Teacher ethics: the link between quality teaching and multi-ethnic and multiracial education

Many current economic and social challenges lead to waves of migrating people. The countries where migrants seek refuge can be ethnically homogeneous and monolingual such as Greece, or more frequently, ethnically diverse with local Indigenous populations which have been subjugated and marginalized, such as the US or Australia. In either context, a significant corollary of migration is the absorption of children into the local educational system. Migrant children, much like the local Indigenous marginalized children of the host countries, have language barriers and different customs from those of the host country. Cultural mismatches between the culture of the child and that of its teacher have been empirically shown to result in a range of negative outcomes for the child, including behavioural infractions, low academic outcomes and dropping out of school. This research illustrates findings from the second phase of an extended study. The study aim was to identify what constitutes culturally responsive pedagogy in Australia to support the needs of Indigenous Australian students. Indigenous Australian students, like their counterparts in New Zealand and North America, have the lowest academic attainment of any students in Australia. Through qualitative interviews with Indigenous parents, teachers and students, we identified a range of teacher behaviours deemed by Indigenous people to be indicators of teacher quality as indicated by culturally responsive pedagogy. From these we constructed a teacher survey which was piloted with two waves of practicing teachers. Latent Trait Analyses using the Rasch Model validated the survey and its underlying factors. Findings showed that teachers' ethic of care strongly predicted their pedagogical expertise. Implications of the research include redefining quality teaching as a pedagogy based on strong ethical standards driven by a vocational disposition which seek to benefit all students including those from ethnically diverse groups such as Indigenous students, refugees and recent migrants

Effective Behaviour Management Strategies for Australian Aboriginal and Torres Strait Islander Students: A Literature Review

This paper reports findings from a systematic literature review conducted to identify effective behaviour management strategies which create a positive learning environment for Aboriginal and Torres Strait Islander students. The search criteria employed resulted in 103 documents which were analysed in response to this focus. Results identified eight themes underpinning strategies for effective behaviour management. Despite the suggested actions, the review highlights that little empirical research has been conducted to validate effective classroom behaviour management strategies; strategies which may also be used to inform teacher education. Considering the high representation of Indigenous students in statistics related to behaviour infringements and other negative school outcomes, this review affirms the urgent need for research to investigate and establish empirically what constitutes effective behaviour management for Indigenous students

A preliminary randomized double blind placebo-controlled trial of intravenous immunoglobulin for Japanese encephalitis in Nepal

BACKGROUND: Japanese encephalitis (JE) virus (JEV) is a mosquito-borne flavivirus found across Asia that is closely related to West Nile virus. There is no known antiviral treatment for any flavivirus. Results from in vitro studies and animal models suggest intravenous immunoglobulin (IVIG) containing virus-specific neutralizing antibody may be effective in improving outcome in viral encephalitis. IVIG's anti-inflammatory properties may also be beneficial. METHODOLOGY/PRINCIPAL FINDINGS: We performed a pilot feasibility randomized double-blind placebo-controlled trial of IVIG containing anti-JEV neutralizing antibody (ImmunoRel, 400mg/kg/day for 5 days) in children with suspected JE at two sites in Nepal; we also examined the effect on serum neutralizing antibody titre and cytokine profiles. 22 children were recruited, 13 of whom had confirmed JE; 11 received IVIG and 11 placebo, with no protocol violations. One child (IVIG group) died during treatment and two (placebo) subsequently following hospital discharge. Overall, there was no difference in outcome between treatment groups at discharge or follow up. Passive transfer of anti-JEV antibody was seen in JEV negative children. JEV positive children treated with IVIG had JEV-specific neutralizing antibody titres approximately 16 times higher than those treated with placebo (p=0.2), which was more than could be explained by passive transfer alone. IL-4 and IL-6 were higher in the IVIG group. CONCLUSIONS/SIGNIFICANCE: A trial of IVIG for JE in Nepal is feasible. IVIG may augment the development of neutralizing antibodies in JEV positive patients. IVIG appears an appealing option for JE treatment that warrants further study. TRIAL REGISTRATION: ClinicalTrials.gov NCT01856205

Teacher evaluation: characteristics of effective teaching aross grade-levels, subject areas, and cultures

Among those who support the use of teacher evaluations, there remains considerable debate regarding how teachers can be evaluated in the most valid and efficient manner. This presentation will summarize research that has identified characteristics of effective teaching that are remarkably consistent across a variety of contexts including grade-levels, subject areas, and cultures. In each of the reviewed studies, the general traits associated with good teaching were derived from specific and observable classroom behaviors of exceptional teachers. On a practical level, this suggests that teacher evaluations based on classroom observations can be done in a relatively easy and objective manner. This presentation will cover three parts: (1) the general traits of effective teaching consistent across grade-levels, subject areas, and cultures; (2) the validity evidence supporting their use; and (3) recommended applications

Signatures of quality teaching for Indigenous students

This paper presents findings from the validation of a survey instrument constructed in response to what Indigenous parents/carers and students believe constitutes culturally responsive pedagogies that positively influence Indigenous student learning. Characteristics of culturally responsive pedagogies established through interviews with Australian Indigenous parents, community members and students generated themes which were distilled into survey items by a team of Indigenous and other educators. The instrument was then put on trial with 141 teachers for statistical validation. Analyses employing the Rasch model confirmed that the instrument measured a unidimensional latent trait: culturally responsive pedagogy. Seven subscales, content validities of which were determined by a panel of experts, were also confirmed. Results highlighted differences between primary and secondary teachers’ self-reported practice, and important facets of teacher pedagogy in the two different school contexts emerged. Analyses of four of the subscales of the instrument—Indigenous cultural value, self‐regulation support, literacy teaching and explicitness—are presented in the context of current emphases on quality teaching and Indigenous student outcomes. The instrument can be used to measure teachers’ nuances in pedagogy, and the resulting teacher profiles can be used to assist teachers to focus on particular aspects of their pedagogy to meet the needs of their students

Responding to students' learning preferences in chemistry\ud

This paper reports on a teacher's and his students' responsiveness to a new tetrahedral-oriented (Mahaffy in J Chem Educ 83(1):49–55, 2006) curriculum requiring more discursive classroom practices in the teaching of chemistry. In this instrumental case study, we identify the intentions of this learner-centered curriculum and a teacher's development in response to this curriculum. We also explore the tensions this teacher experiences as students subsequently respond to his adjusted teaching. We use a Chemistry Teacher Inventory (Lewthwaite and Wiebe in Res Sci Educ 40(11):667-689, 2011; Lewthwaite and Wiebe in Can J Math Sci Technol Educ 12(1):36–61, 2012; Lewthwaite in Chem Educ Res Pract. doi:10.1039/C3RP00122A, 2014) to assist the teacher in monitoring how he teaches and how he would like to improve his teaching. We also use a student form of the instrument, the Chemistry Classroom Inventory and Classroom Observation Protocol (Lewthwaite and Wiebe 2011) to verify the teacher's teaching and perception of student preferences for his teaching especially in terms of the discursive processes the curriculum encourages. By so doing, the teacher is able to use both sets of data as a foundation for critical reflection and work towards resolution of the incongruence in data arising from students’ preferred learning orientations and his teaching aspirations. Implications of this study in regards to the authority of students' voice in triggering teachers' pedagogical change and the adjustments in 'teachering' and 'studenting' required by such curricula are considered

Mycobacterium tuberculosis Chaperonin 60.1 Is a More Potent Cytokine Stimulator than Chaperonin 60.2 (Hsp 65) and Contains a CD14-Binding Domain

Much attention has focused on the Mycobacterium tuberculosis molecular chaperone chaperonin (Cpn) 60.2 (Hsp 65) in the pathology of tuberculosis because of its immunogenicity and ability to directly activate human monocytes and vascular endothelial cells. However, M. tuberculosis is one of a small group of bacteria that contain multiple genes encoding Cpn 60 proteins. We have now cloned and expressed both M. tuberculosis proteins and report that the novel chaperonin 60, Cpn 60.1, is a more potent inducer of cytokine synthesis than is Cpn 60.2. This is in spite of 76% amino acid sequence similarity between the two mycobacterial chaperonins. The M. tuberculosis Cpn 60.2 protein activates human peripheral blood mononuclear cells by a CD14-independent mechanism, whereas Cpn 60.1 is partially CD14 dependent and contains a peptide sequence whose actions are blocked by anti-CD14 monoclonal antibodies. The cytokine-inducing activity of both chaperonins is extremely resistant to heat. Cpn 60.1 may be an important virulence factor in tuberculosis, able to activate cells by diverse receptor-driven mechanisms

Our Stories about Teaching and Learning: A Pedagogy of Consequence for Yukon First Nation Settings

In this study, First Nation community members in Canada’s Yukon Territory share their stories about teaching and learning, both in informal and formal settings, in an effort to identify practices that might serve teachers to be more responsive to their First Nation students. In all, 52 community members between the ages of 15 and 82 shared their stories and assisted in identifying eight categories of practice and thought associated with effective teaching practices for this First Nation. Based upon these categories of thought and practice, we present a pedagogical framework for teachers and, finally, illustrate how this profile and the stories about teaching and learning are being used for adjusting and improving teaching practice in this First Nation