Recognising emotional intelligence in professional standards for teaching

A project conducted in a primary school explored the hypothesis that student teachers could reflect upon feedback to improve their use of emotional intelligence in the classroom, thereby making consequent improvements to their teaching as defined by the required professional teaching standards. The small body of literature on the emotional intelligence of teaching is reviewed, informing a defi nition of the term ‘emotional intelligence’ and the project’s research methodology. Four student teachers and their teacher mentors participated with a teacher educator to provide two data sets – joint lesson observations records and semi-structured interviews. The joint observations were conducted with the teacher educator, using an observational checklist based on an emotional intelligence competencies framework, and the mentor, assessing demonstration of the required professional standards. Two lessons per student were observed with a four week interval. Shortly after the second observation, student teachers and mentors were interviewed in peer pairs. The outcomes show linked improvements in terms of emotional intelligence and the professional standards, with the mentor and student teacher participants confirming the value and relevance of assessment through an emotional intelligence filter. The findings have implications for emergent and established teachers in school and higher education settings. They call for a learning community to share good practice and support each other’s development through observation, discussion and modelling of emotionally-intelligent teaching and conduct. The study concludes that higher education programmes and partner schools would benefit from time, curriculum provision and government agency support to recognise, reflect upon and develop emotional intelligence in teaching

Braided Subfactors, Spectral Measures, Planar algebras and Calabi-Yau algebras associated to SU(3) modular invariants

Braided subfactors of von Neumann algebras provide a framework for studying two dimensional conformal field theories and their modular invariants. We review this in the context of SU(3) conformal field theories through corresponding SU(3) braided subfactors and various subfactor invariants including spectral measures for the nimrep graphs, A_2-planar algebras and almost Calabi-Yau algebras.Comment: 45 pages, 25 figures. v3: minor correction to Figure 14; v2: figures of 0-1 parts of graphs included, some minor correction

Spectral Measures for G2G_2 II: finite subgroups

Joint spectral measures associated to the rank two Lie group $G_2$, including the representation graphs for the irreducible representations of $G_2$ and its maximal torus, nimrep graphs associated to the $G_2$ modular invariants have been studied. In this paper we study the joint spectral measures for the McKay graphs (or representation graphs) of finite subgroups of $G_2$. Using character theoretic methods we classify all non-conjugate embeddings of each subgroup into the fundamental representation of $G_2$ and present their McKay graphs, some of which are new.Comment: 33 pages, 20 figures; minor improvements to exposition. Accepted for publication in Reviews in Mathematical Physic

Spectral Measures for Sp(2)Sp(2)

Spectral measures provide invariants for braided subfactors via fusion modules. In this paper we study joint spectral measures associated to the compact connected rank two Lie group $SO(5)$ and its double cover the compact connected, simply-connected rank two Lie group $Sp(2)$, including the McKay graphs for the irreducible representations of $Sp(2)$ and $SO(5)$ and their maximal tori, and fusion modules associated to the $Sp(2)$ modular invariants.Comment: 41 pages, 45 figures. Title changed and notation corrected. arXiv admin note: substantial text overlap with arXiv:1404.186