Mapping Educational Specialist knowHow (MESH): the building of a knowledge management system for research informed practice

In this invited article the authors present an evaluative report on the development of the MESHGuides project (http://www.meshguides.org/). MESHGuides’ objective is to provide education with an international knowledge management system. MESHGuides were conceived as research summaries for supporting teachers’ in developing evidence-based practice. Their aim is to enhance teachers’ capacity to engage actively with research in their own classrooms. The original thinking for MESH arose from the work of UK-based academics Professor Marilyn Leask and Dr Sarah Younie in response to a desire, which has recently gathered momentum in the UK, for the development of a more research-informed teaching profession and for the establishment of an on-line platform to support evidence-based practice (DfE, 2015; Leask and Younie 2001; OECD 2009). The focus of this article is on how the MESHGuides project was conceived and structured, the technical systems supporting it and the practical reality for academics and teachers of composing and using MESHGuides. The project and the guides are in the early stages of development, and discussion indicates future possibilities for more global engagement with this knowledge management system.

Teaching English as an additional language: a MESHGuide

This guide has been co-authored by Naomi Flynn, an Associate Professor at The University of Reading, working with Chris Pim and Sarah Coles who are specialist advisory teachers with Hampshire’s Ethnic Minority and Traveller Achievement Service (EMTAS). It was constructed with the support of teachers in primary and secondary schools in Hampshire, selected for their existing expertise in teaching EAL learners, who used the guidance for action research during the spring and summer of 2015. The guide is written principally to support teachers and learning support assistants working with EAL learners in any educational setting and who are at any stage of fluency in the learning of English. It will also support senior leaders in their strategic response to the EAL learners in their schools. As with all MESH guides it seeks to share knowledge with professionals in order to support the growth of evidence informed practice that works in promoting the best in pupil outcomes

Vocabulary acquisition in young children: the role of the story

Sharing storybooks with babies increases their future achievements in literacy, especially in reading (Hall, 2001; Moore and Wade, 1997, 2003; Scarborough et al., 1991; Wade and Moore, 1998; Wells, 1985). This study, focusing on case studies of two 20-month-old children, attempts to identify the role the storybook plays in children’s vocabulary acquisition. Their mothers adopted a regime of daily reading of specific picture books over a six-week period, and recorded the children’s acquisition of new vocabulary, in order to explore what specific contribution these texts made to the children’s speech. The findings demonstrate that storybooks form one source of children’s newly-acquired vocabulary. Factors that might account for this were more difficult to determine through a study of this scale.

The COnvective Precipitation Experiment (COPE): investigating the origins of heavy precipitation in the southwestern UK

A recent field campaign in southwest England used numerical modeling integrated with aircraft and radar observations to investigate the dynamic and microphysical interactions that can result in heavy convective precipitation. The COnvective Precipitation Experiment (COPE) was a joint UK-US field campaign held during the summer of 2013 in the southwest peninsula of England, designed to study convective clouds that produce heavy rain leading to flash floods. The clouds form along convergence lines that develop regularly due to the topography. Major flash floods have occurred in the past, most famously at Boscastle in 2004. It has been suggested that much of the rain was produced by warm rain processes, similar to some flash floods that have occurred in the US. The overarching goal of COPE is to improve quantitative convective precipitation forecasting by understanding the interactions of the cloud microphysics and dynamics and thereby to improve NWP model skill for forecasts of flash floods. Two research aircraft, the University of Wyoming King Air and the UK BAe 146, obtained detailed in situ and remote sensing measurements in, around, and below storms on several days. A new fast-scanning X-band dual-polarization Doppler radar made 360-deg volume scans over 10 elevation angles approximately every 5 minutes, and was augmented by two UK Met Office C-band radars and the Chilbolton S-band radar. Detailed aerosol measurements were made on the aircraft and on the ground. This paper: (i) provides an overview of the COPE field campaign and the resulting dataset; (ii) presents examples of heavy convective rainfall in clouds containing ice and also in relatively shallow clouds through the warm rain process alone; and (iii) explains how COPE data will be used to improve high-resolution NWP models for operational use.