Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils' attainment in maths

This paper presents the findings of a 1-year efficacy trial of Maths Counts (MC), an intensive, individualised programme delivered by trained teaching assistants. The programme was delivered 3 times a week over 10 weeks. The sample included 291 Year 3 to Year 6 pupils (age 7 to 11) from 35 primary schools in England. Pupils were individually randomised within school to receive MC or business as usual. The results suggest that MC is effective for children struggling with basic maths skills (ES = +0.12 for general maths skills and +0.18 for maths attitude), but there is no evidence that it is particularly effective for children eligible for free school meals. Staff and pupil absences, and other social-emotional and behavioural difficulties may have prevented some pupils from getting the most from the programme. In general, the trial shows that trained teaching assistants can be effectively deployed to support children’s maths learning

Counterflowing Jet Subsystem Design

A counterflowing jet design (a spacecraft and trans-atmospheric subsystem) employs centrally located, supersonic cold gas jets on the face of the vehicle, ejecting into the oncoming free stream. Depending on the supersonic free-stream conditions and the ejected mass flow rate of the counterflowing jets, the bow shock of the vehicle is moved upstream, further away from the vehicle. This results in an increasing shock standoff distance of the bow shock with a progressively weaker shock. At a critical jet mass flow rate, the bow shock becomes so weak that it is transformed into a series of compression waves spread out in a much wider region, thus significantly modifying the flow that wets the outer surfaces, with an attendant reduction in wave and skin friction drag and aerothermal loads

Method and system for control of upstream flowfields of vehicle in supersonic or hypersonic atmospheric flight

The upstream flowfield of a vehicle traveling in supersonic or hypersonic atmospheric flight is actively controlled using attribute(s) experienced by the vehicle. Sensed attribute(s) include pressure along the vehicle's outer mold line, temperature along the vehicle's outer mold line, heat flux along the vehicle's outer mold line, and/or local acceleration response of the vehicle. A non-heated, non-plasma-producing gas is injected into an upstream flowfield of the vehicle from at least one surface location along the vehicle's outer mold line. The pressure of the gas so-injected is adjusted based on the attribute(s) so-sensed

How to get more people into teaching? Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career

Understanding people’s perceptions of teaching as an occupation, and their motivation or otherwise to teach, can help identify which initiatives/policies are most promising in improving teacher recruitment. Previous studies have often sought only the views of teachers/teacher trainees to understand why people choose teaching as a career. Recruitment strategies based on evidence from such research are therefore only appealing to those who are already interested in teaching. It is the views of those who might otherwise have gone into teaching that can provide better clues to what we can do to get more people into teaching. This paper compares the views of 4469 undergraduate students and 788 trainee teachers in England. Our analysis goes beyond the usual approach by comparing young people completely uninterested in teaching, those who considered teaching but rejected it, those intending to be teachers, and those already in training. Our study found little or no difference between prospective teachers and others in terms of generic career drivers and the attraction of financial incentives, although prospective teachers tended to have lower levels of qualifications and to come from less prestigious occupational backgrounds. However, those not planning to be teachers are much less concerned about teachers’ workload, suggesting that this is probably not a great deterrent for those considering teaching. Compared to those who intend to be teachers, those who have considered but rejected teaching are less likely to view teaching as intellectually stimulating. They are least likely to see teaching as a high-status profession, offering good promotion prospects and job security. Policies to improve recruitment need to make teaching more attractive to the second group by addressing these issues. Additionally, these policies should be distinct from policies to retain existing teachers

The Prospects and Problems of an IGAD Regional Development Bank

A multilateral development finance institution for the Inter-Governmental Authority on Development (IGAD) region represents the chance to create a strong pro-developmental actor – and energize the IGAD itself. Yet, the IGAD senior officials will need to look beyond the traditional development banking model if they hope to make an impact of the scale needed to drag these poorest of countries out of their poverty. In this paper, we argue for the design of a development bank modelled after successful role models – like the China Development Bank – instead of proven failures. A mix of government and private sector participation, a widely disbursed capital base, and a temporary base in London, will help ensure the proposed IGAD Communities Development Bank acts as bridge and vector of pro-developmental capitalism in the IGAD region