Supporting teacher trainees with Special Educational Needs

Teacher training often focuses on how to support learners with specific learning needs, but there is also a growing number of teacher trainees who need support during their Initial Teacher Training year and beyond to enable them to engage effectively with their learners. This study focuses on key methods used to support teacher trainees, and strategies developed to enable them to engage effectively with their learners to ensure both the teacher trainee and their pupils make effective progress. This is an area of development that requires more work, but it is important that thought should be given to teacher trainees and their needs in a similar way to that of the pupils they look after to ensure that they can continue to make the wonderful contributions they are able to

Analysis of shot noise suppression in mesoscopic cavities in a magnetic field

We present a numerical investigation of shot noise suppression in mesoscopic cavities and an intuitive semiclassical explanation of the behavior observed in the presence of an orthogonal magnetic field. In particular, we conclude that the decrease of shot noise for increasing magnetic field is the result of the interplay between the diameter of classical cyclotron orbits and the width of the apertures defining the cavity. Good agreement with published experimental results is obtained, without the need of introducing fitting parameters.Comment: 5 pages, 3 figures, contents changed (final version

Developing a Culture of Mentoring and Coaching in a Mainstream Secondary Context Through the Use of Lesson Study

Mentoring and coaching has been highlighted as one of the most underused strategies to develop whole school development for teachers, and in many cases mentoring and coaching’s value, as a cognitive leadership approach, can have invaluable impact on leading change, and the outcomes for learners (Cameron & Green 2012). The study explores how mentoring and coaching is used, to develop collaborative professionalism through the use of lesson study to improve teaching and learning outcomes in a mainstream secondary context. It highlights how shared collaborative practice leads to effective teaching and learning practice, which not only impacts positively on teaching staff, but on learner experiences too

Developing Future Black Minority, Ethnic (BME) Leader’s Self-Efficacy through Mentoring and Coaching: A research working paper

The aim of the study is to explore how aspirational BME Leaders can be supported to develop self-efficacy and confidence to progress to leadership roles. The study will map out how mentors and coaches for aspirational leaders were developed and how they engaged with their mentees over a three week period, and what the impact was of their mentoring support. The study makes use of qualitative research methods to evaluate how the initial training of mentors, and the further engagement with mentees helped develop mentees’ self-efficacy and confidence. The study will focus on the mentee’s perspective and experiences more specifically. In addition, the study will explore what the impact of the three week mentor support was on the participants

Full counting statistics of chaotic cavities with many open channels

Explicit formulas are obtained for all moments and for all cumulants of the electric current through a quantum chaotic cavity attached to two ideal leads, thus providing the full counting statistics for this type of system. The approach is based on random matrix theory, and is valid in the limit when both leads have many open channels. For an arbitrary number of open channels we present the third cumulant and an example of non-linear statistics.Comment: 4 pages, no figures; v2-added references; typos correcte

UCET Discussion paper on effective Continuing Professional Development

This report is based on the wealth of experience and scholarship shared by UCET colleagues. It reflects on key aspects of CPD-related policy, practice and research over the past 50 years and highlights the following principles: - Education professionals require an expanding range of competences over their career; these are often context-specific, unforeseen and go beyond any single framework - As well as being research-informed, CPD should engage educators in theory so they can adapt their learning creatively to enrich their own setting - Reflective practitioners are best cultivated by supporting teachers’ in conducting their own research - Effective CPD is built on trusted relationships between deliverers and learners and include a strong element of coaching and/or mentoring often by peers - For sustained impact, CPD needs to be sustained over time (at least across two terms), making use of multiple formats - By engaging teachers in their wider social, economic and environmental contexts, CPD will ensure responsible professionals in the fullest sense - Developing teachers’ agency will enable them to consider their practice critically, lead their own learning and thus maximise the positive impact they have on their learners - All CPD should be subject to robust quality assurance mechanisms

Intraprofessional, team-based treatment planning for oral health students in the comprehensive care clinic

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Quantum state tomography with quantum shotnoise

We propose a scheme for a complete reconstruction of one- and two-particle orbital quantum states in mesoscopic conductors. The conductor in the transport state continuously emits orbital quantum states. The orbital states are manipulated by electronic beamsplitters and detected by measurements of average currents and zero frequency current shotnoise correlators. We show how, by a suitable complete set of measurements, the elements of the density matrices of the one- and two-particle states can be directly expressed in terms of the currents and current correlators.Comment: 4 pages, 2 figure

Management of Mine Explosion Risks

The management of explosions in the underground mining environment has been a high priority for managers since the turn of the century. In the early 1900s explosions, worldwide, reached catastrophic dimensions. In a number of large explosions more than 1000 people have died. In the early years of research, the basics of why explosions occurred were investigated and the participation of coal dust in underground coal mine explosions was proved. Taffanel, a French researcher, was one of the pioneers in establishing the use of stone dust and was instrumental in the design and development of the first stone-dust barriers. Throughout the century, research on explosions has continued in different parts of the world. Since explosions still occur in underground coal mines, as recent events in the Ukraine have illustrated, a certain problem area still exists. This area can be regarded as managerial. This paper gives an overview of the progress made by management in implementing explosion-prevention strategies and presents a new approach to explosion management in terms of an explosion management model, based on sound risk management principles. These principles allow the manager to close the loop in normal explosion management by focusing on all aspects of risk. Including auditing and monitoring to adequately address and manage the residual risk