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Denis Gleeson - One of the best experts on this subject based on the ideXlab platform.

  • in the public interest post compulsory education in a postmodern age
    Journal of Education Policy, 1996
    Co-Authors: Denis Gleeson
    Abstract:

    With mass post‐compulsory education and training now coming on stream the question arises, whose interests does it serve? In addressing this question this paper examines aspects of the recent expansion of Post‐Compulsory Education and Training (PCET). It explores various ways in which a market, credit and contract culture Find Expression in the fast changing arrangements of Post‐16 Education Policy in the UK, and whether this reflects a transition from a Fordist to a post‐Fordist learning society. In looking at what sense can be made of this transition, the paper reflects on why the post‐Fordist ideal translates into the neo‐Fordist nightmare, and what can be done about it. It is argued that it is one thing to employ a post‐Fordist or post‐modern analysis of contingency and diversity in education, and quite another to confuse such analysis with the onset of a new post‐industrial order, at least in the UK. Drawing on earlier collaborative work with colleagues (Avis et al. 1996) this paper looks toward a fo...

  • In the public interest: post‐compulsory education in a postmodern age
    Journal of Education Policy, 1996
    Co-Authors: Denis Gleeson
    Abstract:

    With mass post‐compulsory education and training now coming on stream the question arises, whose interests does it serve? In addressing this question this paper examines aspects of the recent expansion of Post‐Compulsory Education and Training (PCET). It explores various ways in which a market, credit and contract culture Find Expression in the fast changing arrangements of Post‐16 Education Policy in the UK, and whether this reflects a transition from a Fordist to a post‐Fordist learning society. In looking at what sense can be made of this transition, the paper reflects on why the post‐Fordist ideal translates into the neo‐Fordist nightmare, and what can be done about it. It is argued that it is one thing to employ a post‐Fordist or post‐modern analysis of contingency and diversity in education, and quite another to confuse such analysis with the onset of a new post‐industrial order, at least in the UK. Drawing on earlier collaborative work with colleagues (Avis et al. 1996) this paper looks toward a fo...

Bruce R Bracken - One of the best experts on this subject based on the ideXlab platform.

  • detection of sex region y sry transcripts in human prostate adenocarcinoma and benign prostatic hypertrophy
    Genes Chromosomes and Cancer, 1993
    Co-Authors: James V. Tricoli, Sharon A Dsouza, Bruce R Bracken
    Abstract:

    The human sex-region Y (SRY) gene maps to Yp 11.3 and encodes a protein that shares significant sequence homology with a conserved DNA binding motif found in the nonhistone high-mobility group (HMG) proteins. In the mouse, Sry is required for normal testicular development and is expressed in the developing male gonadal ridge as well as in the adult testis. In man, SRY Expression has been observed in the adult testis, but not in other adult male tissues. We have analyzed samples from human prostate adenocarcinoma and benign prostatic hypertrophy (BPH) for the Expression of the SRY gene. We found Expression of SRY in 60% of malignant prostate tumors and in three of six samples of BPH. We did not Find Expression in male or female colon mucosa, or in tissue from a cystic ovary. Malignant and atrophic testicular tissue both contained SRY transcript and served as positive controls in these experiments. We also found SRY transcript in the DU-145 prostate adenocarcinoma cell line. Interestingly, SRY Expression is absent in the Tera-2 teratocarcinoma cell line. The potential for the SRY gene product to bind HMG core response elements in vitro suggests that SRY could participate in the cascade of gene regulatory events that result in aberrant cell growth or malignancy. © 1993 Wiley-Liss, Inc.

Mandy Lupton - One of the best experts on this subject based on the ideXlab platform.

  • Elementary Teacher’s Conceptions of Inquiry Teaching: Messages for Teacher Development
    Journal of Science Teacher Education, 2012
    Co-Authors: Joseph E. Ireland, James J. Watters, Jo Brownlee, Mandy Lupton
    Abstract:

    This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to Find Expression in the average teachers’ pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

James V. Tricoli - One of the best experts on this subject based on the ideXlab platform.

  • detection of sex region y sry transcripts in human prostate adenocarcinoma and benign prostatic hypertrophy
    Genes Chromosomes and Cancer, 1993
    Co-Authors: James V. Tricoli, Sharon A Dsouza, Bruce R Bracken
    Abstract:

    The human sex-region Y (SRY) gene maps to Yp 11.3 and encodes a protein that shares significant sequence homology with a conserved DNA binding motif found in the nonhistone high-mobility group (HMG) proteins. In the mouse, Sry is required for normal testicular development and is expressed in the developing male gonadal ridge as well as in the adult testis. In man, SRY Expression has been observed in the adult testis, but not in other adult male tissues. We have analyzed samples from human prostate adenocarcinoma and benign prostatic hypertrophy (BPH) for the Expression of the SRY gene. We found Expression of SRY in 60% of malignant prostate tumors and in three of six samples of BPH. We did not Find Expression in male or female colon mucosa, or in tissue from a cystic ovary. Malignant and atrophic testicular tissue both contained SRY transcript and served as positive controls in these experiments. We also found SRY transcript in the DU-145 prostate adenocarcinoma cell line. Interestingly, SRY Expression is absent in the Tera-2 teratocarcinoma cell line. The potential for the SRY gene product to bind HMG core response elements in vitro suggests that SRY could participate in the cascade of gene regulatory events that result in aberrant cell growth or malignancy. © 1993 Wiley-Liss, Inc.

Joseph E. Ireland - One of the best experts on this subject based on the ideXlab platform.

  • Elementary Teacher’s Conceptions of Inquiry Teaching: Messages for Teacher Development
    Journal of Science Teacher Education, 2012
    Co-Authors: Joseph E. Ireland, James J. Watters, Jo Brownlee, Mandy Lupton
    Abstract:

    This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to Find Expression in the average teachers’ pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.