Showing papers on "Curriculum published in 2006"

Social Research Methods

Abstract: PART ONE: SOCIAL RESEARCH METHODS Introduction to Your Companion PART TWO: CORE AREAS OF THE CURRICULUM Theoretical Background Research Basics Research Strategies and Design The Nature of Data Defining the Research Problem Sampling Data Collection Methods Experimental Design Quantitative Data Analysis Qualitative Data Analysis Ethics PART THREE: STUDY AND REVISION SKILLS How To Get the Most Out of Your Lectures - (written in collaboration with David McIlroy) How To Make the Most of Seminars Revision Hints and Tips Exam Tips Tips on Interpreting Essay and Exam Questions Essay Writing Writing a Literature Review Writing a Research Proposal Writing Up a Dissertation or Research Project

The impact of E-learning in medical education.

Abstract: The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting

Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses

Abstract: Perhaps not since Ralph Tyler's Basic Principles of Curriculum and Instruction (1949) has a book communicated the field as completely as Understanding Curriculum. From historical discourses to breaking developments in feminist, poststructuralist, and racial theory, including chapters on political theory, phenomenology, aesthetics, theology, international developments, and a lengthy chapter on institutional concerns, the American curriculum field is here. It will be an indispensable textbook for undergraduate and graduate courses alike.

Engineering design thinking, teaching, and learning

Abstract: This paper is based on the premises that the purpose of engineering education is to graduate engineers who can design, and that design thinking is complex. The paper begins by briefly reviewing the history and role of design in the engineering curriculum. Several dimensions of design thinking are then detailed, explaining why design is hard to learn and harder still to teach, and outlining the research available on how well design thinking skills are learned. The currently most-favored pedagogical model for teaching design, project-based learning (PBL), is explored next, along with available assessment data on its success. Two contexts for PBL are emphasized: first-year cornerstone courses and globally dispersed PBL courses. Finally, the paper lists some of the open research questions that must be answered to identify the best pedagogical practices of improving design learning, after which it closes by making recommendations for research aimed at enhancing design learning.

Assessing the impact of entrepreneurship education programmes : A new methodology

Abstract: Purpose – Facing the multiplication of entrepreneurship education programmes (EEP) and the increasing resources allocated, there is a need to develop a common framework to evaluate the design of those programmes. The purpose of this article is to propose such a framework, based on the theory of planned behaviour (TPB).Design/methodology/approach – TPB is a relevant tool to model the development of entrepreneurial intention through pedagogical processes. The independent variables are the characteristics of the EEP and the dependent variables are the antecedents of entrepreneurial behaviour. To illustrate and test the relevance of the evaluation methodology, a pilot study is conducted.Findings – Data are consistent and reliable, considering the small scale of this experiment. The EEP assessed had a strong measurable impact on the entrepreneurial intention of the students, while it had a positive, but not very significant, impact on their perceived behavioural control.Research implications/limitations – This...

Narrative Inquiry: A Methodology for Studying Lived Experience

Abstract: The paper briefly outlines the history and development of the methodology of narrative inquiry. It draws attention to the need for careful delineation of terms and assumptions. A Deweyan view of experience is central to narrative inquiry methodology and is used to frame a metaphorical three-dimensional narrative inquiry space. An illustration from a recent narrative inquiry into curriculum making is used to show what narrative inquirers do. Issues of social significance, purpose and ethics are also outlined.

Understanding what we mean by the generic attributes of graduates

Abstract: One way in which universities have sought to articulate the outcomes of a university education is through a description of the attributes of their graduates. Recent calls for universities to demonstrate the quality of their outcomes and processes have prompted a re-examination of the generic graduate attribute outcomes many Australian universities have espoused for the past decade. As university communities struggle to identify what combination of skills, attributes and knowledge to include in these statements of graduate outcomes, and begin to come to terms with how to develop curricula to effectively achieve such outcomes, the fundamental nature of these is a vital preliminary question to address. What are these things that universities call generic graduate attributes? This is a more fundamental question than what combination of skills, attributes and knowledge should be included on the graduate ‘shopping-list’, it is about the nature of the things on the list, and the nature of the list itself. In seeking to further our understanding of the meaning of generic graduate attributes, the research described in this paper used phenomenographic analysis to explore academics’ conceptions of generic graduate attributes in the context of contemporary teaching and learning practices at one Australian university. A way of describing the key aspects of the variation in academics’ understandings of the concept of graduate attributes is presented. The contribution of discipline background to conceptions of generic attributes is considered and the implications of the observed variation for universities’ current curriculum reform initiatives discussed.

Project-based learning in post-secondary education - theory, practice and rubber sling shots

Abstract: The purpose of the study was to explore what project-based learning is, what are the pedagogical or psychological motives supporting it, how it has been implemented and what impact it has had on learning in post-secondary education. The study is based on a qualitative review of published articles. The work revealed that the majority of articles on project-based learning are course descriptions focusing on the implementation of individual courses, whereas serious research on the topic is virtually non-existent. In addition, the term project-based learning subsumes different activities with varying purposes. Therefore, practitioners and curriculum developers are encouraged to reflect upon the purpose and possibilities of project-based learning along with students and to set realistic, clear goals. Practitioners and researchers are urged to document courses even more carefully. Several issues for further research are identified.

Challenges New Science Teachers Face

Abstract: Providing support focused on real challenges is critical in retaining highly qualified new science teachers, but the field lacks a systematic description of these teachers’ needs. The authors of this article examine the areas that science teachers are expected to understand: (1) the content and disciplines of science, (2) learners, (3) instruction, (4) learning environments, and (5) professionalism. They review the literature on challenges facing preservice and early-career science teachers, identify issues on which conventional wisdom is supported or called into question, and highlight the areas where the existing research is inadequate as a basis for generalization. For example, the authors found few studies on how new science teachers use curriculum materials or how they understand scientific inquiry. Their overview of challenges is followed by a discussion of how these teachers can be supported.

Art Practice as Research: Inquiry in the Visual Arts

Abstract: Art Practice as Research: Inquiry in the Visual Arts Graeme Sullivan (2005). Thousand Oaks, CA: Sage Publications. 265 pages. ISBN 1-4129-0536-2Reviewed by Charles GaroianThe Pennsylvania State UniversityFor over four decades, art education scholars have been advocating for the visual arts within the context of K-12 education by arguing their cognitive and affective significance as a discipline-specific area of inquiry and across school curricula. Beginning with the establishment of the professional field of art education in the mid-1960s to the development of Discipline-Based Art Education, to Visual Culture studies in art education, and most recently, the growing literature on Art-Based Research, the field has reinvented itself in order to clarify its positioning and to gain agency and credibility within the larger context of educational research and practice in the U.S. and internationally. Depending on the political climate surrounding schooling, these efforts at bringing the visual arts to the center of curricular and pedagogical concerns have, for the most part, fallen on deaf ears.While there is little disagreement about the importance of visual arts education among the populace, when push comes to shove within the political economy of schooling, art is the first area of content to be questioned, then reduced, if not eliminated, from the curriculum. As post-Sputnik education and now No Child Left Behind has shown us, the visual arts are the first to suffer when politics enters the picture of what constitutes basic education in the U.S. If the larger role that the visual arts can play in the education of children is going to be taken seriously, then it is arguments like those found in Graeme Sullivan's recent book, Art Practice as Research: Inquiry in the Visual Ans (2005), that can ensure a broader appreciation and understanding of how the visual arts constitute significant research and contribute in significant ways to children's creative and intellectual development.Given its research-on-art-as-research focus, Sullivan's book makes a significant contribution to the literature in the field of art education. His arguments place art-based research in the center of educational practice as they clearly establish the visual arts as a significant form of creative and intellectual inquiry. While creativity has long been touted as the major contribution of the visual arts to new knowledge, it has not been central to a pragmatic understanding of art's intellectual value in knowledge acquisition, as Sullivan clearly demonstrates.While in the past, research methodologies were borrowed from the hard sciences and social sciences to study and argue for the curricular and pedagogical relevance of art making in classrooms, Sullivan has mined existing methodologies and compared them with the ways in which the visual arts are constituted as research. What is unique about his approach is that he does not rely solely on external research methodologies to validate the importance of visual arts practice for creative and intellectual development.Instead, he provides an in-depth perspective on the inherent value of visual arts practice as research and the robust possibilities that it offers when interconnected with wider research systems and methodologies that are constituted by the other disciplines.In Art Practice as Research: Inquiry in the Visual Arts, Sullivan begins with "Part 1: Contexts for Visual Arts Research," in which he establishes the conceptual, historical, and educational foundations of visual arts research, arguing that if it is to have any impact at all, it must be grounded in visual arts strategies, challenge existing paradigms of institutionalized knowledge, and adapted to other systems of research, theory, and practice. In "Part 2: Theorizing Visual Arts Practice," he develops and establishes the visual knowing of the artist-as-theorist, and the idea that complex systems of inquiry in art practice are robust and boundary-breaking in their methodologies, and proposes that their cognitive and transformative processes enable new insights, criticalities, and understandings to occur. …

Disproportionate Representation of African American Students in Special Education: Acknowledging the Role of White Privilege and Racism

Abstract: This article places the problem of disproportionate representation of African American students in special education in the context of the White privilege and racism that exist in American society as a whole. The author discusses how educational resource allocation, inappropriate curriculum and pedagogy, and inadequate teacher preparation have contributed to the problem of disproportionate representation. More important, she argues that remedies designed to address the disproportionality challenge must place the aforementioned structural forces at the center of education research, policy, and practice.

The handbook of physical education

Abstract: What is the current condition of the field of physical education? How has it adapted to the rise of kinesiology, sport and exercise science and human movement studies over the last thirty years? This Handbook provides an authoritative critical overview of the field and identifies future challenges and directions The Handbook is divided in to six parts: - Perspectives and Paradigms in Physical Education Pedagogy Research; - Cross-disciplinary Contributions to Research on Physical Education; - Learners and Learning in Physical Education; - Teachers, Teaching and Teacher Education in Physical Education; - Physical Education Curriculum; - Difference and Diversity in Physical Education This benchmark work is essential reading for educators and students in the field of physical education

Towards a More Authentic Science Curriculum: The contribution of out‐of‐school learning

Abstract: In many developed countries of the world, pupil attitudes to school science decline progressively across the age range of secondary schooling while fewer students are choosing to study science at higher levels and as a career. Responses to these developments have included proposals to reform the curriculum, pedagogy, and the nature of pupil discussion in science lessons. We support such changes but argue that far greater use needs to be made of out-of-school sites in the teaching of science. Such usage will result in a school science education that is more valid and more motivating. We present an "evolutionary model" of science teaching that looks at where learning and teaching take place, and draws together thinking about the history of science and developments in the nature of learning over the past 100 years or so. Our contention is that laboratory-based school science teaching needs to be complemented by out-of-school science learning that draws on the actual world (e.g., through fieldtrips), the presented world (e.g., in science centres, botanic gardens, zoos and science museums), and the virtual worlds that are increasingly available through information technologies.

How can experience in clinical and community settings contribute to early medical education? A BEME systematic review.

Abstract: Review date: Review period January 1992–December 2001. Final analysis July 2004–January 2005.Background and review context: There has been no rigorous systematic review of the outcomes of early exp...

Writing and using learning outcomes: a practical guide

Abstract: Given that one of the main features of the Bologna process is the need to improve the traditional ways of describing qualifications and qualification structures, all modules and programmes in third level institutions throughout the European Higher Education Area should be (re)written in terms of learning outcomes. Learning outcomes are used to express what learners are expected to achieve and how they are expected to demonstrate that achievement. This article presents a summary of developments in curriculum design in higher education in recent decades and, drawing on recent practical experience, suggests a user-friendly methodology for writing modules, courses and programmes in terms of learning outcomes. Content Page

America's lab report : investigations in high school science

Abstract: Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nationi'1/2s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences fit into U.S. high schools: * What is effective laboratory teaching? * What does research tell us about learning in high school science labs? * How should student learning in laboratory experiences be assessed? * Do all student have access to laboratory experiences? * What changes need to be made to improve laboratory experiences for high school students? * How can school organization contribute to effective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculumi'1/2and how that can be accomplished.

Whose Education for All?: The Recolonization of the African Mind

Abstract: Preface, Introduction, Part I: Establishing Education Policies for Sub-Saharan Africa: A Critique 1 Whose Education for All? 2 Education Policies for Sub-Saharan Africa as Viewed by the World Bank 3 The Formulation of Educational Policies and the Coordination of Aid - Some Examples Part II: African Culture and the Content of Schooling 4 A Renewed Curriculum Dependency? 5 Education for All - In Whose Language? 6 Language of Instruction in Tanzania and Namibia Part III: A Life After Jomtien for the African Universities? 7 Globalisation for Learning - Whose Globe and What Learning? - The Role of the African Universities 8 Africanisation of the Universities of South Africa 9 Yes, Whose Education Is It?

Promoting resilience in children and youth: preventive interventions and their interface with neuroscience.

Abstract: Preventive interventions focus on reducing risk and promoting protective factors in the child as well as their cultural ecologies (family, classroom, school, peer groups, neighborhood, etc). By improving competencies in both the child and their contexts many of these interventions promote resilience. Although there are now a substantial number of preventive interventions that reduce problem behaviors and build competencies across childhood and adolescence, there has been little integration with recent findings in neuropsychology and neuroscience. This article focuses on the integration of prevention research and neuroscience in the context of interventions that promote resilience by improving the executive functions (EF); inhibitory control, planning, and problem solving skills, emotional regulation, and attentional capacities of children and youth. Illustrations are drawn from recent randomized controlled trials of the Promoting Alternative Thinking Strategies (PATHS) curriculum. The discussion focuses on the next steps in transdisciplinary research in prevention and social neuroscience.

Handbook of the Sociology of Education

Abstract: Preface. Introduction M.T. Hallinan. I: Theoretical and Methodological Orientations. 1. A Social Psychological Approach to the Study of Schooling C.E. Bidwell. 2. The Organizational Context of Teaching and Learning A. Gamoran, et al. 3. Linkages Between Sociology of Race and Sociology of Education M.T. Hallinan. 4. Research and Theory on Equality and Education K. Lynch. 5. Structural Effects in Education: A History of an Idea R. Dreeben. 6. School Effects: Theoretical and Methodological Issues A.B. Sorensen, S.L. Morgan. II: Development and Expansion of Education. 7. Development and Education C. Chabbott, F.O. Ramirez. 8. The Content of the Curriculum: An Institutional Perspective E.H. McEneaney, J.W. Meyer. 9. Comparative and Historical Patterns of Education R. Collins. 10. School Expansion, School Reform, and the Limits of Growth P.B. Walters. III: The Study of Access to Schooling. 11. Equitable Classrooms in a Changing Society E.G. Cohen. 12. Connecting Home, School, and Community: New Directions for Social Research J.L. Epstein, M.G. Sanders. 13. The Variable Construction of Educational Risk J.G. Richardson. IV: The Study of School Organization. 14. School Size and the Organization of Secondary Schools V.E. Lee. 15. Comparative Sociology of Classroom Processes, School Organization and Achievement D.P. Baker, G.K. LeTendre. 16. Social Systems and Norms: A Coleman Approach B. Schneider.17. Values, Control, and Outcomes in Public and Private Schools C.H. Persell. V: The Study of School Outcomes. 18. Interactions between High Schools and Labor Markets J.E. Rosenbaum, S.A. Jones. 19. Vocational Secondary Education, Tracking, and Social Stratification Y. Shavit, W. Muller. 20. Transition from School to Work in Comparative Perspective A.C. Kerckhoff. 21. Pathways from School to Work in Germany and the US J.T. Mortimer, H. Kruger. 22. The Effects of Schooling on Individual Lives A.M. Pallas. VI: Policy Implications of Research in Sociology of Education. 23. Accountability in Education T.B. Hoffer. 24. The Fit and Misfit of Sociological Research and Education Policy D.L. Stevenson.

Twenty First Century Science: Insights from the design and implementation of a scientific literacy approach in school science

Abstract: Although the term “scientific literacy” has been increasingly used in recent years to characterise the aim of school science education, there is still considerable uncertainty about its meaning and implications for the curriculum. A major national project in England, Twenty First Century Science, is evaluating the feasibility of a more flexible science curriculum structure for 15‐year‐old and 16‐year‐old students, centring around a core course for all students with a scientific literacy emphasis. Over 12,000 students in 78 schools have followed this course since September 2003. The development of a detailed teaching programme is an important means of clarifying the meanings and implications of a “scientific literacy” approach. Questionnaire data from teachers at the end of the first and second years of the project (N = 40 and N = 51) show a strongly positive evaluation of the central features of the course design. Teachers perceive the scientific literacy emphasis as markedly increasing student interest a...

Creativity: the essence of mathematics

Abstract: For the gifted mathematics student, early mastery of concepts and skills in the mathematics curriculum usually results in getting more of the same work and/or moving through the curriculum at a faster pace. Testing, grades, and pacing overshadow the essential role of creativity involved in doing mathematics. Talent development requires creative applications in the exploration of mathematics problems. Traditional teaching methods involving demonstration and practice using closed problems with predetermined answers insufficiently prepare students in mathematics. Students leave school with adequate computational skills but lack the ability to apply these skills in meaningful ways. Teaching mathematics without providing for creativity denies all students, especially gifted and talented students, the opportunity to appreciate the beauty of mathematics and fails to provide the gifted student an opportunity to fully develop his or her talents. In this article, a review of literature defines mathematical creativi...

Working memory and children's mathematical skills : implications for mathematical development and mathematics curricula.

Abstract: This study examined the contributions of the different components of the working memory (WM) model to a range of mathematical skills in children, using measures of WM function that did not involve numerical stimuli. A sample of 148 children (78 Year 3, mean age 8 years and 1 month, and 70 Year 5 pupils, mean age 9 years and 10 months) completed WM measures and age-appropriate mathematics tests designed to assess four mathematical skills defined by the National Curriculum for England. Visuo-spatial sketchpad and central executive, but not phonological loop, scores predicted unique variance in children's curriculum-based mathematical attainment but the relative contributions of each component did not vary much across the different skills. Subsequently, the mathematics data were re-analysed using cluster analysis and new performance-related mathematics factors were derived. All three components of WM predicted unique variance in these performance-related skills, but revealed a markedly distinct pattern of associations across the two age groups. In particular, the data indicated a stronger role for the visuo-spatial sketchpad in the younger children's mathematics performance. We discuss our findings in terms of the importance of WM in the development of early mathematical ability.

Constituting the workplace curriculum

Abstract: This paper advances some bases for a workplace curriculum. These are premised on conceptions of curriculum as intents directed to individuals’ progression towards full and effective workplace performance, yet whose enactment is shaped by workplace factors and is ultimately experienced by workers as learners. So whether the intentions will be realized is likely premised on the support (affordances) for their enactment by interests within the workplace. Workplace affordances, like those in educational institutions, emphasize the role that the norms and social practices that comprise workplaces play in regulating individuals’ engagement in and learning through work. The degree to which these affordances invite, structure, support, and guide participation, and are likely to engage workers in the kinds of thinking, acting, and learning required for effective workplace performance, is important for developing effective vocational practice. The conception of an ideal curriculum directed towards full participatio...

Innovative Assessment in Higher Education

Abstract: Section One: Pedagogic Context 1. Why assessment is changing Graham Gibbs 2. How assessment frames student learning Graham Gibbs 3. Evaluating new priorities for assessment in higher education Roger Murphy 4. Accessible and adaptable elements of Alverno student assessment-as-learning: strategies and challenges for peer review Marcia Mentkowski 5. Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice David Nicol and Colin Milligan Section Two: Implementing Feedback 6. Evaluating written feedback Evelyn Brown and Chris Glover 7. Using formative assessment to improve student learning through critical reflection Alan Robinson and Mark Udall 8. Improving performance through enhancing student understanding of criteria and feedback Margaret Price and Berry O'Donovan 9. Using core assessment criteria to improve essay writing Katherine Harrington, James Elander, Jo Lusher, Olaojo Aiyegbayo, Edd Pitt, Lin Norton, Hannah Robinson and Peter Reddy Section Three: Stimulating Learning 10. Online instantaneous and targeted feedback for remote learners Shelagh Ross, Sally Jordan and Philip Butcher 11. Improving student experience through making assessments 'flow' Sean Gammon and Lesley Lawrence 12 . Confidence-based marking: towards deeper learning and better exams A.R. Gardner-Medwin 13. Developing group learning through assessment Cordelia Bryan 14. Supporting diverse students: developing learner autonomy via assessment Kay Sambell, Liz McDowell and Alistair Sambell Section Four: Encouraging Professional Development 15. Identifying themes for staff development: the essential part of PDP innovation Sue Williams and Sheila Ryan 16. Assessing learning in a PBL curriculum for healthcare training Christine Curle, Jim Wood, Catherine Haslam and Jacqui Stedmon 17. ePortfolios: supporting assessment in complex educational environments Simon Cotterill, Philip Bradley and Geoff Hammond 18. Assessment to support developments in inter-professional education Sue Morison and Mairead Boohan 19. Academic professionalism: the need for change Lewis Elton 20. Reflections, rationales and realities Karen Clegg and Cordelia Bryan

The curriculum? That’s just a unit outline, isn’t it?

Abstract: The term curriculum is familiar in school education, but more ambiguous in its usage in a higher education context. Although it is frequently used in academic staff discussions, policy and planning documents, and to describe advisory bodies, its usage is inconsistent and multifarious. This article reports a phenomenographic study of the ways in which academics conceive of the curriculum in higher education. It examines the variation in perceptions of curriculum, which is critiqued through the work of school curriculum theorists, who utilise Habermas’s theory of knowledge‐constitutive interests. The intention of this article is to explore the epistemologies and assumptions that underpin these conceptions, in order to promote an inclusive and shared vocabulary as a basis for curriculum development.

Securing the Right to Learn: Policy and Practice for Powerful Teaching and Learning

Abstract: America’s schools are among the most unequal in the industrialized world in terms of both inputs and outcomes. Inequalities in spending, class sizes, textbooks, computers, facilities, curriculum offerings, and access to qualified teachers contribute to disparate achievement by race and class, which increasingly feeds the “school-to-prison pipeline”—a function of many young people’s lack of adequate skills for joining the labor market. This creates an enormous drain on national resources, which, in turn, reduces the capacity to invest in education, social services, and employment. To reverse this situation, the nation must create a coherent system that can provide well-trained teachers in all communities so that all children can be skillfully taught and ultimately successful in a knowledge-based economy. This article describes the kind of preparation and policy system needed to achieve this goal.

Socioscience and Ethics in Science Classrooms: Teacher Perspectives and Strategies.

Abstract: This study explored teacher perspectives on the use of socioscientific issues (SSI) and on dealing with ethics in the context of science instruction. Twenty-two middle and high school science teachers from three US states participated in semi-structured interviews, and researchers employed inductive analyses to explore emergent patterns relative to the following two questions. (1) How do science teachers conceptualize the place of ethics in science and science education? (2) How do science teachers handle topics with ethical implications and expression of their own values in their classrooms? Profiles were developed to capture the views and reported practices, relative to the place of ethics in science and science classrooms, of participants. Profile A comprising teachers who embraced the notion of infusing science curricula with SSI and cited examples of using controversial topics in their classes. Profile B participants supported SSI curricula in theory but reported significant constraints which prohibited them from actualizing these goals. Profile C described teachers who were non-committal with respect to focusing instruction on SSI and ethics. Profile D was based on the position that science and science education should be value-free. Profile E transcended the question of ethics in science education; these teachers felt very strongly that all education should contribute to their students' ethical development. Participants also expressed a wide range of perspectives regarding the expression of their own values in the classroom. Implications of this research for science education are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 353–376, 2006

Changing and Sustaining Medical Students' Knowledge, Skills, and Attitudes about Patient Safety and Medical Fallibility

Abstract: PurposeTo study the effects of a patient safety and medical fallibility curriculum on second-year medical students at the University of Missouri-Columbia School of Medicine in 2003–2004.MethodStudents completed a knowledge, skills, and attitudes questionnaire before the curriculum, after the