Teacher Quality Discourse and the Institutionalization of Educational Reforms: Social Capital and Teacher Self-Efficacy Across 31 Countries

A teacher quality discourse has emerged, disseminated globally by a network of international organizations. Reform efforts, therefore, have become institutionalized in the global sphere, making it increasingly likely that educational systems adopt similar models to improve the quality of their teaching force. Although the accountability functions of individual teacher evaluation have often been given primacy in policy documents, Professional Learning Communities (PLCs) and development-oriented principal observation and feedback are increasingly promoted as means by which to develop teacher quality. Despite the diffusion of these policy strategies, there is little international research to determine their effectiveness.The purpose of this study is to examine global trends in the relationships between social capital reforms and teacher self-efficacy (TSE), as a proxy measure of teacher quality, in an international model of 31 countries. Hierarchical Linear Modelling (HLM) is used to test a normative policy logic that two reform strategies, conceptualized in this study as horizontal and vertical social capital reforms—PLCs and principal observations and feedback, respectively—impact TSE in instruction, student engagement, and classroom management. Teacher and principal survey data from the Teaching and Learning International Survey (TALIS) 2013 were used in the analyses. Results indicated a significant and positive relationship between PLC components, including reflective dialogue, collective focus on student learning, and collaborative professional activity and TSE. No relationship, however, was found between principal observation and feedback and TSE. Findings suggest that investing in the development of teachers’ social capital, in policy and practice, is a worthwhile endeavor, and that PLCs may be a sustainable model of supervision that promotes the collective capacity of teachers to provide all children with quality learning opportunities

Developing flamingo husbandry practices through workshop communication

ArticleZoos are duty-bound to provide excellent welfare standards for the species that they keep. Curators and keepers have a role to play in ensuring that husbandry regimes are relevant and mimic a species’ natural environment. This paper explains the key outcomes from ABWAK’s (Association of British and Irish Wild Animal Keepers) first national flamingo keepers’ workshop. Research on flamingo breeding is well documented in the literature, but research into other aspects of husbandry may develop flamingo welfare further. By engaging keepers and academics with a direct influence over flamingo management, questions relating to best practice can be answered to establish areas of common good practice as well as novel approaches. Topics presented for discussion at the workshop focused on 1) informed enclosure design, 2) relevant enrichment ideas and 3) "promotion" of flamingos to the zoo visitor, with the aim of having a positive impact on the birds’ quality of life and their value as a zoo exhibit. Outcomes generated included the development of enrichment and husbandry modifications that may enhance flamingo activity patterns and their display to zoo visitors. Many aspects of regular flamingo husbandry can have an enriching influence on the birds’ lives, therefore encouraging zoo professionals to share ideas may benefit many flamingos in many zoos. Through the medium of a workshop, husbandry techniques for specialist species such as the flamingo can be shared and developed

The effectiveness of simulated robots for supporting the learning of introductory programming: a multi-case case study

This work investigates the effectiveness of simulated robots as tools to support the learning of programming. After the completion of a Systematic Review and exploratory research a multi-case case study was undertaken. A simulator, named Kebot, was developed and used to run four ten-hour programming workshops. Twenty-three student participants (aged sixteen to eighteen) in addition to twenty-three pre-service, and three in-service, teachers took part. The effectiveness of this intervention was determined by considering opinions, attitudes and motivation as well as by analysing students’ programming performance. Pre- and post-questionnaires, in- and post-workshop exercises and interviews were used. Participants enjoyed learning using the simulator and believed the approach to be valuable and engaging. The performance of students indicates that the simulator aids learning as most completed tasks to a satisfactory standard. Evidence suggests robot simulators can offer an effective means of introducing programming. Recommendations to support the development of other simulators are provided.This is the accepted manuscript. The final version is available from Taylor & Francis at http://www.tandfonline.com/doi/full/10.1080/08993408.2014.963362#.VGH9boXziEo

Topological Entanglement of Polymers and Chern-Simons Field Theory

In recent times some interesting field theoretical descriptions of the statistical mechanics of entangling polymers have been proposed by various authors. In these approaches, a single test polymer fluctuating in a background of static polymers or in a lattice of obstacles is considered. The extension to the case in which the configurations of two or more polymers become non-static is not straightforward unless their trajectories are severely constrained. In this paper we present another approach, based on Chern--Simons field theory, which is able to describe the topological entanglements of two fluctuating polymers in terms of gauge fields and second quantized replica fields.Comment: 16 pages, corrected some typos, added two new reference

Quantum state preparation in semiconductor dots by adiabatic rapid passage

Preparation of a specific quantum state is a required step for a variety of proposed practical uses of quantum dynamics. We report an experimental demonstration of optical quantum state preparation in a semiconductor quantum dot with electrical readout, which contrasts with earlier work based on Rabi flopping in that the method is robust with respect to variation in the optical coupling. We use adiabatic rapid passage, which is capable of inverting single dots to a specified upper level. We demonstrate that when the pulse power exceeds a threshold for inversion, the final state is independent of power. This provides a new tool for preparing quantum states in semiconductor dots and has a wide range of potential uses.Comment: 4 pages, 4 figure

The Dark Side of Interaction Design

This panel will provoke the audience into reflecting on the dark side of interaction design. It will ask what role the HCI community has played in the inception and rise of digital addiction, digital persuasion, data exploitation and dark patterns and what to do about this state of affairs. The panelists will present their views about what we have unleashed. They will examine how g€stickiness' came about and how we might give users control over their data that is sucked up in this process. Finally, they will be asked to consider the merits and prospects of an alternative agenda, that pushes for interaction design to be fairer, more ethically-grounded and more transparent, while at the same time addressing head-on the dark side of interaction design

What Scope is There for Adopting Evidence-Informed Teaching in Software Engineering?

Context: In teaching about software engineering we currently make little use of any empirical knowledge. Aim: To examine the outcomes available from the use of Evidence-Based Software Engineering (EBSE) practices, so as to identify where these can provide support for, and inform, teaching activities. Method: We have examined all known secondary studies published up to the end of 2009, together with those published in major journals to mid-2011, and identified where these provide practical results that are relevant to student needs. Results: Starting with 145 candidate systematic literature reviews (SLRs), we were able to identify and classify potentially useful teaching material from 43 of them. Conclusions: EBSE can potentially lend authority to our teaching, although the coverage of key topics is uneven. Additionally, mapping studies can provide support for research-led teaching

Pleasure and pedagogy: the consumption of DVD add-ons among Irish teenagers

This article addresses the issue of young people and media use in the digital age, more specifically the interconnection between new media pleasures and pedagogy as they relate to the consumption of DVD add-ons. Arguing against the view of new media as having predominantly detrimental effects on young people, the authors claim that new media can enable young people to develop media literacy skills and are of the view that media literacy strategies must be based on an understanding and legitimating of young people's use patterns and pleasures. The discussion is based on a pilot research project on the use patterns and pleasures of use with a sample of Irish teenagers. They found that DVDs were used predominantly in the home context, and that, while there was variability in use between the groups, overall they developed critical literacy skills and competences which were interwoven into their social life and projects of identity construction. The authors suggest that these findings could be used to develop DVDs and their add-on features as a learning resource in the more formal educational setting and they go on to outline the potential teaching benefits of their use across a range of pedagogical areas

Acuity of force appreciation in the osteoarthritic knee joint

Osteoarthritis and ageing have been shown to induce changes in the number and health of peripheral mechanoreceptors. Whilst position and movement awareness in the osteoarthritic knee have been studied extensively, little work to date has been produced on muscle force awareness in this subject group. Poor force acuity may contribute to muscle and joint pain and dysfunction, and additionally hinder rehabilitation efforts in an osteoarthritic population. Overestimation of the muscles forces required for a given task, resulting in greater joint compression forces, may aggravate and inflame osteoarthritic symptoms. Underestimation of required muscle forces may amplify existing joint instability, increasing the risk of injury in an osteoarthritic population. Additionally, both under and overloading of muscles during the rehabilitation process can delay the return to full function after injury.When regarding the neurological process of force coding, current debate centres on the relative importance of centrally generated motor command mediated 'sense of effort' versus the peripheral mechanoreceptor signalled 'sense of tension' as the dominant coding process, with central mechanisms favoured in the majority of studies published to date. The purpose of this study was to investigate muscle force awareness in the knee extensors and flexors and hands of subjects with and without knee joint osteoarthritis. Twenty one subjects with knee joint osteoarthritis and 23 age and gender matched subjects with no known knee pathology were evaluated. All subjects performed ipsilateral isometric force estimation and force matching tasks, at levels scaled to individual maximum voluntary capacity (MVC). Errors in estimation and matching acuity were normalised to reference targets (comparison force/reference force) giving a relative score (RS) to allow comparison across submaximal force levels with RS less than 1.0 indicating that subjects produced insufficient force and vice versa.Maximal voluntary capacity tests revealed significantly lower (p<0.05) peak knee extension torque (111.2 Nm versus 145.3 Nm), but similar peak knee flexion torque (46.1 Nm versus 45.4 Nm for osteoarthritis and control subjects respectively). A pattern of overestimation at low reference levels and underestimation at high reference levels was demonstrated by all subjects. In the lower limb, force appreciation differed significantly between muscle groups regardless of knee condition, with knee extensors demonstrating greater overall accuracy than knee flexors. There was a significant difference (p<0.05) in force estimation ability and a trend to significance (p=0.066) for force matching acuity across groups at the 10% MVC test level. A significant (p<0.05) group difference in grip force estimation ability between the lowest and highest target levels was demonstrated.It can be concluded that there are small differences in force acuity in osteoarthritis subjects at lower submaximal force targets when compared to healthy age matched peers. The notion of information redundancy, whereby no new proprioceptive inputs, regardless of origin, are able to effect an improvement in force acuity in a given situation has been demonstrated in previous studies that reported relatively stable force matching acuity at forces between 30% and 60% of maximal capacity. The poor comparative force perception demonstrated in this study by the osteoarthritis group at the lower submaximal test levels supports the notion that centrally generated copies of motor commands do not provide sufficient data to adequately encode force magnitude at low levels of force generation, evoking a greater reliance data received from peripheral mechanoreceptors. This has significant implications for this subject group given that the majority of daily tasks require only low levels of force generation. Given that perceptive acuity in a variety of sensory modalities has been shown to improve with training there may be a role for force perception training in older adults with osteoarthritis