This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science-in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11-to 16-yearold students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. ß 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 2013

The value of argumentation in science education has become internationally recognised and has been the subject of many research studies in recent years. Successful introduction of argumentation activities in learning contexts involves extending teaching goals beyond the understanding of facts and concepts, to include an emphasis on cognitive and metacognitive processes, epistemic criteria and reasoning. The authors focus on the difficulties inherent in shifting a tradition of teaching from one dominated by authoritative exposition to one that is more dialogic, involving small-group discussion based on tasks that stimulate argumentation. The paper focuses on how argumentation activities have been designed in school science. Examples of classroom dialogue where teachers adopt the frameworks/ plans are analysed to show how argumentation processes are scaffolded. The analysis shows that several layers of interpretation are needed and these layers need to be aligned for successful implementation.

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This brief study has two essential aims. First, it is directed toward the measurement of changes in voice control that may be consequent on the overnight deactivation of cochlear implants (CIs) by individual young children in a residential school for the deaf. Second, the work is based on the exploratory use of a set of voice analytic procedures that, although developed in the first instance for work on connected speech with hearing-impaired children, have subsequently been applied extensively in voice clinic environments. Acoustic and electrolaryngograph speech recordings have been made and analyzed for a group of children with CIs, early in the morning with acoustic and CI aids switched off and at the end of a normal day's use. Special attention has been paid to the analysis of perceptually relevant physical aspects of pitch, intonation, and voice quality. Differences in voice control between these conditions of implant use have been found for all of the children.Learning Outcomes: As a result of this activity, the participant will be able to (1) define ways that voice in connected speech can be evaluated; (2) describe how the percepts of pitch, loudness, and voice quality link to vocal fold vibration; and (3) define ''range'' and ''regularity,'' with special reference to hearing impairment.The essential aim of most people with a disability is to enjoy the benefits of integration into ordinary society. The young cochlear implant (CI) user now often has the real possibility of achieving the abilities to speak and to hear the speech of others with a facility that was not previously attainable. Full integration is not yet feasible, however; for example, hearing and

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This paper reports an exploratory study of a Native Speaker Teacher (NST) of Mandarin Chinese and a Primary Languages Teacher (PLT) teaching Chinese to English pre-service primary school teachers, and is particularly focused on the use of target language (TL) by these two co-teachers.Although some studies of TL use have compared the use of target language by native and non-native speakers teaching individually, there are no studies which examine target language use in a native and non-native co-teaching situation, or relate this to the background experience of the teachers. The data collected in this study included observations of planning meetings between both teachers, observations of the teaching of the program, and interviews with both teachers.This paper focuses upon the use of target language by the Chinese Native speaker teacher (NST) and the English Primary Languages Teacher (PLT) and the ways in which this changed and developed across the teaching sessions, as well as the relationship between their TL use, background and beliefs about language teaching in the program. Findings of this study show that, even in a co-teaching situation, target language use by the native speaker teacher and the primary languages teacher differed substantially in terms of their practices of and their beliefs about use of target language, and both were influenced by their own cultures of learning. The results also suggest that working together changed the teaching behavior of both teachers and enabled them to reflect critically on their prior assumptions.

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