Optical position meters analyzed in the non-inertial reference frames

In the framework of General Relativity we develop a method for analysis of the operation of the optical position meters in their photodetectors proper reference frames. These frames are non-inertial in general due to the action of external fluctuative forces on meters test masses, including detectors. For comparison we also perform the calculations in the laboratory (globally inertial) reference frame and demonstrate that for certain optical schemes laboratory-based analysis results in unmeasurable quantities, in contrast to the detector-based analysis. We also calculate the response of the simplest optical meters to weak plane gravitational waves and fluctuative motions of their test masses. It is demonstrated that for the round-trip meter analysis in both the transverse-traceless (TT) and local Lorentz (LL) gauges produces equal results, while for the forward-trip meter corresponding results differ in accordance with different physical assumptions (e.g. procedure of clocks synchronization) implicitly underlying the construction of the TT and LL gauges.Comment: 10 pages, 2 figures; co-author added, added section VC with discussion of procedures of clocks synchronization, corrected sign in old Eq.17 (currently it is Eq.18

Curriculum design through lesson study

Lesson study is increasingly prevalent as a collaborative activity in which teachers take part to explore their practice. There are many variations in how lesson study manifests itself, even in Japan, where it originated. However, in Japan, fundamental to lesson study is a focus on collaboration in researching teachers’ professional practice. In this article, we draw on experiences of our collaborative research with colleagues in Japan to provide theoretical insights into how we might conceptualize and inform future developments of lesson study as action research that informs curriculum design and implementation. The approach taken develops ideas of the theory of didactical situations, and draws on the construct of boundary objects to understand Japanese lesson study. We identify a class of artefacts, didactical devices, that may provide a useful form of boundary object that supports the collaborative action research of lesson study. Although the particular focus of the work presented here is mathematics, the lessons that we draw should have applicability across the curriculum more widely

SCHOOL 360: DOING EDUCATION DIFFERENTLY

This article describes the journey of School 360, a primary school which opened in Newham, London in September 2021. The school deliberately sought to do education differently, in terms of leadership, curriculum, pedagogy and assessment. They experimented with structures, practices and places to create an educational experience that would enable the children to develop better life skills, achieve higher well-being and be better learners, to provide a better community experience for parents, and enable a happier and more fulfilled staff

A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools

This article presents a methodology for the developmental evaluation of a lesson study programme in primary and secondary schools. Our approach combined the principles of (i) user-focused evaluation, in which, as evaluators, we acted as participatory members of the innovation team and sought to involve users in the design and implementation of evaluation tools, (ii) a multi-level logical model to guide data collection and impact measurement and (iii) an ‘improving rather than proving’ approach to evaluation. The evaluation tools were used on a programme to promote lesson study in London schools involving 133 teachers and 33 schools. The evaluation methodology included outcomes at school leadership, teacher and student levels. Issues of internal and external validity are discussed and strengths and weaknesses are described. Findings showed promise in the use of our scale to measure changes in teacher pedagogical outcomes and in the recording of qualitative changes to both teachers and students as a result of the lesson study cycles. Suggestions for the future use and development of this methodology are proposed, including better use of control groups and quantitative measures to record changes in learning outcomes for students. List of Abbreviations: HE: Higher Education; LS: Lesson Study; PD: Professional Developmen

Evidence informed practice for autism, special educational needs and disability in schools: expanding the scope of the research learning community model of professional development

Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to teachers in primary schools. An interdisciplinary team of specialists guided teams made up of a school leader and a class teacher through structured engagement with recent, high quality research. Participants devised and trialled evidence‐informed interventions that supported pupils with autism and facilitated the improvement of whole school policy and practice on special education and disability (SEND). The RLC allowed them space to share their experiences with other teachers in a process of mutual reflection and learning. Evaluation showed that participants gained confidence in leading change and made effective use of research to develop SEND school policy and practice

Social Activities of Khabarovsk Diocese of Russian Orthodox Church in 1988-2016

The question of the formation of community service and charity of the Russian Orthodox Church in the Khabarovsk Territory in the period from 1988 to 2016 in the context of a change in the socio-political system is considered. The research is based on materials from the Khabarovsk Diocesan Administration, the State Archive of the Khabarovsk Territory and the Information and Education Portal of the Khabarovsk Diocese. Particular attention is paid to the processes of the establishment of diocesan bodies in social service and matters of mercy. It analyzes the socio-economic conditions in which the development of the Church’s social ministry in the region took place. The data on the assistance to needy categories of the population are given. It is shown that in the 90s of the twentieth century, the orders of the Moscow Patriarchate were only advisory in nature. The authors of the article believe that in those economic and political conditions this seems justified. It is noted that during this period, the bishops on the ground themselves prioritized the development of church life, in particular with regard to helping those in need. It is emphasized that the development of this direction of church activity began due to the position of His Holiness Patriarch of Moscow and All Russia Kirill (Gundyaev). The novelty of the study is seen in the fact that the charitable activities of the Church during the period under review are practically not affected in publications devoted to the recent history of the Russian Orthodox Church

Approaches to research & development for ‘great pedagogy’ and ‘great CPD’ in teaching school alliances : teaching schools R&D network national themes project 2012-14

This report summarises the findings of research into the implementation of collaborative research and development (R&D) within teaching school alliances (TSAs). The five alliances that are the focus of this study all undertook collaborative R&D projects over a two year period (2012-2014) linked to one of two themes: 'what makes great pedagogy?' (theme 1) or 'what makes great professional development that leads to consistently great pedagogy?’ (theme 2). This work was part of a wider national project involving 66 alliances in total: the alliances received funding as well as support and facilitation from externally commissioned experts. The five alliances in this study were selected to offer a reasonable spread in terms of focus, approach and geography

Khabarovsk Diocese of Russian Orthodox Church in 1988-2011: Creation and Transformation

The article deals with the revival of Orthodoxy in the Russian Far East in the period from 1988 to 2012 in the context of the change of socio-political paradigm. The article is based on the archival materials of the Khabarovsk diocesan administration and the State Archive of the Khabarovsk Territory. Particular attention is paid to the processes of formation of the system of Church-administrative management of the Moscow Patriarchate structures in the Khabarovsk Territory. The social and economic conditions in which the administrative-territorial structure of the Khabarovsk diocese was transformed are analyzed. The data on the factors that hindered the reconstruction of the institutions of the Russian Orthodox Church (ROC) destroyed after the events of 1917 and the Civil war of 1918-1922 are given. Statistical data on the number of religious buildings and the number of clergy in the period under review are presented. It is emphasized that the processes of the revival of Orthodoxy in the Khabarovsk Territory took place in unfavorable conditions for the Church hierarchy. The novelty of the study is seen in the fact that in the modern period, the features of intra-Church life were not reflected in the publications devoted to the modern history of the Khabarovsk Krai