Developing Preservice Elementary Teachers' Pedagogical Design Capacity for Reform‐Based Curriculum Design

Teachers use curriculum materials as a guide in their planning, critiquing and adapting them to address reform‐based goals and practices and specific contextual needs. To become well‐started beginners in planning lessons, novice teachers need opportunities to develop their pedagogical design capacity—that is, their ability to use personal and curricular resources in designing instruction for students. This study investigated the use of reform‐based criteria in supporting 24 preservice teachers enrolled in an elementary science methods course. In learning about and applying criteria, the preservice teachers developed aspects of their pedagogical design capacity by expanding their analysis ideas and refining their knowledge and beliefs about curriculum design. However, many struggled with analyzing lesson plans in a reform‐oriented way during student teaching. This occurred, in part, because the preservice teachers navigated different settings that conveyed conflicting ideas about the reasons why teachers make modifications. The methods course emphasized the importance of modifying materials to promote reform‐based science teaching, but few preservice teachers observed their mentor teachers make adaptations for this reason. These findings have important implications for theoretical models on curriculum materials use and the design of science teacher education.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/91354/1/j.1467-873X.2012.00599.x.pd

Enacting informal science learning: exploring the battle for informal learning

Informal Science Learning (ISL) is a policy narrative of interest in the UK and abroad. This paper explores how a group of English secondary school science teachers, enacted ISL science clubs through employing the Periodic Table of Videos (PTOV). It examines how these teachers ‘battled’ to enact ISL policy in performative (Lyotard, 1979) conditions at the micro-scale, and how this battle reflected macro-scale epistemological and political considerations. Data from the study suggests that for some, ISL was low-stakes as it was seen to have negligible impact upon performance data. As a result, there was some resistance toward enacting ISL and conflict between the formal and informal curriculum processes. Nonetheless, analysis indicates that the informants highly valued ISL despite the requirement for them to justify it over more formal and ‘effective’ approaches to learning science

To what extent is behaviour a problem in English schools?:Exploring the scale and prevalence of deficits in classroom climate

The working atmosphere in the classroom is an important variable in the process of education in schools, with several studies suggesting that classroom climate is an important influence on pupil attainment. There are wide differences in the extent to which classroom climate is considered to be a problem in English schools. Some ‘official’ reports suggest that behaviour in schools is ‘satisfactory or better’ in the vast majority of schools; other sources have pointed to behaviour being a serious and widespread problem. The paper details four studies conducted over the past decade which aimed to explore these disparities. The aim of the research was to gain a more accurate insight into the extent to which deficits in classroom climate limit educational attainment and equality of educational opportunity in English schools. The findings question the suggestion that behaviour is satisfactory or better in 99.7% of English schools and the concluding section suggests ways in which deficits in classroom climate might be addressed. Although the study is limited to classrooms in England, OECD studies suggest that deficits in the working atmosphere in classrooms occur in many countries. The study therefore has potential relevance for education systems in other countries

The Experiment That did not Fail: Image and Reality in the Israeli Kibbutz

The kibbutzim of Israel show the world that communal living can be successful, and many observers have asked the questions: Can this success be repeated elsewhere? What are its lessons for other societies? In sociology, the validity and importance of comparative study and the intrinsic interest of the kibbutz way of life cannot be denied

Incubation of ovine scrapie with environmental matrix results in biological and biochemical changes of PrPSc over time

Ovine scrapie can be transmitted via environmental reservoirs. A pool of ovine scrapie isolates were incubated on soil for one day or thirteen months and eluted prion was used to challenge tg338 mice transgenic for ovine PrP. After one-day incubation on soil, two PrPSc phenotypes were present: G338 or Apl338ii. Thirteen months later some divergent PrPSc phenotypes were seen: a mixture of Apl338ii with either G338 or P338, and a completely novel PrPSc deposition, designated Cag338. The data show that prolonged ageing of scrapie prions within an environmental matrix may result in changes in the dominant PrPSc biological/biochemical properties

EZH2 promotes a bi-lineage identity in basal-like breast cancer cells

The mechanisms regulating breast cancer differentiation state are poorly understood. Of particular interest are molecular regulators controlling the highly aggressive and poorly differentiated traits of basal-like breast carcinomas. Here we show that the Polycomb factor EZH2 maintains the differentiation state of basal-like breast cancer cells, and promotes the expression of progenitor-associated and basal-lineage genes. Specifically, EZH2 regulates the composition of basal-like breast cancer cell populations by promoting a ‘bi-lineage’ differentiation state, in which cells co-express basal- and luminal-lineage markers. We show that human basal-like breast cancers contain a subpopulation of bi-lineage cells, and that EZH2-deficient cells give rise to tumors with a decreased proportion of such cells. Bi-lineage cells express genes that are active in normal luminal progenitors, and possess increased colony-formation capacity, consistent with a primitive differentiation state. We found that GATA3, a driver of luminal differentiation, performs a function opposite to EZH2, acting to suppress bi-lineage identity and luminal-progenitor gene expression. GATA3 levels increase upon EZH2 silencing, mediating a decrease in bi-lineage cell numbers. Our findings reveal a novel role for EZH2 in controlling basal-like breast cancer differentiation state and intra-tumoral cell composition

The initial education of high school teachers : a critical review of major issues and trends

This paper draws on major research findings in international literature in order to provide a critical review of a number of key issues and trends in the initial education of high school teachers. Firstly, this paper contextualizes the prevalent discourse surrounding the field of initial teacher education (ITE) and explores the effect that this discourse has on the conceptualization of teachers’ work. Secondly, this paper focuses on the debates regarding the most propitious site for the teacher education enterprise, the programme structure for ITE, the field placement or practicum, the relationship between subject study and pedagogy, and the overall effectiveness of teacher education. The paper concludes by considering the new challenges that the field of initial teacher education must confront and the implications of such challenges for the ITE curriculum.peer-reviewe