Becoming a Master Teacher

This volume looks at the skills teachers need to move their professionalism into a high level of performanc

Distributed collaboration between industry and university partners in HE

Over the past three years the School of Design has been experimenting with an innovative curriculum design and delivery model named ‘the Global Studio’. The Global Studio is a cross-institutional research informed teaching and learning collaboration conducted between Northumbria University and international universities and industry partners based in the UK, USA, Netherlands and Korea. The aims of the Global Studio are directly linked with current and future industry needs that are related to changes in the organisation of product and service development. These changes highlight the importance of equipping design students with skills for working in globally networked organisations particularly the development of skills in intercultural communication and collaboration. In this paper we will focus on the Global Studio conducted in 2008 which included Northumbria University (UK), Hongik University (Korea), Auburn University (USA), Intel (USA), Motorola design studios located in the UK and Korea and Great Southern Wood (USA). These projects will be used to illustrate challenges and benefits of international collaborative industry-based projects undertaken in distributed settings

Biodegradable Municipal Solid Waste in Santo Domingo de Heredia

This project, prepared for the Centro Nacional de Produccion mas Limpia, explores the feasibility of using composting and/or biogas technology in the municipality of Santo Domingo de Heredia, Costa Rica, in order to reduce their volume of solid waste and thereby increase the lifespan of their new landfill. Using data obtained through interviews and literature review we prepared a cost benefit analysis of available technologies and developed a course of action to improve the management of biodegradable waste in the municipality

Teachers' identification of exceptional children and a study of the teaching strategies which they adopt to meet the needs of these groups of people

This thesis sets out to examine how teachers cater for the bright pupils and slow learners in first year mixed ability classes in five comprehensive schools. Teachers were asked to nominate bright pupils and slow learners in their classes using categories on a class profile instrument. The same teachers were observed teaching these classes. Observations covered most academic subjects on the timetable: RE, French, science, history, English, mathematics, geography, music and integrated studies. Over a period of a month the teachers' talk and questions, the pupils' responses, and the tasks set to pupils were each analysed for cognitive demand using specially adapted or newly devised instruments. The study suggests that very little cognitive stimulation takes place in these first year mixed ability groups. Most verbal transactions have to do with class management, and of the remainder the majority are information-giving or information-seeking. Tasks, too, are mainly of a lower cognitive order. In only two of the five schools did it appear that teachers made significantly higher cognitive demands on the perceived bright pupils than on other pupils. Though there is some evidence to suggest that bright pupils and slow learners may receive a disproportionately large amount of interaction with teachers, there was virtually no evidence to suggest that teachers tailor tasks or teaching strategies to cater specifically for the needs of these two groups in a mixed ability context. Most teaching is undifferentiated whole-class teaching aimed at all the pupils and not at individuals. Some small-scale comparative studies were carried out in banded groups, and also in a primary school, a middle school, and in an accelerated set leading to GCE 101 level examinations in the 4th year. An important outcome of the thesis is the development of an Analysis of Classroom Tasks proforma for the secondary school. The size and scope of the main study, covering over 200 single periods by 36 teachers in 8 subject disciplines, suggests that the results may have some degree of generalizability

Teachers' identification of exceptional children and a study of the teaching strategies which they adopt to meet the needs of these groups of people

This thesis sets out to examine how teachers cater for the bright pupils and slow learners in first year mixed ability classes in five comprehensive schools. Teachers were asked to nominate bright pupils and slow learners in their classes using categories on a class profile instrument. The same teachers were observed teaching these classes. Observations covered most academic subjects on the timetable: RE, French, science, history, English, mathematics, geography, music and integrated studies. Over a period of a month the teachers' talk and questions, the pupils' responses, and the tasks set to pupils were each analysed for cognitive demand using specially adapted or newly devised instruments. The study suggests that very little cognitive stimulation takes place in these first year mixed ability groups. Most verbal transactions have to do with class management, and of the remainder the majority are information-giving or information-seeking. Tasks, too, are mainly of a lower cognitive order. In only two of the five schools did it appear that teachers made significantly higher cognitive demands on the perceived bright pupils than on other pupils. Though there is some evidence to suggest that bright pupils and slow learners may receive a disproportionately large amount of interaction with teachers, there was virtually no evidence to suggest that teachers tailor tasks or teaching strategies to cater specifically for the needs of these two groups in a mixed ability context. Most teaching is undifferentiated whole-class teaching aimed at all the pupils and not at individuals. Some small-scale comparative studies were carried out in banded groups, and also in a primary school, a middle school, and in an accelerated set leading to GCE 101 level examinations in the 4th year. An important outcome of the thesis is the development of an Analysis of Classroom Tasks proforma for the secondary school. The size and scope of the main study, covering over 200 single periods by 36 teachers in 8 subject disciplines, suggests that the results may have some degree of generalizability

Industry needs and tertiary journalism education: Views from news editors

This research paper discusses the findings from a 2012 Australian Learning and Teaching Council (ALTC) sponsored project that canvassed the views of news editors around Australia about the job readiness of tertiary educated journalism graduates. The focus of this paper is limited to responses from news editors in Western Australia. Data was collected via face to face interviews with eleven news editors in Perth, Western Australia. The editors work in print, online, broadcast and television and all of them employ journalism graduates. The aim was to assess whether the five university based journalism programs in Perth provide graduates with the skillset prospective employers were seeking. Editors are uniquely placed as they employ journalism graduates as interns, or as full time employees when they complete their studies, and they know which attributes and skills will help journalism graduates to succeed. The editors, for the most part, agreed that there was a key role for universities in Perth to provide both an educational background and skills based training for people contemplating a career in journalism and early career journalists. There was, however, some disagreement as to what the ideal university based journalism program should consist of

Showing the dynamics of student thinking as measured by the FMCE

Using data from over 14,000 student responses we create item response curves, fitted to the polytomous item response theory model for nominal responses, to evaluate the relative correctness of various incorrect responses to questions on the Force and Motion Conceptual Evaluation (FMCE). Based on this ranking of incorrect responses, we examine individual students\u27 pairs of responses to FMCE questions, using transition matrices and consistency plots, to show how student ideas develop over the span of an introductory mechanics course. Using data from two different schools (N ~= 200 each), we explore how these representations can show student learning even when individuals do not choose the correct answer. Comparing response pairs provides a rich picture of student learning that is unavailable in many traditional analyses

A Conceptual Analysis

Johne’s disease (JD) is a chronic, production-limiting disease of ruminants. Control programs aiming to minimize the effects of the disease on the dairy industry have been launched in many countries, including Canada. Those programs commonly focus on strict hygiene and management improvement, often combined with various testing methods. Concurrently, organic dairy farming has been increasing in popularity. Because organic farming promotes traditional management practices, it has been proposed that organic dairy production regulations might interfere with implementation of JD control strategies. However, it is currently unclear how organic farming would change the risk for JD control. This review presents a brief introduction to organic dairy farming in Canada, JD, and the Canadian JD control programs. Subsequently, organic practices are described and hypotheses of their effects on JD transmission are developed. Empirical research is needed, not only to provide scientific evidence for organic producers, but also for smaller conventional farms employing organic-like management practices

The discovery of potent, selective, and reversible inhibitors of the house dust mite peptidase allergen Der p 1: an innovative approach to the treatment of allergic asthma.

Blocking the bioactivity of allergens is conceptually attractive as a small-molecule therapy for allergic diseases but has not been attempted previously. Group 1 allergens of house dust mites (HDM) are meaningful targets in this quest because they are globally prevalent and clinically important triggers of allergic asthma. Group 1 HDM allergens are cysteine peptidases whose proteolytic activity triggers essential steps in the allergy cascade. Using the HDM allergen Der p 1 as an archetype for structure-based drug discovery, we have identified a series of novel, reversible inhibitors. Potency and selectivity were manipulated by optimizing drug interactions with enzyme binding pockets, while variation of terminal groups conferred the physicochemical and pharmacokinetic attributes required for inhaled delivery. Studies in animals challenged with the gamut of HDM allergens showed an attenuation of allergic responses by targeting just a single component, namely, Der p 1. Our findings suggest that these inhibitors may be used as novel therapies for allergic asthma

Imagining technology-enhanced learning with heritage artefacts: teacher-perceived potential of 2D and 3D heritage site visualisations

Background: There is much to be realised in the educational potential of national and world heritage sites. Such sites need to be supported in sharing their resources with a wide and international public, especially within formal education. Two-dimensional (2D) and three-dimensional (3D) heritage site visualisations could serve this need. Our study focuses on the teacher-perceived possibilities and benefits for education around such visualisations. Purpose: We describe how a group of UK teachers perceive the potential of cross-curricular learning that could arise from an Italian world heritage site. The teachers commented on 2D visualisations of artefacts from this site, as well as the design of a 3D immersive environment to serve educational purposes. We consider as follows: (1) how the cross-curricular teaching potential of such resources is perceived, and (2) what design features of a 3D immersive environment teachers suggest are needed for educational explorations. Sample: We recruited 10 teachers from the Midlands region of the UK and carried out semi-structured interviews. Methods: Interviews were transcribed and a thematic analysis applied to the conversations. Questioning was grounded in the examination of 2D and 3D visual resources. This provoked cross-curricular and educational design thinking. Results: Teacher responses highlighted a wide range of cross-curricular possibilities. However, they expressed a more ‘assimilative’ than ‘accommodative’ approach when relating resources to the curriculum. Such ‘assimilation’ involved seeing the site artefacts as raw material for more instrumental ‘curriculum activities’ (e.g. within art and design, geography, maths or literacy) rather than a more accommodative approach whereby curricular disciplines were exercised to make new meaning from the artefacts. In relation to 3D technology design, most teachers highlighted three technology features that would render it well matched to educational practice and three educational benefits over non-3D immersive environments. Conclusions: Teachers can easily imagine a rich range of opportunities to utilise 2D and 3D heritage site artefacts within the curriculum. However, the largely assimilative nature of this cross-curricular appropriation suggests the value of providing more guidance and support to teachers in the interpretation and application of artefacts. Their design suggestions can usefully inform construction of educational features within 3D immersive technologies that support heritage site experiences