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)

Analysis of SPAR 8 single-axis levitation experiment

The melting and resolidification of SPAR 8 payload melting and resolidification of a glass specimen from the in a containerless condition and the retrieval and examination of the specimen from the. The absence of container contact was assured by use of a single-axis acoustic levitation system. However, the sample contacted a wire cage after being held without container contact by the acoustic field for only approximately 87 seconds. At this time, the sample was still molten and, therefore, flowed aroung the wire and continued to adhere to it. An analysis of why the sample did not remain levitated free of container contact is presented. The experiment is described, and experimental observations are discussed and analyzed

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

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

Effect of continuous gamma-ray exposure on performance of learned tasks and effect of subsequent fractionated exposures on blood-forming tissue

Sixteen monkeys trained to perform continuous and discrete-avoidance and fixed-ratio tasks with visual and auditory cues were performance-tested before, during, and after 10-day gamma-ray exposures totaling 0, 500, 750, and 1000 rads. Approximately 14 months after the performance-test exposures, surviving animals were exposed to 100-rad gamma-ray fractions at 56-day intervals to observe injury and recovery patterns of blood-forming tissues. The fixed-ratio, food-reward task performance showed a transient decline in all dose groups within 24 hours of the start of gamma-ray exposure, followed by recovery to normal food-consumption levels within 48 to 72 hours. Avoidance tasks were performed successfully by all groups during the 10-day exposure, but reaction times of the two higher dose-rate groups in which animals received 3 and 4 rads per hour or total doses of 750 and 1000 rads, respectively, were somewhat slower

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