Julian G. Greenwood

Students as catalysts in the classroom: the impact of co-teaching between science student teachers and primary classroom teachers on children's enjoyment and learning of science

This study is an investigation of the impact of collaborative teaching by student‐teachers and classroom teachers on children’s enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student‐teachers were placed in primary schools where they ‘co‐taught’ investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children’s attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children’s experience of science.

A survey of sidedness in Northern Irish schoolchildren: The interaction of sex, age, and task

The study examined lateral preference in use of hands, feet, eyes, and ears in a group of nearly 5000 schoolchildren in Northern Ireland. Performance tests were carried out by student teachers during their school-based work in 2002 and data were submitted on-line. Six tasks were used—writing, throwing a ball, kicking a ball, hopping, listening to quiet sounds, and looking through a cardboard tube. There was right bias in every task but the extent of it differed between tasks. Males were generally less right biased than females, and younger children less than older ones; for hearing, the changes with age were markedly different in the two sexes, with females showing a strong increase in right bias but males showing none. These observational results do little to illuminate the reasons for the patterns observed.

Kissing laterality and handedness

Kissing behaviour was observed between kissing couples: about 80% turned their heads to the right to kiss. To remove the influence of one kissing partner upon the other, kissing behaviour was also observed between participants and a symmetrical dolls face: about 77% turned their heads to the right to kiss. There was no significant difference in handedness between right- and left-kissers: both groups were predominantly right-kissers. It is thought that motor bias rather than emotive bias influences kissing behaviour.

Does Irish-dance training influence lower-limb asymmetry?

Irish-dance is a dance form where asymmetry is required. This study investigated the influence of Irish-dance training on four lower-limb asymmetries by comparing 100 Irish-dancers and 100 non-dancers. All four asymmetries showed significant differences between the dancers and the non-dancers: the rigidity of the dance training influencing those asymmetries.

Who is teaching your child? The issue of unqualified subject specialists in Northern Ireland

There is a growing concern throughout the UK and beyond about the lack of suitably qualified post‐primary teachers in some subject areas, particularly mathematics, design and technology and the sciences. This paper reports on a survey of teacher qualifications in Northern Ireland which indicates that a significant percentage of teachers are unqualified in the areas of mathematics, physics, ICT, history and Irish, and that Key Stage 3 teachers tend to be less well‐qualified than those at Key Stage 4 or post‐16. Unqualified teachers are less likely to be found in the grammar sector than the non‐grammar sector.