The importance of collegiality and reciprocal learning in the professional development of beginning teachers

This paper discusses factors which enhance induction experiences for beginning teachers. It reports the findings from case studies which explore the impact of new entrants to the teaching profession in Scotland. The data suggest that the most supportive induction processes mix both formal and informal elements, but that the informal elements such as collegiality, good communication and a welcoming workplace environment should not be underestimated. The study also highlights the potential benefits of a more collegiate environment for teachers across the career phases. Experienced teachers and new entrants had a range of experience to offer each other, thus creating more cohesive professional working which was supportive of early career teachers while encouraging reflection on practice among the more experienced professionals

A more representative chamber: representation and the House of Lords

Since 1997 there has been substantive reform of the House of Lords in an effort to make the chamber ‘more democratic and more representative’. Whilst the Labour government failed to press ahead with any of the proposed plans for further reform following the removal of the bulk of the hereditary peers in 1999, it remained committed to the notion that such reform must make the second chamber ‘more representative’. The coalition government's programme advocates a long-term aspiration for a House wholly or mainly elected on the basis of proportional representation, and a short-term approach based on additional appointments to ensure a balance of the parties. What is clear in all of these proposals for reform is a desire for the House of Lords to become more representative than it is at present. However, what is less clear is what is meant by ‘representative’ – who the House of Lords is supposed to represent, and what form representation will take. Moreover, in proposing to make the chamber more representative, either through appointment or election, little attention has been paid to how the current House of Lords provides representation. This article examines these questions in the context of Pitkin's classic conceptions of representation and peers' attitudes towards their own representative rol

Tablet PCs in schools: Case study report: A report for Becta by the Open University

The publication provides an analysis of twelve case studies involving schools in England that were using Tablet PCs. The analysis is complemented by brief individual reports describing aspects of how each of these schools was using Tablet PCs

Am I dyslexic? Parental self-report of literacy difficulties

In the absence of criteria for the diagnosis of dyslexia, considerable weight is given to self-report, in particular in studies of children at family risk of dyslexia. The present paper uses secondary data from a previous study to compare parents who self-report as dyslexic and those who do not, in relation to objectively determined levels of ability. In general, adults are more likely to self-report as 'dyslexic' if they have poorer reading and spelling skills and also if there is a discrepancy between IQ and measured literacy. However, parents of higher social status who have mild literacy difficulties are more likely to self-report as dyslexic than parents who have weaker literacy skills but are less socially advantaged. Together the findings suggest that the judgement as to whether or not a parent considers themselves 'dyslexic' is made relative to others in the same social sphere. Those who are socially disadvantaged may, in turn, be less likely to seek support for their children

Computerised speechreading training for deaf children: A randomised controlled trial

Purpose: We developed and evaluated in a randomised controlled triala computerised speechreading training programme to determine a) whether it is possible to train speechreading in deaf children and b) whether speechreading training results in improvements in phonological and reading skills.Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationshipmay be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging. Method: Sixty-six deaf 5-7 year olds were randomised into speechreading and maths training arms. Each training programme was comprised of10 minutesessionsa day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, 3 months and 10 months after training. Results: We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations, however these effects were weaker. No benefits were seen toword reading. Conclusions: Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy programme. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children

On the metric dimension of corona product graphs

Given a set of vertices $S=\{v_1,v_2,...,v_k\}$ of a connected graph $G$, the metric representation of a vertex $v$ of $G$ with respect to $S$ is the vector $r(v|S)=(d(v,v_1),d(v,v_2),...,d(v,v_k))$, where $d(v,v_i)$, $i\in \{1,...,k\}$ denotes the distance between $v$ and $v_i$. $S$ is a resolving set for $G$ if for every pair of vertices $u,v$ of $G$, $r(u|S)\ne r(v|S)$. The metric dimension of $G$, $dim(G)$, is the minimum cardinality of any resolving set for $G$. Let $G$ and $H$ be two graphs of order $n_1$ and $n_2$, respectively. The corona product $G\odot H$ is defined as the graph obtained from $G$ and $H$ by taking one copy of $G$ and $n_1$ copies of $H$ and joining by an edge each vertex from the $i^{th}$-copy of $H$ with the $i^{th}$-vertex of $G$. For any integer $k\ge 2$, we define the graph $G\odot^k H$ recursively from $G\odot H$ as $G\odot^k H=(G\odot^{k-1} H)\odot H$. We give several results on the metric dimension of $G\odot^k H$. For instance, we show that given two connected graphs $G$ and $H$ of order $n_1\ge 2$ and $n_2\ge 2$, respectively, if the diameter of $H$ is at most two, then $dim(G\odot^k H)=n_1(n_2+1)^{k-1}dim(H)$. Moreover, if $n_2\ge 7$ and the diameter of $H$ is greater than five or $H$ is a cycle graph, then $dim(G\odot^k H)=n_1(n_2+1)^{k-1}dim(K_1\odot H).