“Re-Culturing” Teacher Education: Inquiry, Evidence, and Action

Currently the press to make policy and practice decisions on the basis of evidence is being coupled with recognition that real change requires shifts in organizational culture. Consequently, there are now many efforts to “re-culture” organizations by making evidence central to decision making. In this article, the authors problematize the notion of a “culture of evidence” in teacher education. Then the article identifies four key aspects involved in efforts to create a culture of evidence at one institution over a five-year period: (1) development of a portfolio of studies about processes and outcomes; (2) recognition that teacher education always poses values questions as well as empirical questions; (3) an exploratory, open-ended approach to evidence construction; and, (4) multiple structures that institutionalize evidence collection and use locally and beyond. The authors suggests that building cultures of evidence has the potential to be transformative in teacher education, but only if challenges related to sustainability, complexity, and balance are addressed

Evaluating the stability of atmospheric lines with HARPS

Context: In the search for extrasolar systems by radial velocity technique, a precise wavelength calibration is necessary for high-precision measurements. The choice of the calibrator is a particularly important question in the infra-red domain, where the precision and exploits still fall behind the achievements of the optical. Aims: We investigate the long-term stability of atmospheric lines as a precise wavelength reference and analyze their sensitivity to different atmospheric and observing conditions. Methods: We use HARPS archive data on three bright stars, Tau Ceti, Mu Arae and Epsilon Eri, spanning 6 years and containing high-cadence measurements over several nights. We cross-correlate this data with an O2 mask and evaluate both radial velocity and bisector variations down to a photon noise of 1 m/s. Results: We find that the telluric lines in the three data-sets are stable down to 10 m/s (r.m.s.) over the 6 years. We also show that the radial velocity variations can be accounted for by simple atmospheric models, yielding a final precision of 1-2 m/s. Conclusions: The long-term stability of atmospheric lines was measured as being of 10 m/s over six years, in spite of atmospheric phenomena. Atmospheric lines can be used as a wavelength reference for short-time-scales programs, yielding a precision of 5 m/s "out-of-the box". A higher precision, down to 2 m/s can be reached if the atmospheric phenomena are corrected for by the simple atmospheric model described, making it a very competitive method even on long time-scales.Comment: 7 pages, accepted for publication in A&

The UK quality and outcomes framework pay-for-performance scheme and spirometry: rewarding quality or just quantity? A cross-sectional study in Rotherham, UK

Background: Accurate spirometry is important in the management of COPD. The UK Quality and Outcomes Framework pay-for-performance scheme for general practitioners includes spirometry related indicators within its COPD domain. It is not known whether high achievement against QOF spirometry indicators is associated with spirometry to BTS standards. Methods: Data were obtained from the records of 3,217 patients randomly sampled from 5,649 patients with COPD in 38 general practices in Rotherham, UK. Severity of airflow obstruction was categorised by FEV1 (% predicted) according to NICE guidelines. This was compared with clinician recorded COPD severity. The proportion of patients whose spirometry met BTS standards was calculated in each practice using a random sub-sample of 761 patients. The Spearman rank correlation between practice level QOF spirometry achievement and performance against BTS spirometry standards was calculated. Results: Spirometry as assessed by clinical records was to BTS standards in 31% of cases (range at practice level 0% to 74%). The categorisation of airflow obstruction according to the most recent spirometry results did not agree well with the clinical categorisation of COPD recorded in the notes (Cohen's kappa = 0.34, 0.30 - 0.38). 12% of patients on COPD registers had FEV1 (% predicted) results recorded that did not support the diagnosis of COPD. There was no association between quality, as measured by adherence to BTS spirometry standards, and either QOF COPD9 achievement (Spearman's rho = -0.11), or QOF COPD10 achievement (rho = 0.01). Conclusion: The UK Quality and Outcomes Framework currently assesses the quantity, but not the quality of spirometry

Stories of hope

This is a narrative account, reflected from the author’s perspective, of three teachers’ resistance to the formulation of metrication and fabrication arising from the influence of STEM in science education. It focuses on the ways transformative science teaching challenges this obstacle viewed through the lens of Critical Realism and how social justice is meshed into science pedagogy

Searching for Planets in the Hyades. I. The Keck Radial Velocity Survey

We describe a high-precision radial velocity search for jovian-mass companions to main sequence stars in the Hyades star cluster. The Hyades provides an extremely well controlled sample of stars of the same age, the same metallicity, and a common birth and early dynamical environment. This sample allows us to explore the dependence of the process of planet formation on only a single independent variable: the stellar mass. In this paper we describe the survey and summarize results for the first five years.Comment: 8 pages, 3 figures; To appear in the July 2002 issue of The Astronomical Journa

Easing into the Academy: Using Technology to Foster Cross-Institutional Critical Friendships

This article addresses the ways in which early career teacher educators can support each other as they enter the academic community. By utilizing technology as an instrument to engage in a cross-country critical friendship, the authors were able to engage in a dialogue that grew out of mutual interests and concerns. Through critical reflection, they were able to address the question: How can we, two early-career teacher educators, push ourselves and one another to more critically examine our teaching practices? In doing so, each “new educator” grew more confident in claiming one\u27s voice as a sustainable critical friendship emerged

Albedo and Reflection Spectra of Extrasolar Giant Planets

We generate theoretical albedo and reflection spectra for a full range of extrasolar giant planet (EGP) models, from Jovian to 51-Pegasi class objects. Our albedo modeling utilizes the latest atomic and molecular cross sections, a Mie theory treatment of extinction by condensates, a variety of particle size distributions, and an extension of the Feautrier radiative transfer method which allows for a general treatment of the scattering phase function. We find that due to qualitative similarities in the compositions and spectra of objects within each of five broad effective temperature ranges, it is natural to establish five representative EGP albedo classes: a ``Jovian'' class (T$_{\rm eff} \lesssim 150$ K; Class I) with tropospheric ammonia clouds, a ``water cloud'' class (T$_{\rm eff} \sim 250$ K; Class II) primarily affected by condensed H$_2$O, a ``clear'' class (T$_{\rm eff} \gtrsim 350$ K; Class III) which lacks clouds, and two high-temperature classes: Class IV (900 K $\lesssim$ T$_{\rm{eff}}$ $\lesssim$ 1500 K) for which alkali metal absorption predominates, and Class V (T$_{\rm{eff}}$ $\gtrsim$ 1500 K and/or low surface gravity ($\lesssim$ 10$^3$ cm s$^{-2}$)) for which a high silicate layer shields a significant fraction of the incident radiation from alkali metal and molecular absorption. The resonance lines of sodium and potassium are expected to be salient features in the reflection spectra of Class III, IV, and V objects. We derive Bond albedos and effective temperatures for the full set of known EGPs and explore the possible effects of non-equilibrium condensed products of photolysis above or within principal cloud decks. As in Jupiter, such species can lower the UV/blue albedo substantially, even if present in relatively small mixing ratios.Comment: revised LaTeX manuscript accepted to Ap.J.; also available at http://jupiter.as.arizona.edu/~burrows/paper

The professional knowledge that counts in Australian contemporary early childhood teacher education

Australia is typical of many western countries where the provision of quality early childhood services has become a government priority. The government initiatives in Australia include repeated demands for 'well-qualified' early childhood educators. As a result of these demands the preservice preparation of early childhood educators is under intense scrutiny. This scrutiny raises many questions regarding the knowledge base considered to be essential for early childhood educators and leads to further questions about who has the authority to produce this knowledge. This article explores these questions by firstly examining some of the ways Australian early childhood teacher education is situated within the current knowledge environment. This is followed by a discussion regarding the debates about what early childhood educators 'need to know'. The third section of the article traces some of the historical features of Australian early childhood teacher education, for the author argues that contemporary questions about 'which' knowledge is to be included in early childhood teacher education are best understood alongside their historical precedents. The article concludes by considering the implications of the debates for contemporary early childhood teacher education and suggests that a way forward involves reconsidering the traditional binary between theory and practical knowledge

Collaboration between academics and teachers : a complex relationship

Collaboration between academics and teachers has become increasingly prevalent over recent years. Whether its aim is joint research or continuing professional development for teachers, collaboration seems to offer a realistic opportunity for reducing the perceived gap between theory and practice. However, collaboration is not merely academics and teachers working together on a common project. It is complex in nature and involves a range of requirements that must be satisfied in order to maximise the potential of the relationship. In this paper we will theorise on the nature of academics and teachers working together and suggest that a working relationship between academic researchers and teachers can be one of three models: client–supplier, a coercive relationship or a collaborative relationship. We identify and unpack specific factors that underpin collaboration and suggest a number of concrete actions to establish collaboration between academics and teachers. We draw heavily from existing literature and our own reflections on two collaborative projects with which we have recently been involved. We use data from these projects to provide a number of anecdotes from the teachers who participated to support our own reflections. Finally, we suggest that further research should investigate the different ways attempts to collaborate fail, to build a more complete sense of the problems and potential of this special relationship. Keywords: collaboration; continuing professional development; action research; science teacher