Using a teacher knowledge framework to connect teaching practice with theory

© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/).The process Shulman described as ‘teacher-knowledge growth’ is complex, particularly for student teachers. This article presents an ‘Eraut-Shulman teacher knowledge framework’ that provides a structure and language to use to extend student teachers’ learning about knowledge. The article describes how the framework was created and draws on student teachers’ accounts of their teaching whilst on placement to demonstrate how it could be used to connect personal experiences of teaching with theoretical understandings of teacher knowledge. The students’ accounts were written whilst they were completing a new BEd degree programme in Malaysia. Seven accounts are presented, each with two ‘focus points’, to illustrate how a teacher educator could use the knowledge framework to engage the student teacher in dialogue that links their experience of teaching with theory. Issues explored in these examples include categories and types of knowledge; conceptions of knowledge; sources of knowledge; theories of knowledge and learning; and the nature of personal knowledge in teaching. Significantly, this article presents a practical approach that provides opportunities for teachers to relate their practice to theory; contributes to the conceptualisations of teacher knowledge; and extends our ability to unpack the nature, development and use of knowledge in teaching.Peer reviewe

Influence of heterosis and plane of nutrition on rate and economy of gains, digestion and carcass composition of pigs

This report includes much of the material presented by senior author as a dissertation for the Doctor of Philosophy degree in August, 1951--P. [3].Digitized 2007 AES.Includes bibliographical references (pages 41-42)

Learning together through international collaboration in teacher education in Malaysia. Report of a project to develop a Bachelor of Education (Honours) in Primary Mathematics

Copyright University of Hertfordshire, School of Education 2011Learning together through international collaboration in teacher education in Malaysia is the report of an enterprising partnership between the University of Hertfordshire, UK, the Ministry of Education Malaysia and two Institutes of Teacher Education in Malaysia. Working collaboratively with colleagues in Malaysia, the University of Hertfordshire School of Education designed, validated, supported and quality assured a Bachelor of Education (Honours) degree programme for initial teacher training for a single cohort of 120 students over four years. All the students graduated in 2010. Learning together through international collaboration in teacher education in Malaysia provides a record of the project itself. It also documents in-depth insights from contributors to the project in two main areas: the collaborative approach to working together and issues relating to learning and teaching, including the Action – Reflection – Modelling (ARM) pedagogical approach, which underpinned the degree programme. Senior managers, teacher educators and lecturers share some of their learning from working together to develop and implement the new degree programme. Student teachers voice some experiences from their school placements. They describe how they used ARM; highlight some of the benefits of the approach and identify some of the challenges associated with introducing a different pedagogy in schools as they were 'learning to teach'. There are glimpses of 'lively and attractive' classes in which 'pupils enjoy and feel comfortable to learn' and 'are eager to answer my questions'. School mentors provide additional insights into the student teachers' learning and teaching practice. The richness of the contributions is reflected in the many quotations included in the report. The successful completion of this project was due to the dedication and expertise of many contributors. The findings documented in this report are relevant for all those engaged in international collaboration and teacher education.Final Published versio

Effects of Managing Heifers to Calve First at Two \u3ci\u3evs\u3c/i\u3e Three Years of Age on Longevity and Lifetime Production of Beef Cows

Resources used by cow herds for beef production vary greatly. To optimize reproduction and other production characteristics in the cow herd, breeding and management should be matched with the feed resources available for production. One management decision is whether to develop replacement females to calve first as 2-year-olds or as 3-year-olds. When feed resources are limited or expensive relative to other costs and value of output, it may be economical to delay the first calving until 3 years of age. When feed resources are adequate to support rapid growth and development of heifers and thus to reduce age at puberty to 14 months of age or less, then calving at 2 years of age may be optimum. another management decision is whether or not cows should be culled the first time they are open, or held over for another opportunity to breed (in lieu of keeping an additional replacement heifer). This study was conducted to evaluate effects of 2-year-old vs 3-year-old first calf management on longevity and lifetime production of cows and on current economics of beef production

Effects of Heterosis on Longevity in Beef Cattle

Longevity can be important to the economic efficiency of beef production. The longer cows remain productive in a herd, the fewer the number of replacement heifers needed and the greater the calf output per cow maintained. In this way, more heifers can be sold for feeding and slaughter, and the cost of growing out replacement females to a productive age is reduced. Less culling of infertile cows also increases output per cow exposed. This study was conducted to determine effects of heterosis on longevity and associated factors in crosses of the Hereford, Angus, and Shorthorn breeds

Composition, taxonomy and functional diversity of the oropharynx microbiome in individuals with schizophrenia and controls.

The role of the human microbiome in schizophrenia remains largely unexplored. The microbiome has been shown to alter brain development and modulate behavior and cognition in animals through gut-brain connections, and research in humans suggests that it may be a modulating factor in many disorders. This study reports findings from a shotgun metagenomic analysis of the oropharyngeal microbiome in 16 individuals with schizophrenia and 16 controls. High-level differences were evident at both the phylum and genus levels, with Proteobacteria, Firmicutes, Bacteroidetes, and Actinobacteria dominating both schizophrenia patients and controls, and Ascomycota being more abundant in schizophrenia patients than controls. Controls were richer in species but less even in their distributions, i.e., dominated by fewer species, as opposed to schizophrenia patients. Lactic acid bacteria were relatively more abundant in schizophrenia, including species of Lactobacilli and Bifidobacterium, which have been shown to modulate chronic inflammation. We also found Eubacterium halii, a lactate-utilizing species. Functionally, the microbiome of schizophrenia patients was characterized by an increased number of metabolic pathways related to metabolite transport systems including siderophores, glutamate, and vitamin B12. In contrast, carbohydrate and lipid pathways and energy metabolism were abundant in controls. These findings suggest that the oropharyngeal microbiome in individuals with schizophrenia is significantly different compared to controls, and that particular microbial species and metabolic pathways differentiate both groups. Confirmation of these findings in larger and more diverse samples, e.g., gut microbiome, will contribute to elucidating potential links between schizophrenia and the human microbiota

Patient and caregiver assessment of the benefits from the clinical use of amyloid PET imaging

INTRODUCTION: Few studies to date have explored patient and caregiver views on the clinical use of amyloid positron emission tomography (PET). METHODS: A 7-item questionnaire assessing patient and caregiver views (510 total respondents) toward amyloid PET imaging was advertised broadly through alz.org/trialmatch. RESULTS: We received 510 unique responses from 48 US states, 2 Canadian provinces, the Dominican Republic, and Greece. Both patients and caregivers indicated that they would want to receive amyloid imaging if offered the opportunity. Over 88% of respondents had a positive response (∼10% with neutral and 2% with negative responses) to whether amyloid PET should be offered routinely and be reimbursed. Such information was felt to be useful for long-term legal, financial, and health care planning. Respondents identifying with early age cognitive decline (younger than 65 y) were more likely to explore options for disability insurance (P=0.03). Responders from the Midwest were more likely to utilize information from amyloid imaging for legal planning (P=0.02), disability insurance (P=0.02), and life insurance (P=0.04) than other US regions. DISCUSSION: Patients and caregivers supported the use of amyloid PET imaging in clinical practice and felt that the information would provide significant benefits particularly in terms of future planning