regarding the nature of matter and physical change by paper-and-pencil pretest and posttest. The 6 target students were interviewed about the goal concepts before and after instruction. Students' writing during lesson activities provided qualitative data about their understandings of the goal concepts across the science unit. The researcher constructed concept maps from students' written statements and compared the maps across time to assess changes in the schema of core concepts, complexity, and organization as a result of instruction. Target students' changes were studied in detail to determine patterns of conceptual change. After patterns were located in target students' maps, the remaining 19 students' maps were analyzed for similar patterns. The ideas that students identified in their writing showed changes in central concepts, complexity, and organization as the lessons progressed. When instructional events were analyzed in relation to students' demonstrated ideas, understanding of the goal conceptions appeared in students' writing more often when students had opportunities to explain their new ideas orally and in writing.     

The Effect of Informational Characteristics and Faculty Knowledge and Beliefs on the Use of Assessment

Increasing the use of learning outcome assessments to inform educational decisions is a major challenge in higher education. For this study we used a sense-making theoretical perspective to guide an analysis of the relationship of information characteristics and faculty assessment knowledge and beliefs with the use of general education assessment information at three research institutions with similar organizational contexts. Study findings indicate that the likelihood of using assessment information increases when assessment evidence is action oriented and viewed as of high quality and when faculty members are knowledgeable, have positive dispositions toward assessment, and have a perception of institutional support for engagement in assessment activities.     

Stimulating transition to postconventional morality: The pickering high school study

Over a four-month period, a class of Grade 11 students were involved in discussion of ethical problems and principles at a postconventional level (as defined by Lawrence Kohlberg). At the beginning and the end of the period, these students used very little postconventional thinking. However, one year later they exhibited a significant usage of post-conventional moral thinking, in comparison with a control group that remained unchanged throughout.

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Résumé Pendant quatre mois, les élèves d'une classe de onzième année ont participé à la discussion de problèmes et de principes de moralité au niveau post-classique (selon la définition de Lawrence Kohlberg). Au début et à la fin de cette période, ces étudiants ont exprimé peu de réflexions post-classiques. Un an plus tard, cependant, ils manifestaient une nette attitude fondée sur des principes de morale post-classique alors que l'attitude d'un groupe-témoin n'avait subi aucune modification pendant la même période.

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The authors wish to express their sincerest gratitude for the very willing cooperation and assistance of Mr. Malcolm Mitchell, head of history at Pickering High School, of Mr. Kettle, the then principal, and other members of staff, and of the students involved in the study, particularly those in the experimental class.