Gender differences in introductory undergraduate physics performance: University physics versus college physics in the USA

Efforts to ameliorate gender disparity in pursuit of science careers in the USA have focused on equalizing girls' participation in pre-college science courses and out-of-school activities. Our examination of nearly 1500 US college students at 16 universities found that gender and preparation both have an impact on success in introductory college physics courses. In terminal, algebra-based physics females perform better than their male classmates. However, in calculus based introductory college physics courses, which are prerequisite to advanced study in many fields, women do significantly worse than their male counterparts with the same background. For both genders, taking a high school course that limits coverage and concentrates more time in in-depth study is associated with better performance in college physics. We conclude that efforts to ensure the success of women entering the physical sciences should concentrate on increasing the depth and reducing the vast coverage of most high school physics courses as well as addressing the apparent bias in college courses that mark the first step in careers within scientific research and engineering.     

Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school

This study explored teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition from Reception to Year 1. Data were collected through interviews with one Early Years Foundation Stage (EYFS) teacher and one Year 1 teacher in the same setting. A questionnaire distributed to Year 1 children (n?=?23) provided supplementary data. Findings revealed that teachers and pupils were aware of pedagogical discontinuity in the transition from EYFS to Year 1. Teachers attributed pedagogical discontinuity to the constraints of the National Curriculum. Pressures to ensure children are ‘school ready’ also have implications for bridging pedagogical discontinuity through play.     

The ally within: An innovatory approach to networking and staff development

This paper reports on an innovative approach to faculty development where the centralized unit has established a network of locally-based faculty developers. In contrast to the more conventional model of faculty development where centralized units are vested with the responsibility for devising programs for faculty development for the University at large, this model draws on the expertise of faculty already at work in a particular area. Once appointed, the locally-based faculty developer provides support to colleagues in their shared work place and also contributes to the program offered by the centralized unit. This alliance between the centralized unit and the locally-based faculty developer has led to positive outcomes for both parties, and for the University community.Philip Candy, professor and Director of the Academic Staff Development Unit at the Queensland University of Technology, received his Ed.D. from the University of British Columbia. His research interests are mainly in the theoretical and conceptual aspects of adult education, and constructivist approaches to research and teaching. His book,Self-Direction for Lifelong Learning, won the 1991 Cyril Houle World Award for Literature in Adult Education. Jill Borthwick, a senior lecturer in the Academic Staff Development Unit at QUT, is coordinator of the Unit's Teaching Development Program. Her Ph.D. on developmental approaches to teacher education is from the University of Queensland, and her research interests are predominantly in the areas of gender studies, and language and literacy.     

Types of errors made by Papua New Guinean students

This exploratory study used an interview technique to find the frequency of different types of errors which a group of year 6, Papua New Guinean students made on a mathematics test. A further investigation was made into reading, comprehension and careless errors. Although the general trend for errors was the same for western students, some striking differences were found. In particular Papua New Guinean students made far fewer careless errors.     

至尊语言——作为学术界统治语言的英语

英语正在以前所未有的态势统治着科学、学术和教学。尽管英语不可能像13世纪欧洲大学中的拉丁语那样,成为教学和学术的唯一语言,将其与拉丁语类比,在今天还是有一定道理的。回首13世纪,拉丁语不仅带来了大学的国际     

How do children read multisyllabic words? Some preliminary observations

Multisyllabic words have been neglected in determining the relationship between spelling and sound in reading development. In a preliminary exploration of this topic, sensitivity to the phonological and orthographic composition of multisyllabic words and nonwords is examined amongst a group of English‐speaking 11‐year‐olds. The nature of the English language suggests that the syllable structure and stress pattern of words may influence the acquisition of higher‐order reading skills. A phonological awareness task confirms that syllable boundaries are ambiguous in certain English words. Furthermore, accuracy at reading multisyllabic words and nonwords appears sensitive to this ambiguity as a small advantage emerges for stimuli with more stable syllable structures. Nonword but not word reading is affected by syllable length, and nonwords are assigned stress patterns which appear to be related to the lexical syllables that were used to construct these items. These findings are related to current connectionist models of word recognition.     

Contents Vol. 41

Volume Contents

Contents Vol. 41     

Ideology influencing action: special educational needs co‐ordinator and learning support assistant role conceptualisations and experiences of special needs education in England

One outcome of England's Code of Practice’ (DfE, 1994) was an increase, first, in the number of learning support assistants (LSAs) working in mainstream schools and, second, the establishment of the role of special educational needs co‐ordinator (SENCO). Semi‐structured interviews were conducted with SENCOs and LSAs to explore: (i) why they chose their occupation; (ii) how they conceptualise their role and (iii) the decisions they make when endeavouring (or not) to cultivate an inclusive culture in schools. Many SENCOs sought the role in order to increase the educational attainment and life chances of pupils with special educational needs and/or disabilities (SEND). Inclusive concepts such as fairness, equality and social justice underpinned their rationales. LSA justification was more pragmatic and often related to how the role would help them to achieve a further career ambition, or because it was compatible with personal circumstances. Younger participants thought that they could strengthen their teacher training applications by using the role of LSA to gain more experience working in schools generally, and with pupils with SEND in particular. The role of both SENCO and LSA has been found to be extremely diverse in England, depending largely on the needs and resources of the schools in which these two groups find themselves.