Participatory knowledge mobilisation: an emerging model for international translational research in education

Research alone does not inform practice, rather a process of knowledge translation is required to enable research findings to become meaningful for practitioners in their contextual settings. However, the translational process needs to be an iterative cycle so that the practice itself can be reflected upon and thereby inform the ongoing research agenda. This paper presents the initial findings of a study into an international, participatory model of knowledge mobilization in the context of translational research in the field of education. Using a mixed methods approach, the study draws upon data collected from the Education Futures Collaboration (EFC), an educational charity, which has developed an international knowledge mobilization strategy. Through the innovative use of technologies this initiative improves the link between research and practice by finding new and practical ways to improve the knowledge base for practitioners. The EFC has developed two work strands within the international knowledge mobilization strategy, which utilise two complementary digital platforms. The first is the online MESHGuides (Mapping Educational Specialist knowHow), a collaborative tool for connecting educators with visual summaries of educational research from which practice can be developed. The second is the online Education Communities of Practice network, which is used to support international partnerships for collaboration between researchers and practitioners. Findings indicate that utilising web 2.0 tools to develop translational research through MESHGuides is significantly groundbreaking in its vision and scope with respect to practitioners accessing and building the knowledge base of the teaching profession internationally and strengthening the link between researchers and practitioners, thereby increasing the impact of research in education

A window into learning: case studies of online group communication and collaboration

The two case studies presented explore the potential offered by in‐depth qualitative analysis of students’ online discussion to enhance our understanding of how students learn. Both cases are used to illustrate how the monitoring and moderation of online student group communication can open up a ‘window into learning’, providing us with new insights into complex problem‐solving and thinking processes. The cases offer examples of students’ ‘thinking aloud’ while problem‐solving, showing how and why they arrived at particular outcomes and the underlying thought processes involved. It is argued that these insights into students’ learning processes can in turn offer us the opportunity to adapt our own teaching practice in order to achieve a better pedagogical ‘fit’ with the learning needs of our students; for example, through a more precise or more timely intervention. It is also suggested that looking through this ‘window’ enables us to concentrate our assessment more closely on the process of task completion, rather than focusing solely on the end product

Application of an analytical framework to describe young students' learning in technology

This paper discusses a framework for describing and analysing how young students (5–6 years) learn in technology with a view towards enhancing teaching and learning practice in technology. Examples of student work which demonstrate the complexity of learning in technology, and what young children can achieve with appropriate teaching strategies are presented. Holistic aspects as well as associated variables are highlighted

Stable isotope probing: Technical considerations when resolving ¹⁵N-labeled RNA in gradients

RNA based stable isotope probing (SIP) facilitates the detection and identification of active members of microbial populations that are involved in the assimilation of an isotopically labeled compound. ¹⁵N-RNA-SIP is a new method that has been discussed in recent literature but has not yet been tested. Herein, we define the limitations to using ¹⁵N-labeled substrates for SIP and propose modifications to compensate for some of these shortcomings. We have used ¹⁵N-RNA-SIP as a tool for analysing mixed bacterial populations that use nitrogen substrates. After incubating mixed microbial communities with ¹⁵N-ammonium chloride or ¹⁵N₂ we assessed the fractionation resolution of ¹⁵N-RNA by isopycnic centrifugation in caesium trifluoroacetate (CsTFA) gradients. We found that the more isotopic label incorporated, the further the buoyant density (BD) separation between ¹⁵N- and ¹⁴N-RNA, however it was not possible to resolve the labeled from unlabeled RNA definitively through gradient fractionation. Terminal-restriction fragment length polymorphism (T-RFLP) analysis of the extracted RNA and fluorescent in situ hybridisation (FISH) analysis of the enrichment cultures provided some insight into the organisms involved in nitrogen fixation. This approach is not without its limitations and will require further developments to assess its applicability to other nitrogen-fixing environments

Evaluating multiagency interventions for children living with intimate partner violence in Birmingham

This research endeavour was born out of the need for a systematic evaluation of the efficacy of the multiagency Domestic Abuse Risk Assessment tool, which necessitates that all incidents of ‘domestic abuse’ (any incident within the family domain) reported to West Midlands Police, where a child or unborn child resides within that home, are scrutinised by Police and Social Care (and partners from Health, Education and the voluntary sector where possible) using a joint protocol. The primary purpose of the protocol is to promote safeguarding and provide a timely and appropriate response to children at risk following domestic abuse. The protocol incorporates the Banardos’ Multiagency Domestic Violence Risk Identification Threshold Scales (MDVRITS), which aids decision making about appropriate interventions based on predicted risk to children using a four level scale

Exploring pedagogic shift in a virtual international school

A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of PhilosophyIn a shrinking more connected world, web based communication technologies play an increasingly important role in educating younger generations. However, the process of change that teachers must go through to accommodate the appropriate use of web based communication technologies for teaching and learning is a complex process, which can be viewed from multiple perspectives. Specifically, this study explores pedagogic shift in the context of a virtual international school spanning five different countries within the European Union. It adopts an interpretive paradigm of research to explore perceptions of teachers in the virtual international school over the course of four years from 2009-2013. Using a constructivist grounded theory approach, a variety of data collection techniques were employed over the course of three different cycles of research. Each cycle built on the previous cycle through an in depth analysis of the data, which enabled the emergence of a model for pedagogic shift. Findings from this research point to the importance of understanding change as a learning journey, which necessarily takes time and is influenced by a variety of factors in which effective leadership plays a central role. Additionally, the research shows how through processes such as understanding each others’ different perspectives and the way technologies are harnessed, change is facilitated and a sense of community is built, all play an important role in enabling pedagogic shift to take place. From these findings a thematic model emerged, which was explored in depth and further refined during the research. The study concludes with recommendations for further research into pedagogic shift, particularly in relation to the dispersed multi-level model of leadership, the evolution of virtual international schools, the changing nature of teacher-student relationships, and the influence of external drivers in models of pedagogic shift

Human Equivalent Dose Modeling for Omega-3 Fatty Acid Supplementation in C57BL/6J Mice

The rodent model is often used to study the impact of dietary n-3 fatty acids on a variety of biological endpoints, and the results of these studies have been used to explain anticipated effects of n-3 fatty acid intake in humans. However, supplemental levels of n-3 fatty acids that are commonly used in rodent studies do not represent reasonable human intake, by comparison. Currently there is no standard method for the addition of n-3 fatty acids to rodent diets. We tested a mathematical model for dosing supplemental levels of α-linolenic acid (ALA) and eicosapentaenoic acid (EPA) to rodent diets on the basis of energy%. C57BI/6J mice were fed a background diet that modeled typical Western intake in both macronutrient and fatty acid composition. Three levels of ALA and EPA (0.3, 0.8, and 1.4 energy%) were supplemented to either a normal-ALA control diet (0.6 energy% ALA) or a high-ALA control diet (1.2 energy% ALA). Plasma and erythrocyte phospholipid fatty acid changes were determined and compared to archival human n-3 fatty acid supplementation studies reporting the same tissue endpoints. In mice, supplemental EPA had a greater effect than supplemental ALA on both plasma and erythrocyte phospholipid EPA. Docosahexaenoic acid (DHA) levels in mice were only minimally changed by either ALA or EPA supplementation. Use of the high- ALA control diet resulted in attenuated phospholipid fatty acid changes in both tissues compared to the normal-ALA control diet for both supplemented fatty acids. At each supplemented dose of ALA or EPA, changes in murine plasma or erythrocyte phospholipid EPA exceeded changes observed in the same human tissues by 2-4 fold when compared to equivalent human supplemental doses in energy%. Tissue changes observed using the high-ALA control diet better modeled the results observed in humans at the same supplemental energy% for both ALA and EPA in plasma and erythrocyte phospholipids. This is the first study to use pharmacodynamic modeling to compare the effect of supplemental n-3 doses on mouse and human endpoints. The addition of n-3 fatty acids to rodent diets on the basis of energy% represents a reasonable improvement to current dosing strategies. This data is useful both as a guideline for n-3 fatty acid dosing in rodent studies and as a reference point for future calculated refinements in dosing

Methods of Teaching Office Skills--With Emphasis on Typewriting

The purpose of this research was to make a study of the teaching methods and practices used in developing skills in typewriting. The following questions were considered in this investigation; 1. Are there personal observations and recommendations which may be noted with reference to the development of proficiency in typewriting? 2. Is there a need for improving methods in the teaching of typewriting? 3. Superiority of one method over another? 4. What improvements have been made in the methods of teaching typewriting since the first course? 5. What methods are used to develop skill in typewriting? Because of the growing interest in typewriting as evidenced by the large enrollments in typewriting classes, there is a necessity for a knowledge of new methods and techniques of teaching this skill. Years of experimentation and research by pioneers in the field of typewriting have produced many and varied instructional techniques. In as much as the techniques or methods employed by the instructors will vary, it is desirable to have a broad knowledge of many methods that may be applied to various problems arising in classrooms. It is felt that a compilation of the findings of authors on this subject would be of great benefit to prospective teachers, and teachers in service, as it will provide means of broadening their knowledge. An increase in knowledge should develop a better understanding of teaching methods, from which more effective teaching should result. The information for this study was obtained from books, articles, and parts of articles concerning the teaching of typewriting in the, Balance Sheet, The Business Education Forum, The Business Education World, The Business Teacher, The Journal of Business Education, and other educational publications