An adjustment inventory for primary grades

Thesis (M.A.)--Boston Universit

Using video and multimodal classroom interaction analysis to investigate how information, misinformation, and disinformation influence pedagogy

Misinformation is accidentally wrong and disinformation is deliberately incorrect (i.e., deception). This paper uses the Pedagogy Analysis Framework (PAF) to investigate how information, misinformation, and disinformation influence classroom pedagogy. 95 people participated (i.e., one lesson with 7-year-olds, another with 10-year-olds, and three with a class of 13-year-olds). We used four video-based methods (lesson video analysis, teacher verbal protocols, pupil group verbal protocols, and teacher interviews). 35 hours of video data (recorded 2013-2020) were analysed using Grounded Theory Methods by the researchers, the class teachers, and groups of pupils (three girls and three boys). The methodology was Straussian Grounded Theory. We present how often participants used information, misinformation, and disinformation. We illustrate how the PAF helps understand and explain information, misinformation, and disinformation in the classroom by analysing video data transcripts. In addition, we discuss participant perceptions of the status of information; overlapping information, misinformation, and disinformation; and information communication difficulties

Multimodal classroom interaction analysis using video-based methods of the pedagogical tactic of (un)grouping

Grouping of people and/or things in school can involve challenging pedagogical problems and is a recurrent issue in research literature. Grouping of pupils sometimes aids learning, but detailed video-based analysis of how teachers (and pupils) group or ungroup (termed ‘(un)grouping’) in classrooms is rare. This multimodal classroom interaction analysis study builds on previous work by exploring how the Pedagogy Analysis Framework can help untangle complicated classroom interactions involving (un)grouping and identifies sixteen types of (un)grouping. The sample size is one class of thirty pupils (10-year-olds), their class teacher, and teaching assistant. Four research methods were used (lesson video analysis, teacher verbal protocols, pupil group verbal protocols, and individual teacher interviews). Six hours of data were video recorded (managed using NVivo). Data were analysed by two educational researchers, the class teacher, and two groups of pupils (three girls and three boys). The methodology is Straussian Grounded Theory. Data were recorded in 2019. We present how often participants (un)grouped during a lesson. We propose and use a grounded theory for (un)grouping which we call the ‘Exclusion, Segregation, Integration, and Inclusion (ESII) model’. Additionally, we discuss how misinformation and disinformation can complicate analysis of (un)grouping and examine different perspectives on (un)grouping

Teachers' perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment?

There is a gap in the research on the relationship between secondary school subject departments, particularly where, as in the case of science and religious education (RE), there is not the traditional relationship that may be seen in science and maths or across humanities subjects. More awareness of content taught in other departments is important for pupils' coherent experience of curriculum and schooling. This article reports on data from 10 focus groups with 50 participants from six universities, where student teachers of science and RE revealed a complex picture of relationships between the two departments in their placement schools. Furthermore, this article reports findings from a survey where 244 teachers and student teachers of science and RE shared their perspectives on the relationship between the two school departments. The measure was adapted from Barbour's typology, a classification describing the nature of the relationship between science and religion in a range of literature. The terms ‘conflict’, ‘independence’, ‘dialogue’, ‘collaboration’ and ‘integration’ were presented to teachers of both subjects. Little evidence was found of conflict between science and RE departments, but more ‘independence’ than ‘dialogue’ between the two departments was reported. In the light of these findings, the benefits of boundary crossing are explored alongside the role teachers should play in boundary crossing

Rigorous confidence intervals for critical probabilities

We use the method of Balister, Bollobas and Walters to give rigorous 99.9999% confidence intervals for the critical probabilities for site and bond percolation on the 11 Archimedean lattices. In our computer calculations, the emphasis is on simplicity and ease of verification, rather than obtaining the best possible results. Nevertheless, we obtain intervals of width at most 0.0005 in all cases

Design and development of a low temperature, inductance based high frequency ac susceptometer

We report on the development of an induction based low temperature high frequency ac susceptometer capable of measuring at frequencies up to 3.5 MHz and at temperatures between 2 K and 300 K. Careful balancing of the detection coils and calibration have allowed a sample magnetic moment resolution of $5\times10^{-10} Am^2$ at 1 MHz. We will discuss the design and characterization of the susceptometer, and explain the calibration process. We also include some example measurements on the spin ice material CdEr$_2$S$_4$ and iron oxide based nanoparticles to illustrate functionality

Science and RE teachers' perspectives on the purpose of RE on the secondary school curriculum in England

Renewed interest in curriculum in English schooling over the past decade has emanated from a particular focus on the place and role of knowledge in the classroom. Significant changes in policy and examination specifications have led to changes in religious education (RE). However, little is known about teachers' perspectives on the purpose of RE. We asked teachers of science and RE what they understood as the purpose of RE on the school curriculum. Data from 10 focus groups and a survey with 276 secondary teachers demonstrated that many secondary teachers of science have a different understanding to RE teachers of the purpose of RE on the school curriculum. Findings also show a lack of consensus from RE teachers on the purpose of RE, suggesting the impact of the knowledge turn in RE is not as strong as the Ofsted Research Review implies. Findings are significant as little is known about how knowledge works across disciplinary boundaries in schools. If students are to come to a full understanding of how knowledge works, teachers need to have some understanding of how knowledge is being constructed and utilised in other curriculum subjects. Knowledge of the intended purpose of RE is important for respectful co-existence of subjects on the curriculum and essential when RE is declining as a subject in secondary schools

Science religion encounters, epistemic trespass, neighbourliness and overlapping domains: theorisation and quantitative evidence of extent

This study advances a concept of science religion encounter (SRE), with preliminary theorisation and shares findings on the extent and nature of such encounters reported by secondary religious education and science teachers. SREs are interdisciplinary engagements in classrooms involving subject knowledge from more than one subject. The researchers hypothesised they may arise unexpectedly, when a pupil asks a question, or be teacher-planned and intended. This article further elaborates the concept of SRE with reference to the concepts of ‘epistemic trespassing’ (ET), epistemic neighbourliness, and overlapping domains, introducing these to the field of education. The study is contextualised in the school classroom with quantitative data gathered among beginning and experienced teachers measuring whether this ET in SRE topics enter the classroom via ‘spontaneity’ or via a ‘deliberateness’. This clarifies the different roles a teacher may play and offers considerations for teacher development when navigating an SRE in ways that potentially reduce lost learning

Breakdown of Lindstedt Expansion for Chaotic Maps

In a previous paper of one of us [Europhys. Lett. 59 (2002), 330--336] the validity of Greene's method for determining the critical constant of the standard map (SM) was questioned on the basis of some numerical findings. Here we come back to that analysis and we provide an interpretation of the numerical results by showing that no contradiction is found with respect to Greene's method. We show that the previous results based on the expansion in Lindstedt series do correspond to the transition value but for a different map: the semi-standard map (SSM). Moreover, we study the expansion obtained from the SM and SSM by suppressing the small divisors. The first case turns out to be related to Kepler's equation after a proper transformation of variables. In both cases we give an analytical solution for the radius of convergence, that represents the singularity in the complex plane closest to the origin. Also here, the radius of convergence of the SM's analogue turns out to be lower than the one of the SSM. However, despite the absence of small denominators these two radii are lower than the ones of the true maps for golden mean winding numbers. Finally, the analyticity domain and, in particular, the critical constant for the two maps without small divisors are studied analytically and numerically. The analyticity domain appears to be an perfect circle for the SSM analogue, while it is stretched along the real axis for the SM analogue yielding a critical constant that is larger than its radius of convergence.Comment: 12 pages, 3 figure

Global transcriptional response of Escherichia coli O157:H7 to growth transitions in glucose minimal medium

<p>Abstract</p> <p>Background:</p> <p>Global patterns of gene expression of <it>Escherichia coli </it>K-12 during growth transitions have been deeply investigated, however, comparable studies of <it>E. coli </it>O157:H7 have not been explored, particularly with respect to factors regulating virulence genes and genomic islands specific to this pathogen. To examine the impact of growth phase on the dynamics of the transcriptome, O157:H7 Sakai strain was cultured in MOPS minimal media (0.1% glucose), RNA harvested at 10 time points from early exponential to full stationary phase, and relative gene expression was measured by co-hybridization on high-density DNA microarrays. Expression levels of 14 genes, including those encoding Shiga toxins and other virulence factors associated with the locus of enterocyte effacement (LEE), were confirmed by Q-PCR.</p> <p>Results:</p> <p>Analysis of variance (R/MAANOVA, Fs test) identified 442 (36%) of 1239 O157-specific ORFs and 2110 (59%) of 3647 backbone ORFs that changed in expression significantly over time. QT cluster analysis placed 2468 of the 2552 significant ORFs into 12 groups; each group representing a distinct expression pattern. ORFs from the largest cluster (<it>n </it>= 1078) decreased in expression from late exponential to early stationary phase: most of these ORFs are involved in functions associated with steady state growth. Also represented in this cluster are ORFs of the TAI island, encoding tellurite resistance and urease activity, which decreased ~4-fold. Most ORFs of the LEE pathogenicity island also decreased ~2-fold by early stationary phase. The ORFs encoding proteins secreted via the LEE encoded type III secretion system, such as <it>tccP </it>and <it>espJ</it>, also decreased in expression from exponential to stationary phase. Three of the clusters (<it>n </it>= 154) comprised genes that are transiently upregulated at the transition into stationary phase and included genes involved in nutrient scavenging. Upregulated genes with an increase in mRNA levels from late exponential to early stationary phase belonged to one cluster (<it>n </it>= 923) which includes genes involved in stress responses (e.g. <it>gadAB</it>, <it>osmBC</it>, and <it>dps</it>). These transcript levels remained relatively high for > 3 h in stationary phase. The Shiga toxin genes (<it>stx</it>1AB and <it>stx</it>2B) were significantly induced after transition into stationary phase.</p> <p>Conclusion:</p> <p>Expression of more than 300 O157-specific ORFs, many implicated in virulence of the O157 pathogen, was modulated in a growth dependent manner. These results provide a baseline transcriptional profile that can be compared to patterns of gene expression of this important foodborne pathogen under adverse environmental conditions.</p