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1. The beliefs, practices and developments of three teachers of science in the primary school

Author

Edmonds, J. S.

Subjects
372.35, Primary, Science, Capital, Community of practice, NQT, CPD
Abstract

This thesis explores the beliefs of three teachers about effective primary science practice, and the ways these develop in the context of a climate where there are few school resources for primary science training. The research proposes a new theoretical model combining Lave and Wenger's communities of practice (1991) with Bourdieu's science capital social theory (2004) to explore the impact of science knowledge, culture and science social contacts on the development of beliefs about science, science teaching and the teachers' position and agency in the school to enable learning from others. A case study methodology was used, with three local primary teachers, employing participative observation and semi-structured interviews to gather data on beliefs on primary science and professional development. The data was evaluated using thematic analysis. The three teachers identified a range of beliefs about effective teaching strategies in primary science, including enquiry, linking ideas to observables in activities and dialogic learning approaches which appeared to be influenced by each teacher's type and amount of science capital. There appeared to be little science expertise or CPD in schools, to support science teaching especially during the first years when teaching strategies are established. Some teachers were not part of any external 'community of practice' and found online resources unhelpful for developing pedagogy. The combined theoretical model was found to be effective in recognising the teachers' previous experience in science and its impact on their present beliefs.

Published
2019

31. Anti-shock actions of a new converting enzyme inhibitor, enalaprilic acid, in hemorrhagic shock in cats.

Author

Freeman, J G, Hock, C E, Edmonds, J S, and Lefer, A M

Abstract

A new angiotensin converting enzyme inhibitor, enalaprilic acid (MK-422), was given in a bolus of 0.5 mg/kg i.v., followed by an infusion of 0.25 mg/kg/hr to determine its effects in hemorrhagic shock. MK-422 produced no significant hemodynamic effects in sham shock controls, yet it effectively blocked the pressor effect of exogenously administered angiotensin I throughout the 260-min experimental period and reduced angiotensin converting enzyme activity by 90% as determined by radiochemical assay. In vitro studies on cat papillary muscles and pancreatic homogenates revealed no direct inotropic or antiproteolytic effect of enalaprilic acid. Nevertheless, converting enzyme inhibitor treatment maintained postreinfusion mean arterial blood pressure at a significantly higher value (P less than .01) than that of untreated hemorrhaged animals (66 +/- 5 vs. 27 +/- 10 mm Hg, respectively). Superior mesenteric artery flow for hemorrhaged cats was significantly higher (P less than .05) in the treated group both during the end of the oligemic period (6.1 +/- 0.4 vs. 3.8 +/- 0.8 ml/kg/min) and during the postreinfusion period (6.5 +/- 0.7 vs. 1.9 +/- 1.0 ml/kg/min). Moreover, enalaprilic acid blunted the marked rise in plasma cathepsin D (P less than .01) and myocardial depressant factor activities (P less than .01), and plasma amino-nitrogen concentrations (P less than .05) observed in the untreated hemorrhaged cats. These results indicate that enalaprilic acid improved the hemodynamic and metabolic status of cats in hemorrhagic shock.

Published
1984

32. The beliefs, practices and developments of three teachers of science in the primary school

Author

Edmonds, J S

Subjects
Primary, Science, Capital, Community of practice, NQT, CPD
Abstract

This thesis explores the beliefs of three teachers about effective primary science practice, and the ways these develop in the context of a climate where there are few school resources for primary science training. The research proposes a new theoretical model combining Lave and Wenger’s communities of practice (1991) with Bourdieu’s science capital social theory (2004) to explore the impact of science knowledge, culture and science social contacts on the development of beliefs about science, science teaching and the teachers’ position and agency in the school to enable learning from others. A case study methodology was used, with three local primary teachers, employing participative observation and semi-structured interviews to gather data on beliefs on primary science and professional development. The data was evaluated using thematic analysis.The three teachers identified a range of beliefs about effective teaching strategies in primary science, including enquiry, linking ideas to observables in activities and dialogic learning approaches which appeared to be influenced by each teacher’s type and amount of science capital.There appeared to be little science expertise or CPD in schools, to support science teaching especially during the first years when teaching strategies are established. Some teachers were not part of any external ‘community of practice’ and found online resources unhelpful for developing pedagogy.The combined theoretical model was found to be effective in recognising the teachers’ previous experience in science and its impact on their present beliefs.

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