Investigating learning from informal sources: Listening to conversations and observing play in science museums

The knowledge that pupils bring to science lessons can come from many sources, including some that are deliberately educative and some that contain scientific information, although education is not necessarily their primary purpose. Museums provide a useful setting to investigate the process of learning from informal sources; samples of data obtained from listening to groups of people as they interact with different types of exhibit in the British Museum (Natural History), and from systematic observation of pupils investigating phenomena in the Discovery Room at the Parc de la Villette, illustrate the information that can be obtained.

     

Changing the culture of a primary school: The case of introducing ICT across the curriculum

Abstract

Teachers and teacher learning are critical and key to establishing, understanding and realizing the possibilities of a learning society One first step in the process requires teachers to place their own learning at the centre of their activities. They must learn how to change, change the way they learn, and learn how to change their conditions of learning. This paper examines some policies and practices in regard to the provision of teacher professional development. Providing opportunities for teacher learning in Ireland has in general been preoccupied with facilitating curriculum reform, supporting organizational change and with easing management concerns. Shifting the emphasis from programme delivery to professional development through personal development is one challenge that has been taken up by the Second Level Support Service. It favours a process that is organic, career long and participant driven. Shifting the emphasis to a more personal and holistic form of development will not be an easy task but is a necessary one if the vision of a learning society and lifelong learning is to become realised.     

Evaluating a Tutorial Program Containing Volunteer Subjects

Student teachers enrolled at Kansas State University and Northeastern State College (Oklahoma) in the spring of 1967 were compared on (1) maintenance of philosophic orientation, (2) adherence to teaching attitudes, (3) reaction to student-teaching, and (4) performance on related criteria. The GNC Scale of Logical Consistency in Educational Ideas determined their philosophic orientation. The Minnesota Teacher Attitude Inventory determined their attitudes toward potential teaching situations. Comparisons were made before and after student teaching by institution, teaching level, and sex. GNC, MTAI, and ACT levels, methods and student-teaching grades, and grade point averages were tested for intercorrelation.

K. S. U. students were more logically consistent and empirically oriented in their ideas about education before and after teaching participation. Teaching attitudes were best maintained by the elementary students in both institutions. N. S. C. students showed greater intercorrelation among all the criteria. Low logical consistency by N. S. C. students may signify disagreement between theoretical and practical educational views. Maintenance of teaching attitudes by K. S. U. elementary students suggests variable effects of professional courses. Agreement among academic and educational criteria by N. S. C. students suggests a greater unaminity of educational ends and means.     

‘Leav[ing] the white[s] … far behind them’: The girls from fort shaw (Montana) Indian School,basketball champions of the 1904 world's fair

In spring 1903, barely a dozen years after the invention of ‘basket ball’, a girls' team from an Indian boarding school in Montana overcame racial and gender barriers to win that state's first basketball championship. Subsequently, these ten young women spent the summer of 1904 attending the government's Model Indian School at the St Louis World's Fair, where their twice-weekly intra-squad exhibition games provided fairgoers with their only glimpse of women's team sports. Having also taken on – and defeated – all challengers, they returned to Montana with a gleaming silver trophy declaring them ‘Basket Ball Champions’ of the 1904 World's Fair.     

有无正当理由违约中的损害赔偿——从案例分析的角度

通过对国际体育仲裁违约合同造成损害赔偿的案例分析,提出没有固定的规则可以适用所有的案例,唯一确定的是所谓的"积极利益"或"预期利益"原则。因此,裁定方确定赔偿金是以假设违约未发生,受害方应当获得利益大小为标准。任何人都不应当试图创设一个固定规则,因为尝试创设规则是不明智的,它将导致裁定方因固定规则被迫以某种方式裁定,并不能实现双方当事人及体育领域所追求的公正、合理的结果。文章认为由裁定方在考虑到所有情形的前提以积极利益原则为首要原则确定最合适的赔偿金。