Applying the framework for culturally responsive teaching to explore the adaptations that teach first beginning teachers use to meet the needs of their pupils in school

Previous research has shown that beginning teachers are capable of adapting their practice to the needs of ethnically diverse pupils. This paper investigates the possibility that such teachers were developing their practice into what I have termed culturally adaptive teaching. A variety of methods were used to collect qualitative data that focused on the perspectives of teachers in schools across Yorkshire and Humberside, (UK) over the course of an academic year. The framework for culturally responsive teaching (CRT) was used as a lens through which to analyse the data collected. It enabled findings to emerge that took the framework beyond that of CRT, to one of culturally adaptive teaching. Teachers continually adapted their practice, in terms of cultural sensitivity, to better meet the needs of their pupils. If we can apply this framework and support beginning teachers to help them understand issues of cultural diversity in the classroom, we might be able to engender a real systematic change in teaching for the benefit of pupils

Counter terrorism law and education: student teachers’ induction into UK Prevent duty through the lens of Bauman’s liquid modernity

This chapter explores the way student teachers understand their professional role in relation to the UK's counter terrorism legislation as it relates to schools. Recent discussions on the nature of teacher professionalism characterise the relationship between the state and teachers whereby teacher’ autonomy is increasingly eroded and compromised by policy. Using Bauman’s concept of liquid modernity as a theoretical lens we analysed data collected from fifteen interviews with post graduate student teachers and one hundred and fifty questionnaires. Despite a normative attachment to notions of professional objectivity and political detachment in the classroom, most student teachers interpreted their new duties (to prevent radicalisation and promote fundamental British values), as legitimate and were uncritical of legislation and policy that expects them to play an overtly political role in schools. We argue that recent legislation and initiatives around extremism and radicalisation repositions teacher professional identity so that their involvement as part of a counter terrorist strategy is normalised

The impact of the prevent duty on schools: a review of the evidence

The UK has emerged as an influential global player in developing policy to counter violent extremism, and therefore it is important to consider the emerging evidence about the impact of this policy in education. The Prevent Duty came into force in the UK in 2015, placing a legal responsibility on schools and teachers to implement anti-terrorist legislation and prevent young people from being drawn into extremism or radicalisation. This article reviews all of the material based on empirical studies in England involving school teachers and students published between 2015 (when the Duty was introduced) and the beginning of 2019 (27 articles and reports in total) to consider the impact of the policy on schools. The key themes emerging from our analysis of this evidence base are related (1) to the ways the policy is interpreted within Islamophobic discourses, (2) the emergence of Britishness as a key feature of fundamental British values, and (3) the implications of framing Prevent as a safeguarding issue. We argue that the evidence gives support to those who have been critical of the Prevent Duty in schools, and that it seems to be generating a number of unintended and negative side effects. However, the evidence also illustrates how teachers have agency in relation to the policy, and may thus be able to enact the policy in ways which reduce some of the most harmful effects

Counter terrorism law and education student teachers' Induction into UK prevent duty through the lens of Bauman's liquid modernity

This chapter is derived from research prompted by the development of counter terrorist legislation in the UK designed to prevent radicalisation and extremism that requires teachers and schools to act in new and different ways. The data discussed in this chapter is part of a larger research project that is exploring the ways schools are responding to the duties placed upon them by the Counter Terrorism and Security Act 2015 (HMO 2015). Data generated through the research suggests that student teachers’ induction experiences are highly varied in relation to the Prevent Duty. This has significant implications for the ways in which student teachers conceptualise their role in relation to their students, and the ways in which student teachers conceptualise their relationship with subject knowledge relating to radicalisation and extremism. It also has significant implications for student teachers’ opportunity to observe

Habitat manipulation to mitigate the impacts of invasive arthropod pests

Exotic invaders are some of the most serious insect pests of agricultural crops around the globe. Increasingly, the structure of landscape and habitat is recognized as having a major influence on both insect pests and their natural enemies. Habitat manipulation that aims at conserving natural enemies can potentially contribute to safer and more effective control of invasive pests. In this paper, we review habitat management experiments, published during the last 10 years, which have aimed to improve biological control of invasive pests. We then discuss during what conditions habitat management to conserve natural enemies is likely to be effective and how the likelihood of success of such methods can be improved. We finally suggest an ecologically driven research agenda for habitat management programmes.We acknowledge the following funding sources: the Tertiary Education Commission, New Zealand, through the Bio-Protection Research Centre, Lincoln University, New Zealand (Mattias Jonsson and Steve Wratten), the New Zealand Foundation for Research, Science and Technology (FRST); project LINX0303 (Steve Wratten, Ross Cullen, Jean Tompkins), Lincoln University, New Zealand, for a Post-graduate Scholarship to Jean Tompkins, USDA CSREES Risk Avoidance and Mitigation Program (2004-51101-02210), USDA NC SARE Project (LCN 04-249), USDA CSREES Arthropod and Nematode Biology (2004-35302-14811), North Central Regional IPM, NSF-LTER at Kellogg Biological Station (NSF DEB 0423627), and the Michigan Agricultural Experiment Station (Doug Landis)