16,025 research outputs found
Growing Scholarly Teachers and Educational Researchers: A Curriculum for a Research Pathway in Pre-Service Teacher Education
This paper advocates the development of high-level research capability in some students in their undergraduate Bachelor of Education course. The rationale for this viewpoint is presented in relation to three questions: "What is educational research?" "Why should universities develop high-level research capability in some preservice teacher education graduates?" and "What type of curriculum can support the development of high-level research capability in some preservice teacher education graduates?" The first two questions are addressed broadly. The latter question is addressed with reference to an existing Research Pathway within a Bachelor of Education course. The paper concludes with the identification of a priority issue for subsequent iterations of the Pathway and a reflection on the shift in my role as a teacher in this Pathway from âteacher researcherâ to âscholarly teacherâ
Variation in teachers' and students' understanding of teaching and learning in Fine Art and the broader community
This paper focuses on discerning the critical differences, or variation, in the way
teachers and students experience and understand the subject of Fine Art and its
relation to its broader community. In previous research (Reid, 1999; Davies & Reid,
2001), relations have been found within the music and design disciplines where
teachers and students experience of one of three defined dimensions was strongly
related to the ways in which they understood teaching and learning their subject. The
musicians and designers (and their students) described their experience of the
professional world in three hierarchically related ways. This constitution has become
known as the subject 'Entity'.
Taking a phenomenographical approach, the paper asks whether the experience of
learning and teaching in Fine Art education, both for students and teachers, is
consistent with conceptions shared, within the educational community, about the
professional world of fine artists. In so doing this research project is intended to
reveal the 'Fine Art Entity'. Discerning and describing the 'Fine Art Entity' is
intended, not only to provide a basis for enhancement of learning, teaching and
curriculum development in Fine Art practice, bit also to make a significant
contribution to the subject discourse within the communit
Adversarial Learning of Semantic Relevance in Text to Image Synthesis
We describe a new approach that improves the training of generative
adversarial nets (GANs) for synthesizing diverse images from a text input. Our
approach is based on the conditional version of GANs and expands on previous
work leveraging an auxiliary task in the discriminator. Our generated images
are not limited to certain classes and do not suffer from mode collapse while
semantically matching the text input. A key to our training methods is how to
form positive and negative training examples with respect to the class label of
a given image. Instead of selecting random training examples, we perform
negative sampling based on the semantic distance from a positive example in the
class. We evaluate our approach using the Oxford-102 flower dataset, adopting
the inception score and multi-scale structural similarity index (MS-SSIM)
metrics to assess discriminability and diversity of the generated images. The
empirical results indicate greater diversity in the generated images,
especially when we gradually select more negative training examples closer to a
positive example in the semantic space
Analysis and evaluation of uncertainty for conducted and radiated emissions tests
Whenever an EMC measurement is made, there are numerous uncertainties in different
parts of the measurement system and even in the EMC performance of the equipment
under test (EUT) which is being measured. It is important to be able to estimate the
overall uncertainty, in particular, the test setup and measurement equipment uncertainty.
However, making repetitive measurements can reduce the measurement uncertainty, but
often economics of time do not permit that. Therefore, a practical process, which is used
to evaluate uncertainty in EMC measurement a, according to the principle of uncertainty
and conditions in EMC measurement is presented. In this study, an efficient analysis of
uncertainty for both radiated and conducted emissions tests is performed. The
uncertainty of each contributor had been calculated and evaluating the reported
expanded uncertainty of measurement is stated as the standard uncertainty of
measurement. This standard uncertainty is multiplied by the coverage factor k=2, which
for a normal distribution corresponds to a coverage probability of approximately 95%.
The result of calculating the uncertainty for both conducted and radiated emission tests
showed that the overall uncertainty of the system is high and it must be lowered by
reducing the expanded uncertainty for the dominant contributors for both tests. In
addition, the result of applying the concept of CISPR uncertainty for both conducted and
radiated emission tests showed that non-compliance is deemed to occur for both EUT of
both tests. This is due to the result that the measured disturbances increased by
(
), above the disturbance limit
'No research is insignificant': implementing a Students-as-Researchers Festival
There are increasing demands for Higher Education (HE) students to play a role in research-active communities and, similarly, for College Based Higher Education (CBHE) lecturers to develop their research practices. A cross-consortium Student Research Festival was designed to create a collaborative 'community of discovery' (Coffield and Williamson, 2011) and enable final year students to disseminate their research studies to a wider audience. The Festival drew on current HE pedagogies to build an open communicative space in which the three dimensions of practice architecture (Kemmis et.al., 2014) were embodied. The Festival was evaluated through a Collaborative Action Research project in order to establish how the sharing of research contributed to the participants' identity as researchers. Data were analysed using the a priori categories afforded by the practice architecture framework. Valuable insights emerged into the students' conception of research, as detached from the 'real' world and belonging to the privileged few. These views were challenged by the experience of the Festival, which narrowed the gap between student and researcher and unsettled existing roles. Recommendations include widening the scope of the Festival to include other stakeholders and embedding further research building opportunities in the undergraduate curriculum
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