Productive pedagogies : is it an intelligible language for preservice teachers?

Australian teacher educators and teachers have become increasingly familiar with the notion of ‘Productive Pedagogies’, itself the product of longitudinal research on school reform recently undertaken in Queensland, Australia (Lingard et al., 2001a, , 2001b) . One of its strengths has been its efficacy for in-service teachers to use as a language to talk about their pedagogical work and hence a way of reclaiming some of the ground on what constitutes good teaching. In part, this can be attributed to the numerous observations of teachers’ classroom practice that informed the construction of Productive Pedagogies (PPs). That is, many teachers understand these as naming what ‘good’ teachers have always done. In this paper the value of PPs as a metalanguage for developing pre-service teachers’ knowledge and understanding of teaching is examined; whether PPs is a language that is intelligible for pre-service teachers without access to this prior teacher knowledge or whether its elements and dimensions merely constitute an isolated vocabulary. A case study of four pre-service teachers provides the context for this exploration and its empirical data. Drawing on their fieldwork observations of teaching practice, voiced in the language of PPs, the paper argues that PPs language is indeed useful in the development of pre-service teachers’ understanding of teaching, particularly in assisting them to name evidence of teachers’ recognition of and engagement with difference

Substitutes and complements in network flow problems

AbstractIf f is a function of several variables, one calls a pair of variables substitutes(complements) if the change of the value of the function when both variables are increased is at most (at least) equal to the sum of the changes when each is increased separately. We here consider the case where f is the value of a maximum weight circulation on a network and the variables are the upper and lower bounds and the weights of a pair of arcs. We introduce a simple combinatorial criterion for two arcs to be in “series” or “parallel” and show that these two cases correspond to the variables being complements or substitutes respectively. This generalizes results of Shapley for the special case of the maximum flow and optimal assignment problems. We also show that our result is best possible in that if two arcs are neither in series nor parallel, then the corresponding variables can be either substitutes or complements or both

Two algorithms for the student-project allocation problem

We study the Student-Project Allocation problem (SPA), a generalisation of the classical Hospitals / Residents problem (HR). An instance of SPA involves a set of students, projects and lecturers. Each project is offered by a unique lecturer, and both projects and lecturers have capacity constraints. Students have preferences over projects, whilst lecturers have preferences over students. We present two optimal linear-time algorithms for allocating students to projects, subject to the preference and capacity constraints. In particular, each algorithm finds a stable matching of students to projects. Here, the concept of stability generalises the stability definition in the HR context. The stable matching produced by the first algorithm is simultaneously best-possible for all students, whilst the one produced by the second algorithm is simultaneously best-possible for all lecturers. We also prove some structural results concerning the set of stable matchings in a given instance of SPA. The SPA problem model that we consider is very general and has applications to a range of different contexts besides student-project allocation

Rural Competitiveness: Results of the 1996 Rural Manufacturing Survey

Establishments in metropolitan and nonmetropolitan locations are surprisingly similar in their adoption of new technologies, worker skill requirements, use of government programs and technical assistance, exports, and sources of financing, according to the results of a nationwide survey of 3,909 manufacturing businesses. The most widespread concern of both metro and nonmetro businesses appears to be with quality of labor. Survey respondents report rapidly increasing skill requirements, and many report problems finding qualified workers. Quality of local labor is the most frequently cited problem associated with nonmetro business locations. Access to credit, transportation, and telecommunications infrastructure is a problem of secondary importance for both metro and nonmetro respondents. Rural communities face a considerable challenge in supplying workers with needed skills. The fastest-growing skill requirements -- computer, interpersonal/teamwork, and problem-solving skills -- are not central to traditional academic instruction.rural manufacturing, sample survey, worker skills, manufacturing location, credit availability, technology adoption, Community/Rural/Urban Development,