Quality assessment by science teachers: Five focus areas

In order to teach science well, science teachers need to know what to focus on in order to ensure their assessment of student learning is meaningful and useful for the students’ on going learning and development. The diversity and range of content and skills within the subject of science mean that the assessment capabilities required by science teachers are wide ranging and complex, requiring specialist knowledge and skills in the assessment of science learning as part of the teachers’ pedagogical content knowledge (PCK). Based on a review of the literature this paper proposes a framework for quality assessment in science which focuses on five areas: teaching, students, evidence of learning, future decision-making and impact. This paper advocates a concurrent consideration of all five areas of the framework to provide a substantial, rich, broad, rigorous quality assessment approach on which teachers and students can base teaching and learning

Teaching and learning together: Making space for curriculum negotiation in higher education.

Research in compulsory sectors of education indicates that curriculum negotiation (sometimes termed co-construction) between teacher and students is beneficial for both students and teachers. It would seem, therefore, that this approach would be equally valuable in the tertiary context of initial teacher education, as a model of a good teaching approach for student teachers to observe and experience. However, enacting this approach in the context of an academic tertiary programme is often perceived as problematic. This paper discusses theoretical underpinnings of curriculum negotiation, its foundations, implementation and benefits. It then describes actions taken by a university teaching team which endeavoured to create spaces for the negotiation of curriculum, and to intentionally model curriculum negotiation. The ways in which staff and students have been able to work together collaboratively, giving both parties shared influence, input and control of learning, are explored. I contend that curriculum negotiation is an essential element within teacher education programmes if we hope to maximise learning engagement and outcomes and model an effective pedagogy

Netting the maroro : an exploration of Cook Islands teachers' beliefs about language learning and teaching : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Second Language Teaching at Massey University

Teachers' beliefs play an important role in teachers' decision making processes and affect their practice. Beliefs are situated within specific contexts. Little work has been done to investigate the beliefs of language teachers in the South Pacific. This study investigated the beliefs about language learning and language teaching of Cook Islands teachers working in Rarotonga, Cook Islands. The research used a qualitative approach based on questionnaires, interviews, and stimulated recall, including detailed case studies of three teachers. The findings suggest that the Cook Islands teachers involved in this study held beliefs about the language learning process, the nature and use of language, Cook Islands learners, the challenge of risk-taking by students in schools and the teacher's role within the classroom. Beliefs about the language learning process included those relating to initial and ongoing language acquisition, the relationship between written and spoken language, and the teaching strategies best suited to effective language learning. The role of phonics, reading, and the place of modelling were identified as particularly important. Beliefs relating to the nature and use of language included strongly identified beliefs about the links between culture and language and about the relationship between the languages used in the Cook Islands. Bilingualism was seen as an ideal goal but getting there was seen as problematic. Teachers' beliefs about learners included beliefs about affective factors and the idea of learner readiness. Beliefs were held about the particular problems associated with risk-taking in Cook Islands classrooms. Teachers held beliefs about their roles, particularly in the relationships they have with students and school administrators including the ideas of tolerance and patience in providing a good learning environment for students. In situations where decision-making was needed, but individual beliefs were in conflict with each other, the process of more centrally held beliefs overriding other less centrally held beliefs was observed. Many of the beliefs held were influenced by teachers' own language learning experiences. Significant events in the teachers' lives were identified as important sources of beliefs and motivation. The influence of the historical colonial setting was particularly evident. The research shows that Cook Islands teachers have specific beliefs that influence their practice. These beliefs were found to be strongly related to the historical, social and professional context of the believer. Because of the effects of beliefs on practice it is important for beliefs to be considered in any process of teacher change. The findings of this research should help towards an understanding of teacher beliefs necessary for future initiatives aimed at improving language teacher practice

The Role of Transportation in Campus Emergency Planning, MTI Report 08-06

In 2005, Hurricane Katrina created the greatest natural disaster in American history. The states of Louisiana, Mississippi and Alabama sustained significant damage, including 31 colleges and universities. Other institutions of higher education, most notably Louisiana State University (LSU), became resources to the disaster area. This is just one of the many examples of disaster impacts on institutions of higher education. The Federal Department of Homeland Security, under Homeland Security Presidential Directive–5, requires all public agencies that want to receive federal preparedness assistance to comply with the National Incident Management System (NIMS), which includes the creation of an Emergency Operations Plan (EOP). Universities, which may be victims or resources during disasters, must write NIMS–compliant emergency plans. While most university emergency plans address public safety and logistics management, few adequately address the transportation aspects of disaster response and recovery. This MTI report describes the value of integrating transportation infrastructure into the campus emergency plan, including planning for helicopter operations. It offers a list of materials that can be used to educate and inform campus leadership on campus emergency impacts, including books about the Katrina response by LSU and Tulane Hospital, contained in the report´s bibliography. It provides a complete set of Emergency Operations Plan checklists and organization charts updated to acknowledge lessons learned from Katrina, 9/11 and other wide–scale emergencies. Campus emergency planners can quickly update their existing emergency management documents by integrating selected annexes and elements, or create new NIMS–compliant plans by adapting the complete set of annexes to their university´s structures

Great East Japan Earthquake, JR East Mitigation Successes, and Lessons for California High-Speed Rail, MTI Report 12-37

California and Japan both experience frequent seismic activity, which is often damaging to infrastructure. Seismologists have developed systems for detecting and analyzing earthquakes in real-time. JR East has developed systems to mitigate the damage to their facilities and personnel, including an early earthquake detection system, retrofitting of existing facilities for seismic safety, development of more seismically resistant designs for new facilities, and earthquake response training and exercises for staff members. These systems demonstrated their value in the Great East Japan Earthquake of 2011 and have been further developed based on that experience. Researchers in California are developing an earthquake early warning system for the state, and the private sector has seismic sensors in place. These technologies could contribute to the safety of the California High-Speed Rail Authority’s developing system, which could emulate the best practices demonstrated in Japan in the construction of the Los Angeles-to-San Jose segment

University Scholar Series: Frances Edwards and Daniel Goodrich

Transportation Security After 9/11 On November 13, 2013, Dr. Frances Edwards and Daniel Goodrich gave a talk titled “Transportation Security After 9/11” as part of the University Scholar Series hosted by Provost Ellen Junn at the Dr. Martin Luther King, Jr. Library. Dr. Frances L. Edwards is Deputy Director of the National Transportation Security Center at Mineta Transportation Institute, professor of political science, and director of the MPA program at SJSU. Dan Goodrich is a Research Associate with Mineta Transportation Institute at SJSU, and a lecturer in the MSTM and MPA programs. Together, they have authored the textbook Introduction to Transportation Security. They will discuss the role of transportation in the economy and the challenges of maintaining the security of these critical infrastructure systems.https://scholarworks.sjsu.edu/uss/1029/thumbnail.jp

Complexes of oxygen and sulphur donor ligands with the heavier transition metals

Imperial Users onl

Emergency Management Training for Transportation Agencies

State transportation agencies have a variety of responsibilities related to emergency management. Field personnel manage events--from day-to-day emergencies to disasters--using the Incident Command System (ICS) as their organizational basis. At the headquarters level, the Emergency Operations Center (EOC) coordinates the use of resources across the department and its districts, with other state departments and agencies, and through the federal Emergency Support Function 1. District-level EOCs coordinate with the department. In extreme events, the transportation department may only be able to deliver limited essential services in austere conditions, so a continuity of operations/ continuity of government plan (COOP/COG) is essential. This research applied the principles of andragogy to deliver ICS field level training, EOC training and COOP/COG training to state transportation agency’s staff in all districts and at headquarters. The data supports the need for adult-oriented methods in emergency management training

Handbook of Emergency Management For State-Level Transportation Agencies, MTI Report 09-10

The Department of Homeland Security has mandated specific systems and techniques for the management of emergencies in the United States, including the Incident Command System, the National Incident Management System, Emergency Operations Plans, Emergency Operations Centers, Continuity of Government Plans and Continuity of Operations Plans. These plans and systems may be applied to the state-level transportation agency�s disaster response systems to enhance efficiency and effectiveness. Specific guidance and management techniques are provided to aid emergency planning staff to create DHS-compliant systems

Transportation, Terrorism and Crime: Deterrence, Disruption and Resilience

Abstract: Terrorists likely have adopted vehicle ramming as a tactic because it can be carried out by an individual (or “lone wolf terrorist”), and because the skills required are minimal (e.g. the ability to drive a car and determine locations for creating maximum carnage). Studies of terrorist activities against transportation assets have been conducted to help law enforcement agencies prepare their communities, create mitigation measures, conduct effective surveillance and respond quickly to attacks. This study reviews current research on terrorist tactics against transportation assets, with an emphasis on vehicle ramming attacks. It evaluates some of the current attack strategies, and the possible mitigation or response tactics that may be effective in deterring attacks or saving lives in the event of an attack. It includes case studies that can be used as educational tools for understanding terrorist methodologies, as well as ordinary emergencies that might become a terrorist’s blueprint