A Beginner\u27s Guide to Applied Educational Research using Thematic Analysis

Interest in applied educational research methodology is growing as educators and researchers strive to seek empirical evidence about what is effective teaching within distinctive contexts. However, for beginner researchers who are interested in conducting case studies within educational settings and are looking for an appropriate starting point, there is limited literature that shapes comprehensively the theory and application of a rigorous research design. This article outlines the theoretical foundation, philosophical assumptions and application of a research design suitable for implementation in educational settings. For researchers and educators pursuing a case study approach within a specific context, an inquiry framework provides the roadmap to navigate the journey. The main components of this systematic inquiry framework include the interconnected practices for: identifying the issue; collecting the data; preparing and engaging with the data; analysing thematically the data; interpreting the data analysis; and composing the research findings and generalisations. Throughout the discussion, examples are drawn from a case study to illustrate how the innovative design and the sixstage qualitative data collection and thematic analysis were implemented to investigate the prevalent roles that teachers play in generating environments for self-regulated learning. Finally, research design considerations are discussed to reflect high standards of ethical practice for reporting research findings and interpretations that can be trusted and contribute practically, theoretically and methodologically to educational research

Everyday classroom teaching practices for self-regulated learning

This study investigated everyday classroom teaching that provides opportunities for young adolescent students to self-regulate their learning. Evidence drawn from literature in the field of self-regulated learning (SRL) underpins this investigation that was focused on the transition years from primary school to secondary school. Research was conducted in Australia as dual case studies, with data collected through semi-structured interviews and classroom observations from eight teacher participants. The data were analysed through the lens of a conceptual framework that aligns the findings with the fundamentals for SRL. The four themes generated are best understood as teaching approaches that describe how teachers within social learning environments connect the goal orientated learning with purposeful engagement, facilitate the activation of thinking strategies through instructional support, and diversify learning opportunities that enable an expectation of success. The findings are illustrated by classroom examples of the core practices that influence students' self-regulatory capacity. An outcome of this research is the SRL model that offers a vision for pedagogy to support teacher professional dialogue and learning, and a practical decision-making tool intended to guide teachers to reflect, analyse and tailor practices for their everyday classroom teaching. The paper concludes with some suggestions that provide scope for future research

CMB Power Spectrum Estimation via Hierarchical Decomposition

We have developed a fast, accurate and generally applicable method for inferring the power spectrum and its uncertainties from maps of the cosmic microwave background (CMB) in the presence of inhomogeneous and correlated noise. For maps with 10 to 100 thousand pixels, we apply an exact power spectrum estimation algorithm to submaps of the data at various resolutions, and then combine the results in an optimal manner. To analyze larger maps efficiently one must resort to sub-optimal combinations in which cross-map power spectrum error correlations are only calculated approximately. We expect such approximations to work well in general, and in particular for the megapixel maps to come from the next generation of satellite missions.Comment: 10 pages, 5 figures, to be submitted to Phys. Rev.

An Exact No Free Lunch Theorem for Community Detection

A precondition for a No Free Lunch theorem is evaluation with a loss function which does not assume a priori superiority of some outputs over others. A previous result for community detection by Peel et al. (2017) relies on a mismatch between the loss function and the problem domain. The loss function computes an expectation over only a subset of the universe of possible outputs; thus, it is only asymptotically appropriate with respect to the problem size. By using the correct random model for the problem domain, we provide a stronger, exact No Free Lunch theorem for community detection. The claim generalizes to other set-partitioning tasks including core/periphery separation, $k$-clustering, and graph partitioning. Finally, we review the literature of proposed evaluation functions and identify functions which (perhaps with slight modifications) are compatible with an exact No Free Lunch theorem

Pedagogy beyond compliance: teachers providing opportunities for students to self-regulate their learning in the primary-secondary transition years of schooling

This study explored how teachers provided opportunities for young adolescent students to be empowered as learners. Despite the crucial role that self-regulated learning plays in enhancing students’ achievement at school and beyond, few studies have created a practice-based pedagogy aimed at enabling students to rationalise their goals, to accept responsibility for their learning and to develop their capabilities as resourceful learners in social learning environments. The research was conducted as dual case studies within a primary school and a secondary school as transitionally connected settings in Queensland, Australia. The middle years of schooling, Years 5 to 9, have been identified as being a critical stage of development in young adolescents’ lives for effective lifelong learning. How schools and teachers can contribute to fostering these learning qualities was highlighted as a topic relevant to current Australian and international educational policy and debate. Rich qualitative data were collected through semi-structured interviews and classroom observations from eight teacher participants in the middle years of schooling. Thematic analysis methods were used in inductive intra-case and cross-case processes of generating codes, categories and themes. The findings were reported as interpretations that were intertwined with snapshots of data that represented the voices of the teacher participants. The data foregrounded teachers’ practices to identify that in striving to foster students’ effective learning they implemented pedagogical approaches aimed beyond the management of students’ behaviour for compliance and they sought to empower students as resourceful learners. As an original contribution to knowledge, the findings were synthesised to construct a practice-based pedagogical model for self-regulated learning. The study found that the teachers endeavoured to provide opportunities for the students to regulate their own learning through pedagogical approaches that connect the learning, facilitate the learning, diversify the learning, socialise the learning and reflect on teaching. Extending this model, the transition pedagogy framework for self-regulated learning presents key elements that attend to the distinctive needs of young adolescent students in the primary–secondary transition years of schooling. This study’s findings offer a proactive pedagogical approach to behaviour management within classroom environments that focuses on potentiating students’ self-regulation of their learning

Opinion Editorial: Challenging Minds and Changing Lives: How Historically Black Colleges and Universities are Intentional about Educating the Whole Student

Challenging Minds and Changing Lives: How Historically Black Colleges and Universities are Intentional about Educating the Whole Studen

Biomedical applications team tasks

The status of the biomedical applications team is discussed along with its activity in applications engineering. Various technology requests are summarized

Planck Observations of M33

We have performed a comprehensive investigation of the global integrated flux density of M33 from radio to ultraviolet wavelengths, finding that the data between $\sim$100 GHz and 3 THz are accurately described by a single modified blackbody curve with a dust temperature of $T_\mathrm{dust}$ = 21.67$\pm$0.30 K and an effective dust emissivity index of $\beta_\mathrm{eff}$ = 1.35$\pm$0.10, with no indication of an excess of emission at millimeter/sub-millimeter wavelengths. However, sub-dividing M33 into three radial annuli, we found that the global emission curve is highly degenerate with the constituent curves representing the sub-regions of M33. We also found gradients in $T_\mathrm{dust}$ and $\beta_\mathrm{eff}$ across the disk of M33, with both quantities decreasing with increasing radius. Comparing the M33 dust emissivity with that of other Local Group members, we find that M33 resembles the Magellanic Clouds rather than the larger galaxies, i.e., the Milky Way and M31. In the Local Group sample, we find a clear correlation between global dust emissivity and metallicity, with dust emissivity increasing with metallicity. A major aspect of this analysis is the investigation into the impact of fluctuations in the Cosmic Microwave Background (CMB) on the integrated flux density spectrum of M33. We found that failing to account for these CMB fluctuations would result in a significant over-estimate of $T_\mathrm{dust}$ by $\sim$5 K and an under-estimate of $\beta_\mathrm{eff}$ by $\sim$0.4.Comment: Accepted for publication in MNRA