Productive pedagogies : is it an intelligible language for preservice teachers?

Australian teacher educators and teachers have become increasingly familiar with the notion of ‘Productive Pedagogies’, itself the product of longitudinal research on school reform recently undertaken in Queensland, Australia (Lingard et al., 2001a, , 2001b) . One of its strengths has been its efficacy for in-service teachers to use as a language to talk about their pedagogical work and hence a way of reclaiming some of the ground on what constitutes good teaching. In part, this can be attributed to the numerous observations of teachers’ classroom practice that informed the construction of Productive Pedagogies (PPs). That is, many teachers understand these as naming what ‘good’ teachers have always done. In this paper the value of PPs as a metalanguage for developing pre-service teachers’ knowledge and understanding of teaching is examined; whether PPs is a language that is intelligible for pre-service teachers without access to this prior teacher knowledge or whether its elements and dimensions merely constitute an isolated vocabulary. A case study of four pre-service teachers provides the context for this exploration and its empirical data. Drawing on their fieldwork observations of teaching practice, voiced in the language of PPs, the paper argues that PPs language is indeed useful in the development of pre-service teachers’ understanding of teaching, particularly in assisting them to name evidence of teachers’ recognition of and engagement with difference

A puzzle about rates of change

Most of our best scientific descriptions of the world employ rates of change of some continuous quantity with respect to some other continuous quantity. For instance, in classical physics we arrive at a particle’s velocity by taking the time-derivative of its position, and we arrive at a particle’s acceleration by taking the time-derivative of its velocity. Because rates of change are defined in terms of other continuous quantities, most think that facts about some rate of change obtain in virtue of facts about those other continuous quantities. For example, on this view facts about a particle’s velocity at a time obtain in virtue of facts about how that particle’s position is changing at that time. In this paper we raise a puzzle for this orthodox reductionist account of rate of change quantities and evaluate some possible replies. We don’t decisively come down in favour of one reply over the others, though we say some things to support taking our puzzle to cast doubt on the standard view that spacetime is continuous

A puzzle about rates of change

Most of our best scientific descriptions of the world employ rates of change of some continuous quantity with respect to some other continuous quantity. For instance, in classical physics we arrive at a particle’s velocity by taking the time-derivative of its position, and we arrive at a particle’s acceleration by taking the time-derivative of its velocity. Because rates of change are defined in terms of other continuous quantities, most think that facts about some rate of change obtain in virtue of facts about those other continuous quantities. For example, on this view facts about a particle’s velocity at a time obtain in virtue of facts about how that particle’s position is changing at that time. In this paper we raise a puzzle for this orthodox reductionist account of rate of change quantities and evaluate some possible replies. We don’t decisively come down in favour of one reply over the others, though we say some things to support taking our puzzle to cast doubt on the standard view that spacetime is continuous

Can the mana of Maori men who sexually abuse children be restored?

The problem of child sex abuse is prevalent across all segments of society, and Maori, unfortunately, are overrepresented in this problem. In the total prison population of 6591, 13.6% are identified as child sex offenders. Of the 3,299 Maori in prison 283 (8.5%) are identified as child sex offenders whereas 631 (18.6%) of the 3292 non-Maori have been so identified. However, Maori only represent approximately 15% of the general population. In proportionate terms, approximately one of every 970 Maori men is currently in prison for child sex offences, while for non-Maori that figure is one in 31251. Also, disclosures from offenders suggest that sexual abuse is particularly common in rural or disadvantaged areas, with offenders frequently reporting being abused by multiple offenders and being aware of chronic abuse, little of which was ever reported

The Galois theory of the lemniscate

This article studies the Galois groups that arise from division points of the lemniscate. We compute these Galois groups two ways: first, by class field theory, and second, by proving the irreducibility of lemnatomic polynomials, which are analogs of cyclotomic polynomials. We also discuss Abel's theorem on the lemniscate and explain how lemnatomic polynomials relate to Chebyshev polynomials.Comment: The revised version adds four references and some historical remarks. We also note that a special case of Theorem 4.1 appears in Lemmermeyer's Reciprocity Law

Ariadne: An interface to support collaborative database browsing:Technical Report CSEG/3/1995

This paper outlines issues in the learning of information searching skills. We report on our observations of the learning of browsing skills and the subsequent iterative development and testing of the Ariadne system – intended to investigate and support the collaborative learning of search skills. A key part of this support is a mechanism for recording an interaction history and providing students with a visualisation of that history that they can reflect and comment upon