Making Research Relevant in Preservice Early Childhood Teacher Education

Increasingly, researchers, teacher educators and governmental agencies underline the need for early childhood professionals to be able to conduct and use relevant research in their practice. In contrast, early childhood teachers tend to draw exclusively on practical advice rather than research evidence to evaluate and develop their teaching. To address these contradictions in expectations, recently developed preservice early childhood teacher education programs have included a core research subject that aims to foster an appreciation of the value of research and its contributions to professional practice. This study examines the effectiveness of teaching and learning approaches designed to make research relevant to undergraduates at an Australian regional university by tracking students' changing views about research during a one-semester teaching period. The findings of this study show that relevant learning experiences, such as designing and conducting a simple research project, modeling research, collaborative inquiry, focused reading, and organizing a research conference, significantly changed student perceptions of the relevance of research to their teaching and their future role as early childhood professionals.     

Mentorship Developments in the Primary Phase of Initial Teacher Education at the University of Reading

This paper seeks to describe and explore some of the concepts underpinning the development of Mentorship at the University of Reading in relation to Primary Initial Teacher Education (PITE). The research and development phase of this project has been carried out over the past three years and the first set of pilot studies have just been concluded. The current phase of research and development involves an entire cohort of students in the second year of their BA(Ed) degree who will be in school in the Summer term of 1994. Preparation activities and events have been organised with university tutors and teachers in associated schools — all teachers in associated schools; a key and distinctive feature of this scheme. The first part of the paper discusses the particular features of the Reading Primary Mentorship programme and some of the hazards faced when developing such an extensive scheme. The second part of the paper analyses some of the difficulties faced within Higher Education Institutions, for whom, it is argued, the transformation of role is equally as great as the transformed school teachers’ role and the associated difficulties as great yet less well documented and discussed.     

Effects of active,passive or no warm-up on metabolism and performance during high-intensity exercise

The aim of this study was to determine the influence of type of warm-up on metabolism and performance during high-intensity exercise. Eight males performed 30 s of intense exercise at 120% of their maximal power output followed, 1 min later, by a performance cycle to exhaustion, again at 120% of maximal power output. Exercise was preceded by active, passive or no warm-up (control). Muscle temperature, immediately before exercise, was significantly elevated after active and passive warm-ups compared to the control condition (36.9 - 0.18°C, 36.8 - 0.18°C and 33.6 - 0.25°C respectively; mean - sx ) ( P ? 0.05). Total oxygen consumption during the 30 s exercise bout was significantly greater in the active and passive warm-up trials than in the control trial (1017 - 22, 943 - 53 and 838 - 45 ml O 2 respectively). Active warm-up resulted in a blunted blood lactate response during high-intensity exercise compared to the passive and control trials (change = 5.53 - 0.52, 8.09 - 0.57 and 7.90 - 0.38 mmol· l -1 respectively) ( P ? 0.05). There was no difference in exercise time to exhaustion between the active, passive and control trials (43.9 - 4.1, 48.3 - 2.7 and 46.9 - 6.2 s respectively) ( P = 0.69). These results indicate that, although the mechanism by which muscle temperature is elevated influences certain metabolic responses during subsequent high-intensity exercise, cycling performance is not significantly affected.     

Perceived Family Influences in Talent Development Among Artistically Talented Teenagers in Singapore

Though there have been quite a number of research studies focusing on how Singaporean families promote literacy and instill values of academic excellence inside the home, little has been written about how families nurture the gifts of teenagers talented in the arts in the Singaporean context. This article highlights how the family influences the talent development of teacher-nominated teenagers who are identified to be among the top in visual arts, dance, theater, music, and academics. Through in-depth interviews conducted with the 14 talented teenagers, the researcher highlights their family's involvement and interest in the arts, their parents' occupational backgrounds, as well as family values and activities that the young artists-in-training perceive to be influential in shaping the development of their artistic talents. Reflections on patterns of childrearing in the Asian context are likewise discussed.     

Ruffling the calm of the ocean floor: merging practice,policy and research in assessment in Scotland

The formative Assessment for Learning proposals outlined by Black and Wiliam (e.g. Black et al., 2002 Black P Harrison C Lee C Marshall B Wiliam D 2002 Working inside the black box: assessment for learning in the classroom (London, King's College)  [Google Scholar]) have been well publicised. Since 2002, in its Assessment is for Learning programme, the Scottish Executive Education Department (SEED) has been exploring ways of bringing research, policy and practice in assessment into closer alignment using research on both assessment and transformational change. This paper focuses on one project within Assessment Is for Learning, in which pilot primary and secondary schools across Scotland were encouraged to develop formative assessment approaches in classrooms. They were supported in this by researchers, curriculum developers and local and national policy‐makers. The paper examines the rationale and methods behind the enactment of formative assessment in these schools. It draws upon evidence provided by the interim and final reports of participating schools to draw conclusions about areas of success within the project and potential barriers to the project's future in its evolution from pilot to national programme.     

Creating contexts for talk: the influence of school-based creative arts projects on children's language

This article draws on data from two recent research studies of children's language and literacy development in the context of their work in school‐based creative arts projects. Using observations of children (ages 3 to 11) and teachers at work, the article examines the ways in which the activities in such projects open up opportunities for children to talk with each other and with adults by generating a ‘workshop’ atmosphere. Children's authentic and wide‐ranging talk in creative arts projects encompasses personal, social, imaginary and real‐world themes which, we argue, is rare in other curriculum contexts. As schools are encouraged to develop ‘creative partnerships’ with artists and arts organisations, the article highlights the role of the teacher in observing and promoting these experiences as occasions for children's language development.     

History Writing That’s “Good to Think With”: <Emphasis Type="Italic">The Great Fire,Blizzard!</Emphasis> and <Emphasis Type="Italic">An American Plague</Emphasis>

In this article I argue that history books that are “good to think with” narrate history and, at the same time, provide insight into how it is constructed. These books are much more than collections of facts. Specifically, they provide information about historical context, multiple perspectives, sources of information, and original interpretation. This is crucial information for anyone attempting to understand history. As examples, I show how three books by Jim Murphy—The Great Fire, Blizzard! and An American Plague—address each of these essential topics. Myra Zarnowski is a professor in the Department of Elementary and Early Childhood Education at Queens College, CUNY. She is the author of History Makers (Heinemann, 2006) and Making Sense of History (Scholastic, 2006).