Secondary teachers as early childhood principals: A qualitative case study

Research has demonstrated a correlation between effective education leaders, principals in particular, and student achievement. The correlation included characteristics, or responsibilities, that effective principals exhibit in order to raise student achievement. These responsibilities, along with developmentally appropriate practices, serve as conceptual frameworks for this case study. The purpose of this study was to examine the lived experiences of preschool through third grade teachers who have served under principals with early childhood/elementary backgrounds and those with backgrounds in middle/secondary education. This qualitative case study focused on 10 Iowa early childhood classroom teachers in grades preschool through third. Further, all participants currently teach in early childhood classrooms in various sizes of school districts from rural, suburban, and urban areas throughout the state of Iowa. Data collection was completed through survey, semi-structured interviews, and document review. This case study focused on the effects principals have on early childhood programming. The concept of early childhood educational leadership applies to Iowa’s early childhood principals who serve teachers, students, and families in grades preschool through third. Themes that appeared throughout this case study included an early childhood principal’s need to: (a) have a background in early childhood education, (b) have an advanced understanding of child development, (c) implement effective teaching strategies to close the achievement gap, (d) communicate and relate to staff and students effectively, and (e) be visible in the early childhood classrooms. Implications include the option for the Iowa Board of Educational Examiners (BOEE) to reexamine the effects of licensing principals PK-12. In addition, the institutes of higher education within Iowa may need to adjust their programming to better serve the needs of early childhood educational leaders

Assisted yes, but where do we draw the line?

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Frequency-encoded linear cluster states with coherent Raman photons

Entangled multi-qubit states are an essential resource for quantum information and computation. Solid-state emitters can mediate interactions between subsequently emitted photons via their spin, thus offering a route towards generating entangled multi-photon states. However, existing schemes typically rely on the incoherent emission of single photons and suffer from severe practical limitations, for self-assembled quantum dots most notably the limited spin coherence time due to Overhauser magnetic field fluctuations. We here propose an alternative approach of employing spin-flip Raman scattering events of self-assembled quantum dots in Voigt geometry. We argue that weakly driven hole spins constitute a promising platform for the practical generation of frequency-entangled photonic cluster states

An estimate of the stratospheric contribution to springtime tropospheric ozone maxima using TOPSE measurements and beryllium-7 simulations

Measurements of tropospheric ozone (O3) between 30°N and 70°N show springtime maxima at remote locations. The contribution of seasonal changes in stratosphere–troposphere exchange (STE) to these maxima was investigated using measurements from the Tropospheric Ozone Production about the Spring Equinox Experiment (TOPSE) campaign and the beryllium-7 (7Be) distribution from a calculation driven by fields from the Goddard Earth Observing System Data Assimilation System (GEOS DAS). Comparison with TOPSE measurements revealed that upper tropospheric model-calculated 7Be mixing ratios were reasonable (a change from previous calculations) but that lower tropospheric mixing ratios were too low most likely due to an overestimation of scavenging. Temporal fluctuations were well captured although their amplitudes were often underestimated. Analysis of O3measurements indicated that O3 mixing ratios increased by 5–10% month−1 for θ \u3c 300 K (the underworld) and by 10–15% month−1 for θ \u3e 300 K (the tropospheric middleworld). 7Be mixing ratios decreased with time for θ \u3c 290 K and increased with time for θ \u3e 300 K. Model-calculated middleworld increases of 7Be were a factor of 2 less than measured increases. 7Be with a stratospheric source (strat-7Be) increased by 4.6–8.8% month−1 along TOPSE flight paths within the tropospheric middleworld. Increases in strat-7Be were not seen along TOPSE flight paths in the underworld. Assuming changes in tropospheric O3 with a stratospheric source are the same as changes in strat-7Be and that 50% of O3 in the region of interest is produced in the stratosphere, changes in STE explain 20–60% of O3 increases in the tropospheric middleworld and less than 33% of O3 increases in the underworld

From product centricism to systems-wide education design: making corporate technology systems work for the learning organisation

Deakin University has established a major integrated corporate technology infrastructure in the last two years to enhance and bring together its distance education and on-campus education. This environment has been called Deakin Online. With Deakin Online rapidly developing, efforts are beginning to focus more fundamentally on how the potentials of the environment can be realised to create enduring teaching and learning value. This search must be understood in the context of the University&rsquo;s commitment to the values of relevance, responsiveness and innovation. The question is: how can these values be realised in the digitally-based evolving educational enterprise using the new corporate technologies and new concepts of organisational structure and function? We argue for the transforming role of the academic teacher and new forms of open academic collegiality as being critical to realise strategic and enduring educational value. Moreover, change in role and process needs to be grounded in more systemic organisation and program-wide approaches to designing and working within the new contemporary learning environments. We believe the shift from the dangers of product centricism to system-wide education design modelling situating e-learning within broader curricular and pedagogical concerns represents the best strategy to create enduring educational benefits for all stakeholder groups (notably academic teachers and their learners) while preserving teachers&rsquo; sense of agency in the changing learning environments of higher education.<br /