Approaches to Evaluating Teaching for Mastery in Secondary Mathematics Education

Teaching for Mastery (TfM) in mathematics education is a pedagogical approach which seeks to develop students’ depth of understanding to ensure that they ‘master maths’ and develop a deep, secure and adaptable understanding of the subject. The term was coined by the NCETM following the England-Shanghai Teacher Exchange Programme of 2015 in a bid to address mathematics underperformance of students in England following transnational assessments. This research explores observational methods for assessing the impact of TfM on secondary mathematics outcomes, and is the first of its kind in moving away from experimental approaches to attempt to ascribe cause to TfM at the individual, student level. The move away from an experimental approach comes from the need to overcome the risk of trial effects and bias that are inherent to approaches such as Randomised Controlled Trials (RCTs), and the wish to explore the longer-term impact of embedded TfM. This thesis explores the research field to date as well as other viable methods for ascribing cause, before justifying the use of propensity score matching methods. Three individual school cases are considered, and propensity score matching methods applied and analysed, showing that observational methods may, to some extent, help evaluate curriculum interventions

Going Up the Country: A Comparison of Elite Ceramic Consumption Patterns in Charleston and the Carolina Frontier

The 18th century colonial world is characterized by a dramatic increase in the consumption of goods identified as the “consumer revolution.” During this period fashionable material culture and the social performances associated with their use became universally recognized symbols of group membership. This thesis uses archaeological evidence to explore variation in the degree of participation in the consumer revolution between urban and rural settings in late eighteenth-century South Carolina. The data used for this research will be taken from excavated ceramic assemblages of two domestic archaeological sites, both of which were homes owned consecutively by the wealthy Brewton and Motte family from approximately 1769 to 1791. One, the Miles Brewton House, was located in the urban center of Charleston and the other, Mount Joseph Plantation, was constructed along the Congaree River in Amelia Township, an area that was then considered South Carolina’s backcountry. The consumption patterns of the Brewton and Motte family will be explored through a statistical comparison of the excavated ceramic assemblages of both of these residences. Interpreting the differences in these assemblages through the lens of conspicuous consumption and signaling theory provides insight into the social climate of the late eighteenth century colonial frontier, increases knowledge of the differences between urban and rural participation in the consumer revolution, and explores the range of variation in colonial experiences in Revolutionary period South Carolina

Musical abilities in middle childhood : intra-personal, social and temporal contexts

The aim of this research was to examine relationships between musical abilities and general intelligence, initially using Gardner's (1983) theory of multiple intelligences, which contend that they are separate. The intra-personal and social contexts of musical ability were then investigated to clarify whether immediate contacts operated distinctly from those in wider contexts. Finally, using Dickens and Flynn's (2001) theory of intelligence, the temporal context of musical ability was examined to see if musical abilities can be self-enhancing. The research sites used were nine schools in England and Wales, representative of different social strata and musical specialisation, including state primary, choir and independent schools, from which 433 pupils, aged 7-11 (middle childhood) took part. Measures used were the Bentley (1966a) Measures of Musical Ability, Heim and Simmonds' (1974) Group Tests of General Reasoning, National Foundation for Educational Research Tests in English and Mathematics (1994a, 1994b) and Bellin and Rees' (2004) adaptation of Harter's (1988) self-perception scales for self-concept. A musical experience questionnaire was also devised. It was found that musical ability and general intelligence are not separate intelligences in the way that Gardner's multiple intelligences theory would suggest. The closeness of the relationship between musical ability and general intelligence justified applying notions from Dickens and Flynn's (2001) theory of intelligence to musical ability. Relationships between musical abilities and self- concept concerned the sense of academic competence in non-specialist as well as specialist schools. Historic changes such as music in the curriculum seem to have boosted musical abilities in middle childhood in state, specialist and independent schools. The most powerful influence appeared to be learning to play a musical instrument. However, contrary to assumptions of multiplying effects of social influences, musical abilities do not appear to be self enhancing.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Effect of Mass Supplementation with Ready-to-Use Supplementary Food during an anticipated nutritional emergency

Previous studies have shown the benefits of ready-to-use supplementary food (RUSF) distribution in reducing the incidence and prevalence of severe acute malnutrition

Musical abilities in middle childhood: intra-personal, social and temporal contexts

The aim of this research was to examine relationships between musical abilities and general intelligence, initially using Gardner's (1983) theory of multiple intelligences, which contend that they are separate. The intra-personal and social contexts of musical ability were then investigated to clarify whether immediate contacts operated distinctly from those in wider contexts. Finally, using Dickens and Flynn's (2001) theory of intelligence, the temporal context of musical ability was examined to see if musical abilities can be self-enhancing. The research sites used were nine schools in England and Wales, representative of different social strata and musical specialisation, including state primary, choir and independent schools, from which 433 pupils, aged 7-11 (middle childhood) took part. Measures used were the Bentley (1966a) Measures of Musical Ability, Heim and Simmonds' (1974) Group Tests of General Reasoning, National Foundation for Educational Research Tests in English and Mathematics (1994a, 1994b) and Bellin and Rees' (2004) adaptation of Harter's (1988) self-perception scales for self-concept. A musical experience questionnaire was also devised. It was found that musical ability and general intelligence are not separate intelligences in the way that Gardner's multiple intelligences theory would suggest. The closeness of the relationship between musical ability and general intelligence justified applying notions from Dickens and Flynn's (2001) theory of intelligence to musical ability. Relationships between musical abilities and self- concept concerned the sense of academic competence in non-specialist as well as specialist schools. Historic changes such as music in the curriculum seem to have boosted musical abilities in middle childhood in state, specialist and independent schools. The most powerful influence appeared to be learning to play a musical instrument. However, contrary to assumptions of multiplying effects of social influences, musical abilities do not appear to be self enhancin

Expanding the Miscanthus market in the UK:Growers in profile and experience, benefits and drawbacks of the bioenergy crop

Research Funding Biotechnology and Biological Sciences Research Council. Grant Number: BB/V011553/1 EPSRC Centre for Doctoral Training in Additive Manufacturing. Grant Number: EP/S000771/1 UK Supergen Bioenergy Hub. Grant Number: RG15855Peer reviewedPublisher PD

All-Wales licensed premises intervention (AWLPI): a randomised controlled trial to reduce alcohol-related violence

Background: Alcohol-related violence in and in the vicinity of licensed premises continues to place a considerable burden on the United Kingdom’s (UK) health services. Robust interventions targeted at licensed premises are therefore required to reduce the costs of alcohol-related harm. Previous evaluations of interventions in licensed premises have a number of methodological limitations and none have been conducted in the UK. The aim of the trial was to determine the effectiveness of the Safety Management in Licensed Environments intervention designed to reduce alcohol-related violence in licensed premises, delivered by Environmental Health Officers, under their statutory authority to intervene in cases of violence in the workplace.<p></p> Methods/Design: A national randomised controlled trial, with licensed premises as the unit of allocation. Premises were identified from all 22 Local Authorities in Wales. Eligible premises were those with identifiable violent incidents on premises, using police recorded violence data. Premises were allocated to intervention or control by optimally balancing by Environmental Health Officer capacity in each Local Authority, number of violent incidents in the 12 months leading up to the start of the project and opening hours. The primary outcome measure is the difference in frequency of violence between intervention and control premises over a 12 month follow-up period, based on a recurrent event model. The trial incorporates an embedded process evaluation to assess intervention implementation, fidelity, reach and reception, and to interpret outcome effects, as well as investigate its economic impact.<p></p> Discussion: The results of the trial will be applicable to all statutory authorities directly involved with managing violence in the night time economy and will provide the first formal test of Health and Safety policy in this environment. If successful, opportunities for replication and generalisation will be considered.<p></p&gt

The emergence of stripes

Within the geometric designs of my previous paintings, stripes have always played a major role. These stripes were used as bands that enclosed space or defined shapes. I have decided the "stripe" will be the subject of my thesis paintings. My work has always been extremely deliberate and calculated. Every element of color and design was laboriously developed by making many drawings and color sketches. I would spend weeks mixing and manipulating colors. This process produced very mechanical paintings. My new work is an attempt to be less rigid and more spontaneous. I no longer make preliminary drawings. The canvas is first covered with a background color. Using tape to mark the area on which to begin, I proceed by mixing one color and putting in vertical stripes of this color. The next color is mixed and applied in the same manner. When the relationship of stripes to spaces appears correct, I stop. The addition of horizontal stripes and their color or colors are determined by the overall look of the painting after the vertical stripes have been painted. Changes in color and/or spacing are made at this point. These changes range from very minor to a complete reworking of the design