Flipping the learning of mathematics : Different enactments of mathematics instruction in secondary classrooms

The concept of flipping the classroom and flipped learning is becoming increasingly more popular in secondary schools. Although more prevalent in tertiary teaching, flipped learning has a number of affordances that may address the challenging demands of teaching secondary mathematics. While enactments of the approach vary, flipped learning requires a reconceptualization of traditional secondary mathematics instruction in that instructional content is assigned as homework before class, providing for more targeted in-class teaching. This paper reports on a study which investigated the enactment of the flipped classroom in ten different secondary mathematics classes. Findings indicated that there were essentially three different ways in which the approach was enacted, yet all enactments appeared to offer similar affordances. The study adds to the limited research which documents flipped learning in secondary mathematics classes and contributes to current understandings of teachers' and students' perceptions of their experiences of such an approach and the affordances it offers. The study has implications for secondary students and teachers of mathematics, particularly those who are teaching within the constraints of prescribed textbooks and externally imposed assessment measures

Linking practice and theory : A case study of mathematical discourse between a mathematics teacher educator and a primary classroom teacher

In recent years there has been growing concern as to how to bridge the gap between the theory pre-service teachers engage with as part of their learning in their tertiary classrooms and the profession. To enable pre-service teachers to make stronger connections with the profession, a mathematics teacher educator worked collaboratively with a practicing teacher by co-teaching two cohorts of pre-service teachers studying primary mathematics education. As well as providing benefits to the pre-service teachers, the project allowed the mathematics teacher educator to reflect upon her own practice and the impact of the co-teaching experiences and learning. In this paper we present two snapshots of this experience and a framework that was used to identify how the co-teachers helped the pre-service teachers to make connections between theory and practice, when engaged in mathematical discourse

Identifying and supporting young adolescent academic underachievers in year 7 and 8 classrooms

Academic underachievement in young adolescents has been a concern for teachers, schools and systems for some time. In Australian schools, curriculum reforms and middle years programs have been implemented to improve the educational outcomes of young adolescents, and address underachievement, with limited continuity and consistency. This study used a mixed methods approach within a collective case study to investigate characteristics and practices of secondary school teachers when identifying and dealing with academic underachievers in Years 7 and 8. Findings revealed that teachers identified the following as primary indicators of an academic underachiever: literacy and numeracy barriers; absences; family background factors; and, a lack of engagement, participation and confidence in learning. These teachers implemented specific practices to help address student underachievement including attempting to improve pedagogical relationships, collaboration with colleagues, aides and parents, and adjusting and modifying curriculum. The findings showed that these practices were not consistently informed by learner-centred or middle years educational models, but tended to be practical responses provided to assist underachieving students participate in learning activities and assessment and to meet age and stage curriculum standards. Teachers believed their practices were negatively influenced and limited by lack of time, system support and resources. While recognising that academic underachievers had complex needs, the practices teachers employed in the classroom were generally remedial and did not necessarily encourage the development of learner confidence in their students

Iodinated contrast media and cerebral hemorrhage after intravenous thrombolysis

<p>Background and Purpose: Iodinated contrast is increasingly used in CT perfusion or angiographic examinations in acute stroke. Increased risk of intracranial hemorrhage (ICH) complicating microcatheter contrast injections has recently been reported in the second Interventional Management of Stroke (IMS 2) trial with contrast toxicity potentially contributory.</p> <p>Methods: We reviewed clinical and radiological data on all patients treated with intravenous alteplase at a single center between May 2003 and November 2008.</p> <p>Results: Of 312 patients treated with intravenous alteplase, 69 (22.1%) received intravenous iodinated contrast in volumes between 50 and 150 mL. Incidence of symptomatic ICH defined as per European Cooperative Acute Stroke Study 2 was 16 of 312 (5.1%; 95% CI, 2.7% to 7.6%); among patients not given contrast, it was 12 of 243 (4.9%; 2.2% to 7.7%) compared with 4 of 69 (5.8%; 0.3% to 11.3%) in those given contrast. Incidence of symptomatic ICH defined as per Safe Implementation of Thrombolysis in Stroke-MOnitoring Study (SITS-MOST) criteria was 12 of 312 (3.9%; 1.7% to 6%), 9 of 243 (3.7%; 1.3% to 6%) among those not given contrast, and 3 of 69 (4.4%; 95% CI, -0.5% to 9.2%) among those given contrast. Patients with symptomatic ICH were older, had higher pretreatment National Institutes of Health Stroke Scale, and blood glucose than those without symptomatic ICH. In logistic regression analysis, pretreatment blood glucose was the only significant predictor of symptomatic ICH by either definition (OR, 1.23; 95% CI, 1.03 to 1.48 per mmol/L increment; P=0.024). Contrast administration or dose was not associated with symptomatic ICH.</p> <p>Conclusions: Intravenous iodinated contrast in doses typically required for CT angiography and perfusion imaging was not associated with symptomatic intracranial hemorrhage in patients treated with alteplase.</p&gt

In pursuit of a healthy academic status and student experience : An approach to supporting academically fragile students in higher education

Student engagement in higher education institutions is a critical constituent that underpins organisational retention and the student experience. This study investigates the effectiveness of a four-step initiative designed to support academically fragile teacher education students at a regional Australian university. The initiative was framed upon behaviour change and goal setting frameworks designed to facilitate academic re-engagement at an individual level, guided by academic teacher education staff. Descriptions of four teacher education students and their re-engagement experiences during exposure to the initiative for a semester period are provided. Findings indicate that the elements of a structured and personalised approach, mutual agreement between academic staff and students towards study commitment, and regular communication with the students were fundamental in maintaining engagement. Three of the four students highlighted in this study completed the semester and experienced academic success that they had not achieved previously, suggesting that the initiative may hold value as an approach towards students academically vulnerable. The researchers discuss the multidimensionality of challenges associated with student engagement, identify possible implications of these, and make recommendations for strategies to address such challenges

Making the transition from on-campus to online learning: Pre-service teachers\u27 experiences of online learning as a result of COVID-19

Online learning is rapidly becoming the preferred study option for many higher education students, due to its accessibility, convenience and flexible teaching arrangements. For other students who have access to a university campus, their preferred option is to attend on-campus classes, where advantages include synchronous interaction with peers, lecturers and access to practical experiences, materials, and resources. The impact of COVID-19 resulted in interruptions to social, economic, cultural, and educational life, with social distancing measures and health and well-being concerns leading to widespread restrictions in numerous different contexts. Universities throughout Australia restricted access to campuses and shifted their teaching of classes to purely online delivery. This shift posed many challenges for students and staff as ways of teaching and learning were reconceptualised. This paper examines the experiences of two different cohorts of pre-service teachers from two different universities who were studying full-time on-campus at the time when the restrictions were applied and reports the impact the shift to online had on cognitive, social and teaching presence within a model of community of inquiry. The findings indicate that despite the challenges involved with the rapid transition to online delivery, participants were able to identify the presence of core elements of the model, and how these factors impacted upon their engagement with the course

Achieving Teacher Professional Growth Through Professional Experimentation and Changes in Pedagogical Practices

To facilitate the professional learning of teachers and bring about changes in pedagogical practices, it is necessary to understand the process by which teachers grow professionally. Professional growth can be achieved when teachers work together to engage in professional experimentation and see results in terms of salient outcomes for their students. This paper reports on a study of teachers’ pedagogical practices as they introduced adaptations to focus on personalising students’ learning in mathematics. Two cases are presented to demonstrate how teachers in two schools used student mathematics test data to determine students’ strengths and needs, in order to personalise learning experiences. The findings highlight how shared responsibility and purposeful use of student data can lead to positive professional growth for teachers and improved learning outcomes for students

Prevalence, Predictors and Prognosis of Post-Stroke Hyperglycaemia in Acute Stroke Trials: Individual Patient Data Pooled Analysis from the Virtual International Stroke Trials Archive (VISTA)

<br>Background: Post-stroke hyperglycaemia (PSH) is associated with higher mortality and dependence, but further data on predictors of PSH and its evolution over time are required. We examined the prevalence, predictors, and prognosis of acute PSH using data from well-characterised clinical trials in the VISTA database.</br> <br>Methods: Data were extracted for individual participants enrolled <24 h after stroke with ≥1 blood glucose readings documented. PSH was defined as glucose >7.0 mmol/l. Outcome measures were: (1) prevalence of PSH; (2) predictors of PSH by binary logistic regression; (3) mortality, and (4) favourable functional outcome [modified Rankin Scale (mRS) score <2] at day 90.</br> <br>Results: For 2,649 subjects treated at a median 5.5 h after admission, PSH was present in 1,126 (42.6%, 95% CI 40.7–44.5) on admission and within the first 48 h in 1,421 (53.7%, 95% CI 51.8–55.6). PSH developed between 24 and 48 h in 19.4% (95% CI 17.5–21.4) of initially normoglycaemic subjects. Admission and 48-hour PSH were predicted predominantly by a history of diabetes (for admission PSH: OR 7.40, 95% CI 5.60–9.79) and less clearly by stroke severity. Favourable outcome (mRS <2) at day 90 was less likely with PSH within the first 48 h, advanced age, and higher NIHSS score, and more likely with recombinant tissue plasminogen activator treatment.</br> <br>Conclusions: Over 40% of ischaemic stroke patients are hyperglycaemic on admission, and 20% of those who are initially normoglycaemic develop hyperglycaemia within 48 h. Diabetes is the strongest predictor of acute hyperglycaemia. Hyperglycaemia within the first 48 h is independently associated with higher mortality and poorer functional outcome, with an absolute increase of 12.9%.</br&gt

Preparing pre-service teachers for classroom practice in a virtual world: A pilot study using Second Life

Many pre-service teachers feel under-prepared to teach students with a diverse range of needs and abilities and continue to be concerned about classroom behaviour management when undertaking practicum experiences. In order to address these concerns, teacher educators have explored alternative pedagogical approaches, including computer based simulations and immersion in virtual worlds. This paper reports on the results of a pilot study conducted with eight pre-service teachers who operated avatars in a virtual classroom created within Second Life (SL)™. The pre-service teachers were able to role-play students with a diverse range of behaviours and engage in reflective discussion about their experiences. The results showed that the pre-service teachers appreciated the opportunity to engage in an authentic classroom experience without impacting on "real" students, but that the platform of SL proved limiting in enacting certain aspects of desired teaching pedagogy. The findings of this pilot study are discussed in relation to improving the preparation of pre-service teachers for practicum

Using interactive online pedagogical approaches to promote student engagement

The COVID-19 outbreak in late 2019 required a complete shift to online learning across all educational institutions, including universities. The rapid transition to online learning globally meant that many educators were suddenly tasked with adapting their classroom-based pedagogy to the online space. While this was undoubtedly challenging for teachers and students, it also opened up possibilities for reimagining the delivery of content, along with creating increased access for students who had barriers for studying remotely before the impact of COVID-19. The study discussed in this paper examines the experiences of students studying at a regional Australian university that already offered online courses, and whose instructors were already using a diverse range of online delivery tools. Specifically, the study sought to investigate how instructors used interactive strategies to promote student engagement, and how the interaction between learner and content influences student engagement. With research showing that online students typically have higher attrition rates than their on-campus counterparts, engagement has been identified as an important factor in online learning. Online interaction in particular is considered to be instrumental in influencing student engagement and positively impacting student satisfaction, persistence, and academic performance. Data collected from interviews conducted with two different cohorts of students, studying two different courses (mathematics education and Chinese language) at the same university, demonstrated ways instructors utilised interactive online pedagogies to engage students with potentially challenging course content. The study has implications for online educators who are looking for ways to adapt their on-campus courses to online delivery, with a focus on engaging and maintaining online students’ interest and ongoing participation in their courses