Effects of a cognitive acceleration program in a low socio-economic high school in regional Australia

This paper presents research on the effects of a cognitive acceleration intervention in science lessons on low socio-economic students in a government high school in regional Western Australia. Thinking Science Australia is a program currently being implemented in Australian junior high school classes. The research was conducted over two years as a case study in one school with students as they entered high school in Year 8 (n = 71). Findings show that significant cognitive gains were made, with concomitant improvement in the state-wide testing in science when participating students were in Year 9, aged 13 and 14. Teachers reported changes to the ways they teach and described the challenges in implementing the intervention program

Introduction: Governing Emergencies: Beyond Exceptionality

What characterizes emergency today is the proliferation of the term. Any event or situation supposedly has the potential to become an emergency. Emergencies may happen anywhere and at any time. They are not contained within one functional sector or one domain of life. The substantive focus of the articles collected in this special issue reflects this proliferation: they explore ways of governing in, by and through emergencies across different types of emergencies and different domains of life. In response to this proliferation, the issue opens up critical work on the politics of emergency beyond the ‘state of exception’ as dominant paradigm. Emergency is treated as a problem for government that calls for the invention of new techniques or the redeployment of existing techniques. Through this shift in emphasis, the articles in this issue disclose relations between modalities of power and emergency life that differ from the ‘lightening flash’ of a sovereign decision on the exception taken from outside of life, or the capacity to ‘mould’ an always-already emergent life from within life

Bringing CASE in from the cold: the teaching and learning of thinking

Thinking Science is a two-year program of professional development for teachers and thinking lessons for students in junior high school science classes. This paper presents research on the effects of Thinking Science on students’ levels of cognition in Australia. The research is timely with a general capability focused on critical thinking in the newly implemented F-10 curriculum in Australia. The design of the research was a quasi-experiment with pre and post-intervention cognitive tests conducted with participating students (n = 655) from nine cohorts in seven high schools. Findings showed significant cognitive gains compared with an age matched control group over the length of the program. Noteworthy, is a correlation between baseline cognitive score and school Index of Community Socio-Educational Advantage (ICSEA). We argue that the teaching of thinking be brought into the mainstream arena of educational discourse and the principles from evidence-based programs such as Thinking Science be universally adopted

Argumentation in school science : Breaking the tradition of authoritative exposition through a pedagogy that promotes discussion and reasoning

The value of argumentation in science education has become internationally recognised and has been the subject of many research studies in recent years. Successful introduction of argumentation activities in learning contexts involves extending teaching goals beyond the understanding of facts and concepts, to include an emphasis on cognitive and metacognitive processes, epistemic criteria and reasoning. The authors focus on the difficulties inherent in shifting a tradition of teaching from one dominated by authoritative exposition to one that is more dialogic, involving small-group discussion based on tasks that stimulate argumentation. The paper builds on previous research on enhancing the quality of argument in school science, to focus on how argumentation activities have been designed, with appropriate strategies, resources and modelling, for pedagogical purposes. The paper analyses design frameworks, their contexts and lesson plans, to evaluate their potential for enhancing reasoning through foregrounding the processes of argumentation. Examples of classroom dialogue where teachers adopt the frameworks/plans are analysed to show how argumentation processes are scaffolded. The analysis shows that several layers of interpretation are needed and these layers need to be aligned for successful implementation. The analysis serves to highlight the potential and limitations of the design frameworks

Interaction of quasilocal harmonic modes and boson peak in glasses

The direct proportionality relation between the boson peak maximum in glasses, $\omega_b$, and the Ioffe-Regel crossover frequency for phonons, $\omega_d$, is established. For several investigated materials $\omega_b = (1.5\pm 0.1)\omega_d$. At the frequency $\omega_d$ the mean free path of the phonons $l$ becomes equal to their wavelength because of strong resonant scattering on quasilocal harmonic oscillators. Above this frequency phonons cease to exist. We prove that the established correlation between $\omega_b$ and $\omega_d$ holds in the general case and is a direct consequence of bilinear coupling of quasilocal oscillators with the strain field.Comment: RevTex, 4 pages, 1 figur

Twentieth century delta13C variability in surface water dissolved inorganic carbon recorded by coralline algae in the northern North Pacific Ocean and the Bering Sea

The oxygen isotopic composition and Mg/Ca ratios in the skeletons of long-lived coralline algae record ambient seawater temperature over time. Similarly, the carbon isotopic composition in the skeletons record δ13C values of ambient seawater dissolved inorganic carbon. Here, we measured δ13C in the coralline alga Clathromorphum nereostratum to test the feasibility of reconstructing the intrusion of anthropogenic CO2 into the northern North Pacific Ocean and Bering Sea. The δ13C was measured in the high Mg-calcite skeleton of three C. nereostratum specimens from two islands 500 km apart in the Aleutian archipelago. In the records spanning 1887 to 2003, the average decadal rate of decline in δ13C values increased from 0.03‰ yr−1 in the 1960s to 0.095‰ yr−1 in the 1990s, which was higher than expected due to solely the δ13C-Suess effect. Deeper water in this region exhibits higher concentrations of CO2 and low δ13C values. Transport of deeper water into surface water (i.e., upwelling) increases when the Aleutian Low is intensified. We hypothesized that the acceleration of the δ13C decline may result from increased upwelling from the 1960s to 1990s, which in turn was driven by increased intensity of the Aleutian Low. Detrended δ13C records also varied on 4–7 year and bidecadal timescales supporting an atmospheric teleconnection of tropical climate patterns to the northern North Pacific Ocean and Bering Sea manifested as changes in upwelling

Dynamic optimal taxation with human capital.

This paper revisits the dynamic optimal taxation results of Jones, Manuelli, and Rossi (1993, 1997). They use a growth model with human capital and find that optimal taxes on both capital income and labor income converge to zero in steady state. For one of the models under consideration, I show that the representative household's problem does not have an interior solution. This raises concerns since these corners are inconsistent with aggregate data. Interiority is restored if preferences are modified so that human capital augments the value of leisure time. With this change, the optimal tax problem is analyzed and, reassuringly, the Jones, Manuelli, and Rossi results are confirmed: neither capital income nor labor income should be taxed in steady state

Learning to Teach Argumentation: Research and development in the science classroom

The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a one-year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts. Data were collected at the beginning and end of the year by audio and video recording lessons where the teachers attempted to implement argumentation. To assess the quality of argumentation, analytical tools derived from Toulmin's argument pattern (TAP) were developed and applied to classroom transcripts. Analysis shows there was development in teachers' use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher-specific, as is the nature of change. To inform future professional development programmes, transcripts of five teachers, three showing a significant change and two no change, were analysed in more detail to identify features of teachers' oral contributions that facilitated and supported argumentation. The analysis showed that all teachers attempted to encourage a variety of processes involved in argumentation and that the teachers whose lessons included the highest quality of argumentation (TAP analysis) also encouraged higher order processes in their teaching. The analysis of teachers' facilitation of argumentation has helped to guide the development of in-service materials and to identify the barriers to learning in the professional development of less experienced teachers

Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation

This paper presents the effects of a cognitive acceleration program in mathematics classes on Tongan students’ achievements, motivation and self-regulation. Cognitive Acceleration in Mathematics Education (CAME) is a program developed at King’s College and implemented worldwide with the aim of improving students’ thinking skills, mathematics performance and attitudes. The first author adapted the program materials to Tongan educational context and provided support to participating teachers for 8 months. This study employed a quasi-experimental design with 219 Year 8 students as the experimental group and 119 Year 8 students as the comparison group. There were a significant differences in the mean scores between the pre-test and post-test of the three instruments that were employed in the study, indicating that learning mathematics under the CAME program had a positive effect on levels of students’ self-regulation, motivation and mathematics achievement. Students also reported changes to the ways they learn mathematics