On the fine structure of medium energy electron fluxes in the auroral zone and related effects in the ionospheric D-region

This study is based on measurements of trapped and precipitated electrons of energy &gt;30 keV and &gt;100 keV observed by polar orbiting environmental satellites during overpasses of the imaging riometer at Kilpisjärvi, Finland. The satellites are in sun-synchronous orbits of about 850 km altitude, recording the electron fluxes at 2-s time resolution. The riometer measures the radiowave absorption at 38.2 MHz, showing the spatial pattern within a 240 km field of view. <br><br> The analysis has focussed on two areas. Having found a close correlation between the radiowave absorption and the medium-energy electron fluxes during satellite overpasses, empirical relationships are derived, enabling one quantity to be predicted from the other for three sectors of local time. It is shown that small-scale variations observed during a pass are essentially spatial rather than temporal. <br><br> Other properties, such as the spectra and the relation between precipitated and trapped components, are also considered in the light of the theory of pitch angle scattering by VLF waves. It is found that the properties and behaviour depend strongly on the time of day. In the noon sector, the precipitated and trapped fluxes are highly correlated through a square law relationship

Exploring collaborative interaction and self-direction in Teacher Learning Teams: case-studies from a middle-income country analysed using Vygotskian theory

This article explores teachers’ learning from a Vygotskian perspective, which emphasises collaborative interaction and self-direction. The article describes case-studies of three senior teachers in socio-economically disadvantaged Egyptian primary schools where collaboration and self-direction were systemically discouraged. It analyses how, through a teacher development intervention, the teachers learned to use collaborative interaction to support their own learning and felt more creative, authoritative and powerful after being guided to exercise self-direction

Professional development through mutually respectful relationship: senior teachers' learning against the backdrop of hierarchical relationships

This article draws on interview data across eight months from senior teachers (i.e. experienced teachers who are subject leaders) in Egyptian primary schools, to explore how they described their learning during a professional development project in which they led gatherings of interested teachers in teacher learning communities. The article explores the hypothesis that an important ingredient for effective teacher professional development is an affirming relationship between the learning-teacher and their coach or peers. Carl Rogers’ person-centred theory from the psychotherapy context is explored here in an educational context where, as in many countries, hierarchical relationships control how professionals relate to each other and express themselves. The article concludes that an enhanced sense of professional value and authority can result from more mutually respectful relationships and become the bedrock for significant professional development

Why Won’t They Speak English? Guidelines for Teachers on Using Pairwork to Enhance Speaking in the EFL Primary Classroom

This Guidance Booklet is for teachers who wish to support their students' speaking of English as an additional or foreign language in primary schools

Targeting Mr Average: Participation, gender equity and school sport partnerships

The School Sport Partnership Programme (SSPP) is one strand of the national strategy for physical education and school sport in England, the physical education and school sport Club Links Strategy (PESSCL). The SSPP aims to make links between school physical education (PE) and out of school sports participation, and has a particular remit to raise the participation levels of several identified under-represented groups, of which girls and young women are one. National evaluations of the SSPP show that it is beginning to have positive impacts on young people's activity levels by increasing the range and provision of extra curricular activities (Office for Standards in Education (OFSTED), 2003, 2004, 2005; Loughborough Partnership, 2005, 2006). This paper contributes to the developing picture of the phased implementation of the programme by providing qualitative insights into the work of one school sport partnership with a particular focus on gender equity. The paper explores the ways in which gender equity issues have been explicitly addressed within the 'official texts' of the SSPP; how these have shifted over time and how teachers are responding to and making sense of these in their daily practice. Using participation observation, interview and questionnaire data, the paper explores how the coordinators are addressing the challenge of increasing the participation of girls and young women. The paper draws on Walby's (2000) conceptualisation of different kinds of feminist praxis to highlight the limitations of the coordinators' work. Two key themes from the data and their implications are addressed: the dominance of competitive sport practices and the PE professionals' views of targeting as a strategy for increasing the participation of under-represented groups. The paper concludes that coordinators work within an equality or difference discourse with little evidence of the transformative praxis needed for the programme to be truly inclusive. © 2008 Taylor & Francis

Reaching older people with PA delivered in football clubs: the reach, adoption and implementation characteristics of the Extra Time Programme.

Background Older adults (OA) represent a core priority group for physical activity and Public Health policy. As a result, significant interest is placed on how to optimise adherence to interventions promoting these approaches. Extra Time (ET) is an example of a national programme of physical activity interventions delivered in professional football clubs for OA aged 55+ years. This paper aims to examine the outcomes from ET, and unpick the processes by which these outcomes were achieved. Methods This paper represents a secondary analysis of data collected during the evaluation of ET. From the 985 OA reached by ET, n=486 adopted the programme and completed post-intervention surveys (typically 12 weeks). We also draw on interview data with 18 ET participants, and 7 staff who delivered the programme. Data were subject to thematic analysis to generate overarching and sub themes. Results Of the 486 participants, the majority 95%, (n= 462) were White British and 59.7% (n=290) were female. Most adopters (65.4%/n=318) had not participated in previous interventions in the host clubs. Social interaction was the most frequently reported benefit of participation (77.2%, n=375). While the reach of the club badge was important in letting people know about the programme, further work enhanced adoption and satisfaction. These factors included (i) listening to participants, (ii) delivering a flexible age-appropriate programme of diverse physical and social activities, (iii) offering activities which satisfy energy drives and needs for learning and (iv) extensive opportunities for social engagement. Conclusions Findings emerging from this study indicate that physical activity and health interventions delivered through professional football clubs can be effective for engaging OA