30 research outputs found
Attenuation of fast neutrons in ilmenite concretes
No full textEnergy distributions of fast neutrons (> 0.5 MeV) transmitted through slabs of normal and high density ilmenite concretes, obtained by time of flight methods, are presented for concrete thicknesses increasing in steps of 7.6 cm from 0 to 46 cm. The incident spectrum consisted of a photoneutron continuum from aluminium irradiated with 35 MeV bremsstrahlung, and was thus of somewhat higher mean neutron energy than a typical fission spectrum. The measured distributions are in satisfactory agreement with the results of a Monte Carlo simulation, and results from the latter are used to extrapolate the measured data to greater thicknesses and other ilmenite concrete densities.NRC publication: Ye
Australian Indigenous students: addressing equity issues in assessment
Get PDFThis article provides the background and context to the important issue of assessment and equity in relation to Indigenous students in Australia. Questions about the validity and fairness of assessment are raised and ways forward are suggested by attending to assessment questions in relation to equity and culture-fair assessment. Patterns of under-achievement by Indigenous students are reflected in national benchmark data and international testing programmes like the Trends in International Mathematics and Science Sstudy and the Program for International Student Assessment. The argument developed views equity, in relation to assessment, as more of a sociocultural issue than a technical matter. It highlights how teachers need to distinguish the "funds of knowledge" that Indigenous students draw on and how teachers need to adopt culturally responsive pedagogy to open up the curriculum and assessment practice to allow for different ways of knowing and being
Growth in literacy and numeracy achievement : evidence and explanations of a summer slowdown in low socio-economic schools
Full text linkThe phenomenon of summer slide or setback has gained a great deal of attention in the USA. It is understood to account for as much as 80 % of the difference in achievement for students between low and high socio-economic families over their elementary schooling. In a mixed method longitudinal study of reforms in low socio-economic school communities in Victoria, Australia this phenomenon in the achievement growth of primary and secondary school students for both literacy and numeracy was identified. The longitudinal analysis of achievement data revealed decelerated growth during Terms 4 and 1, the spring and summer months in the Australian school calendar. In this article we present these findings and the reflections of Principals, literacy and numeracy leaders and coaches about these findings and their suggestions for action. We argue that reforming school practices during Terms 1 and 4 and developing a deeper understanding of students’ out-of-school learning and knowledge are essential for enhancing growth in achievement from September to March and for narrowing the achievement gap between marginalised and advantaged students. Further research of this phenomenon in the Australian context is needed.</p
