Keeping connected: the design and overview of the research

The special issue Keeping Connected: Identity, Social Connection and Education for Young People opens with a paper that discusses the research design and overview of a three-year project by a Melbourne (Australia)-based multi-disciplinary team. Over 2007–2009, the Keeping Connected team of 10 researchers investigated the lives of adolescents with ongoing health conditions. The project centrally is developed by the young people's perspectives, their identity and wellbeing, relationships with others and engagement within changing contexts and their altered opportunities in the world. The research design includes image production underpinned by visual methods and a narrative-informed approach to interview and interpretation of images. The study, which crosses the health and education interface, set out to highlight differences of perspectives adopted by 31 young people, their families and the professional groups, such as teachers and health professionals. The special issue discusses key project findings and contributes a body of scholarship that expands our knowledge of evidence-based research across the education and health interface. The longitudinal study highlighted two themes of importance for education, and poorly catered for in current policies and guidelines: that the situation of these young people needs to be addressed by schools as a process over time (including prospectively); and that the young people's identity is strongly marked by a desire to be seen and treated as ‘normal’ combined with an awareness of being vulnerable.

Improving middle years mathematics and science

The overall aim of the Improving Middle Years Mathematics and Science (IMYMS) project was to explore the explore the nature and significance of subject cultures in framing teacher and school practice in mathematics and science and to develop a middle years school improvement model that takes account of these subject cultures in influencing school and teacher change. The project also investigated ways in which effective pedagogies in mathematics and science can be monitored; and ways in which higher order learning outcomes in mathematics and science can be reliably assessed.<br /><br />The project has worked with more than 30 schools in four clusters to support them in planning for and implementing change. A framework describing effective mathematics and science pedagogies was developed, and used as the basis for auditing procedures that track classroom practice. Instruments were developed and used to probe: teacher classroom practice; student perceptions of classroom practice and learning preferences; knowledge outcomes; reasoning in science and mathematics; understanding of the nature of science and mathematics; and performance skills in mathematics and science investigations. Data sources have also included questionnaire data, interviews, school reports and field notes. Video data was also collected and used for stimulated recall interviews concerning teacher beliefs and practices.<br /><br />In order to support teachers and schools to improve their practice, the project team worked with cluster educators in each of the clusters, and with school coordinators, through a number of network meetings including an initial &lsquo;leading change&rsquo; workshop, through cluster visits, and the provision of auditing and planning instruments supported by data analysis support. The nature of the subject cultures of, and effective pedagogies in, mathematics and science, was explored using interview data with effective teachers, literature exploration, interviews with project teachers to map characteristics of their practice, the team&rsquo;s experience of the construction and analysis of achievement tests, a video and interview study of teachers of mathematics and science, and student perceptions data.<br />

Characterising secondary school teacher imperatives as subject (signature) pedagogies : a pedagogy of support in maths and a pedagogy of engagement in science

The ideas of Lee Shulman have played a major role in reconceptualising pedagogical description. In 2005, Shulman described a construct called &ldquo;signature pedagogies&rdquo; in order to describe recognisable and distinctive pedagogies used to prepare future practitioners for their profession. As a broader application of Shulman&rsquo;s ideas, this paper asks, what is the efficacy of describing pedagogies that have become entrenched in secondary school subjects as signature pedagogies? Approached from a cultural perspective these questions are examined by comparing the subject cultures of junior school maths and science as experienced by, and represented in the classrooms of, a small number of teachers from two secondary schools in Victoria, Australia. In this research, subject culture is underpinned by shared basic assumptions that govern the dominance of certain &ldquo;subject paradigms&rdquo; (what should be taught) and &ldquo;subject pedagogies&rdquo; (how this should be taught) (Ball &amp; Lacey, 1980). In this secondary school setting, the term signature pedagogies can be equated to the term subject pedagogies on the basis that both aim to characterise practice across the subject, or discipline, based on what was perceived as central to the task of teaching and learning. The paper draws on classroom observation and teacher interview data to show how six teachers positioned two aspects of their teaching in relation to what they believed was central in shaping their maths and science teaching: the effect of the arrangement of curriculum content on teachers&rsquo; conceptualisations of the teaching task; and a pedagogical imperative to engage students through activity-based learning experiences. The cultural expectations surrounding these two aspects of teaching appear to have a strong influence on practice, and in some senses teachers&rsquo; pedagogical responses were clear. These common responses are what I am calling &ldquo;subject pedagogies&rdquo; (see Ball &amp; Lacey, 1980) because there was general agreement about what was central to the teaching task. Two subject pedagogies were seen to represent strong discourses occurring in both subjects: a &ldquo;Pedagogy of Support&rdquo; in maths, and &ldquo;Pedagogy of Engagement&rdquo; in science. Their established and shared character resembled Shulman&rsquo;s posited &ldquo;signature pedagogies&rdquo; (Shulman, 2005). The data shows that by evaluating cultural practices that teachers have in common, and assumptions underpinning these, there is potential for highlighting imbalances, strengths and weaknesses, and connections and disconnections, associated with prevailing subject pedagogies.

The task of designing tasks for teacher education and development

Posing, adapting, and creating worthwhile tasks that support student learning are significant pedagogical practices of teachers. However in mathematics education, task design and curriculum development are not often the responsibility of practicing teachers. Textbooks can become the main source of mathematics problems and teachers often follow the text and its sequence of problems. Although mathematics teachers can benefit from access to research-based curriculum resources, limited opportunities to adapt and design tasks can make it challenging to meet the diverse needs and interests of their students. More opportunities for learning to create problems are needed for both practicing and beginning mathematics teachers. What then is involved in learning to pose, adapt and create worthwhile mathematics tasks? More specifically, how can teacher educators design tasks that support teacher candidates in learning to create mathematical tasks? As teacher educators we have, over the past few years, used our own courses as sites in Australia and Canada for investigating various contexts to support preservice teachers in their learning to adapt and create mathematical tasks. Our research includes both large scale and small qualitative studies to explore the perspectives of teacher candidates on learning to create and pose mathematical problems, the kinds of problems they pose, and the opportunities and challenges this offers us as teacher educators. Our work is inspired by Variation Theory that focuses on learning as the act of awareness and discernment of variation. We are exploring both how variation theory can be useful for preservice teachers in their designing, posing and adapting of mathematical tasks and for teacher educators in their design of such pedagogical tasks. The results of our work support the argument that tasks to design, adapt and pose mathematical problems enhance their pedagogical understanding and should be a feature of teacher education courses. This is a new area for research and practice; further exploration of the suitability of particular tasks in elementary mathematics teacher education is recommended.<br />

Souvenirs of the senses: collaborative and cross-artform makings

Souvenir hunters are often limited in their selection of souvenirs to objects that evoke an iconic and/or generic relationship to place. For example, a small-scale replica of the Eiffel Tower might substitute for a whole range of other more personal responses to the sensory experience of being in Paris. This paper reports on a collaborative and cross-artform five-day workshop, &ldquo;Souvenirs of the Senses&rdquo;, conducted in Qatar in early 2013 as part of Tasmeem Doha: Hybrid Making, a biennial international art and design conference. Two of the three workshop leaders, Patrick West and Jondi Keane, were Australian-based visitors whereas workshop leader Valerie Jeremijenko is permanently based in Qatar. There were five workshop participants from a diverse range of international and Qatari backgrounds. One of the conference themes, &ldquo;Made in Qatar&rdquo;, heightened our attention to what it means to be spending time in, and making things in, one place as opposed to any other place. What did it mean to be making something in a country where so many things have to be imported? Building on this line of thought, the second conference theme, &ldquo;Hybrid Making&rdquo;, suggested possibilities for undoing traditional modes of souvenir making as part of the creation of more complex objects that might be sutured to the singular experiences of place that happen when a.) established regimes of tourism are disrupted, and b.) experiences of place are curated via a focused awareness of the operations of the senses as sustained within our collaborative, cross-artform workshop environment. What attracts our attention is how objects ripe for &ldquo;souveniring&rdquo;, when they are considered as perceptual systems, suggest new ways of experimenting with the fabrication of objects and of artistic and individual relationships to place, and further, how hybrid souvenirs affect the way in which a place is re-membered (put together) and re-made in memory.

Short-term load and wind power forecasting using neural network-based prediction intervals

Electrical power systems are evolving from today's centralized bulk systems to more decentralized systems. Penetrations of renewable energies, such as wind and solar power, significantly increase the level of uncertainty in power systems. Accurate load forecasting becomes more complex, yet more important for management of power systems. Traditional methods for generating point forecasts of load demands cannot properly handle uncertainties in system operations. To quantify potential uncertainties associated with forecasts, this paper implements a neural network (NN)-based method for the construction of prediction intervals (PIs). A newly introduced method, called lower upper bound estimation (LUBE), is applied and extended to develop PIs using NN models. A new problem formulation is proposed, which translates the primary multiobjective problem into a constrained single-objective problem. Compared with the cost function, this new formulation is closer to the primary problem and has fewer parameters. Particle swarm optimization (PSO) integrated with the mutation operator is used to solve the problem. Electrical demands from Singapore and New South Wales (Australia), as well as wind power generation from Capital Wind Farm, are used to validate the PSO-based LUBE method. Comparative results show that the proposed method can construct higher quality PIs for load and wind power generation forecasts in a short time.

Interviewing pairs: discussions on migration and identity

This article examines a research method of conducting interviews with pairs of individuals, who may be friends or relatives. The authors critically reflect on their experiences of collecting qualitative data in an interview with two respondents. While one-on-one interviews and focus groups are more established and well-studied forms of gathering research data, we argue that paired interviews as a data collections method present additional advantages as well as some challenges for qualitative researchers. The researchers embraced the opportunity to interview pairs of individuals with the intention of minimising the asymmetry of power habitually inherent in interview situations. In the authors' experiences, paired interviews served to empower those being interviewed and reduced the discomfort felt by some in the personal interview situation. This form of interviewing tended to give more autonomy to the respondents and prompted them to provide more nuanced responses. Paired interviews assisted respondents in feeling relaxed and comfortable, provided a vibrant environment that encouraged respondents to build on each other's ideas and enabled them to enhance each other's stories. Respondents were better motivated to build discussions around an interview question and then illustrate their responses with examples. In our studies, we found that our respondents tended to offer more thorough and comprehensive narratives in the setting of a paired interview.

The presence of mathematics anxiety in future primary school teachers and factors affecting abatement

This study reflects on the implementation of various teaching initiatives for reducing anxiety toward mathematics in students studying to become primary school teachers. We highlight similarities between these practices and those promoted by the 'Whole Teacher' approach - in particular, the aim to develop attitudes along with knowledge and skills. Here, the negative past associations with mathematics and anxiety toward mathematics that students bring with them have been a key consideration when designing the subject content and delivery. Given the important role these students will have in shaping mathematics education in the future, we suggest frameworks such as that of the 'Whole Teacher' could be extended to the university setting. We investigate four years of student feedback pertaining to a first year undergraduate mathematics unit, contending that the teaching initiatives introduced over time have helped students develop a positive attitude toward mathematics. We note, however, that the student-teacher relationship was still the most prominent factor directly identified by students who previously had a fear or negative attitude toward mathematics.

Experienced teachers and multiple intelligences

In the world of the Information Age, digital natives (students) are being taught by digital immigrants (experienced teachers). These digital immigrants prefer to employ a number of abilities or multiple intelligences (Gardner 1983) to learn about software that can be beneficial to their students. As experienced teachers with limited ICT exposure, they are interested in: learning how to push buttons (P), thinking how to apply software to their practice (A) and are willing to change their practice using ICT (C). This paper discusses a study of experienced teachers with limited ICT exposure and their preferred way of learning, as they PAC for the information age.

International ‘benchmarking’ studies and the identification of ‘education best practice’: a focus on classroom teachers and their practices

<b>&nbsp;Abstract:The disproportionate focus on classroom teachers and their instruction&amp;mdash;teacher effectiveness&amp;mdash;in order to confront and address under-achievement and disadvantage appears as a contemporary education policy theme in Australia. Phrases such as &amp;lsquo;high performing schooling systems&amp;rsquo;, &amp;lsquo;the best teachers&amp;rsquo;, &amp;lsquo;high performing countries&amp;rsquo;, &amp;lsquo;quality teaching&amp;rsquo;, &amp;lsquo;under-performing schools&amp;rsquo;, &amp;lsquo;the right change&amp;rsquo;, &amp;lsquo;operationally feasible&amp;rsquo;, &amp;lsquo;targeting of reforms&amp;rsquo;, &amp;lsquo;degrees of under-performance&amp;rsquo;, &amp;lsquo;educational drivers&amp;rsquo;, &amp;lsquo;teacher quality and improved teaching&amp;rsquo; and &amp;lsquo;external standards and governance&amp;rsquo; are constantly mentioned and given continual attention and prominence by policy-makers. The paper questions and critiques a policy-making direction that uses teacher effectiveness research to force and steer reform in education. The distinctive and narrow concern with teacher effectiveness works to the specific exclusion of breadth and scope concerning debate about broader education related issues and questions, for example, matters of student achievement, exclusion and disadvantage. This article uses a qualitative research approach informed by critical theory to examine three influential private sector reports on education and schooling: The McKinsey Report ( 2007 )&amp;mdash;How the world&amp;rsquo;s best-performing school systems come out on top, The Nous Group ( 2011 )&amp;mdash;Schooling Challenges and Opportunities and The Grattan Institute ( 2012 )&amp;mdash;Catching up: Learning from the best school systems in East Asia. The article subjects the reports to close critical scrutiny and examination and finds that classroom teachers are positioned so that their specific and explicit instruction becomes the differentiating &amp;lsquo;variable&amp;rsquo; in matters of student achievement and success.</b><br />

Characteristics and applications of energy storage system to power network - A review

Maintaining reliability and stability of a power systems in transmission and distribution level becomes a big challenge in present scenario. Grid operators are always responsible to maintain equilibrium between available power generation and demand of end users. Maintaining grid balance is a bigger issue, in case of any unexpected generation shortage or grid disturbance or integration of any renewable energy sources like wind and solar power in the energy mix. In order to compensate such imbalance and to facilitate more renewable energy sources with the grid, energy storage system (ESS) started to be playing an important role with the advancement of the state of the art technology. ESS can also help to get reduction in greenhouse gas (GHG) emission by means of integrating more renewable energy sources to the grid. There are various types of Energy Storage (ES) technologies which are being used in power systems network from large scale (above 50MW) to small scale (up to 100KW). Based on the characteristics, each storage technology has their own merits and demerits. This paper carried out extensive review study and verifies merits and demerits of each storage technology and identifies the suitable technology for the future. This paper also has conducted feasibility study with the aid of E-SelectTM tool for various ES technologies in applications point of view at different grid locations. This review study helps to evaluate feasible ES technology for a particular electrical application and also helps to develop smart hybrid storage system for grid applications in efficient way.

After Charlie: free speech and the political economy of communication

Three significant events at the start of 2015 have put freedom of speech firmly on the global agenda. The first was the carry-over from the December 2014 illegal entry to the Sony Corporation&rsquo;s file servers by anonymous hackers, believed to be linked to the North Korean regime. The second was the horrible attack on journalists, editors, and cartoonists at the French satirical magazine, Charlie Hebdo on 7 January. The third was the election of leftwing anti-austerity party Syrzia in Greece on 25 January.While each event is different in scope and size, they are important to scholars of the political economy of communication because they all speak to ongoing debates about freedom of expression, freedom of speech and freedom of the press. I name each of these concepts separately because, despite popular confusion, they are not the same thing (Patching and Hirst, 2014) . Freedom of expression is the right to individual self-expression through any means; it is an inalienable human right. Freedom of speech refers to the right (and the physical ability) to utter political speech, to say what others wish to repress and to demand a voice with which to express a range of social and political thoughts. Freedom of the press is a very particular version of freedom of expression that is intimately bound with the political economy of speech and of the printing press. Freedom of the press is impossible without the press and, despite its theoretical availability to all of us, this principle is impossible to articulate without the material means (usually money) to actually deploy a printing press (or the electronic means of broadcasting and publishing).Freedom of expression is immutable; freedom of speech subject to legal, ethical and ideological restriction (for better, or worse) and freedom of the press is peculiar to bourgeois society in that it entails the freedom to own and operate a press, not the right to say or publish on a level playing field. Access to freedom of the press is determined in the marketplace and is subject to the unequal power relationships that such determination implies.It is fitting to start with the Charlie Hebdo massacre because the loss of 17 lives makes this the most chilling of the three events and demands that it be given prominence in any analysis. No lives have been lost yet because Sony&rsquo;s computers were hacked and the election of Syriza has not (yet) led to mass deaths in Greece.

Unhealthy food, integrated marketing communication and power: a critical analysis

Public health advocates have repeatedly highlighted parallels between food marketing and childhood obesity. Yet existing literature has not explored the connection between the promotion of unhealthy foods and beverages, certain characteristics of integrated marketing communication (IMC) and the power of multinational food and beverage companies. This is problematic because IMC represents the dominant marketing paradigm in use today. This article draws on critical theory and literature from across public health, marketing, business and related fields. By focusing on macro-level antecedents and interactions, this discussion highlights a previously unarticulated dimension of the promotion of unhealthy foods and beverages to children and adolescents. In doing so, this discussion aims to generate greater recognition of the broader environmental circumstances and processes that surround food marketing tactics and their consequences for public health nutrition. This perspective will also contribute to an expanded understanding of unhealthy food marketing and its unintended consequences, among an audience of nutrition, public health and policy communities.