What’s in a name: Dimensions of social learning in teacher groups

Induced by a literature review, this paper presents a framework of dimensions and indicators highlighting the underpinning aspects and values of social learning within teacher groups. Notions of social networks, communities of practice and learning teams were taken as the main perspectives to influence this social learning framework. The review exercise resulted in four dimensions: (1) practice, (2) domain and value creation, (3) collective identity and (4) organization. The indicators corresponding to these dimensions serve as the foundation for understanding social learning in practice. The framework of dimensions and indicators can be of assistance for researchers as well as teacher groups that aim to assess their views on social learning and analyse whether these views fit the learning goals of the group, or that adjustments are required. In this way, learning processes within groups of teachers can be improved.

Self-regulated learning and social media – a ‘natural’ alliance? Evidence on students’ self-regulation of learning, social media use and student-teacher relationship

Article is available at: http://www.tandfonline.com/doi/full/10.1080/17439884.2015.1064953.

Nutrient budgets for European seas: A measure of the effectiveness of nutrient reduction policies

Socio-economic development in Europe has exerted increasing pressure on the marine environment. Eutrophication, caused by nutrient enrichment, is evident in regions of all European seas. Its severity varies but has, in places, adversely impacted socio-economic activities. This paper aims to evaluate the effectiveness of recently adopted policies to reduce anthropogenic nutrient inputs to European seas. Nitrogen and phosphorus budgets were constructed for three different periods (prior to severe eutrophication, during severe eutrophication and contemporary) to capture changes in the relative importance of different nutrient sources in four European seas suffering from eutrophication (Baltic Proper, coastal North Sea, Northern Adriatic and North-Western Black Sea Shelf). Policy success is evident for point sources, notably for P in the Baltic and North Seas, but reduction of diffuse sources has been more problematic.

Teachers' and teacher educators' lives: the role of emotion

This paper reports research which focuses on ways of enhancing understandings by teachers of the key role that emotions play in their personal professional growth. It combines the narrative, autobiographical accounts of teachers attending part-time masters degree programmes in England (Continuing Professional Development and School Improvement) and Northern Ireland (Personal and Social Development) with an interrogation of the underlying values which affect the practices of their tutors. It reveals the effects of powerful and often unacknowledged interaction between personal biography and professional and social contexts upon teachers in schools and higher education.