Building and assessing subject knowledge in mathematics for pre-service students

In planning and teaching curriculum courses for pre-service primary teachers, both within a one-year Post Graduate Certificate of Education (PGCE) programme, and in a four-year undergraduate degree leading to Qualified Teacher Status (QTS), we have always been aware that mathematics presents particular problems because of the experiences and attitudes students bring to the subject. We have always tried to balance students’ learning about how children learn mathematics in school, with reflection on their own experiences as learners, and with understanding of the mathematical content of the curriculum. In the past, mathematical content has generally been approached indirectly through discussion of activities and materials appropriate for the primary classroom. However the recent introduction in the U.K. of a National Curriculum for Primary Mathematics in Initial Teacher Training (ITT) which places considerable emphasis on students’ subject knowledge, has meant that we have had to rethink the balance within courses, and to place much more overt emphasis on developing students’ mathematical knowledge. In this paper we describe the way in which we have approached building and assessing mathematical knowledge during the pilot phase of the ITT National Curriculum, examine some of the students’ responses to our approach, and discuss the issues this has raised

Hypo-accommodation responses in hypermetropic infants and children

Aims: Accommodation to overcome hypermetropia is implicated in emmetropisation. This study recorded accommodation responses in a wide range of emmetropising infants and older children with clinically significant hypermetropia to assess common characteristics and differences. Methods: A PlusoptiXSO4 photorefractor in a laboratory setting was used to collect binocular accommodation data from participants viewing a detailed picture target moving between 33cm and 2m. 38 typically developing infants were studied between 6-26 weeks of age and were compared with cross-sectional data from children 5-9 years of age with clinically significant hypermetropia (n=15), corrected fully accommodative strabismus (n=14) and 27 age-matched controls. Results: Hypermetropes of all ages under-accommodated compared to controls at all distances, whether corrected or not (p<0.00001) and lag related to manifest refraction. Emmetropising infants under-accommodated most in the distance, while the hypermetropic patient groups underaccommodated most for near. Conclusions: Better accommodation for near than distance is demonstrated in those hypermetropic children who go on to emmetropise. This supports the approach of avoiding refractive correction in such children. In contrast, hypermetropic children referred for treatment for reduced distance visual acuity are not likely to habitually accommodate to overcome residual hypermetropia left by an under-correction

Able and gifted: judging by appearances?

In this article I reflect upon an aspect of my research involving Year 6 pupils identified by their teachers as ‘able’ or ‘gifted’ in mathematics, using ‘able’ to refer to high achievers and ‘gifted’ to exceptionally high achievers. I discuss the differences I observed between the able and gifted when solving mathematical tasks, and consider what these differences may mean for professionals involved in identifying gifted pupils. I speculate that teachers’ judgements are highly influenced by those aspects of achievement that are readily visible, such as answering questions quickly, and discuss the potential problems associated with judging by appearances

The attitudes of fourth and sixth grade children toward classroom discipline.

Thesis (Ed.M.)--Boston Universit

Protocol for Determining Fertility While Breastfeeding and Not in Cycles

A protocol was developed and evaluated for nonovulating breastfeeding women to determine potential fertility with an electronic hormonal fertility monitor. The amount of required abstinence (i.e., days of potential fertility) through the first menstrual cycle indicated by the fertility monitor was significantly lower (17% of the total days) compared with the amount of abstinence (50% of the total days) indicated by the self-observation of cervical mucus

Efficacy of the Marquette Method of Natural Family Planning

Purpose: To determine the effectiveness of the Marquette Method (MM) of natural family planning (NFP) as a method of avoiding pregnancy. Study Design and Methods: This was a 12-month retrospective evaluation of the MM system of NFP. Two hundred and four women (mean age, 28.6 years) and their male partners (mean age, 30.3 years) who sought to learn a method for avoiding pregnancy with the MM from four clinical sites were taught to track their fertility by self-observation of cervical mucus, by use of an electronic monitor that measures urinary levels of estrone-3-glucuronide and luteinizing hormone, and by use of basal body temperature. All unintended pregnancies were evaluated by professional nurses as to whether they were intended or not. Pregnancy rates over 12 months of use were determined by survival analysis. Results: There were a total of 12 unintended pregnancies, only 1 with correct use. The 12-month “correct use” pregnancy rate was 0.6 (i.e., 99.4% effective) and the “typical use” (total pregnancy rate) was 10.6 (i.e., 89.4% effective) per 100 users. Clinical Implications: When used correctly, the MM system of NFP is an effective means of avoiding pregnancy. The efficacy of the MM system includes proper preparation of the professional nurse NFP teachers

An exploration of the development of academic identity in a School of Education

This paper explores the complex processes involved in the self-construction of academic identity in a UK School of Education. Building on seminal literature in this field and drawing on the research of four academics, it begins by discussing teacher educators’ varying perceptions of the need to re-configure their identity to meet the expectations of a twenty-first-century higher education workforce. The article proposes the formation of this identity to be a dynamic, career-long process. Diverse scaffolds for the development process are proposed, including opportunities for new teacher educators to be apprenticed into an aca- demic role, the centrality of communities of practice and the importance of the 15 supported development of academic skills such as writing for publication.Peer reviewe

Show Me How to Do Like You: Co-mentoring as Feminist Pedagogy

Three professors reflect on the experience of creating a learning community of 22 students by linking courses in Literature and Ethics. The project demonstrates practical strategies for incorporating feminist scholarship and pedagogy into the core curriculum and for integrating core courses from diverse disciplines

The Interdependence of School Outcomes and School and Neighborhood Crime

In this paper, we estimate the effects of neighborhood crime and in-school crime on educational outcomes for elementary and secondary schools in the city of Atlanta over the period 1999 to 2002. We specify a model that accounts for the joint determination of both types of crime along with school outcomes. Despite the large empirical literature on both education production functions and crime incidence, there has been little empirical work on crime's effect on school outcomes. One exception is Grogger (1997) who used individual data from the High School and Beyond study to estimate the effect of school violence on measures of individual student performance. After controlling for individual and school characteristics, he found that moderate and severe levels of school violence had substantial negative consequences for school outcomes. Our study both updates and expands on his work, using current data and better measures of neighborhood violence. Working Paper 07-1

Death, art and mortality awareness: images of the dead in contemporary art

‘Death, Art and Mortality Awareness: Images of the dead in contemporary art’ Death, Dying and Disposal Conference, Institute of Advanced Study, Durham University, 2009. Dr. Mary O' Neill University of Lincoln.ac.uk [email protected] The knowledge of love and death can make us whole, it can complete us, or it can overwhelm us. We develop elaborate frameworks and rituals to contain this knowledge, to quieten its voice and to render it manageable. But at times it violently confronts us and we know it in a new way, too urgent, too immediate and physical to be pushed aside. This paper will discuss works of art that represent the moment when information about the death becomes knowledge of death and present the site of knowing - the dead body - not to frighten or shock but to share the knowledge that life experiences offer. Focusing on the work of Thai artist Araya Rasdjarmrearnsook and the exhibition Life before Death which showed the work of Journalist Beate Lakotta and photographer Walter Schels, this paper will explore the risk that the dominant themes in discussions of contemporary art works which show the dead - issues of consent and possible distress to viewers - may be, in Zygmaunt Bauman's terms, overdoing ethics. Ethical concerns can be used in the service not only of death denial but more particularly of the avoidance of the painful emotions inherent in love, bereavement and loss. This suggests a way of viewing the works discussed which goes beyond conceiving of them as what Julia Kristeva calls the abject and which sees mortality awareness as part of love and life