Contemporary developments in teaching and learning introductory programming: Towards a research proposal

The teaching and learning of introductory programming in tertiary institutions is problematic. Failure rates are high and the inability of students to complete small programming tasks at the completion of introductory units is not unusual. The literature on teaching programming contains many examples of changes in teaching strategies and curricula that have been implemented in an effort to reduce failure rates. This paper analyses contemporary research into the area, and summarises developments in the teaching of introductory programming. It also focuses on areas for future research which will potentially lead to improvements in both the teaching and learning of introductory programming. A graphical representation of the issues from the literature that are covered in the document is provided in the introduction

HST imaging of hyperluminous infrared galaxies

We present HST WFPC2 I band imaging for a sample of 9 Hyperluminous Infrared Galaxies spanning a redshift range 0.45 < z < 1.34. Three of the sample have morphologies showing evidence for interactions, six are QSOs. Host galaxies in the QSOs are reliably detected out to z ~ 0.8. The detected QSO host galaxies have an elliptical morphology with scalelengths spanning 6.5 < r_{e}(Kpc) < 88 and absolute k corrected magnitudes spanning -24.5 < M_{I} < -25.2. There is no clear correlation between the IR power source and the optical morphology. None of the sources in the sample, including F15307+3252, show any evidence for gravitational lensing. We infer that the IR luminosities are thus real. Based on these results, and previous studies of HLIRGs, we conclude that this class of object is broadly consistent with being a simple extrapolation of the ULIRG population to higher luminosities; ULIRGs being mainly violently interacting systems powered by starbursts and/or AGN. Only a small number of sources whose infrared luminosities exceed 10^{13}Lsun are intrinsically less luminous objects which have been boosted by gravitational lensing.Comment: 16 Pages. Accepted for publication in MNRA

Developing a Pan-European Approach to Teacher Educators

This paper explores from an English perspective the outcomes of the InFo-TED* Summer Academy: a pan- European attempt to encourage collaboration in professional development for teacher educators (see Conway et al., 2015; Czerniawski et al., 2017). In exploring the experience and outcomes of collaborative professional development through the InFo-TED project, we recognise that the diversity of teacher education routes in England and shifting policy landscapes (Murray et al., 2017) create salient opportunities to explore the English context in line with European policy directives (Czerniawski et al., 2018; Vanassche et al., 2019) and the enacted and lived professional experiences of other European colleagues in this shifting field. To do this, this paper draws upon the auto-ethnographical reflections, vignettes and journals of Summer Academy participants, seeking to situate teacher educators’ practices within the ‘concrete context’ of teacher education reform (Vanassche et al., 2015). Within this context, we argue, is the need for a returned attention to teacher educators’ development

Radio Observations of Infrared Luminous High Redshift QSOs

We present Very Large Array (VLA) observations at 1.4 GHz and 5 GHz of a sample of 12 Quasi-stellar Objects (QSOs) at z = 3.99 to 4.46. The sources were selected as the brightest sources at 250 GHz from the recent survey of Omont et al. (2001). We detect seven sources at 1.4 GHz with flux densities, S_{1.4} > 50 microJy. These centimeter (cm) wavelength observations imply that the millimeter (mm) emission is most likely thermal dust emission. The radio-through-optical spectral energy distributions for these sources are within the broad range defined by lower redshift, lower optical luminosity QSOs. For two sources the radio continuum luminosities and morphologies indicate steep spectrum, radio loud emission from a jet-driven radio source. For the remaining 10 sources the 1.4 GHz flux densities, or limits, are consistent with those expected for active star forming galaxies. If the radio emission is powered by star formation in these systems, then the implied star formation rates are of order 1e3 M_solar/year. We discuss the angular sizes and spatial distributions of the radio emitting regions, and we consider briefly these results in the context of co-eval black hole and stellar bulge formation in galaxies.Comment: to appear in the A

Teacher Educators and Expansive Learning in the Workplace and Beyond

Research on the professional learning of teacher educators is a relatively young and under-researched area, despite the importance of this occupational group in the fast-changing area of teacher education internationally. Past provision for learning has often focused on either one-off professional development events or workplace learning. Aiming to develop new knowledge and understanding of professional learning for teacher educators, this article attempts firstly, to analyse the impact of a one-off learning event, offered by the European InFo-TED group, on its participants, and secondly, to look at where and how the learning generated there developed further learning back in the workplace. Deploying a conceptual framework emphasising participatory professional learning and Engestrom’s concept of expansive learning, we explore how these two forms of learning might be planned and implemented in order to provide integrated, professionally relevant and enduring forms of learning

The external benefits of higher education

The private market benefits of education are widely studied at the micro level, although the magnitude of their macroeconomic impact is disputed. However, there are additional benefits of education, which are less well understood. In this paper the macroeconomic effects of external benefits of higher education are estimated using the “micro-to-macro” simulation approach. Two types of externalities are explored: technology spillovers and productivity spillovers in the labour market. These links are illustrated and the results suggest they could be very large. However, this is qualified by the dearth of microeconomic evidence, for which we hope to encourage further work