Unravelling the Myth of Effective Teaching in Mathematics

Effective teaching is the backbone of any successful education system with many arguing that it is the single biggest contributor to student success. However despite such importance, significant differences in teacher effectiveness are still evident in Irish classrooms at all levels of education. This research investigates the influence that individual teachers can have on students’ enjoyment of mathematics at second level and attempts to unravel the myth of effective teaching. The research started out as a followon study that further analysed data collected by the authors when they designed a pedagogical framework with the aim of promoting student interest in algebra through effective teaching of the domain. This paper focuses entirely upon the quantitative results of the evaluation of that study with regard to whether there are differences in the enjoyment scores of students’ in different classes as a result of their individual teachers. The paper also looks to unravel the myth of effective teaching through a series of focus group interviews and a detailed literature review

Graduate Work-Readiness in the 21st Century

The term ‘graduateness’ is beginning to be used, nationally and internationally, to describe a range of competences thought to match the demands of the workplace. There is no accompanying unifying definition, nor framework for formal recognition, rather it is used to imply a combination of attributes that varies between types of Higher Education Institutions across the World. In Ireland, the desirable characteristics of 21st century graduates variously include qualities of being ‘Creative and Enterprising, Solution-Orientated, Effective Communicators, and Globally Engaged Active Leaders’ (DCU 2014). Similarly, they should be engaged, enterprising, enquiry-based, effective and expert in their chosen field (DIT, 2013). While the value of these qualities is not contested here, they may be more appropriate to individuals who are growing in their professional maturity, but less so in their first encounter with work. This paper argues that 21st century graduates should be supported in their transition to the world of work by being equipped with the resources to assimilate the activities of their host rapidly, to assess how their particular role is situated, supplied, and constrained, and appreciate its associated expectations, risks and consequences. Graduate success in the workplace could be underpinned by a methodology that guides formative reflection and develops their ability to evaluate work experiences, both actual and vicarious, within a framework that captures, recognises and reinforces the depth of their tacit learning. This approach may help create a solid foundation for long-term employability, enable the realisation of 21st Century Graduate attributes, and presage their formal recognition, at home and beyond, in the fullest sense. The authors offer a comprehensive workplace-specific protocol and an accompanying methodology that enables graduates not only to assert that they are work-ready, but to provide the evidence

INDIVIDUAL INFUSION OF M-HEALTH TECHNOLOGIES: DETERMINANTS AND OUTCOMES

Despite substantial research on IT implementation in the IS field, the healthcare industry has historically been considered a technological laggard and lacks direction for how to successfully infuse new technological innovations within individuals work practices. Theoretically, mobile-health (m-health) technologies, if infused in work practices can potentially enhance the quality of healthcare delivery. The question remains as to whether practitioners\u27 performance significantly improves and individual knowledge is enhanced through the infusion of these technologies. While a significant amount of extant literature focuses on initial technology adoption and acceptance, there remains a dearth of literature in the IS field focusing on the long term utilisation and associated benefits. This paper addresses this gap in extant literature through the development and testing of a conceptual model, exploring determinants of individual infusion of m-health technologies and their subsequent outcomes. This study reveals (a) key enablers of successful mobile infusion in a healthcare context and that successful infusion is determined by the characteristics of the: 1. technology 2. user and 3. task, (b) Infusion of mobile technologies leads to improvements in preventative care, greater decision making and reduced medical errors and, (c) Individuals perceive that knowledge is presented rather than created through mobile technologies

New designs for web based learning environments

With the continued advances in information and communication technology comes the interconnectivity of education institutions, businesses and industries. Either by default or association, the traditional education system will need to change and adapt to these new demands and opportunities. With these changes we are in danger of losing the focus of the learning process, and not recognising the importance of maintaining a balance between technology and pedagogy. This paper will review these issues, and examine an investigation of new learning designs which take advantage of the affordances of the Web and the opportunities which arise

An Evaluation of Trapping Efforts to Capture Bobcats, Coyotes, and Red Fox

Wildlife biologists are often involved in efforts to capture free-ranging felids and canids. The objective of these efforts is usually to remove individuals causing unwanted or excessive predation, or to obtain study animals. The most common method used to capture carnivores includes some type of leg-hold trap. Numerous references provide information on the technique of leg-hold trapping (Taylor 1971, Musgrove and Blair 1979); however few reports include an evaluation of these methods

Defining Legitimate Competition: How to Clarify Pricing Abuses Under Article 82 EC

This Article discusses the principles under Article 82 of the Treaty Establishing the European Community concerning anticompetitive or exclusionary abuses involving pricing issues. This Article is structured as follows. Part I outlines the basic economic thinking behind price discrimination and identifies the principal legal situations under Article 82 in which it arises. Discriminatory pricing should only be prohibited (and therefore needs to be justified) in a small number of situations. Parts II-III discuss the specific situations under Community competition law in which price discrimination and the legality of pricing practices may be relevant. Part II discusses rebate and discounting practices, including target (or sales growth) rebates, fidelity or loyalty rebates, and rebates in return for exclusivity. Part III discusses price discrimination that gives rise to distortions of competition between customers. This concerns Article 82(c), a provision that has some parallels with the Robinson-Patman Act under U.S. law. In practice, it will be rare that a profit-maximizing firm will have the ability or incentive to charge different prices to comparable customers to such an extent that competition between those customers will be significantly distorted. Part IV discusses predatory pricing. It is important that prices that remain above average variable cost should nearly always be treated as legal, since rivals will usually be able, and should be encouraged, to compete in that scenario. Community competition law should only treat pricing above average variable cost as unlawful where there is evidence of other abusive behavior linked to that low pricing, in other words a clear plan to eliminate a rival by using a range of illicit practices. Part V discusses a specific instance of predatory pricing--cross-subsidization. Cross-subsidy cases are in essence cases in which the abuse, if there is one, is predatory pricing. Finally, the Conclusion summarizes the author\u27s comprehension of what the correct principles under Community competition law concerning pricing practices should be

Post-primary students\u27 images of mathematics: a focus on the qualitative data

A questionnaire survey was conducted as part of a PhD study investigating post-primary students\u27 images of mathematics in Ireland. A definition of image of mathematics was adopted from Lim (1999) and Wilson (2011). Students\u27 images of mathematics were hypothesized to include attitudes, beliefs, motivation, self-concept, emotions and past experiences regarding mathematics. A questionnaire was created with both quantitative and qualitative aspects. This paper focuses on the qualitative facet by reviewing students\u27 responses to the open-ended questions according to the five categories of image of mathematics found by Lim (1999). The qualitative data provides a more in-depth insight into Irish students\u27 images of mathematics. Findings from the qualitative data afford an innovative insight into post-primary mathematics education from the student perspective, thus offering a means for mathematics educators to respond to students\u27 needs and encourage Irish post-primary students\u27 engagement with mathematics.ACCEPTEDpeer-reviewe