School Based Induction Tutors: a challenging role

Since September 1999, all Newly Qualified Teachers (NQTs) in England who wish to teach in the maintained sector have to complete an induction period. In the light of the introduction of this statutory policy, this paper critically examines the key role of the school based induction tutor in managing the process. It draws upon an analysis of the government’s induction circulars (DfEE/S 1999;2000;2001) and uses empirical data from a large, national DfES-funded project which evaluated the implementation of the policy. We argue that, for the majority of schools the work of the induction tutor within the whole school context, including management by the headteacher, is the major factor in the success of the policy. Further, we argue that there remain some tensions in the policy between the professional development and the assessment agenda

The nature of practice-based knowledge and understanding

The chapter situates teaching as a practice in which the knowledge and understanding required of expert practitioners is neither wholly practicol nor wholly theoretical. The chapter discusses the natuire of teacher knowledge and understanding and the importance of the development of practical judgement,which might characterised as a capacity to do the right thing at the right time, to respond flexibly and appropriately in the moment. Judgement is a fundamental capacity for teachers

Current Research on the Nature of Cholinergic Receptors

A review is given of current, mostly biochemical, research on the muscarinic and the nicotinic acetylcholine receptors. The review contains 74 references

Importance and implementation of explanation in expert systems

Explanation is crucial in persuading others of the correctness of our beliefs to gain acceptance of our conclusion. Early research into expert systems focused on methods for reasoning. However it became apparent that the ultimate success lay in the ability to gain user acceptance by explaining the reasoning behind the conclusion. This study examines explanation from a social and an implementation standpoint. The social aspects of explanation provide insight into the role of naturally occurring explanations and listener expectations. Examination of research expert systems with explanation facilities and modifications of a simple Prolog expert system shell demonstrate the techniques required to simulate naturally occurring text. The modified shell produces improved explanations over the original shell, clearly indicating the desirability of natural appearance for gaining user acceptance

Immunization of Rabbits with Purified Nicotinic Acetylcholine Receptor

Immunization of rabbits, rats and guinea pigs with nicotinic acetylcholine receptor from the electric organ of T. marmorata leads to a production of antibodies in these animais. Simultaneously a peripheral paralysis is seen, particularly .pronounced in rabbits. In rats the symptoms are transient. The antibody titres in rabbits are correlated to the visible symptoms. The highest antibody titres are found in the most affected animals. Electrophysiolog;ical, immunological and morphological analysis indicate disturbances of the neuromuscular function, probably on the post.synaptic site. Thymus reactions may also be involved as a thymit has been found in the immunized rabbits

Valuing initial teacher education at Master's level

The future of Master’s-level work in initial teacher education (ITE) in England seems uncertain. Whilst the coalition government has expressed support for Master’s-level work, its recent White Paper focuses on teaching skills as the dominant form of professional development. This training discourse is in tension with the view of professional learning advocated by ITE courses that offer Master’s credits. Following a survey of the changing perceptions of Master’s-level study during a Post Graduate Certificate in Education course by student teachers in four subject groups, this paper highlights how the process of professional learning can have the most impact on how they value studying at a higher level during their early professional development