Pre-service Teachers’ Conclusive Principles for Teaching Technology Education

What enduring knowledge and understanding from tertiary education study will learners remember most that will contribute to their on-going performance and understanding for effective teaching? This paper is based on research undertaken to identify what third-year initial teacher education students in a course including Technology Education curriculum development conclude as important principles for teaching that discipline effectively in their classrooms. Their course-concluding principles should be seen as first steps or thoughts as they transition from university into their first appointments and begin teaching. Literature on personal epistemologies (Brownlee, Schraw & Berthelsen, 2011) identifies that preservice teachers’ awareness will also be reflective of prior experiences they have had in the community and from teachers they have been exposed to and that their naïve epistemologies will give way to more sophisticated beliefs and practices as their confidence and understanding develops. The students’ conclusive principles were analysed to identify the nature of their understanding and as a guide to what teaching in this discipline might look like as they begin their teaching career

Enduring Learning: Integrating C21st soft skills through Technology Education

As times change we need to continually review what our education systems offer and where priorities might lie.  The Technology and Knowledge Ages of the twenty-first century have brought about new understandings, new ways of doing things, and an array of new career and workplace opportunities.  Employees today are expected to bring more than an accumulation of traditional knowledge acquisition. Increasingly important today are a plethora of attitudinal skills and dispositions that enable workers to engage in much greater collaboration, communication, problem-solving, and critical thinking.  What are these newly emphasised skills and dispositions and how should they be addressed within the education system?  Meaningful learning of these ‘soft skills’ will occur best in authentic and integrated programmes where explicit teaching identifies the required learning.  This paper will investigate the nature of the skills, consider some implications and barriers and then demonstrate connections between the nature of technological practice and ‘soft skills’.  An essential consideration of this new learning focus is how it might be assessed.  A new authentic assessment practice within a Technology Education tertiary education programme is introduced as an example of how knowledge and ‘soft skill’ acquisition can be combined and achieved. 

Comparison of microscale sealed vessel pyrolysis (MSSVpy) and hydropyrolysis (Hypy) for the characterisation of extant and sedimentary organic matter

Microscale sealed vessel pyrolysis (MSSVpy) and catalytic hydropyrolysis (Hypy) combined with gas chromatography-mass spectrometry have emerged in recent years as useful and versatile organic analytical and characterisation methods. Both now commercially available, these pyrolysis methods complement traditional flash pyrolysis analysis which can be limited by excessive degradation or inadequate chromatographic resolution of pyrolysates of high structural polarity. To assess the versatility and merits of these two pyrolysis methods they were separately applied to several organic samples reflecting different thermal maturities. This comparison revealed many product similarities, but also several important features unique to each

Primary–secondary school transition experiences and factors associated with differences in these experiences:Analysis of the longitudinal Growing Up in Scotland dataset

Previous research suggests that primary–secondary school transitions can be problematic, with some children experiencing a negative impact on academic outcomes and a decline in wellbeing. The negative impact of primary–secondary transition experiences can be long term and lead to young people not completing high school with implications for their subsequent education and employment. However, there are several gaps in existing studies as a result of weak research designs, small samples and the timing of data collection. To better understand children's primary–secondary school transition experiences and the factors which may impact on them, we undertook secondary analysis of data from the Growing Up in Scotland (GUS) study. The analysis focused on data collected when children were in the penultimate year of primary school (Primary 6/P6) and then when they were in the first year of secondary school (Secondary 1/S1). This led to a final sample size of 2559 children and their parents. Results contradict many previous studies which tend to find primary–secondary transitions as overwhelmingly negative. In contrast, we found that 36% of children experienced a positive transition and 42% a moderately positive transition, with only 22% children experiencing a negative transition. This is the first large-scale, longitudinal and contemporaneous study able to provide a clear proportion of children with positive, moderate and negative transition experiences. Several factors seemed to play a part in children's transition experiences, namely gender, religion, household composition, socioeconomic status, child expectations, schoolwork, and relationships. Implications and recommendations for research, policy and practice have been outlined. Context and implications Rationale for this study: Primary–secondary school transitions are considered to have a detrimental impact on educational and wellbeing outcomes. However, previous studies have several limitations and a more robust analysis of a longitudinal dataset with a large sample was required. Why the new findings matter: This study has highlighted that the majority of children had a positive or moderately positive transition experience. It clarified which factors might influence whether children will have positive or negative transitions. Implications for practitioners, policy makers and researchers: Findings suggest the importance of practitioners and policy makers acknowledging the myriad factors occurring alongside and potentially influencing a child's transition experiences. Similarly, it is important to be mindful of strategies to promote children's positive relationships in both primary and secondary school, especially with their teachers. Further, children's participation in sports, clubs and youth groups should be encouraged. Children's anxieties and misconceptions about transitions should be addressed in a timely manner, including enhanced transition for those with higher levels of concern or anxiety. Fostering and maintaining good school–parent relationships, through timely and relevant communication can facilitate positive transitions. The findings suggest the importance of undertaking research to understand how children from less advantaged socioeconomic backgrounds can be better supported. Similarly, research should be undertaken to understand why some children have negative expectations and are less positive about secondary school. Further, future research should focus on analysing GUS data, including that from S3 and S6, and linking it with administrative data related to attainment and wellbeing.</p

Primary–secondary school transition experiences and factors associated with differences in these experiences:Analysis of the longitudinal Growing Up in Scotland dataset

Previous research suggests that primary–secondary school transitions can be problematic, with some children experiencing a negative impact on academic outcomes and a decline in wellbeing. The negative impact of primary–secondary transition experiences can be long term and lead to young people not completing high school with implications for their subsequent education and employment. However, there are several gaps in existing studies as a result of weak research designs, small samples and the timing of data collection. To better understand children's primary–secondary school transition experiences and the factors which may impact on them, we undertook secondary analysis of data from the Growing Up in Scotland (GUS) study. The analysis focused on data collected when children were in the penultimate year of primary school (Primary 6/P6) and then when they were in the first year of secondary school (Secondary 1/S1). This led to a final sample size of 2559 children and their parents. Results contradict many previous studies which tend to find primary–secondary transitions as overwhelmingly negative. In contrast, we found that 36% of children experienced a positive transition and 42% a moderately positive transition, with only 22% children experiencing a negative transition. This is the first large-scale, longitudinal and contemporaneous study able to provide a clear proportion of children with positive, moderate and negative transition experiences. Several factors seemed to play a part in children's transition experiences, namely gender, religion, household composition, socioeconomic status, child expectations, schoolwork, and relationships. Implications and recommendations for research, policy and practice have been outlined. Context and implications Rationale for this study: Primary–secondary school transitions are considered to have a detrimental impact on educational and wellbeing outcomes. However, previous studies have several limitations and a more robust analysis of a longitudinal dataset with a large sample was required. Why the new findings matter: This study has highlighted that the majority of children had a positive or moderately positive transition experience. It clarified which factors might influence whether children will have positive or negative transitions. Implications for practitioners, policy makers and researchers: Findings suggest the importance of practitioners and policy makers acknowledging the myriad factors occurring alongside and potentially influencing a child's transition experiences. Similarly, it is important to be mindful of strategies to promote children's positive relationships in both primary and secondary school, especially with their teachers. Further, children's participation in sports, clubs and youth groups should be encouraged. Children's anxieties and misconceptions about transitions should be addressed in a timely manner, including enhanced transition for those with higher levels of concern or anxiety. Fostering and maintaining good school–parent relationships, through timely and relevant communication can facilitate positive transitions. The findings suggest the importance of undertaking research to understand how children from less advantaged socioeconomic backgrounds can be better supported. Similarly, research should be undertaken to understand why some children have negative expectations and are less positive about secondary school. Further, future research should focus on analysing GUS data, including that from S3 and S6, and linking it with administrative data related to attainment and wellbeing.</p

Technology teacher education through a constructivist approach

This paper reviews literature on constructivist learning theories relevant to and evident in teacher education in a New Zealand university. These theories are illustrated within an authentic technology education context which involves students from a primary teacher-education degree programme. It investigates how a practical activity, based on constructivist principles, successfully leads to the development of student teachers' understandings of technology education and technological practice within an initial teacher education programme. The paper describes the practical activity undertaken by final year students where a collaborative 'company approach' strategy is used. The data shows that while undertaking a constructivist based activity, students gain a rich understanding of theory related to technological practice and relevant links to learning in the classroom. Examples are presented of the higher level thinking obtained by the students as they participate in this collaborative and cooperative exercise and reflect on their learning

Charnwood connect: Holistic knowledge management for building resilience in the voluntary sector

Charnwood Connect, funded for two years by the Big Lottery Advice Services Transitions Fund, was designed in response to changes in UK social welfare and housing policy. It aimed to encourage voluntary and public sector organisations to work together to achieve more for clients and service providers by adopting an integrated model of best practices in knowledge management. The project was led by Citizens Advice Charnwood and The Bridge (East Midlands); an additional eight advice agencies within the locality were included. The project was underpinned by knowledge management principles with particular emphasis on successful knowledge sharing between the project participants as well as with their clients. A holistic approach was taken, with attention paid to both technical and social aspects. The former was primarily addressed by the development of an IT Knowledge Hub and the latter by the creation of The Forum. Given that project participants had previously been in competition for funding, a key challenge was to support the building of relationships and trust - over time, there was an increase in mutual awareness and respect about the work of different partners that accelerated improvements in collaboration and in achievement of the project aims. A host of evidence has been gathered to demonstrate Charnwood Connect’s impact. The project leaves an important legacy and is increasingly recognised and promoted in discussions with funders, decision makers, including Members, and policy makers. Availability of the IT Knowledge Hub has demonstrated the value of locality based online platforms as important resources for empowering communities and creating better access to advice services. The Forum continues to be a valuable vehicle for building communities of practitioners, sharing knowledge and collaborating on issues of concern for clients. Finally, a business and strategy plan, with a shared vision for transforming Charnwood Connect from a project to a partnership, has recently been signed off, demonstrating commitment to carrying forward the ideas and initiatives already tested and implemented, and creating scope for further developments

Charnwood connect: Holistic knowledge management for building resilience in the voluntary sector

Charnwood connect: Holistic knowledge management for building resilience in the voluntary secto

Attitudes of pregnant women and healthcare professionals towards clinical trials and routine implementation of antenatal vaccination against respiratory syncytial virus : a multicenter questionnaire study

Introduction: Respiratory syncytial virus (RSV) is a common cause of infant hospitalization and mortality. With multiple vaccines in development, we aimed to determine: (1) the awareness of RSV among pregnant women and healthcare professionals (HCPs), and (2) attitudes toward clinical trials and routine implementation of antenatal RSV vaccination.Methods: Separate questionnaires for pregnant women and HCPs were distributed within 4 hospitals in South England (July 2017–January 2018).Results: Responses from 314 pregnant women and 204 HCPs (18% obstetricians, 75% midwives, 7% unknown) were analyzed. Most pregnant women (88%) and midwives (66%) had no/very little awareness of RSV, unlike obstetricians (14%). Among pregnant women, 29% and 75% would likely accept RSV vaccination as part of a trial, or if routinely recommended, respectively. Younger women (16–24 years), those of 21–30 weeks’ gestation, and with experience of RSV were significantly more likely to participate in trials [odds ratio (OR): 1.42 (1.72–9.86); OR: 2.29 (1.22–4.31); OR: 9.07 (1.62–50.86), respectively]. White-British women and those of 21–30 weeks’ gestation were more likely to accept routinely recommended vaccination [OR: 2.16 (1.07–4.13); OR: 2.10 (1.07–4.13)]. Obstetricians were more likely than midwives to support clinical trials [92% vs. 68%, OR: 2.50 (1.01–6.16)] and routine RSV vaccination [89% vs. 79%, OR: 4.08 (1.53–9.81)], as were those with prior knowledge of RSV, and who deemed it serious.Conclusions: RSV awareness is low among pregnant women and midwives. Education will be required to support successful implementation of routine antenatal vaccination. Research is needed to understand reasons for vaccine hesitancy among pregnant women and HCPs, particularly midwives.<br/