A teacher’s voice: Embracing change to make a difference

The challenge to understand the impact and demands of new forms of literacy for teachers with considerable expertise is intensified when making sense of multiple forms of texts. This paper examines how an experienced teacher made changes to her literacy pedagogy when faced with a class problem for which she felt unprepared. The story is told predominantly through the voice of the teacher using her reflective journal. An example of Web 2.0 technology, specifically the construction of a wiki, is planned and implemented to reflect the teacher’s changing views of literacy. The key focus is how this teacher will transition her practice to meet the new demands of literacy teaching, what critical moves are required of her in order to do this and how does she shift from the traditional role of facilitator to designer of online learning. Through such analysis it is proposed that it is possible for an experienced teacher to theorise, implement and adopt a stance that encompasses a broader view of literacy and literacy instruction

Improving Developers\u27 Understanding of Regex Denial of Service Tools through Anti-Patterns and Fix Strategies

Regular expressions are used for diverse purposes, including input validation and firewalls. Unfortunately, they can also lead to a security vulnerability called ReDoS (Regular Expression Denial of Service), caused by a super-linear worst-case execution time during regex matching. Due to the severity and prevalence of ReDoS, past work proposed automatic tools to detect and fix regexes. Although these tools were evaluated in automatic experiments, their usability has not yet been studied; usability has not been a focus of prior work. Our insight is that the usability of existing tools to detect and fix regexes will improve if we complement them with anti-patterns and fix strategies of vulnerable regexes. We developed novel anti-patterns for vulnerable regexes, and a collection of fix strategies to fix them. We derived our anti-patterns and fix strategies from a novel theory of regex infinite ambiguity—a necessary condition for regexes vulnerable to ReDoS. We proved the soundness and completeness of our theory. We evaluated the effectiveness of our anti-patterns, both in an automatic experiment and when applied manually. Then, we evaluated how much our anti-patterns and fix strategies improve developers’ understanding of the outcome of detection and fixing tools. Our evaluation found that our anti-patterns were effective over a large dataset of regexes (N=209,188): 100% precision and 99% recall, improving the state of the art 50% precision and 87% recall. Our anti-patterns were also more effective than the state of the art when applied manually (N=20): 100% developers applied them effectively vs. 50% for the state of the art. Finally, our anti-patterns and fix strategies increased developers’ understanding using automatic tools (N=9): from median “Very weakly” to median “Strongly” when detecting vulnerabilities, and from median “Very weakly” to median “Very strongly” when fixing them

Contours of Inclusion: Inclusive Arts Teaching and Learning

The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and Universal Design for Learning). Data for the cases studies was collected from three urban sites (i.e. Los Angeles, San Francisco, and Boston) and included participant observations, student and teacher interviews, curriculum documentation, digital documentation of student learning, and transcripts from discussion forum and teleconference discussions from a professional learning community.The initial case studies by Glass and Barnum use the curricular frameworks to analyze and understand what inclusive practices look like in two case studies of arts-in-education programs that included students with disabilities. The second set of precedent case studies by Kronenberg and Blair, and Jenkins and Agois Hurel uses the frameworks to explain their process of including students by providing flexible arts learning options to support student learning of content standards. Both sets of case studies illuminate curricular design decisions and instructional strategies that supported the active engagement and learning of students with disabilities in educational settings shared with their peers. The second set of cases also illustrate the reflective process of using frameworks like Universal Design for Learning (UDL) to guide curricular design, responsive instructional differentiation, and the use of the arts as a rich, meaningful, and engaging option to support learning. Appended are curriculum design and evaluation tools. (Individual chapters contain references.

Unleashing creative synergies: a mixed-method case study in music education classrooms

Algorithmic music composition has been gaining prominence and recognition as an innovative approach to music education, providing students with opportunities to explore creativity, computational thinking, and musical knowledge. This study aims to investigate the impact of integrating algorithmic music composition in the classroom, examining its influence on student engagement, musical knowledge, and creative expression, as well as to enhance computational thinking skills. A mixed-method case study was conducted in three Basic Music Education classrooms in the north of Portugal, involving 71 participants (68 students and 3 music teachers). The results reveal: (i) both successes and challenges in integrating computational thinking concepts and practices; (ii) pedagogical benefits of integrating programming platforms, where programming concepts overlapped with music learning outcomes; and (iii) positive impact on participants’ programming self-confidence and recognition of programming’s importance. Integrating algorithmic music composition in the classroom positively influences student engagement, musical knowledge, and creative expression. The use of algorithmic techniques provides a novel and engaging platform for students to explore music composition, fostering their creativity, critical thinking, and collaboration skills. Educators can leverage algorithmic music composition as an effective pedagogical approach to enhance music education, allowing students to develop a deeper understanding of music theory and fostering their artistic expression. Future research should contribute to the successful integration of digital technologies in the Portuguese curriculum by further exploring the long-term effects and potential applications of algorithmic music composition in different educational contexts.info:eu-repo/semantics/publishedVersio

Silicon compilation

Silicon compilation is a term used for many different purposes. In this paper we define silicon compilation as a mapping from some higher level description into layout. We define the basic issues in structural and behavioral silicon compilation and some possible solutions to those issues. Finally, we define the concept of an intelligent silicon compiler in which the compiler evaluates the quality of the generated design and attempts to improve it if it is not satisfactory