Supporting students' preparation for the viva: their pre-conceptions and implications for practice

In universities theories and concepts are created and used within a disciplinary context, and some understanding of this context is necessary if students fully are to make sense of their studies. Thus, we investigate computer scientists' perspectives on their discipline. Biglan characterises Computer Science as being hard, rather than soft and as being applied, rather than pure. Therefore, Computer Science is associated with the engineering disciplines. Although many computer scientists support this view, others see the discipline as being identified more properly with Mathematics and/or the sciences. We suggest some reasons for the difference of opinion and highlight the implications for what students might learn about the disciplinary context.     

OBSTACLES AND OPPORTUNITIES: CREATING EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT SCHOOLS

Abstract

The purpose of this article is to highlight key findings from a study of 24 early childhood preservice teachers as they moved away from a reliance on traditional interpretations of child‐centered curricula toward one of collaborative inquiry. Participants enrolled in a 15 week undergraduate teaching methods course were assigned to teaching teams to implement collaborative projects with the same group of 3–5‐year‐old children. The study utilized both quantitative and qualitative measures to assess conceptual level, changes in reflectivity, and inquiry‐oriented teaching. Results suggest that the emergence of collaborative inquiry among preservice teachers is a dynamic and diverse process not readily assessed by static measures or discreet skills. Collaborative projects did provide a context for creating communities of learners within which time, space and opportunity to practice, reflect and use language and other tools contributed to young teachers’ development of inquiry.     

Sharing teacher knowledge at scale: teacher inquiry,learning design and the representation of teachers’ practice

Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice.     

Public Schooling,the Market Metaphor,and Parental Choice

Leading organizational change is like climbing a mountain. Transformational leaders must prepare to lead change, understand the process and nature of change, and provide the essential gear so that those involved can be successful. The author draws on the literature and personal experiences as a hiker and change leader to provide a guide for leading organizational change.     

A Personal Theory of Teaching Computing Through Final Year Projects

Stated learning objectives for final year projects tend to be fairly generic. As a result, individual students' experience of project work will depend heavily on the attitudes and beliefs of their supervisor. This paper questions the purpose of projects in the computing curriculum and proposes a personal theory of teaching through projects. In deciding whether such a personal theory should emphasize disciplinary specific content or an experiential approach to learning we consider teaching and learning as a process of enculturation. The personal theory of teaching proposed envisages projects as an opportunity for students to engage in realistic activity which allows them to learn something of the nature of the discipline. The student may be thought of as being on a journey, while the supervisor takes the role of a guide pointing out alternatives along the route but allowing students ultimately to find their own way.