The expert teacher of English

The Expert Teacher of English is for all passionate teachers – both novice and expert - who aspire to become outstanding professionals. It considers what we mean by ‘expert’ and ‘expertise’, explores concepts that are vital to understanding what expertise in teaching is ‘for’, and discusses the characteristics of excellent teaching. As increasing attention is being paid to the concept of the professional who can model excellent teaching and mentor and develop others, it provides a critical analysis of The Advanced Skills Teacher and the Excellent Teacher, as well as the Chartered Teacher in Scotland and the ‘highly accomplished teacher’ in the US. Drawing on the views, ideas and experiences of a group of skilful teachers, The Expert Teacher of English aims to stimulate personal and professional development, help you reflect on the concept of expertise, and support you as you develop as a highly accomplished teacher.

Differences between naïve and expert observers’ vergence and accommodative responses to a range of targets

Purpose: Vergence and accommodation studies often use adult participants with experience of vision science. Reports of infant and clinical responses are generally more variable and of lower gain, with the implication that differences lie in immaturity or sub-optimal clinical characteristics but expert/naïve differences are rarely considered or quantified. Methods: Sixteen undergraduates, naïve to vision science, were individually matched by age, visual acuity, refractive error, heterophoria, stereoacuity and near point of accommodation to second- and third-year orthoptics and optometry undergraduates (‘experts’). Accommodation and vergence responses were assessed to targets moving between 33 cm, 50 cm, 1 m and 2 m using a haploscopic device incorporating a PlusoptiX SO4 autorefractor. Disparity, blur and looming cues were separately available or minimised in all combinations. Instruction set was minimal. Results: In all cases, vergence and accommodation response slopes (gain) were steeper and closer to 1.0 in the expert group (p = 0.001), with the largest expert/naïve differences for both vergence and accommodation being for near targets (p = 0.012). For vergence, the differences between expert and naïve response slopes increased with increasingly open-loop targets (linear trend p = 0.025). Although we predicted that proximal cues would drive additional response in the experts, the proximity-only cue was the only condition that showed no statistical effect of experience. Conclusions: Expert observers provide more accurate responses to near target demand than closely matched naïve observers. We suggest that attention, practice, voluntary and proprioceptive effects may enhance responses in experienced participants when compared to a more typical general population. Differences between adult reports and the developmental and clinical literature may partially reflect expert/naïve effects, as well as developmental change. If developmental and clinical studies are to be compared to adult normative data, uninstructed naïve adult data should be used.

Do expert drivers have a reduced illusion of superiority?

It is well established that people tend to rate themselves as better than average across many domains. To maintain these illusions, it is suggested that people distort feedback about their own and others' performance. This study examined expert/novice differences in self-ratings when people compared themselves with others of the same level of expertise and background as themselves. Given that a key expert characteristic is increased self-monitoring, we predicted that experts in a domain may have a reduced illusion of superiority because they are more aware of their actual ability. We compared expert police drivers with novice police drivers and found that this prediction was not supported. Expert police drivers rated themselves as superior to equally qualified drivers, to the same degree as novices, Cohen's d = .03 ns. Despite their extensive additional training and experience, experts still appear to be as susceptible to illusions of superiority Lis everyone else. (C) 2004 Elsevier Ltd. All rights reserved.

Perceptions of psychological content in the GP consultation - the role of practice, personal and prescribing attributes

Objective: The aim of the present study was to determine the relationship between the characteristics of general practices and the perceptions of the psychological content of consultations by GPs in those practices. Methods: A cross-sectional survey was conducted of all GPs (22 GPs based in nine practices) serving a discrete inner city community of 41 000 residents. GPs were asked to complete a log-diary over a period of five working days, rating their perception of the psychological content of each consultation on a 4-point Likert scale, ranging from 0 (no psychological content) to 3 (entirely psychological in content). The influence of GP and practice characteristics on psychological content scores was examined. Results: Data were available for every surgery-based consultation (n = 2206) conducted by all 22 participating GPs over the study period. The mean psychological content score was 0.58 (SD 0.33). Sixty-four percent of consultations were recorded as being without any psychological content; 6% were entirely psychological in content. Higher psychological content scores were significantly associated with younger GPs, training practices (n = 3), group practices (n = 4), the presence of on-site mental health workers (n = 5), higher antidepressant prescribing volumes and the achievement of vaccine and smear targets. Training status had the greatest predictive power, explaining 51% of the variation in psychological content. Neither practice consultation rates, GP list size, annual psychiatric referral rates nor volumes of benzodiazepine prescribing were related to psychological content scores. Conclusion: Increased awareness by GPs of the psychological dimension within a consultation may be a feature of the educational environment of training practices.

Expert system aid for design of overload line distribution networks

The use of expert system techniques in power distribution system design is examined. The selection and siting of equipment on overhead line networks is chosen for investigation as the use of equipment such as auto-reclosers, etc., represents a substantial investment and has a significant effect on the reliability of the system. Through past experience with both equipment and network operations, most decisions in selection and siting of this equipment are made intuitively, following certain general guidelines or rules of thumb. This heuristic nature of the problem lends itself to solution using an expert system approach. A prototype has been developed and is currently under evaluation in the industry. Results so far have demonstrated both the feasibility and benefits of the expert system as a design aid.

Real-time expert system for fault location on high voltage underground distribution cables

To ensure minimum loss of system security and revenue it is essential that faults on underground cable systems be located and repaired rapidly. Currently in the UK, the impulse current method is used to prelocate faults, prior to using acoustic methods to pinpoint the fault location. The impulse current method is heavily dependent on the engineer's knowledge and experience in recognising/interpreting the transient waveforms produced by the fault. The development of a prototype real-time expert system aid for the prelocation of cable faults is described. Results from the prototype demonstrate the feasibility and benefits of the expert system as an aid for the diagnosis and location of faults on underground cable systems.

Power distribution network design aided by an expert system

The next couple of years will see the need for replacement of a large amount of life-expired switchgear on the UK 11 kV distribution system. Latest technology and alternative equipment have made the choice of replacement a complex task. The authors present an expert system as an aid to the decision process for the design of the 11 kV power distribution network.