Improving subject knowledge and subject pedagogic knowledge in employment based secondary initial teacher training in England

Each year in England about 6,000 trainee teachers qualify by undertaking an employment-based initial teacher training route (EBITT), where training is mainly school based. Government inspectors have found that trainees on this route are weaker in subject knowledge and subject pedagogic knowledge compared to trainees following the more traditional one year training course (PGCE) of which about a third of course time is University based. EBITT providers are currently seeking to improve the subject knowledge aspect of training. To support this work the TDA have published a model for developing trainees' subject knowledge for teaching and suggest that providers review their provision against the model. In addition EBITT providers must also meet a new requirement that the total training time should be a minimum of 60 days. This new requirement presents a challenge to EBITT providers as most of the subject knowledge enhancement will have to be school-based. This paper seeks to find out: - how trainee teachers acquire subject and subject pedagogic knowledge while based in a school and - whether teaching staff in schools have the required subject and subject pedagogic knowledge and skills for this enhanced role. Data have been collected from trainees, school-based mentors, school-based Initial Teacher Training Coordinators and University assessors over a one year period. Data about the way trainees acquire subject knowledge was interpreted against the TDA model. The study finds that: - trainees acquire subject and subject pedagogic knowledge in a variety of highly individualistic ways that suggests that the TDA model only partially explains what is happening in practice and - there is a significant training need to ensure schools are well equipped to deliver high quality subject focussed training.</p

Secondary teachers' perceptions of the effectiveness of their pre-service education and strategies to improve pre-service education for teachers: A school based training route in England

This study aims to provide a deeper understanding of the impact of an EBITT course on teachers' early professional development, identify strengths of the course and also the ways in which the training could be improved. Data collected was recorded during individual face- to- face interviews using a structured interview schedule. In devising our approach we utilised the model suggested by Sharon Feiman-Nemser in her article How do Teachers Learn to Teach? in Cochran - Smith et. al. (2008) Handbook of Research on Teacher Education The data was analysed to explore (after 2-4 years reflection): • which elements of initial training were valuable and less valuable • what they have learned since the course • which aspects of the course the teachers feel should be improved It was cross referenced against findings from national surveys of teachers in their post qualifying year of teaching (induction year) and early years of teaching conducted by the TDA. These findings were presented as part of a common wider international study on the same theme in four countries (UK, Spain, Australia, and Ireland)

The role of the Initial Teacher Training Coordinator in the school based element of partnership: to what extent does the Co-ordinator undertake supervision of aspects of quality assurance?

Over the last 14 years, Universities and colleges have organised school placements and award qualifications whilst teachers, acting as mentors take the lead in guiding, supervising and assessing students on lengthy teaching placements. Partnership developed quickly in response to legislation and Sheffield Hallam University was among the first of the Universities to 'sign up' to the new partnership model in 1992. The Partnership Survey 2006 reported on in this paper has focussed on the Senior Liaison Tutor with a view to finding out their views on their role, and perceived contributions to the quality assurance of the partnership. The survey focussed on some of the key issues identified in previous studies and meetings of the Partnership Management Board.</p

Geometrical view of quantum entanglement

Although a precise description of microscopic physical problems requires a full quantum mechanical treatment, physical quantities are generally discussed in terms of classical variables. One exception is quantum entanglement which apparently has no classical counterpart. We demonstrate here how quantum entanglement may be within the de Broglie-Bohm interpretation of quantum mechanics visualized in geometrical terms, giving new insight into this mysterious phenomenon and a language to describe it. On the basis of our analysis of the dynamics of a pair of qubits, quantum entanglement is linked to concurrent motion of angular momenta in the Bohmian space of hidden variables and to the average angle between these momenta

The role of the initial teacher training co-ordinator: secondary headteachers' and ITT co-ordinators' perspectives

The roles of ITT co-ordinator (ITTC) and CPD co-ordinator have become well established in secondary schools in England. However there is usually a separation of responsibilities for these areas within schools. The introduction of a new Standards Framework and other government policies such as the remodelling of the workforce in schools (DfES, 2003, TDA, 2007a) provide schools with opportunity to revisit these roles. A consequence of remodelling has been a rapid expansion of support staff in schools to assist teachers and one aspect of this contractual change is that support staff are taking on administrative tasks, formerly done by teachers. A further aspect is that CPD Coordinators now have responsibility for staff development cross the wider workforce. During 2007, Schools have used remodelling as an opportunity to review their management structures throughout the school including the organisation of staff development and how the school is contributing to the training of new teachers. In this paper we consider how the role of the ITTC is changing using data from interviews with Head Teachers and ITTCs from a sample of secondary schools that are in partnership with Sheffield Hallam University. Data collection took place in April and May 2007.</p

A randomized trial of brief intervention strategies in patients with alcohol-related facial trauma as a result of interpersonal violence

Facial trauma is associated with male gender, low socioeconomic status, alcohol misuse, and violence. Brief intervention (BI) for alcohol is effective at reducing consumption in patients presenting with facial trauma. Singlesession control of violence for angry impulsive drinkers(SS-COVAID) is a new intervention that attempts to address alcohol-related violence. This study assessed the effect of SS-COVAID and BI on drinking and aggression in facial trauma patients. Male facial trauma patients who sustained their injuries as a result of interpersonal violence while drinking and who had Alcohol Use Disorders Identification Test (AUDIT) scores of &#8805;8 were randomized to either BI or SS-COVAID. Patients were followed up at six and 12 months, and drinking and aggression outcomes were analyzed. One hundred ninety-nine patients entered the trial, and 187 were included in the analysis. Of these, 165 (89%) considered themselves to be victims, 92 (51%) had sustained a previous alcohol-related injury, and 28 (15%) had previous convictions for violence. Both interventions resulted in a significant decrease in negative drinking outcomes over 12 months of follow-up (p&#60;0.001). Neither intervention had a significant effect on aggression scores, nor was there a significant difference between interventions in terms of either outcome. Both SS-COVAID and BI had a significant effect on drinking variables in this patient cohort. No effect on aggressionwas seen despite the fact that SS-COVAID specifically addresses the relationship between alcohol and violence. One reason for this may be that the facial trauma patients in this study considered themselves to be victims rather than aggressors. Another possibility is that, while BI may successfully address lifestyle factors such as hazardous or harmful drinking, it may not be effective in modifying personality traits such as aggression

Ozone measurement systems improvements studies

Results are summarized of an initial study of techniques for measuring atmospheric ozone, carried out as the first phase of a program to improve ozone measurement techniques. The study concentrated on two measurement systems, the electro chemical cell (ECC) ozonesonde and the Dobson ozone spectrophotometer, and consisted of two tasks. The first task consisted of error modeling and system error analysis of the two measurement systems. Under the second task a Monte-Carlo model of the Dobson ozone measurement technique was developed and programmed for computer operation

Proof Theory and Ordered Groups

Ordering theorems, characterizing when partial orders of a group extend to total orders, are used to generate hypersequent calculi for varieties of lattice-ordered groups (l-groups). These calculi are then used to provide new proofs of theorems arising in the theory of ordered groups. More precisely: an analytic calculus for abelian l-groups is generated using an ordering theorem for abelian groups; a calculus is generated for l-groups and new decidability proofs are obtained for the equational theory of this variety and extending finite subsets of free groups to right orders; and a calculus for representable l-groups is generated and a new proof is obtained that free groups are orderable

The Distance to the M31 Globular Cluster System

The distance to the centroid of the M31 globular cluster system is determined by fitting theoretical isochrones to the observed red-giant branches of fourteen globular clusters in M31. The mean true distance modulus of the M31 globular clusters is found to be 24.47 +/- 0.07 mag. This is consistent with distance modulii for M31 that have been obtained using other distance indicators.Comment: 11 pages, 2 postscript figures, uses aaspp4.sty, to be published in the May 1998 Astronomical Journa

Intramuscular Immunisation with Chlamydial Proteins Induces Chlamydia trachomatis Specific Ocular Antibodies.

BACKGROUND: Ocular infection with Chlamydia trachomatis can cause trachoma, which is the leading cause of blindness due to infection worldwide. Despite the large-scale implementation of trachoma control programmes in the majority of countries where trachoma is endemic, there remains a need for a vaccine. Since C. trachomatis infects the conjunctival epithelium and stimulates an immune response in the associated lymphoid tissue, vaccine regimens that enhance local antibody responses could be advantageous. In experimental infections of non-human primates (NHPs), antibody specificity to C. trachomatis antigens was found to change over the course of ocular infection. The appearance of major outer membrane protein (MOMP) specific antibodies correlated with a reduction in ocular chlamydial burden, while subsequent generation of antibodies specific for PmpD and Pgp3 correlated with C. trachomatis eradication. METHODS: We used a range of heterologous prime-boost vaccinations with DNA, Adenovirus, modified vaccinia Ankara (MVA) and protein vaccines based on the major outer membrane protein (MOMP) as an antigen, and investigated the effect of vaccine route, antigen and regimen on the induction of anti-chlamydial antibodies detectable in the ocular lavage fluid of mice. RESULTS: Three intramuscular vaccinations with recombinant protein adjuvanted with MF59 induced significantly greater levels of anti-MOMP ocular antibodies than the other regimens tested. Intranasal delivery of vaccines induced less IgG antibody in the eye than intramuscular delivery. The inclusion of the antigens PmpD and Pgp3, singly or in combination, induced ocular antigen-specific IgG antibodies, although the anti-PmpD antibody response was consistently lower and attenuated by combination with other antigens. CONCLUSIONS: If translatable to NHPs and/or humans, this investigation of the murine C. trachomatis specific ocular antibody response following vaccination provides a potential mouse model for the rapid and high throughput evaluation of future trachoma vaccines