Trainee teachers' cognitive styles and notions of differentiation

Purpose – To compare the cognitive styles of trainee teachers with their notions of differentiation and perceptions of its place/location within their teaching and learning during a PGCE programme of ITE. Methodology – 80 trainee teachers completed the Cognitive Style Index (CSI) (Allinson & Hayes, 1996) at the beginning and at the end of their course. After completing the CSI measure trainees received instruction on cognitive styles. To assess their initial understanding and prior knowledge of differentiation, all trainees completed a questionnaire at the beginning at the end of their course. Findings – At the outset rudimentary understandings of differentiation were found to be held by the trainees, as well as stylistic differences between the four style groupings. Gains in understanding of differentiation and the use of cognitive style in school were evident in all trainees. Moderate changes in style were evident, with all trainees becoming more intuitive over the course of the programme. Research limitations – The sample size may be seen as a limitation in terms of generalisability. Practical implications –The predominant direction of cognitive style movement was from analytic to intuitive. The suggestion that cognitive style whilst relatively fixed is also something that can be developed, is a feature which should offer encouragement to those developing university courses through interventions such as this. Originality - Teaching sessions on how cognitive styles can be used in the classroom were used to enhance trainee understandings of individual learning differences and increase awareness of own style to facilitate understanding of differentiation

Remote sensing of the seasonal variation of coniferous forest structure and function

One of the objectives of the Oregon Transect Ecosystem Research (OTTER) project is the remotely sensed determination of the seasonal variation of leaf area index (LAI) and absorbed photosynthetically active radiation (APAR). These measurements are required for input into a forest ecosystem model which predicts net primary production evapotranspiration, and photosynthesis of coniferous forests. Details of the study are given

The Functions of the Multiproduct and Rapidly Evolving \u3cem\u3edec-1\u3c/em\u3e Eggshell Gene Are Conserved Between Evolutionarily Distant Species of Drosophila

The Drosophila dec-1 gene encodes multiple proteins that are required for female fertility and proper eggshell morphogenesis. Genetic and immunolocalization data suggest that the different DEC-1 proteins are functionally distinct. To identify regions within the proteins with potential biological significance, we cloned and sequenced the D. yakuba and D. virilis dec-1 homologs. Interspecies comparisons of the predicted translation products revealed rapidly evolving sequences punctuated by blocks of conserved amino acids. Despite extensive amino acid variability, the proteins produced by the different dec-1 homologs were functionally interchangeable. The introduction of transgenes containing either the D. yakuba or the D. virilis dec-1 open reading frames into a D. melanogaster DEC-1 protein null mutant was sufficient to restore female fertility and wild-type eggshell morphology. Normal expression and extracellular processing of the DEC-1 proteins was correlated with the phenotypic rescue. The nature of the conserved features highlighted by the evolutionary comparison and the molecular resemblance of some of these features to those found in other extracellular proteins suggests functional correlates for some of the multiple DEC-1 derivatives

A study of the dropout problem with emphasis on educational programs and services for potential dropouts in the Richmond Public Schools

The purposes of this study are (l) to describe the dropout situation and provide statistics concerning this problem in the United States, Virginia, and Richmond and (2) to describe the programs and services for potential dropouts which tend to improve the holding power of Richmond\u27s public schools. This thesis provides background information necessary for a better understanding of the dropout situation. There exists no one source from which teachers, administrators, and laymen can learn about the various programs and services offered by the Richmond Public Schools to deal with the dropout problem. This problem is becoming more acute with the passing of time. Facts need to be assembled to determine the courses of action to take for the future. Laymen need to be well informed. If the public understands the problems, it should be more willing to support programs directed toward solutions. This study should show, to some extent at least, what Richmond is attempting to accomplish in this area. Therefore, this study should prove helpful to those interested in the progress of the city of Richmond

Research literacy: contextual affordances and the ongoing quest for sustainability and research quality

Research literacy: contextual affordances and the ongoing quest for sustainability and research qualit

Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education.

This is an Accepted Manuscript of an article published by Taylor & Francis in Physical Education and Sport Pedagogy on 30 May 2016, available online: http://www.tandfonline.com/10.1080/17408989.2016.1192592.Background: The role that content knowledge, an important component of practical subject matter knowledge, plays for pre-service teachers (PSTs) in physical education teacher education (PETE) remains contested and unclear. Whilst some researchers emphasise the facilitative nature of such knowledge, others criticise that too much focus on content knowledge has a negative effect on the development of pupil-centred and critical pedagogies. Despite of its seeming importance, specific research into this aspect of the knowledge base remains scarce. Purpose: This research set out to examine the effects that varying levels of content knowledge had on the development of PSTs in PETE. In doing so, it aimed to create an enhanced understanding of how this knowledge base influences the learning and development of PSTs in PETE. Methods and procedures: Shulman’s [1987. ‘Knowledge and Teaching: Foundation of the new Reform’. Harvard Educational Review 57 (1): 1–22] conceptualisation of the knowledge base for teaching was used to delineate the concept of content knowledge. Influenced by a constructivist approach to grounded theory, this study employed semi-structured interviews, lesson observations and post-lesson reflections as main instruments of data collection during three stages of a one-year PETE programme at a University in the UK. Using constant comparative analysis, data from 12 PSTs (6 female; 6 male) were analysed, following a 2-stage analysis procedure as outlined by Charmaz [2006. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage]. Main outcomes and results: Content knowledge limitations were found to have numerous effects on PSTs. Lack of teaching confidence, as well as adverse impact on enacted teaching knowledge (pedagogical content knowledge) highlighted that at least ‘adequacy’ of content knowledge is needed, if PSTs are to use more advanced pedagogical strategies with confidence. Content knowledge was seen to be context specific and contextualised within the curriculum delivered in the respective schools, where PSTs were placed. In-depth content knowledge was perceived to be an asset that could be used to design and teach lessons that were responsive to pupil need. Conclusions: In line with Siedentop’s [[1989] 2002. ‘Content Knowledge for Physical Education’. Journal of Teaching in Physical Education 21 (4): 368–377] critique of the academicisation of PETE, this study confirmed the facilitative role of content knowledge. Whilst such knowledge by itself does not guarantee good teaching, the debate about the wider role practical subject matter knowledge needs be re-visited. As universities and schools reposition and redefine their roles within a changing landscape of teacher education partnership models and the academic priorities and funding limitations at UK universities, the development of a range and depth of content knowledge represents an evolving challenge for all of those involved in PETE

How can an understanding of cognitive styles enable trainee teachers to have a better understanding of differention in the classroom?

The relationship between cognitive style and trainee teacher conceptions of differentiation was studied to develop appropriate scaffolding of their learning. 149 trainee teachers enrolled on 1 year postgraduate initial teacher education (ITE) programmes at two UK universities completed the Cognitive Style Index (Allinson and Hayes, Journal of Management Studies, 33(1):119–135, 1996;Hodgkinson and Sadler-Smith, Journal ofOccupational and Organisational Psychology, 76(2):243–268, 2003) and a questionnaire exploring their understanding of differentiation, conceptions of learning and learning preferences. A stratified sample of these trainees was also interviewed to assess their understanding and prior knowledge of differentiation and learning styles and how they would plan for these in the classroom. Responses were coded using content analysis procedures. Cognitive style was found to impact on trainees’ conceptions of differentiation; for example, trainees demonstrating higher levels of analysis and intuition had a more developed understanding of differentiation than other cognitive styles. In relation to the findings, the use of a constructivist pedagogical tool: a Personal Learning Styles Pedagogy (Evans and Waring, Zhang & Sternberg (Eds.), Perspectives on the nature of intellectual styles, 2009) is presented to inform the reconceptualisation of ITE programmes. In so doing, the use of this tool addresses key issues raised in recent international policy debates concerning the necessary development of ITE for twenty-first century learner needs

Is practical subject matter knowledge still important?: Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education

Background: The role that content knowledge, an important component of practical subject matter knowledge, plays for pre-service teachers (PSTs) in physical education teacher education (PETE) remains contested and unclear. Whilst some researchers emphasise the facilitative nature of such knowledge, others criticise that too much focus on content knowledge has a negative effect on the development of pupil-centred and critical pedagogies. Despite of its seeming importance, specific research into this aspect of the knowledge base remains scarce. Purpose: This research set out to examine the effects that varying levels of content knowledge had on the development of PSTs in PETE. In doing so, it aimed to create an enhanced understanding of how this knowledge base influences the learning and development of PSTs in PETE. Methods and procedures: Shulman’s [1987. ‘Knowledge and Teaching: Foundation of the new Reform’. Harvard Educational Review 57 (1): 1–22] conceptualisation of the knowledge base for teaching was used to delineate the concept of content knowledge. Influenced by a constructivist approach to grounded theory, this study employed semi-structured interviews, lesson observations and post-lesson reflections as main instruments of data collection during three stages of a one-year PETE programme at a University in the UK. Using constant comparative analysis, data from 12 PSTs (6 female; 6 male) were analysed, following a 2-stage analysis procedure as outlined by Charmaz [2006. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage]. Main outcomes and results: Content knowledge limitations were found to have numerous effects on PSTs. Lack of teaching confidence, as well as adverse impact on enacted teaching knowledge (pedagogical content knowledge) highlighted that at least ‘adequacy’ of content knowledge is needed, if PSTs are to use more advanced pedagogical strategies with confidence. Content knowledge was seen to be context specific and contextualised within the curriculum delivered in the respective schools, where PSTs were placed. In-depth content knowledge was perceived to be an asset that could be used to design and teach lessons that were responsive to pupil need. Conclusions: In line with Siedentop’s [[1989] 2002. ‘Content Knowledge for Physical Education’. Journal of Teaching in Physical Education 21 (4): 368–377] critique of the academicisation of PETE, this study confirmed the facilitative role of content knowledge. Whilst such knowledge by itself does not guarantee good teaching, the debate about the wider role practical subject matter knowledge needs be re-visited. As universities and schools reposition and redefine their roles within a changing landscape of teacher education partnership models and the academic priorities and funding limitations at UK universities, the development of a range and depth of content knowledge represents an evolving challenge for all of those involved in PETE