The application of science education theories: A reply to Stephen P. Norris and Tone Kvernbekk

Norris and Kvernbekk (1997) deal with questions which arguably should be central to the field of science education: namely, what constitutes normative goal-directed theories in science education and what bearing does the nature of normative goal-directed educational theories have on their application to practice. The response is in sections. First, I present a number of general comments on the characteristics of normative goal-directed theories as specified by Norris and Kvernbekk. Second, I present my argument in outline about the nature of our theory. Third, I focus on the authors' interpretation of our work (as represented in the three articles) in terms of the characteristics of normative goal-directed theories. Fourth, I respond to their criticisms of our theory which they put forward as a result of their analysis. (The authors' analysis of our theory is technical and closely argued. To respond appropriately involves necessarily paying attention to technical details of the ways they interpreted our theory.) Fifth, the response considers a number of additional points relating to the authors' arguments which go beyond or extend their formulation of normative goal-directed theories. In particular, attention is given to the nature of interpretive theory and to the role of teachers in the application of a normative goal-directed theory. The sixth section addresses the central issue of whether, based on the authors' elaboration of normative goal-directed theories, the theory of Driver and associates constitutes such a theory. Finally, I summarize the contributions that the article makes. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 1007–1018, 1997.     

How teacher education students cope with practicum concerns

Abstract

Student teacher stress during practicum experiences has generated interest across teacher education programs. However, there is very little research on the sources of support students draw on to help them cope with practicum stresses. This study sought data directly from the students to represent the student perspective. Students ranked their five most important sources of support for coping, and they noted the strategies they used to cope with practicum stresses. Students consistently reported that seeking support from the teacher was their primary coping strategy. This finding suggests that an effective student‐supervising teacher relationship is critical for student practicum success. Differences emerged between the most and least stressed students in terms of their reported use of coping strategies. Implications of the findings for teacher education programs are addressed.     

The Necessity of Measurement

ABSTRACT

Measurement of library systems and services is a multidimensional management task. New paradigms of library service and the context in which libraries operate have made it necessary for librarians to find new measures while at the same time keeping the old. Factors that can be measured, such as needs, inputs, quality processes, outputs, quality of service, outcomes, and impacts, are described. This bibliographic essay covers the current trends while leading readers to resources where they can learn more.     

Secondary modern schools: are their pupils disadvantaged?

There are still 10 English local educational authorities (LEAs) that are wholly selective and a further 10 with some grammar and secondary modern schools. This article examines the academic performance of pupils in secondary modern schools and the funding of these schools using national data sets matching pupils' performance at Key Stage 2 and General Certificate of Education (GCSE) as well as data on funding from Section 52 statements. Students in secondary modern schools gained one less grade on average than equivalent students in comprehensive schools while grammar school pupils obtained five grades more. After taking account of the cost factors and grant entitlements that influence funding per pupil, secondary modern schools in the years 2000/01–2002/03 were funded around £80 less per pupil while grammar school pupils received over £100 more per pupil compared to comprehensive schools. Secondary modern schools were more likely to be in financial deficit than comprehensive and particularly grammar schools. Thus, students are academically disadvantaged by attending secondary modern schools, which in most selective LEAs do not receive sufficient additional funding to offset the depressing effects on attainment of the increased social segregation arising from a selective system.     

The Comprehension Gap: Reflections on Staff‐Student Misunderstandings in Respect of Language

This paper points to disparate expectations of language as one cause of staff‐student misunderstandings. It examines the spoken language which students often write together with the written language that staff tend to speak. The two are compared in terms of vocabulary, style of structuring, and orality (use of oral expression). Analysis indicates that the different modes of using language reflect different approaches to learning, so that students may benefit from staff reconsidering the comprehension gap as well as enquiring into other factors which inhibit the tutorial dialogue.     

Constructing a professional development school: A model of one school‐university partnership

Abstract

A partnership between an elementary school and a university in the Midwest evolved into a professional development school. The authors describe this process, making analogies to the process of constructing a house. The steps are also related to Kagan's (1991) stages of organizational development. From laying the foundation of the partnership through adding the sill (the vision), constructing the frame (the goals and objectives), adding the sheathing (the formal structure), installing siding (the implementation), to maintaining through assessment, the parallels are explored and analyzed. Because the process relates to individuals as well as an institution, the authors also discuss ways in which the processes diverge.

The process is presented as a model that might be useful to others engaged in creating a professional development school or improving teacher education. A visual of the model is included.     

Is there a role for higher education in initial teacher training? A consideration of some of the main issues in the current debate

This article contributes towards the current debate over the role of higher education in initial teacher training. It begins by outlining the background to the debate, and then focuses upon two of the main issues; that of contestability, which concerns whether or not schools significantly challenge, or threaten, the pivotal role in initial teacher training which higher education has traditionally held, and that of financial costs, which concerns whether or not student teachers can be trained cheaper outside of the higher education sector.
The article presents findings of the authors'research, a study comparing teacher training carried out by higher education institutions, in partnership with schools, with a newly established model of training provided by consortia of schools. The implications of these findings for the role of higher education in initial teacher training are examined, and recommendations are made for policy which would allow schools and higher education institutions to work together to provide improved teacher training.