<i>‘What retention’ means to me</i>: the position of the adult learner in student retention

Studies of student retention and progression overwhelmingly appear adopt definitions that place the institution, rather than the student, at the centre. Retention is most often conceived in terms of linear and continuous progress between institutionally identified start and end points. This paper reports on research that considered data from 38 in-depth interviews conducted with individuals who had characteristics often associated with non-traditional engagement in higher education who between 2006 and 2010 had studied an ‘Introduction to HE’ module at one distance higher education institution, some of whom had progressed to further study at that institution, some of whom had not. The research deployed a life histories approach to seek a finer grained understanding of how individuals conceptualise their own learning journey and experience, in order to reflect on institutional conceptions of student retention. The findings highlight potential anomalies hidden within institutional retention rates – large proportions of the interview participants who were not ‘retained’ by the institution reported successful progression to and in other learning institutions and environments, both formal and informal. Nearly all described positive perspectives on lifelong learning which were either engendered or improved by the learning undertaken. This attests to the complexity of individuals’ lives and provides clear evidence that institution-centric definitions of retention and progression are insufficient to create truly meaningful understanding of successful individual learning journeys and experiences. It is argued that only through careful consideration of the lived experience of students and a re-conception of measures of retention, will we be able to offer real insight into improving student retention

Secondary literacy across the curriculum: Challenges and possibilities

This paper discusses the challenges and possibilities attendant upon successfully implementing literacy across the curriculum initiatives – or ‘school language policies’ as they have come to be known - particularly at the secondary or high school level. It provides a theoretical background to these issues, exploring previous academic discussions of school language policies, and highlights key areas of concern as well as opportunity with respect to school implementation of such policies. As such, it provides a necessary conceptual background to the subsequent papers in this special issue, which focus upon the Secondary Schools’ Literacy Initiative (SSLI) – a New Zealand funded programme that aims to establish cross-curricular language and literacy policies in secondary schools

The density of anthropogenic features explains seasonal and behaviour-based functional responses in selection of linear features by a social predator

Anthropogenic linear features facilitate access and travel efficiency for predators, and can influence predator distribution and encounter rates with prey. We used GPS collar data from eight wolf packs and characteristics of seismic lines to investigate whether ease-of-travel or access to areas presumed to be preferred by prey best explained seasonal selection patterns of wolves near seismic lines, and whether the density of anthropogenic features led to functional responses in habitat selection. At a broad scale, wolves showed evidence of habitat-driven functional responses by exhibiting greater selection for areas near low-vegetation height seismic lines in areas with low densities of anthropogenic features. We highlight the importance of considering landscape heterogeneity and habitat characteristics, and the functional response in habitat selection when investigating seasonal behaviour-based selection patterns. Our results support behaviour in line with search for primary prey during summer and fall, and ease-of-travel during spring, while patterns of selection during winter aligned best with ease-of-travel for the less-industrialized foothills landscape, and with search for primary prey in the more-industrialized boreal landscape. These results highlight that time-sensitive restoration actions on anthropogenic features can affect the probability of overlap between predators and threatened prey within different landscapes

Experimental cross-correlation Nitrogen Q-branch CARS Thermometry in a Spark Ignition Engine

A purely experimental technique was employed to derive temperatures from nitrogen Q-branch Coherent Anti-Stokes Raman Scattering (CARS) spectra, obtained in a high pressure, high temperature environment (spark ignition Otto engine). This was in order to obviate any errors arising from deficiencies in the spectral scaling laws which are commonly used to represent nitrogen Q-branch CARS spectra at high pressure. The spectra obtained in the engine were compared with spectra obtained in a calibrated high pressure, high temperature cell, using direct cross-correlation in place of the minimisation of sums of squares of residuals. The technique is demonstrated through the measurement of air temperature as a function of crankshaft angle inside the cylinder of a motored single-cylinder Ricardo E6 research engine, followed by the measurement of fuel-air mixture temperatures obtained during the compression stroke in a knocking Ricardo E6 engine. A standard CARS program (SANDIA’s CARSFIT) was employed to calibrate the altered non-resonant background contribution to the CARS spectra that was caused by the alteration to the mole fraction of nitrogen in the unburned fuel-air mixture. The compression temperature profiles were extrapolated in order to predict the auto-ignition temperatures

Action research in physical education: focusing beyond myself through cooperative learning

This paper reports on the pedagogical changes that I experienced as a teacher engaged in an action research project in which I designed and implemented an indirect, developmentally appropriate and child‐centred approach to my teaching. There have been repeated calls to expunge – or at least rationalise – the use of traditional, teacher‐led practice in physical education. Yet despite the advocacy of many leading academics there is little evidence that such a change of approach is occurring. In my role as teacher‐as‐researcher I sought to implement a new pedagogical approach, in the form of cooperative learning, and bring about a positive change in the form of enhanced pupil learning. Data collection included a reflective journal, post‐teaching reflective analysis, pupil questionnaires, student interviews, document analysis, and non‐participant observations. The research team analysed the data using inductive analysis and constant comparison. Six themes emerged from the data: teaching and learning, reflections on cooperation, performance, time, teacher change, and social interaction. The paper argues that cooperative learning allowed me to place social and academic learning goals on an even footing, which in turn placed a focus on pupils’ understanding and improvement of skills in athletics alongside their interpersonal development

The purpose of mess in action research: building rigour though a messy turn

Mess and rigour might appear to be strange bedfellows. This paper argues that the purpose of mess is to facilitate a turn towards new constructions of knowing that lead to transformation in practice (an action turn). Engaging in action research - research that can disturb both individual and communally held notions of knowledge for practice - will be messy. Investigations into the 'messy area', the interface between the known and the nearly known, between knowledge in use and tacit knowledge as yet to be useful, reveal the 'messy area' as a vital element for seeing, disrupting, analysing, learning, knowing and changing. It is the place where long-held views shaped by professional knowledge, practical judgement, experience and intuition are seen through other lenses. It is here that reframing takes place and new knowing, which has both theoretical and practical significance, arises: a 'messy turn' takes place

Inheritance of resistance to head bugs and its interaction with grain molds in Sorghum bicolor

Sorghum head bug, Calocoris angustatus, is one of the most important pests of grain sorghum in India. Head bug damage increases the severity of grain moulds, which renders the grain unfit for human consumption. Gene action for resistance to head bugs and grain moulds was studied in a diverse array of male-sterile lines and testers in a line × tester mating design under conditions of natural infestation. Mean squares for parents, parents vs. crosses, lines, testers, and lines × testers were significant for head bug damage and grain mould severity. General combining ability (GCA) effects were significant and negative for ICSA 88019 for head bug damage, and ICSA 88019 and ICSA 88020 for grain moulds (except for ICSA 88020 in 1993). General combining ability effects were positive for ICSA 42 and 296 A. GCA effects of lines and testers for head bug damage and grain mould severity were in the same direction (+ve or -ve). Head bug damage in the grain was significantly correlated with grain mould severity. Testers IS 8891, IS 15107, and TAM 2566 (with coloured grain and less susceptibility to moulds) produced mould-resistant hybrids in combination with all the male-sterile lines, while the reverse was true in the case of Swarna and ICSV 112. Resistance to head bugs showed dominance to partial dominance type of gene action, while in the case of grain moulds, it showed dominance to overdominance. Resistance to these pests is governed by both additive and nonadditive types of gene action. The implications of these results are discussed in relation to needs for crop improvement in sorghum

Collaborative action research through technologically mediated agoras.

ABSTRACT: The study presented in this article forms part of a wider project promoting collaboration between junior researchers from different universities with the objective of rethinking and improving teaching practice in relation to the use of technology. The article describes research carried out during the 2012/13 academic year aimed at developing collaborative action research through technologically mediated agoras involving students from three Spanish universities. The main results of this study show that junior researchers improved their teaching practice through technologically mediated inside and outside agoras. In addition, the transformation of university classrooms into agoras enabled the negotiated reconstruction of knowledge for the analysis of good practice in the use of technology. Likewise, these agoras helped reduce limitations by breaking down the barriers of time, distance and resources for sharing findings and limitations between junior researchers. Furthermore, they pave the way for improvements and their implementation in learning processes during initial teacher training