NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 16 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Ritchie, Stephen M.; Tobin, Kenneth; Hudson, Peter; Roth, Wolff-Michael; Mergard, Victoria – Science Education, 2011
Teaching is emotional work. This is especially the case in the first years of teaching when new teachers are particularly vulnerable. By understanding changes in teacher emotions in the early years of teaching, we hope to identify strategies that might ultimately reduce teacher attrition. As part of a larger study of the transition of new teachers…
Descriptors: Foreign Countries, Teaching (Occupation), Beginning Teachers, Emotional Adjustment
Peer reviewed Peer reviewed
Direct linkDirect link
Roth, Wolff-Michael; Tobin, Kenneth; Ritchie, Stephen M. – Science Education, 2008
Few studies have focused on understanding how teaching and learning in classrooms are mediated by other dimensions of the organizational systems of which education is an integral part. Our 7-year ethnographic study of an urban high school shows how time and temporality constitute key practical and theoretical resources to the actors in the…
Descriptors: Ethnography, Time Factors (Learning), High Schools, Educational Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Roth, Wolff-Michael; Tobin, Kenneth; Carambo, Cristobal; Dalland, Chris – Science Education, 2005
In coteaching, two or more teachers take collective responsibility for enacting a curriculum together with their students. Past research provided some indication that in the course of coteaching, not only the teaching practices of the partners become increasingly alike but also do unconsciously produced ways of moving about the classroom, hand…
Descriptors: Teaching Methods, Nonverbal Communication, Team Teaching, Teacher Collaboration
Peer reviewed Peer reviewed
Direct linkDirect link
Tobin, Kenneth – Science Education, 2005
The study examines how social and cultural factors mediate the teaching and learning of science in an Australian high school. Grade 10 students, many of them new migrants, often transient and from circumstances of economic hardship, were taught a 5-week unit on chemistry by a teacher with social and cultural histories similar to those of most of…
Descriptors: Foreign Countries, Grade 10, Teaching Methods, Laboratories
Peer reviewed Peer reviewed
Tobin, Kenneth; McRobbie, Campbell J. – Science Education, 1996
This study of the teaching of grade-11 chemistry indicates how an experienced teacher made sense of his teaching roles in terms of four cultural myths related to transmission of knowledge, being efficient, maintaining the rigor of the curriculum, and preparing students to be successful on examinations. (Author/MKR)
Descriptors: Beliefs, Chemistry, High Schools, Science Instruction
Peer reviewed Peer reviewed
Tobin, Kenneth; And Others – Science Education, 1988
Presents a qualitative view of the science classes of a high school teacher that had been judged exemplary before the study. Reports on the nature of classroom learning and interactions, and contextual factors. Includes the teacher's reactions to observations of the classroom. Concludes that fundamental changes are necessary to improve science…
Descriptors: Chemistry, Classroom Communication, Classroom Environment, Educational Improvement
Peer reviewed Peer reviewed
Tobin, Kenneth – Science Education, 1985
Describes strategy analysis procedures which enable preservice teachers to implement science lesson segments in a manner that was consistent with strategies incorporated into science teaching models. Conformity to the model was uniformly high for phases related to preparing the learner, investigation planning, and data processing. (JN)
Descriptors: Classroom Observation Techniques, Elementary School Teachers, Higher Education, Methods Courses
Peer reviewed Peer reviewed
Garnett, Patrick J.; Tobin, Kenneth – Science Education, 1984
Determined that the majority of 299 preservice teachers did not use formal reasoning patterns when they attempted to solve a variety of problems. Results obtained for controlling variables and for proportional, probabilistic, correlational, and combinatorial reasoning are discussed with implications for middle/junior high school science teaching.…
Descriptors: Abstract Reasoning, Elementary Education, Elementary School Science, Higher Education
Peer reviewed Peer reviewed
Tobin, Kenneth; Tippins, Deborah J. – Science Education, 1996
Reviews research on the relationships between teacher metaphors and the teaching and learning of science. Portrays metaphors as a way in which knowledge about science teaching can be represented and as potential foci for discussions about enacted science curricula and powerful tools for generating new ways of thinking about the teaching and…
Descriptors: Elementary Secondary Education, Metaphors, Science Teachers, Teaching Methods
Peer reviewed Peer reviewed
Tobin, Kenneth; And Others – Science Education, 1990
Described is how an elementary teacher established an environment conducive to learning in her classroom by implementing her own integrated science and mathematics curriculum. The implications for change on the county and state levels are discussed. (KR)
Descriptors: Case Studies, Curriculum Design, Curriculum Development, Elementary Education
Peer reviewed Peer reviewed
Gallagher, James J.; Tobin, Kenneth – Science Education, 1987
Describes a study that investigated the activities and interactions of teachers and students in two Western Australian high schools. Reports findings dealing with activity structures, reward systems, teacher expectations, and disruptive students. Also contrasts the managerial styles of three teachers. (ML)
Descriptors: Classroom Environment, Classroom Techniques, Foreign Countries, Qualitative Research
Peer reviewed Peer reviewed
Lucas, A. M.; Tobin, Kenneth – Science Education, 1987
Discusses the development of a student's ability to control experiments as an important aim of modern science curriculum materials. Argues that most curriculum developers offer only a simplistic method of controlling variables. Suggests ways to enhance the development of variable control within the framework of student experiments. (TW)
Descriptors: Curriculum Development, Deduction, Elementary School Science, Elementary Secondary Education
Peer reviewed Peer reviewed
Tobin, Kenneth; Garnett, Patrick – Science Education, 1988
Compares two high school chemistry teachers with two elementary science teachers from case studies from the Exemplary Practice in Science and Mathematics Education Project in Australia. Concludes that both pedagogical and content knowledge are important ingredients for outstanding teaching. (CW)
Descriptors: Case Studies, Chemistry, Elementary School Science, Elementary Secondary Education
Peer reviewed Peer reviewed
Tobin, Kenneth – Science Education, 1986
Reports on a study to extend the concurrent and predictive validity of the Teacher Performance Assessment Instrument by including a sample of middle school science teachers. The validity criteria for the study involved observing student engagement and integrated process skill achievement. (TW)
Descriptors: Academic Achievement, Classroom Observation Techniques, Elementary Education, Elementary School Science
Peer reviewed Peer reviewed
Tobin, Kenneth; Garnett, Pamela – Science Education, 1987
Discusses a study which examined gender related differences in participation in science activities. Based on interpretive observations and formal interviews, gender related differences in engagement patterns were evident with the high school students. Presents six assertions and provides supporting examples of gender differences. (ML)
Descriptors: Females, Foreign Countries, Naturalistic Observation, Science Education
Previous Page | Next Page ยป
Pages: 1  |  2