Wayne Melville

发表

Pre-Service Teacher Reflections, Video-Conference and WebCT: An Exploratory Case Study

Graham J. Passmore, G. M. Bowen, Wayne Melville, 2017 .

Professional Learning in a School-Based Community of Science Teachers

Wayne Melville, 2010 .

The Problematic Nature of the Practicum: A Key Determinant of Pre-service Teachers’ Emerging Inquiry-Based Science Practices

Xavier Fazio, Wayne Melville, Anthony Bartley, 2010 .

Problematizing the Practicum to Integrate Practical Knowledge

T. Campbell, Xavier Fazio, Wayne Melville, 2014 .

Contesting continuing professional development: reflections from England

Wayne Melville, I. Hardy, 2013 .

SCAFFOLDING THE INQUIRY CONTINUUM AND THE CONSTITUTION OF IDENTITY

Xavier Fazio, Wayne Melville, Anthony Bartley, 2013 .

Storylines and the Acceptance of Uncertainty in Science Education

Wayne Melville, J. Pilot, 2014 .

Using Biographical Letters to Draw on the Nature of Science

Dale L. Walker, Wayne Melville, William J Medina-Jerez, 2015 .

SCAFFOLDING THE INQUIRY CONTINUUM AND THE CONSTITUTION OF IDENTITY

Xavier Fazio, Wayne Melville, Anthony Bartley, 2012, International Journal of Science and Mathematics Education.

The Departmental Script as an Ongoing Conversation into the Phronesis of Teaching Science as Inquiry

T. Campbell, Xavier Fazio, Wayne Melville, 2012, Journal of Science Education and Technology.

Teacher learning, accountability and policy enactment in Ontario: the centrality of trust

Wayne Melville, I. Hardy, 2018, Educational Research for Policy and Practice.

Problematizing the Practicum to Integrate Practical Knowledge

T. Campbell, Xavier Fazio, Wayne Melville, 2014, Research in Science Education.

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

T. Campbell, Wayne Melville, G. Verma, 2021 .

Mentoring and Community: Inquiry as stance and science as inquiry

Wayne Melville, Anthony Bartley, 2010 .

Science Education and Student Autonomy

D. Kerr, T. Campbell, Wayne Melville, 2018, Canadian Journal of Science, Mathematics and Technology Education.

CURRICULUM REFORM AND A SCIENCE DEPARTMENT: A BOURDIEUIAN ANALYSIS

Wayne Melville, 2010 .

Contextual Opportunities for Teacher Professional Learning: The Experience of One Science Department

Wayne Melville, B. Yaxley, 2009 .

Workplace as Community: Perspectives on Science Teachers’ Professional Learning

J. Wallace, Wayne Melville, 2007 .

Subject, Relationships and Identity: The Role of a Science Department in the Professional Learning of a Non-University Science Educated Teacher

J. Wallace, Wayne Melville, 2007 .

Challenging the Hegemony of Western Scientism in Science Teacher Education

T. Campbell, Wayne Melville, G. Verma, 2022, Journal of Science Teacher Education.

Science Teacher Education in the Times of the COVID-19 Pandemic

T. Campbell, Wayne Melville, G. Verma, 2020 .

The Departmental Script as an Ongoing Conversation into the Phronesis of Teaching Science as Inquiry

T. Campbell, Xavier Fazio, Wayne Melville, 2012 .

Mandated curriculum change and a science department: A superficial language convergence?

Wayne Melville, Wayne Melville, 2008 .

Struggling to ‘see the big picture’: professional learning, policy and precarious employment

Wayne Melville, I. Hardy, Misha Roy, 2019, Teacher Development.

The evolving role of the science department chair

Wayne Melville, J. Peacock, 2018, International Journal of Science Education.

The chair's dispositions as virtues

Molly Weinburgh, Doug Jones, Wayne Melville, 2016 .

Collaborative, Reflective, and Iterative Japanese Lesson Study in an Initial Teacher Education Program: Benefits and Challenges

Wayne Melville, Caroline Chassels, 2009 .

Distributed leadership with the aim of ‘reculturing’: a departmental case study

T. Campbell, Doug Jones, Wayne Melville, 2014 .

Science teacher development through collaborative action research

Xavier Fazio, Wayne Melville, 2008 .

CHANGE FORCES: IMPLEMENTING CHANGE IN A SECONDARY SCHOOL FOR THE COMMON GOOD

Molly Weinburgh, Wayne Melville, Anthony Bartley, 2012 .

Science Teacher Education and a Sociopolitical Turn: The Implications for Democratic Citizenship, and Environmental and Social Justice

T. Campbell, Wayne Melville, G. Verma, 2022 .

Science Education and Student Autonomy

T. Campbell, Wayne Melville, G. Verma, 2018, Canadian Journal of Science, Mathematics and Technology Education.

Discourse, the moral imperative and Faraday’s candle

Wayne Melville, 2013 .

Discourse, the moral imperative and Faraday’s candle

Wayne Melville, 2012, Cultural Studies of Science Education.

A logic of “linking learning”: Leadership practices across schools, subject departments and classrooms

Molly Weinburgh, Wayne Melville, Anthony Bartley, 2014 .

Experience and Reflection: Preservice Science Teachers’ Capacity for Teaching Inquiry

Xavier Fazio, Doug Jones, Wayne Melville, 2008 .

Virtues, Teacher Professional Expertise, and Socioscientific Issues

J. Wallace, Wayne Melville, B. Yaxley, 2007 .

Bourdieu, Department Chairs and the Reform of Science Education

Wayne Melville, Anthony Bartley, I. Hardy, 2011 .

Experience and Reflection: Preservice Science Teachers’ Capacity for Teaching Inquiry

Doug Jones, Wayne Melville, 2008 .

Metaphorical Duality: High School Subject Departments as Both Communities and Organizations.

J. Wallace, Wayne Melville, 2007 .

Individuals and Leadership in an Australian Secondary Science Department: A Qualitative Study

J. Wallace, Wayne Melville, Anthony Bartley, 2007 .

Constituting Identities That Challenge the Contemporary Discourse: Power, Discourse, Experience, and Emotion

Wayne Melville, Anthony Bartley, 2013 .

Science teacher orientations and PCK across science topics in grade 9 earth science

T. Campbell, Wayne Melville, D. Goodwin, 2017 .

Uncertainty and the Reform of Elementary Math Education

D. Kerr, Wayne Melville, J. Holm, 2013 .