How do ecological perspectives help understand schools as sites for teacher learning?

Schools are sites of teachers’ professional learning for both new entrants and experienced practitioners. In this paper, schools are conceptualised as complex, multidimensional ecologies that are constituted by the relations that exist between school leaders, teachers, mentors and all members of the school community. As relational environments, the conditions affecting professional learning – both formal and informal – are constantly dynamic, with multiple and simultaneous interactions taking place between these stakeholders. Interactions are also multi-layered – between the school system, individuals, classrooms, the community and the policy environment. School leaders are a major influence on these dynamics and affect how schools act as sites of professional formation, mediating external policy as well as affecting micro-dynamics within individual school systems. The challenge of realising professional learning within these relational contexts can be viewed as a ‘wicked problem’, a feature of complex systems that resists simplified solutions. In conceptualising a complex ecology at work, we illuminate the relational dynamics with a focus, for all stakeholders within schools, including leaders, on the need to recognise and value the importance of ‘emergence’ in professional learning. This means embracing inevitable uncertainty as a feature of schools as complex systems

Pamphlet to Accompany Geologic Map GMC-34: Geologic Map of the O’Neill 1º x 2º Quadrangle, Nebraska, with Configuration Maps of Surfaces of Formations

This map is necessarily generalized. It is based primarily on data from 7.5’ surficial geologic quadrangle maps of the map area prepared by the authors principally from 1991 to 2000, from Voorhies (unpub. data, 1974), as well as data from test-hole drilling done across the quadrangle by the Conservation and Survey Division, University of Nebraska, and its cooperators over many years since the 1930s. For more detailed information, consult the geologic data files of the Conservation and Survey Division, School of Natural Resources, University of Nebraska-Lincoln. The quadrangle is mostly covered by vegetation and Holocene sediments. Limited good exposures of older sediments and bedrock occur usually in road cuts, in quarry and pit excavations, on valley sides, on stream and river cut banks, and in isolated erosional remnants on uplands. Users of this map should remember that the scale of the map is small and allows only a general picture of the geology of the quadrangle to be depicted. Users should check with the authors regarding specific sites and, if necessary, do field checks of these sites. As new data become available the authors intend to update the data sets used in preparation of this quadrangle text and maps and to issue refined versions, if necessary. The earliest geologic map that included part of the study area was published by Charles Lyell in 1845 (Diffendal, 1993). Other geologic maps at different scales that include all or parts of the map area are by Darton (1899, 1905), Condra (1908), Schulte (1952), Mendenhall (1953), Lampshire (1956), Burchett (1986), Weeks and Gutentag, (1981), Weeks and others (1988), Swinehart and others (1994), and Diffendal and Voorhies (1994). Geologic maps of adjacent areas in Nebraska and South Dakota include Burchett and others (1975), Burchett and others (1988), Diffendal (1991), and Souders (2000) for Nebraska and Stevenson and Carlson (1950, 1951), Baker and others (1952), Collins and French (1958), Schoon and Sevon (1958), Stevenson and others (1958), and Stevenson and others (1959) for parts of South Dakota. Detailed groundwater investigations and associated stratigraphic test drilling (of parts or all of the map area) were done by Darton (1905), Condra (1908), Reed (1944), Keech and Schreurs (1953, 1954), Cronin and Newport (1956), Reed (1957), Smith (1958), Newport (1959), Souders and Shaffer (1969), Souders (1976), Gutentag and Weeks (1980), Luckey and others (1981), Lawton and Hiergesell (1988), Weeks and others (1988), Pierce (1989), Rahn and David (1989), Burchett and Smith (1992), and Lackey and others (1995, 1998a, 1998b, 2000)

Pharmacokinetic profile and quantitation of protection against soman poisoning by the antinicotinic compound MB327 in the guinea-pig

Current organophosphorus nerve agent medical countermeasures do not directly address the nicotinic effects of poisoning. A series of antinicotinic bispyridinium compounds has been synthesized in our laboratory and screened in vitro. Their actions can include open-channel block at the nicotinic receptor which may contribute to their efficacy. The current lead compound from these studies, MB327 1,1′-(propane-1,3-diyl)bis(4-tert-butylpyridinium) as either the diiodide (I2) or dimethanesulfonate (DMS) has been examined in vivo for efficacy against nerve agent poisoning. MB327 I2 (0–113 mg kg−1) or the oxime HI-6 DMS (0–100 mg kg− 1), in combination with atropine and avizafone (each at 3 mg kg−1) was administered to guinea-pigs 1 min following soman poisoning. Treatment increased the LD50 of soman in a dose-dependent manner. The increase was statistically significant (p < 0.01) at the 33.9 mg kg−1 (MB327) or 30 mg kg−1 (HI-6) dose with a comparable degree of protection obtained for both compounds. Following administration of 10 mg kg−1 (i.m.), MB327 DMS reached plasma Cmax of 22 μM at 12 min with an elimination t1/2 of 22 min. In an adverse effect study, in the absence of nerve agent poisoning, a dose of 100 mg kg−1 or higher of MB327 DMS was lethal to the guinea-pigs. A lower dose of MB327 DMS (30 mg kg−1) caused flaccid paralysis accompanied by respiratory impairment. Respiration normalised by 30 min, although the animals remained incapacitated to 4 h. MB327 or related compounds may be of utility in treatment of nerve agent poisoning as a component of therapy with atropine, anticonvulsant and oxime, or alternatively as an infusion under medical supervision

Quadricuspid aortic valve not discovered by transthoracic echocardiography

BACKGROUND: Quadricuspid aortic valve is a rare congenital heart defect. Several different anatomical variations of a quadricuspid aortic valve has been described and aortic regurgitation is the predominant valvular dysfunction associated with quadricuspid aortic valve. CASE PRESENTATION: A 68-year-old woman presented with almost a years history of increasing dyspnoea on exertion. The patient have had two previous transthoracic echocardiographic exams in the last six years and they had only documented moderate aortic regurgitation. Transoesophageal echocardiography displayed a rare case of quadricuspid aortic valve with three cusps of equal size and one larger cusp. The malformation was associated with severe aortic regurgitation. CONCLUSION: Liberal use of transoesophageal echocardiography is often warranted if optimal display of valvular morphology is desired

Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work

The relationship between master’s thesis work and teachers’ professional development has rarely been explored empirically, yet. Drawing upon a larger study, this paper investigates how teachers who were studying for or who have recently graduated from Master of Education programmes offered in five countries – Poland, Portugal, England, Latvia, Romania – perceive the usefulness of dissertation/thesis work for their professional development and how they attempt to use their MA research results in their (future) teaching practice. Results suggest that although most respondents recognized their MA dissertation/thesis work as having a positive impact on their professional development by enhancing their professionalism, personal development and growth, and understanding the relationship between research and practice, they were less confident about the use of MA research findings in their (future) workplaces. These results are discussed in the context of current challenges regarding master’s level education for teachers, national governments’ educational policies, and the relationship between research, teachers’ practices and professional development

Exploring the role of curriculum materials in teacher professional development

Curriculum materials (schemes of work, lesson plans, etc.) play a complex and pivotal role in school and teacher practices. The adaptation and development of curriculum materials often constitute part of teacher professional development (PD) activities. However, compared with research examining the relationship between PD and teacher professional change, the role of curriculum materials in professional learning remains under-researched and under-theorised. We address this gap by applying a multi-perspectival approach to data from a PD programme in which teachers were supported to develop curriculum materials. We use an interconnected model to analyse the role of curriculum materials in catalysing change in individual teachers’ practice. Our use of Boundary Theory proposes that curriculum material adoption is mediated by the solidity of boundaries between school practice and research findings, and Actor-Network Theory perspectives examine the assemblage of networked relations within and beyond schools that are entangled in curriculum materials. We highlight how combining linear and non-linear perspectives may contribute to improved understanding of the complexity of supporting teachers’ learning and use our analyses to outline implications of using curriculum materials in teacher professional development

Using evidence-informed logic models to bridge methods in educational evaluation

Designs combining different types of data are increasingly used in educational evaluation, to provide both evidence of impact and an explanation of the processes by which impacts are created. Logic models are visual representations of how an intervention leads via a set of steps from resources and inputs to outputs and then sets of outcomes. Their use has become widespread to underpin evaluations; and they have become of more interest in education as they have been promoted by policy makers and funders including the Education Endowment Foundation (EEF) in England. This paper addresses the question: how can logic models be used to frame and implement educational evaluations using combinations of methods? To do so, the paper draws on theory-based evaluation literature to identify a set of issues to be considered: the role of implementation logic; causal mechanisms; the context of interventions; and the importance of considering and addressing issues around complexity. Using detailed examples from two study designs for EEF evaluations, the paper presents an evidence-informed logic model approach to deal with these issues. The paper concludes by reflecting on the practical and theoretical implications of this approach, laying out a set of key issues to address in future evaluations for which a design framed by an evidence-informed logic model may be appropriate

A modified cementing technique using BoneSource to augment fixation of the acetabulum in a sheep model

Background and purpose Our aim was to prove in an animal model that the use of HA paste at the cement-bone interface in the acetabulum would improve fixation. We examined, in sheep, the effect of interposing a layer of hydroxyapatite cement around the periphery of a polyethylene socket prior to fixing it using polymethylemethacrylate (PMMA). Methods We made a randomized study involving 22 sheep to test whether the application of BoneSource hydroxyapatite material to the surface of the ovine acetabulum prior to cementing a polyethylene cup at hip arthroplasty improved the fixation and the nature of the interface. We studied the gross radiographical appearance of the implant-bone interface and the histological appearance at the interface. Results There were more radiolucencies evident in the control group. Histologically, only sheep randomized into the BoneSource group exhibited a fully osseointegrated interface. Use of the hydroxyapatite material did not confer any detrimental effects. In some cases the material appeared to have been fully resorbed. When the material was evident on histological section, it was incorporated into an osseointegrated interface. There was no giant cell reaction present in any case. There was no evidence of migration of BoneSource to the articulation. Interpretation The application of HA material prior to cementation of a socket produced an improved interface. The technique may be useful in man with to extend the longevity of the cemented implant by protecting the socket interface from the effect of hydrodynamic fluid flow and particulate debris

The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment

This study investigates the relation between distributed leadership, the cohesion of the leadership team, participative decision-making, context variables, and the organizational commitment and job satisfaction of teachers and teacher leaders. A questionnaire was administered to teachers and teacher leaders (n=1770) from 46 large secondary schools. Multiple regression analyses and path analyses revealed that the study variables explained significant variance in organizational commitment. The degree of explained variance for job satisfaction was considerably lower compared to organizational commitment. Most striking was that the cohesion of the leadership team and the amount of leadership support was strongly related to organizational commitment, and indirectly to job satisfaction. Decentralization of leadership functions was weakly related to organizational commitment and job satisfaction