College Science, Mathematics, and Methods Teaching Faculty Talk About Science and Mathematics: An Examination of Faculty Discourse in a Reform-Based Teacher Preparation Program

In this study discourse and conversation analyses were performed on talk by science and mathematics teaching faculty participating in reforming content courses for teacher candidates participating in a mathematics and science teacher preparation project (upper elementary and middle level). The context of the study was the Maryland Collaborative for Teacher Preparation (MCTP), a National Science Foundation funded project in the USA. The study's goal was to explore the use of discourse and conversation analyses as ways to understand faculty beliefs concerning mathematics and science, two disciplines the MCTP project aimed to connect. Discussion focused on two areas: (1) the comparison of the discourse on science and mathematics by the science, mathematics, and pedagogy content specialists, and (2) the impact of collaboration on the science and mathematics teaching faculty's conversation on science and mathematics. An implication of this study is to promote the analysis of talk as way to inform and direct faculty transformation in science and mathematics teacher education programs. Future research is recommended.     

Teachers’ Integration of Scientific and Engineering Practices in Primary Classrooms

The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students’ development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.     

A Study on the Impact of GPA on Perceived Improvement of Higher‐Order Cognitive Skills*

Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes.     

Teaching About Sound: A Select Historical Examination of Research

The teaching of the science topic sound, a popular topic in science instruction, is selectively analyzed over the past century using evidence excerpted from a prominent teacher practitioner journal (School Science And Mathematics). Shifting innovative recommendations on how teachers of science should teach the sound topic are identified in the categories of content and pedagogy. Historical connections to the scientific development of sound, identification of what constitutes the subject matter of sound, recommended general pedagogical strategies, and best practices for teaching strategies associated with the sound concept are examined. Discussion relates to the influence of contextual factors in a given time period (social and theoretical) on the design of curriculum materials used to guide instructional practice. One implication for science teacher education is the need for science teachers to develop an historically and philosophically grounded perspective by examining both the teaching practices on a science topic over an extended time and the historical scientific development of the science topic.     

The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities

Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi-method study assessed the effectiveness of a special school experience for preservice teachers at one HEI in England. A total population sample of 48 preservice teachers completed self-efficacy questionnaires at three time points during their training; and 13 took part in qualitative semi-structured interviews towards the end of the study. Analysis of variance (ANOVA) findings from the questionnaire data showed that the experience had a significant positive impact on preservice teachers’ self-efficacy, improving knowledge, understanding and confidence to teach inclusively. A thematic analysis of the qualitative findings revealed that the experience challenged preservice teacher expectations about learners with SEND, developing understanding about learner needs and effective differentiation. This article concludes with recommendations for effective inclusion training for preservice teachers.     

Social axioms and achievement across cultures: The influence of reward for application and fate control

The present research examined the relationships between two social axiom dimensions, reward for application and fate control, with various achievement-related indexes across a wide range of cultures. Results showed that there was no relationship between reward for application and academic achievement or economic competitiveness, but reward for application was positively related to effort exertion and favorable attitudinal reactions to striving. In contrast, fate control was positively related to academic achievement and economic competitiveness, but not to effort exertion and attitudes toward striving. A number of speculations are provided to account for these intriguing findings.     

Postgraduate study and managers’ subsequent work experience: an exploratory evaluation

Drawing on an exploratory qualitative study, this article considers the link between business school teaching at graduate level and subsequent work behaviour and experiences of former students. It evaluates the student experience some time after graduation. The findings of the retrospective evaluation point to the value of classroom peer discussion, the testing of ideas against prior work experience and the opportunity to make sense of organisational issues by setting them into broader context. The importance of andragogical approaches to teaching is discussed as well as the implications of the study findings for teaching quality enhancement.     

Development research of a teachers’ educational performance support system: the practices of design, development, and evaluation

This study adopted design and development research methodology (Richey & Klein, Design and development research: Methods, strategies, and issues, 2007) to systematically investigate the process of applying instructional design principles, human–computer interaction, and software engineering to a performance support system (PSS) for behavior management in a classroom. The purpose was to examine how a proposed instructional design framework based on Ausubel’s (The psychology of meaningful verbal learning, 1963) advance organizer theoretical approach could be used to address inherent problems of technically driven PSSs. Development data were collected from a six-phase participatory rapid prototyping process using both qualitative and quantitative methods. Findings indicated that (a) the advance organizer concept combined with a matrix design metaphor provided an effective way to illustrate conceptual connections and relations among PSS modules and their elaborated information, (b) the system served as a reference to support participants for exchanging ideas with other teachers as well as with parents of students, and (c) the rapid prototyping process established parameters that helped the project team maintain a focus on users and collect data useful for advancing to a higher phase of system development. Potential drawbacks pertaining to the proposed design strategies and their possible corrective actions are also reported and discussed.