English Proficiency Assessments of Primary and Secondary Students Participating in English in Action: Third Cohort (2014) Large-Scale Quantitative Study

The purpose of the study was to assess the student learning outcomes of English in Action’s (EIA’s) school-based teacher development programme, in terms of improved English language competence (ELC), against recognised international frameworks (specifically, the Graded Examinations in Spoken English [GESE)]; Trinity College London 2013), which map onto the Common European Framework of Reference for Languages (CEFR). Measurably improved student learning outcomes are the ultimate test of success of a teacher development programme. English Proficiency Assessments 2014 is a repeat of the study on the pilot EIA programme (Cohort 14) (EIA 2012), but focusing only on student ELC. The teachers and hence the students of Cohort 3 are substantially greater in number than in the pilot phase (347,000 primary students and almost 1.7 million secondary students compared with around 700 teachers, 35,000 primary students and over 83,000 secondary students in 2011). To enable this increase in scale, the programme has been delivered through a more decentralised model, with much less direct contact with English language teaching (ELT) experts, a greater embedding of expertise within teacher development materials (especially video), and a greater dependence upon localised peer support. This report addresses the following research question: To what extent do the students of Cohort 3 show improved post-intervention EL proficiencies, in speaking and listening, compared with the Cohort 1 2010 preintervention baseline

Classroom Practices of Primary and Secondary Teachers Participating in English in Action: Second Cohort (2013)

Executive summary a) Background The purpose of this study was to ascertain whether there had been changes in the classroom practice of teachers and students participating in English in Action (EIA) over the period of the 2012–13 intervention (Cohort 2). Previous research in language teaching has established that when teachers take up most of the lesson time talking, this can severely limit students’ opportunities to develop proficiency in the target language (Cook 2008), while a general goal of English language (EL) teachers is to motivate their students to speak and to practise using the target language (Nunan 1991). This study therefore focused upon the extent of teacher and student talk, the use of the target language by both, and the forms of classroom organisation (individual, pair, group or choral work) in which student talk is situated. Of course, the amount of teacher talk is not the only indicator of quality language teaching; the nature of that talk is also important – for example, whether teachers engage the attention of the class, present them with new information in an understandable way and allow them time to ask questions and comment. Classroom Practice 2013 is a repeat of the studies on the pilot EIA programme (Cohort 1) (EIA 2011a & 2012a). The students and teachers of Cohort 2 are sixfold greater in number (4,368 teachers, compared to 751 teachers, in schools). To enable this increase in scale, the programme has been delivered through a more decentralised model, with much less direct contact with English language teaching (ELT) experts, a greater embedding of expertise within teacher development materials (especially video), and a greater dependence upon localised peer support. This study addresses two main questions: 1. To what extent do the teachers of Cohort 2 show improved classroom practice, particularly in relation to the amount and language of student talk, compared with the pre-intervention baseline? 2. To what extent has the programme been successful in repeating the post-intervention improvements in teachers’ classroom practice seen in Cohort 1, at the much larger scale of Cohort 2? b) Research methodology The EIA classroom practice baseline (EIA 2009a & b) was originally adapted from a general classroom observation study, and was geographically limited, due to an uncertain social and political context at the time of the fieldwork. Subsequently the methodology was revised to give more fine-grained data about student and teacher talk, use of the target language, and forms of classroom organisation, and was implemented on a representative sample of EIA teachers, four months after the launch of the pilot programme (EIA 2011a) and again 12–16 months after the programme start (EIA 2012a). The research instrument is a timed observation schedule (see Appendix 1), directly comparable to that used in the earlier studies on the EIA pilot intervention (2010 and 2011). The sample comprised 401 lesson observations – 230 of primary teachers, 145 of secondary teachers, and 26 of primary head teachers. For this study, the practices observed were compared directly (statistically) with the earlier pilot studies (EIA 2011a and 2012a), and indirectly with the earlier baseline (EIA 2009a & b). c) Key findings: Primary classrooms i) Teachers’ talk and activity In the observation of Cohort 2 lessons, average primary teacher talk had dropped to less than half of the lesson time (45%). This represents a very significant reduction in teacher talk from 2009 baseline practices, where teacher talk was the predominant classroom activity. Although this is a higher figure than was found in the 2010 early-intervention observations (34%), it had not caused any reciprocal drop in student talk-time (compared to that found in 2010). Teachers’ use of the target language was very much greater than that observed in the 2009 baseline, and slightly higher (76%) than that found in 2010 (71%) or 2011 (72%). In the observation of Cohort 2 lessons, there was a notable increase in time teachers spent organising and a decrease in time spent presenting when compared with the baseline and with the 2011 study. Primary teachers were using a wide range of activities in the classroom and involving students in these activities. Primary teachers were found to be organising for 32% of the time, presenting 25% of the time, asking questions 23% of the time, and giving feedback 20% of the time. This is a change from the baseline studies (EIA 2009a & b), where teachers were observed to be primarily reading from the textbook and rarely involving students in activities. Compared to 2011, primary teachers spent less talktime ‘asking questions’ (falling from 27% to 23%) and more time ‘organising’ classroom activity (rising to 32% from 22%), and much less time presenting (falling from 40% in 2011, to 25% in 2013). These observations suggest EIA Cohort 2 primary teachers were making great and sustained efforts to increase the use of the target language, and involve students more actively in their English lessons. ii) Students’ talk and activity In the observation of Cohort 2 lessons, average student talk-time accounted for 27% of the lesson. This figure represents a very different situation to the 2009 baseline, where in two-thirds of lessons observed ‘none or hardly any’ of the students spoke. The figure is identical to that found in the 2010 observations. Students’ use of the target language had also increased substantially over the baseline, to 91% of student talk in English. The proportion of primary students’ talk in English was higher than that observed in 2010 (88%) and 2011 (81%), with the difference between 2011 being statistically significant (p<0.05). Almost half (46%) of student talk was observed in the context of choral activities, while approximately a third (36%) was individual student talk. 18% of student talk was pair (10%) or group (8%) work, a figure midway between that observed in 2010 (30%) and 2011 (9%). In all forms of talk organisation, English was the main language used by students (86–91%). The fact that students were often engaged in activities in which they interacted with their classmates marks a notable change from the baseline studies (EIA 2009a & b), which identified few occasions when individual students or groups were encouraged to speak in English (2–4% of the lesson time) and which showed that in most classes students were not interactive at all. d) Key findings: Secondary classrooms i) Teachers’ talk and activity In the observation of Cohort 2 lessons, average secondary teacher talk had dropped to less than half of the lesson time (48%). This represents a very significant reduction in teacher talk from 2009 baseline practices, where teacher talk was the predominant classroom activity. Although this is a higher figure than was found in the 2010 early-intervention observations (33%), it is lower than 2011 (50%), and is not related to any reciprocal drop in student talk-time (compared to that found in 2010 or 2011). Teachers’ use of target language was much greater than that observed in the 2009 baseline, and slightly higher (87%) than that in 2010 (86%) or 2011 (79%). In the observation of Cohort 2 lessons, there was a notable increase in the time teachers spent organising and a decrease in the time spent presenting when compared with the baseline and the 2011 study. Secondary teachers were using a wide range of activities in the classroom and involving students in these activities. They were found to be organising 29% of the time, presenting 32% of the time, asking questions 22% of the time, and giving feedback 17% of the time. This is a change from the baseline studies (EIA 2009a & b), where teachers were observed to be primarily reading from the textbook and rarely involving students in activities. Compared to 2011, secondary teachers spent similar talk-time ‘asking questions’ (22% compared to 23%), more time organising classroom activity (rising from 22% to 29%), and much less time presenting (falling from 45% to 32%). These observations suggest EIA Cohort 2 secondary teachers were making great and sustained efforts to increase the use of the target language, and involve students more actively in their English lessons. ii) Students’ talk and activity In the observation of Cohort 2 lessons, average secondary student talk-time accounted for 24% of the lesson. This figure represents a very different situation to the 2009 baseline, where in two-thirds of lessons observed ‘none or hardly any’ of the students spoke. The figure is about the same as that found in the 2010 (23%) and 2011 (24%) observations. Students’ use of the target language had also increased substantially over the baseline, rising to 87% of student talk in English. The proportion of secondary students’ talk in English was similar to that observed in 2010 (88%) and 2011 (85%). Over half (53%) of student talk observed was individual talk, while 28% was pair (13%) or group (15%) work, a figure similar to that observed in 2011 (27%), but below that observed in 2010 (57%). In all forms of talk organisation, English was the main language used by students in all forms of classroom organisation (85–92% for individual, pair and choral work); though as might be expected, in group work English still predominated (64%), but students used Bangla more (36%) than they did in other forms of organisation. The fact that students were often engaged in activities in which they interacted with their classmates marks a notable change from the baseline studies (EIA 2009a & b), which identified few occasions when individual students or groups were encouraged to speak in English (2–4% of the lesson time) and showed that in most classes students were not interactive at all. e) Conclusions Despite a sixfold increase in scale for Cohort 2, and a more decentralised, peer-supported approach to teacher development, observations of Cohort 2 classroom practices show substantial and important changes compared with the baseline studies, which show teachers making great efforts to promote and model the target language, and to organise increased student participation in lessons. The observations show substantial increases in students’ active participation, with more opportunities to speak and practise the target language. These latest findings mark a notable increase in the time teachers spent organising and a decrease in the time spent presenting when compared with the baseline and with the 2011 study. The results show that both primary and secondary teachers were using a wide range of activities in the classroom and involving students in these activities. In summary, the 2013 cohort of teachers observed in the EIA programme were using more English in their classes, involving students in more activities and encouraging them to spend more of their class time speaking in English

Trends and Emerging Areas of Agile Research: the Report on XP2014 PhD Symposium

The PhD symposium of XP2014, the 15th International Conference on Agile Software Development, was organized as a half-day event prior to the main conference program. Seven PhD candidates came from different research institutes across the globe to present their own research proposals at the symposium. The symposium was run in a lively and interactive manner. The candidates received constructive feedback on their proposals from all the symposium participants. In this report we describe the presented proposals, focusing on the content and feedback. Through them we can take a peek at the trends and emerging areas of agile research in the coming years

Early Life Socioeconomic Circumstance and Late Life Brain Hyperintensities : A Population Based Cohort Study

Funding: Image acquisition and image analysis for this study was funded by the Alzheimer's Research Trust (now Alzheimer's Research UK). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Acknowledgments The authors would like to thank the participants of the Aberdeen 1936 Birth Cohort (ABC36), without whom this research would not have been possible.Peer reviewedPublisher PD

Early life inter-kingdom interactions shape the immunological environment of the airways

Background: There is increasing evidence that the airway microbiome plays a key role in the establishment of respiratory health by interacting with the developing immune system early in life. While it has become clear that bacteria are involved in this process, there is a knowledge gap concerning the role of fungi. Moreover, the inter-kingdom interactions that influence immune development remain unknown. In this prospective exploratory human study, we aimed to determine early post-natal microbial and immunological features of the upper airways in 121 healthy newborns. Results: We found that the oropharynx and nasal cavity represent distinct ecological niches for bacteria and fungi. Breastfeeding correlated with changes in microbiota composition of oropharyngeal samples with the greatest impact upon the relative abundance of Streptococcus species and Candida. Host transcriptome profiling revealed that genes with the highest expression variation were immunological in nature. Multi-omics factor analysis of host and microbial data revealed unique co-variation patterns. Conclusion: These data provide evidence of a diverse multi-kingdom microbiota linked with local immunological characteristics in the first week of life that could represent distinct trajectories for future respiratory health

Transcriptomics reveal an integrative role for maternal thyroid hormones during zebrafish embryogenesis

Thyroid hormones (THs) are essential for embryonic brain development but the genetic mechanisms involved in the action of maternal THs (MTHs) are still largely unknown. As the basis for understanding the underlying genetic mechanisms of MTHs regulation we used an established zebrafish monocarboxylic acid transporter 8 (MCT8) knock-down model and characterised the transcriptome in 25hpf zebrafish embryos. Subsequent mapping of differentially expressed genes using Reactome pathway analysis together with in situ expression analysis and immunohistochemistry revealed the genetic networks and cells under MTHs regulation during zebrafish embryogenesis. We found 4,343 differentially expressed genes and the Reactome pathway analysis revealed that TH is involved in 1681 of these pathways. MTHs regulated the expression of core developmental pathways, such as NOTCH and WNT in a cell specific context. The cellular distribution of neural MTH-target genes demonstrated their cell specific action on neural stem cells and differentiated neuron classes. Taken together our data show that MTHs have a role in zebrafish neurogenesis and suggest they may be involved in cross talk between key pathways in neural development. Given that the observed MCT8 zebrafish knockdown phenotype resembles the symptoms in human patients with Allan-Herndon-Dudley syndrome our data open a window into understanding the genetics of this human congenital condition.Portuguese Fundacao para Ciencia e Tecnologia (FCT) [PTDC/EXPL/MARBIO/0430/2013]; CCMAR FCT Plurianual financing [UID/Multi/04326/2013]; FCT [SFRH/BD/111226/2015, SFRH/BD/108842/2015, SFRH/BPD/89889/2012]; FCT-IF Starting Grant [IF/01274/2014]info:eu-repo/semantics/publishedVersio

Left dorsolateral prefrontal cortex supports context-dependent prioritisation of off-task thought

When environments lack compelling goals, humans often let their minds wander to thoughts with greater personal relevance; however, we currently do not understand how this context-dependent prioritisation process operates. Dorsolateral prefrontal cortex (DLPFC) maintains goal representations in a context-dependent manner. Here, we show this region is involved in prioritising off-task thought in an analogous way. In a whole brain analysis we established that neural activity in DLPFC is high both when ‘on-task’ under demanding conditions and ‘off-task’ in a non-demanding task. Furthermore, individuals who increase off-task thought when external demands decrease, show lower correlation between neural signals linked to external tasks and lateral regions of the DMN within DLPFC, as well as less cortical grey matter in regions sensitive to these external task relevant signals. We conclude humans prioritise daydreaming when environmental demands decrease by aligning cognition with their personal goals using DLPFC

Evaluating the evidence for models of life course socioeconomic factors and cardiovascular outcomes: a systematic review

BACKGROUND: A relatively consistent body of research supports an inverse graded relationship between socioeconomic status (SES) and cardiovascular disease (CVD). More recently, researchers have proposed various life course SES hypotheses, which posit that the combination, accumulation, and/or interactions of different environments and experiences throughout life can affect adult risk of CVD. Different life course designs have been utilized to examine the impact of SES throughout the life course. This systematic review describes the four most common life course hypotheses, categorizes the studies that have examined the associations between life course SES and CVD according to their life course design, discusses the strengths and weaknesses of the different designs, and summarizes the studies' findings. METHODS: This research reviewed 49 observational studies in the biomedical literature that included socioeconomic measures at a time other than adulthood as independent variables, and assessed subclinical CHD, incident CVD morbidity and/or mortality, and/or the prevalence of traditional CVD risk factors as their outcomes. Studies were categorized into four groups based upon life course design and analytic approach. The study authors' conclusions and statistical tests were considered in summarizing study results. RESULTS: Study results suggest that low SES throughout the life course modestly impacts CVD risk factors and CVD risk. Specifically, studies reviewed provided moderate support for the role of low early-life SES and elevated levels of CVD risk factors and CVD morbidity and mortality, little support for a unique influence of social mobility on CVD, and consistent support for the detrimental impact of the accumulation of negative SES experiences/conditions across the life course on CVD risk. CONCLUSIONS: While the basic life course SES study designs have various methodologic and conceptual limitations, they provide an important approach from which to examine the influence of social factors on CVD development. Some limitations may be addressed through the analysis of study cohorts followed from childhood, the evaluation of CVD risk factors in early and middle adulthood, and the use of multiple SES measures and multiple life course analysis approaches in each life course study

Sounds, Behaviour, and Auditory Receptors of the Armoured Ground Cricket, Acanthoplus longipes

The auditory sensory system of the taxon Hetrodinae has not been studied previously. Males of the African armoured ground cricket, Acanthoplus longipes (Orthoptera: Tettigoniidae: Hetrodinae) produce a calling song that lasts for minutes and consists of verses with two pulses. About three impulses are in the first pulse and about five impulses are in the second pulse. In contrast, the disturbance stridulation consists of verses with about 14 impulses that are not separated in pulses. Furthermore, the inter-impulse intervals of both types of sounds are different, whereas verses have similar durations. This indicates that the neuronal networks for sound generation are not identical. The frequency spectrum peaks at about 15 kHz in both types of sounds, whereas the hearing threshold has the greatest sensitivity between 4 and 10 kHz. The auditory afferents project into the prothoracic ganglion. The foreleg contains about 27 sensory neurons in the crista acustica; the midleg has 18 sensory neurons, and the hindleg has 14. The auditory system is similar to those of other Tettigoniidae