Changing practice in Malaysian primary schools: learning from student teachers’ reports of using action, reflection and modelling (ARM)

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Teaching on 15 March 2018, available online at doi: https://doi.org/10.1080/02607476.2018.1433468. Under embargo until 1 August 2019.Curricular and pedagogical reforms are complex inter-linked processes such that curricular reform can only be enacted through teachers teaching differently. This article reports the perspective of emergent Malaysian primary teachers who were expected to implement a Government reform that promoted active learning. The 120 student teachers were members of a single cohort completing a new B.Ed. degree programme in Primary Mathematics designed by teacher educators from Malaysia and the UK. They were taught to use a tripartite pedagogical framework involving action or active learning, supported in practice through reflection and modelling. Drawing on findings from surveys carried out with the student teachers at the end of their first and final placements this article examines evidence for the premise that the student teachers were teaching differently; illustrates how they reported using active learning strategies; and identifies factors that enabled and constrained pedagogic change in the primary classroom. The students’ accounts of using action, reflection and modelling are critiqued in order to learn about changing learning and teaching practice and to contribute to understanding teacher education and early teacher development. The students’ reports suggest diversity of understanding that emphasises the need to challenge assumptions when working internationally and within national and local cultures.Peer reviewe

Using action, reflection and modelling (ARM) in Malaysian primary schools: connecting 'the ARM theory' with student teachers' reported practice

This is an Accepted Manuscript of an article published by Taylor and Francis in Teachers and Teaching, published online 29 July 2016. The version of record is available online at: http://www.tandfonline.com/doi/full/10.1080/13540602.2016.1211101This article presents Malaysian student teachers' reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in learning and teaching. It was developed and used during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics for a cohort of 120 student teachers in Malaysia. The three principles integral to the ARM approach were repeatedly made explicit to the student practitioners who were engaged in learning and teaching on the new degree programme. Using findings from surveys carried out with the students at the end of their first and final placements, this article provides examples of the way some of them described ARM and recounted how they had used the approach in the classroom. Four of these narratives are used as 'vignettes' to illustrate the students' perceptions of using new ways of learning and teaching in primary schools and to inform and enable a discussion of the relationship between theory and practice in teacher education.Peer reviewedFinal Accepted Versio

The Action – Reflection – Modelling (ARM) Pedagogical Approach for Teacher Education: a Malaysia-UK Project

This article presents the Action – Reflection – Modelling (ARM) pedagogical approach for teacher education developed during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics, with English and Health and Physical Education as minor subjects. The degree programme was written collaboratively by teacher educators in two Institutes of Teacher Education in Malaysia and in the University of Hertfordshire, UK, to meet the requirements for training Malaysian school teachers to teach in Malaysian schools. A cohort of 120 students studied the programme full-time over four years, graduating in 2010. The three principles of the ARM approach were chosen to underpin the learning and teaching for the programme. These principles highlight the role of active participation and active learning on the part of the learner; the value of reflective learning and reflection for both student teachers and pupils; and modelling by staff to student teachers and by student teachers to pupils in school. The approach was aligned with the curriculum specifications for mathematics in primary schools in Malaysia, which emphasised components of active learning. This article explains how the ARM approach was developed, shared and used during the BEd degree programme; provides the rationale for selecting the three principles; and describes the research methods used to explore the views and experiences of programme participants. Some findings from the research are presented, drawn from a dataset that comprises survey responses from more than 180 participants: Malaysian senior managers, teacher educators, student teachers and school mentors. The findings are discussed in the context of using ARM in teacher education and in primary schools in Malaysia, and of implementing change in learning and teaching. Throughout this project the teacher educators from Malaysia and the UK engaged in dialogue about their professional practice and learnt about the personal, professional and cultural values and beliefs that shaped the pedagogies of both parties and of the individual practitioners. The value of articulating pedagogy as a means of developing practice endorses the views of others with expertise in this area who stress the importance of making pedagogies explicit in teacher education and has implications for the practice of student teachers and teacher educators

Neuropsychiatric symptoms are common in immunocompetent adult patients with Toxoplasma gondii acute lymphadenitis

Background: Chronic toxoplasmosis has been shown to be strongly associated with a range of neuropsychiatric effects including schizophrenia and suicide. However there have not been any prospective, community-based studies of the neuropsychiatric effects of acute toxoplasmosis in adult immunocompetent patients. Methods: Adult patients with a positive serum IgM anti-Toxoplasma gondii test result, in the context of an acute illness with lymphadenopathy, were invited to complete a questionnaire seeking information relating to the nature, severity, and duration of symptoms in the months following the diagnosis of acute toxoplasmosis. Results: Laboratory testing identifi ed a total of 187 adults who had a positive serum IgM anti-T. gondii test result between 1 January and 30 November 2011. Consent to contact 108/187 (58%) patients was provided by their family doctor; 37 (34%) of these 108 patients completed and returned the questionnaire. Questionnaires from the 31/108 (29%) patients who reported swollen lymph nodes during their illness were included in the study. Fatigue (90%), headache (74%), diffi culty concentrating (52%), and muscle aches (52%) were the most commonly reported symptoms. These symptoms commonly persisted for at least 4 weeks. Twenty-seven of 31 (87%) subjects reported a moderate or severe reduction in their overall physical and mental health during the fi rst 2 months of illness. Conclusions: Acute toxoplasmosis in immunocompetent adults commonly causes moderately severe neuropsychiatric symptoms that might result from replication of the organism in the central nervous system with consequent effects on brain function. Patients should be advised that such symptoms are common and reassured that they usually resolve completely within a few months

The global warming hiatus: Slowdown or redistribution?

Global mean surface temperatures (GMST) exhibited a smaller rate of warming during 1998-2013, compared to the warming in the latter half of the 20th Century. Although, not a "true" hiatus in the strict definition of the word, this has been termed the "global warming hiatus" by IPCC (2013). There have been other periods that have also been defined as the "hiatus" depending on the analysis. There are a number of uncertainties and knowledge gaps regarding the "hiatus." This report reviews these issues and also posits insights from a collective set of diverse information that helps us understand what we do and do not know. One salient insight is that the GMST phenomenon is a surface characteristic that does not represent a slowdown in warming of the climate system but rather is an energy redistribution within the oceans. Improved understanding of the ocean distribution and redistribution of heat will help better monitor Earth's energy budget and its consequences. A review of recent scientific publications on the "hiatus" shows the difficulty and complexities in pinpointing the oceanic sink of the "missing heat" from the atmosphere and the upper layer of the oceans, which defines the "hiatus." Advances in "hiatus" research and outlooks (recommendations) are given in this report

Modeling Sparsely Reflecting Outdoor Acoustic Scenes using the Waveguide Web

Computer games and virtual reality require digital reverberation algorithms, which can simulate a broad range of acoustic spaces, including locations in the open air. Additionally, the detailed simulation of environmental sound is an area of significant interest due to the propagation of noise pollution over distances and its related impact on well-being, particularly in urban spaces. This paper introduces the waveguide web digital reverberator design for modeling the acoustics of sparsely reflecting outdoor environments; a design that is, in part, an extension of the scattering delay network reverberator. The design of the algorithm is based on a set of digital waveguides connected by scattering junctions at nodes that represent the reflection points of the environment under study. The structure of the proposed reverberator allows for accurate reproduction of reflections between discrete reflection points. Approximation errors are caused when the assumption of point-like nodes does not hold true. Three example cases are presented comparing waveguide web simulated impulse responses for a traditional shoebox room, a forest scenario, and an urban courtyard, with impulse responses created using other simulation methods or from real-world measurements. The waveguide web algorithm can better enable the acoustic simulation of outdoor spaces and so contribute toward sound design for virtual reality applications, gaming, and auralization, with a particular focus on acoustic design for the urban environment

An Analysis of Publication Trends in The Journal of Geography 1902-1982

The purpose of this thesis is to identify, analyze, and explain the developments of American geography and geographic education as they are indicated by the publication trends of articles appearing in the Journal of Geography from 1902 to 1982. As Herbert M. Eder noted in 1964, the [geographical] periodical is a capsule display of the kind and quality of geographers and geography of a country and an era. Thus, the primary step in understanding the history of geography of a nation is to know periodical literature. A concise study of the Journal of Geography, the major official publication of the National Council for Geographic Education, is an attempt to understand the changing character of American geography and geographic education from the turn of the twentieth century to the end of 1982. The stated purpose may give the reader an impression that this study is a history of geography in America. However, the thesis must not be interpreted purely as a historical report of individuals and events. Rather, the scope of this study emphasizes developments in the evolution of educational philosophies, teaching methods, and thematic approaches of geography as are suggested -in the content of articles appearing in the Journal over an eighty-year period. There are three important reasons for selecting the Journal of Geography as a periodical from which to derive an understanding of the development of geography and geographic education in America. First, the Journal (founded in 1897) is the oldest professional geographical periodical consecutively published in the field of educational geography. Second, although it may not be acclaimed the most scientific professional journal representing the discipline, the Journal of Geography certainly has the highest reputation for disseminating geographical knowledge to teachers and students. Third, the Journal probably is the only American geographical journal which contains so many original works from school and college teachers. Their contributions, together with those from the research oriented professional geographers, provide many new aspects and ideas on improving and promoting geographic education in this country. For these reasons, the author believes that contents of the Journal articles mirror the changing thoughts and interests of the teachers and geographers who are rigorously concerned with keeping abreast of the knowledge and trends in the teaching of geography