Pedagogical Dilemmas in the National Literacy Strategy: Primary teachers' perceptions,reflections and classroom behaviour

This paper argues that the National Literacy Strategy (NLS) offers contradictory pedagogical advice to teachers on 'interactive teaching'. It reports research on teachers' perceptions of and responses to this advice and focuses particularly on NLS demands for teaching which is 'well paced with a sense of urgency'. Evidence from case studies and systematic observations of classroom interaction is used to show that whilst teachers vary in their sensitivity to the dilemmas posed by NLS demands, their classroom discourse in the Literacy Hour is quantitatively and qualitatively different from pre-NLS discourse. It is suggested that opportunities for critical reflection on practice are needed to help teachers articulate and resolve the dilemmas created by the imposition of prescribed programmes on personal educational principles.     

On-chip three-dimensional cell culture in phaseguides improves hepatocyte functions in vitro

The in vitro study of liver functions and liver cell specific responses to external stimuli deals with the problem to preserve the in vivo functions of primary hepatocytes. In this study, we used the biochip OrganoPlate^TM (MIMETAS) that combines different advantages for the cultivation of hepatocytes in vitro: (1) the perfusion flow is achieved without a pump allowing easy handling and placement in the incubator; (2) the phaseguides allow plating of matrix-embedded cells in lanes adjacent to the perfusion flow without physical barrier; and (3) the matrix-embedding ensures indirect contact of the cells to the flow. In order to evaluate the applicability of this biochip for the study of hepatocyte''s functions, Matrigel^TM-embedded HepG2 cells were cultured over three weeks in this biochip and compared to a static Matrigel culture (3D) and a monolayer culture (2D). Chip-cultured cells grew in spheroid-like structures and were characterized by the formation of bile canaliculi and a high viability over 14 days. Hepatocyte-specific physiology was achieved as determined by an increase in albumin production. Improved detoxification metabolism was demonstrated by strongly increased cytochrome P450 activity and urea production. Additionally, chip-cultured cells displayed increased sensitivity to acetaminophen. Altogether, the OrganoPlate seems to be a very useful alternative for the cultivation of hepatocytes, as their behavior was strongly improved over 2D and static 3D cultures and the results were largely comparable and partly superior to the previous reports on biochip-cultured hepatocytes. As for the low technical needs, this platform has the appearance of being highly applicable for further studies of hepatocytes'' responses to external stimuli.     

Developmental trajectories of goal orientations and math skills from grades 7 to 9

European Journal of Psychology of Education - The current study focuses on the developmental trajectories of mastery and performance goal orientations and their relationships with math skills along...     

Gardening with grandparents: an early engagement with the science curriculum

In many cultures, elders are revered within the extended family as a source of wisdom gained from long experience. In Western societies, this role has been marginalised by changes in family structure, and grandparents' significant contribution to children's upbringing often goes unacknowledged. A research study with families of three‐ to six‐year‐olds in East London reveals how grandparents from a variety of cultural backgrounds passed on knowledge about growing fruit and vegetables to their grandchildren through joint gardening activities. Children learned to identify different plants, and to understand conditions and stages of plant growth. Grandparents from Bangladesh introduced children to a wide range of fruits and vegetables, and concepts were reinforced through bilingual communication. Analysis shows that these intergenerational learning encounters fostered children's scientific knowledge in ways that supported and extended curriculum work in the early years.     

Teacher professional standards to support teacher quality and learning in Estonia

In the modern world, teachers are expected to be ‘learning professionals’ who constantly expand their knowledge and skills and share both practical and theoretical insights in a community of colleagues. Teacher professional competence‐based standards could be an instrument to support teachers' professional learning if they are integrated with broader assessment and evaluation frameworks and if their evaluation, professional development and career advancement are in line with the standards. In Estonia, teacher professional standards were first developed in 2005. Currently, they support initial teacher education, the evaluation of teacher competences and the design of continuous professional learning. They also allow teachers to progress to the senior teacher and master teacher qualification level. According to our findings, the standards are successfully used to design pre‐service education and award certificates at the end of the studies. However, they do not support building the teachers' career ladder and only in some schools do they support planning of professional learning. In this article, we give an overview of the changes in the professional standards of teachers in Estonia and analyse why they have not found the desired degree of use in teachers' career advancement and professional development in the school context and why they have not had a significant effect on teacher status in society.