Perspectives of Teachers Regarding the Integration of Mathematics and Science at the Secondary School Level

The integration of mathematics and science in secondary schools in the 21st century continues to be an important topic of practice and research. The purpose of my research study, which builds on studies by Frykholm and Glasson (2005) and Berlin and White (2010), is to explore the potential constraints and benefits of integrating mathematics and science in Ontario secondary schools based on the perspectives of in-service and pre-service teachers with various math and/or science backgrounds. A qualitative and quantitative research design with an exploratory approach was used. The qualitative data was collected from a sample of 12 in-service teachers with various math and/or science backgrounds recruited from two school boards in Eastern Ontario. The quantitative and some qualitative data was collected from a sample of 81 pre-service teachers from the Queen’s University Bachelor of Education (B.Ed) program. Semi-structured interviews were conducted with the in-service teachers while a survey and a focus group was conducted with the pre-service teachers. Once the data was collected, the qualitative data were abductively analyzed. For the quantitative data, descriptive and inferential statistics (one-way ANOVAs and Pearson Chi Square analyses) were calculated to examine perspectives of teachers regardless of teaching background and to compare groups of teachers based on teaching background. The findings of this study suggest that in-service and pre-service teachers have a positive attitude towards the integration of math and science and view it as valuable to student learning and success. The pre-service teachers viewed the integration as easy and did not express concerns to this integration. On the other hand, the in-service teachers highlighted concerns and challenges such as resources, scheduling, and time constraints. My results illustrate when teachers perceive it is valuable to integrate math and science and which aspects of the classroom benefit best from the integration. Furthermore, the results highlight barriers and possible solutions to better the integration of math and science. In addition to the benefits and constraints of integration, my results illustrate why some teachers may opt out of integrating math and science and the different strategies teachers have incorporated to integrate math and science in their classroom.

Spinoza; a handbook to the Ethics,

Half-title: Ethics of Spinoza.

The vocabulary of intellectual life in the Middle Ages /

At head of title: Civicima [i.e. Comité international du vocabulaire des institutions et de la communication intellectuelles au Moyen Age].

The elements of mechanism /

"Appendix: Introductory to Reuleaux's system of teaching mechanism": p. [341]-354.

Present day tracts on the non-Christian philosophies of the age,

W. G. Blaikie: Christianity and secularism compared in their influence and effects.--N. Porter: Agnosticism.--W. F. Wilkinson: Modern materialism.--J. Iverach: The philosophy of Mr. Herbert Spencer examined.--J. R. Thomson: Modern pessimism.--J. R.Thomson: Utilitarianism.--J. R. Thomson: Auguste Comte.--J. Iverach: The ethics of evolution examined.

Ethics interpretations /

Mode of access: Internet.

The works of John Ruskin.

v. 1-4. Modern painters.-v.5-6. The stones of Venice.-v.7. Seven lamps of architecture. Lectures on architecture and painting. The study of architecture. Poetry of architecture.-v.8. Two paths ... on art. Lectures on art. Political economy of art. Pre-Raphaelitism. Notes on the construction of sheepfolds. King of the golden river.-v.9. Elements of drawing. Elements of perspective. Aratra pentelici.-v.10. Ariadne Florentina. Fors clavigera.-v.11. Sesame and lilies. Ethics of the dust. Crown of wild olive. Queen of the air.-v.12. Time and tide. Unto this last. Munera pulveris. Eagle's nest.

The financial status of the professor in America and in Germany.

Mode of access: Internet.

Mass and class; a survey of social divisions,

Preface.--The lesson from history.--Classes and the class struggle.--Classes and class functions.--Class ethics.--Ethics of the producers.--Ethics of the traders.--The reign of graft.--The failure of the trading class.--Index.

Yearbook of the National Society for the Study of Education.

Published: New York, NY : Teachers College, Columbia University, 2010-

The pleasures of an absentee landlord, and other essays,

The pleasures of an absentee landlord.--Protective coloring in education.--Concerning the liberty of teaching.--Epaphroditus to Epictetus.--Epictetus to Epaphroditus.--The charm of seventeenth-century prose.--Thomas Fuller and his "Worthies."--A literary clinic.--The alphabetical mind.--The gregariousness of minor poets.--The taming of Leviathan.--The strategy of peace.

Negotiating, Communicating, Collaborating: A Sociocultural View of Online Program Development

Thesis (Ph.D.)--University of Washington, 2016-05

A Way of Doing Things: Exploring and Applying the Alexander Technique for Choral Conductors

Thesis (D.M.A.)--University of Washington, 2016-06

A model for the integration of legal research into Australian undergraduate law curricula

The marginalisation of the teaching and learning of legal research in the Australian law school curriculum is, in the author's experience, a condition common to many law schools. This is reflected in the reluctance of some law teachers to include legal research skills in the substantive law teaching schedule — often the result of unwillingness on the part of law school administrators to provide the resources necessary to ensure that such integration does not place a disproportionately heavy burden of assessment on those who are tempted. However, this may only be one of many reasons for the marginalisation of legal research in the law school experience. Rather than analyse the reasons for this marginalisation, this article deals with what needs to be done to rectify the situation, and to ensure that the teaching of legal research can be integrated into the law school curriculum in a meaningful way. This requires the use of teaching and learning theory which focuses on student-centred learning. This article outlines a model of legal research. It incorporates five transparent stages which are: analysis, contextualisation, bibliographic skills, interpretation and assessment and application.

Investigating the dilemmas of ethical social research

The author’s work with a university ethics committee and field research in Pacific New Caledonia is used as a basis to problematise the biomedical research models used by universities in Australia for assessing social research as ethical. The article explores how culturally specific Western emotional bases for ethical decisions are often unexamined. It expresses concerns about gaps in biomedical models by linking the author’s description of field interactions with research participants to debates about the creation of knowledge.