Comparison of 3D reconstructive technologies used for morphometric research and the translation of knowledge using a decision matrix

The use of three‐dimensional (3D) models for education, pre‐operative assessment, presurgical planning, and measurement have become more prevalent. With the increase in prevalence of 3D models there has also been an increase in 3D reconstructive software programs that are used to create these models. These software programs differ in reconstruction concepts, operating system requirements, user features, cost, and no one program has emerged as the standard. The purpose of this study was to conduct a systematic comparison of three widely available 3D reconstructive software programs, Amira^®, OsiriX, and Mimics^®, with respect to the software's ability to be used in two broad themes: morphometric research and education to translate morphological knowledge. Cost, system requirements, and inherent features of each program were compared. A novel concept selection tool, a decision matrix, was used to objectify comparisons of usability of the interface, quality of the output, and efficiency of the tools. Findings indicate that Mimics was the best‐suited program for construction of 3D anatomical models and morphometric analysis, but for creating a learning tool the results were less clear. OsiriX was very user‐friendly; however, it had limited capabilities. Conversely, although Amira had endless potential and could create complex dynamic videos, it had a challenging interface. These results provide a resource for morphometric researchers and educators to assist the selection of appropriate reconstruction programs when starting a new 3D modeling project. Anat Sci Educ 6: 393–403. © 2013 American Association of Anatomists.     

Headteachers’ readings of and responses to disadvantaged contexts: evidence from English primary schools

Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are thus of increasing interest. This paper draws on interviews with eight headteachers of less advantaged English primary schools to explore how they understand and articulate the contexts in which their schools operate and how this knowledge is translated into strategies for organising curriculum, pedagogy and other school processes. These headteachers observed context through the lens of the behaviour of parents and children in relation to school, contrasting it with an assumed middle‐class normality. More critical perspectives on families' social and economic position or on the contribution of school practice to educational exclusion were largely absent. School responses were many and varied but, given the constraints of budgets, market and performative pressures, were unlikely to substantially transform the educational experiences and outcomes of disadvantaged students. We point to the continuing need for more contextualised funding mechanisms and policies to improve schools in disadvantaged areas and also, in the light of devolution to schools, to the need to develop mechanisms of support to headteachers to help them to develop critical understandings of context and to reflect on school process and practices in the light of these understandings.     

The Index of Forecasting Efficiency,for the Case of a “True” Criterion

A variety of personal characteristics have been shown to be influential in teacher-student relationships. The sex of the child as well as the appropriateness of his behavior were the factors evaluated in this study. An analysis of the results indicated that sex-inappropriate behavior was viewed less favorably than sex-appropriate behavior. A discussion of the results was presented with regard to support for previous studies and implications for future research.     

Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning

In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students’ learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of content and language learning in our classrooms through the development of our own materials. The experience revealed a growth in professional development and how our motivation and autonomy influenced our students’ motivation and language development. In our attempt to disseminate our experience as a group, this report particularly focuses on the evaluation facets of our collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices.     

Learning Introductory Quantum Physics: Sensori‐motor experiences and mental models

This paper reports a cross‐sectional study of Taiwanese physics students’ understanding of subatomic phenomena that are explained by quantum mechanics. The study uses students’ explanations of their answers to items in a questionnaire as a proxy for students’ thinking. The variation in students’ explanations is discussed as is the development in the way in which students link different concepts. A discussion of the source of students’ ideas turns to the way schema contain mental models that derive from sensori‐experiences. The principal recommendation for teaching is the need to include practical activities on a range of precursor phenomena so as to extend the students repertoires of mental models. This advice is different from that given in previous studies.     

The role of planning in outdoor adventure decision-making

ABSTRACT

This article explores the influential role of planning on recognition-primed decision-making. Considerable prior thinking occurs and there is a need to trace and account for the cognitive processes that precede and guide decisions in dynamic outdoor environments. Seven expert leaders from four countries were interviewed about memorable decisions made on outdoor journeys with an educational focus on land, sea and ice. Four stages of planning were identified: (1) long-term preparation; (2) formal leadership meetings; (3) day-by-day planning on route and (4) thinking immediately prior to the event. The stages sequentially capture the planning progression, illuminating the cognitive processes at each stage to culminate in option selection. In each decision situation, planned goals and actions were implemented through the creation and re-creation of micro-plans. As windows of opportunity presented themselves, the flexible execution of plans was a key feature. Planning provided the solid bedrock upon which decisions were made.     

Interactive Read-Alouds—An Avenue for Enhancing Children’s Language for Thinking and Understanding: A Review of Recent Research

Enhancing young children’s early literacy achievement is a top priority in many countries. There is a considerable body of research demonstrating young children’s language development as a critical factor in reading and later academic success. Implementation of high quality literacy instruction has the potential to improve literacy outcomes for all children, especially those “at risk”. However, a significant challenge has been to implement instruction that will support children’s language for thinking and understanding, rather than narrowly focused instruction on easily quantified code-related skills. This article reviews some of the recent research on the value of interactive read-alouds as an avenue for enhancing early literacy learning for preschoolers. Although there is abundant evidence supporting the practice, there are a number of aspects that interact in dynamic ways to affect the efficacy of read-alouds. They include pedagogical knowledge, book selection, the quality of interactions around books, and developing vocabulary and inferential language skills. The way books are shared may open or close learning opportunities and possibilities to use language for an increasingly wider range of purposes. Skillful teachers can play a significant role in building, refining and extending literacy knowledge, skills and dispositions.     

Teenage Girls and Economic Recession in Australia: some cultural and educational implications

This paper examines the impact of economic recession and high unemployment on teenage girls’ subcultures in Australia. It is argued that the tensions between domestic roles and economic roles, which are experienced by young women, have been exacerbated by recent changes in the economic context. A number of general cultural responses to this context are then discussed, followed by a more specific focus on the issue of teenage ‘welfare mothers’.

It is argued that both economic and cultural factors shape young working‐class women's life experience and reinforce dependency, through marriage or welfare. Education and youth policies have failed to benefit these young women, who are still disadvantaged in the labour market. Currently there is evidence that they are more likely than ever to be leading lonely, isolated and dependent lives, and without policies which specifically meet the needs of young working‐class women there is unlikely to be much change in the future.     

Race and the Education Reform Act

The abandonment of a commitment to the achievement of social democratic consensus in the Thatcherite project and the emphasis on individualism and the market means that a new source of cultural hegemony has to be sought. It is being attempted by the inculcation of a particular form of nationalism using the family and schools as a vehicle. The exact parameters of what constitutes Britishness are achieved by the marginalization of groups and movements that threaten the particular Thatcherite model of the nation and the imposition of a limited, and racist, model of culture. Within education a struggle is developing over content as the government seeks to impose a National Curriculum that reflects its ideology while structural changes hasten the commodification of education. Both the curriculum and structural changes are likely to have a detrimental effect on black and working-class pupils.