Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases

As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children’s competencies related to children’s mathematical thinking, and children’s community, cultural, and linguistic funds of knowledge or what we refer to as children’s multiple mathematical knowledge bases. Teachers’ noticing supports students’ learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed.     

Navigating plurilingual learning: An inclusive education approach

Language experiences and linguistic knowledge of teenage migrants can be valuable resources for their continued language learning. Yet, home languages and existing plurilingual skills are often framed as obstacles to learning that tag young migrants as at risk of school failure in the context of monolingual education systems. This article draws on a comparative education study carried out in Aotearoa New Zealand and France in 2017–2019, observing young migrants' use of their languages in classroom learning. A total of 42 secondary students from a mix of asylum-seeker, refugee, and migrant backgrounds participated, originating from 22 different countries and speaking 24 different languages. All of the students were in their first year of schooling in New Zealand or France at the time of the study. Findings draw on observations of how students made use of their existing knowledge of languages to (1) access learning in the language-of-schooling, (2) learn interactively through their home languages, and (3) navigate unfamiliar styles of teaching and learning, thus engaging with the unknown and developing behaviours for successful learning. Patterns across the cohort show that young migrants are adept at drawing on their existing language resources in learning. This suggests a re-framing of success at school as not only outcomes, but also as defined by effective learning processes that young migrants put in place. As a result, this study suggests ways that teachers can work inclusively with young migrants through their languages, to support processes of learning that could lead to better educational outcomes.     

A microfluidic shear device that accommodates parallel high and low stress zones within the same culturing chamber

Fluid shear stress (FSS) plays a critical role in regulating endothelium function and maintaining vascular homeostasis. Current microfluidic devices for studying FSS effects on cells either separate high shear stress zone and low shear stress zone into different culturing chambers, or arranging the zones serially along the flow direction, which complicates subsequent data interpretation. In this paper, we report a diamond shaped microfluidic shear device where the high shear stress zone and the low shear stress zone are arranged in parallel within one culturing chamber. Since the zones with different shear stress magnitudes are aligned normal to the flow direction, the cells in one stress group are not substantially affected by the flow-induced cytokine/chemokine releases by cells in the other group. Cell loading experiments using human umbilical vein endothelial cells show that the device is able to reveal stress magnitude-dependent and loading duration-dependent cell responses. The co-existence of shear stress zones with varied magnitudes within the same culturing chamber not only ensures that all the cells are subject to the identical culturing conditions, but also allows the resemblance of the differential shear stress pattern in natural arterial conditions. The device is expected to provide a new solution for studying the effects of heterogeneous hemodynamic patterns in the onset and progression of various vascular diseases.     

Modelica扩展建模的故障诊断技术研究

故障诊断技术是提高故障检测和隔离能力,提高任务可靠性的重要手段,基于模型的故障诊断分析方法得到了广泛应用,但难以用于实时检测诊断,难以计算虚警率等设计指标。本文提出扩展多领域物理系统建模语言Modelica,将多种故障模态嵌入模型中,利用基于假设的真值维护系统(ATMS)方法分析了测试集的生成算法。理论上分析了计算虚警率的可行方案,体现了新模型的优势。     

BMI-referenced cut-points for recommended daily pedometer-determined steps in Australian children and adolescents

The purpose of this study was to establish sex-specific criterion-referenced standards for pedometer-determined physical activity related to body mass index (BMI)-defined weight status among youth. We analyzed data from 7-16-year-old boys (n = 338) and girls (n = 337) and used pedometer-assessed physical activity and anthropometric data to derive average steps/day and BMI. Sex-specific criterion-referenced standards for steps/day relating to healthy weight and overweight/obese were determined using the contrasting groups method. Healthy weight children took more steps/day than overweight or obese (boys: 14,413 vs. 12,088, and girls: 12,562 vs. 10,114, respectively; p < .001). The optimal BMI-referenced cut-point emerging flom our sample was 16,000 steps/day for both boys and girls. Our results and those reported elsewhere suggest that youth take insufficient pedometer-determined steps/day to avoid becoming overweight.     

The development of a blended learning approach to delivering information skills training to large health related student audiences with limited staff resource

This feature considers the challenges that academic librarians are increasingly being faced with in the delivery of information skills training to large student numbers with limited time and staff resources. A case study is presented of how an academic liaison librarian used a blended learning approach and innovative teaching practice to successfully deliver information skills training to large student numbers within the Faculty of Health and Social Care at Hull University.     

Visual literacy: A failed metaphor?

Has the visual literacy construct led to useful research and defensible practice? The authors draw on psycholinguistics, pathology, and developmental, cognitive, and cross-cultural social psychology to argue that it has not. A reconceptualization of the inherent assumptions and implications is proposed.     

Counterpart personnel: A review of the literature with implications for education and development

Despite the large sums spent annually by donors on the provision of project-based expertise and training, surprisingly little attention has been paid in the Technical Cooperation literature to the importance of the roles and relationships that develop between individuals on projects, and in particular their impact on project implementation. This is true of projects across all development sectors. However, the human dimension of project work becomes especially important when institution-building and the development of human capacity are involved. This is the case with much education-based Technical Cooperation. This paper offers a cross-sectoral review of the literature on counterpart personnel, with the aim of drawing some major implications for the implementation of education projects.     

The realities and imperatives of career counselling for a developing South Africa

Conclusion The modem cash economy has transformed the Africans' traditional meaning structures and work has become a means for the satisfaction of major life tasks—survival, identity, community and meaning (Dovey & Mathabe, 1987) thus creating an urgent need for education for work in schools. School guidance programmes should adopt holistic developmental approach to address career counselling needs adequately.We recommended that a model which can be used in South Africa must address the person-prospective employer fit. It must essentially capture the career needs of individuals and different employers. Such a model must be sensitive to cultural variations across different prospective employees, i.e., it should allow a wide enough definition of careers such that a broad spectrum of experience and interests can be acknowledged.Finally, we recommended that career counselling programmes include a component to facilitate self-liberation and survival of apartheid. Such a self-liberation must include the individual's personal strategies to create meaning in their life.