Teachers and productive pedagogies: Contextualising, conceptualising, utilising

Improving students' outcomes from schooling requires schools to be learning organisations, where both students and teachers are engaged in learning. As such, knowledge and talk about pedagogy need to be at the core of the professional culture of schools. This article argues that this will require the valuing of teachers' work, that is, their pedagogical practices, to be a central focus of educational policy. Dangers are associated with this argument in terms of understating the impacts of poverty, lack of funding to disadvantaged schools and other social factors such as the pressures of globalisation upon students' educational opportunities. Hence, while acknowledging the importance of pedagogy to students' outcomes, the article contextualises the argument through a recognition of the policy and structural conditions that work against the valuing of teachers and their work. It then conceptualises how, within this context, a focus on pedagogies can make a difference to students' academic and social outcomes from schooling. This conceptualisation utilises the productive pedagogies model of classroom practice, developed in a large Australian study of school reform, as an example of the forms of pedagogical practices that support students' achievement of academic and social outcomes. It is argued that such pedagogical practices ought to be a concern of teachers, school administrators, education systems and local communities interested in schools as learning organisations.

Pedagogies and critical reflection: key understandings for transformative gender justice

It is widely acknowledged that quality pedagogy is central to improving the educational outcomes of all students. In improving the social and academic outcomes of boys, and more specifically disengaged boys, the productive pedagogies model has been presented as a way forward. In terms of drawing on this model in socially just ways; to facilitate a broadening, rather than reinscribing of boys' narrow constructions of gender identity, this paper illustrates the imperative of teachers interacting with key feminist understandings of masculinity. Organized around the four dimensions of productive pedagogy, the paper draws on ( predominantly Australian-based) seminal work in the sphere of masculinities and schooling to discuss key strategies and initiatives for improving boys' educational outcomes. Against this backdrop, the paper demonstrates the importance of two principle understandings. The first relates to teachers understanding masculinity through feminist lenses, as constructed, regulated and maintained through inequitable social processes and the second relates to teachers understanding pedagogy as critical and transformative practice. These understandings are presented as vital to enabling gender justice.

Rich task implementation: modernism meets postmodernism

School renewal', 'productive pedagogies', 'rich tasks', 'New Basics', 'key learning areas'--these are some of the discourses of change in selected Queensland schools. This paper will report on teaching as an insider/outsider in a school's Health and Physical Education department during a time of intense pressure for structural, curriculum and pedagogical shifts. As a teacher/researcher, I spent ten weeks in a government secondary school attempting to implement rich tasks as well as collect data using formal and informal interviews, field note, and document analyses, with a focus upon teachers', students' and administrators' sense of change processes and outcomes. It is suggested that the processes of, and barriers to, curriculum change in this context are best explained in terms of tensions between modernist and postmodernist phenomena.

Implementing restorative justice practice in schools: what pedagogy reveals

In the ongoing pursuit for creating safe, nurturing and relational school cultures, educators continue to turn to restorative justice (rj) principles and practice. Predominantly, schools begin to engage with rj in an effort to address harm done, causing its discourse to be situated in literature tied to classroom management and behaviour. However, in this location, the effectiveness of rj can be limited because the power relationships underlying the original punitive, managerial structures maintain their grip. Drawing on a qualitative study that examines the experiences of educators committed to implementing rj principles, this article explores how placing rj in the context of engaged, productive pedagogies better nurtures the hoped for relational and peaceful school culture.

Productive performance and milk protein fraction composition of dairy cows supplemented with sodium monensin

The objective of this work was to evaluate the levels of sodium monensin on lactating cows and their effects on productive performance and milk protein fraction composition. It was used 12 Holstein cows, distributed in four balanced 3 × 3 Latin squares, and fed three diets: one control without monensin, and two diets with monensin at the levels of 24 or 48 mg/kg DM added to the concentrate. Milk production was daily measured throughout the entire experimental period. The samples used for analysis of milk composition were collected on two alternated days from the two daily milking. Non-protein nitrogen, total nitrogen and non-casein nitrogen contents were directly evaluated in the milk, and casein, whey protein and true protein contents were indirectly determined. The use of monensin in the rations reduced dry matter and nutrient intake, especially when diet with 48 mg/kg of dry matter was given. The ration with 24 mg/kg of DM increased milk production, with or without correction, and also fat and lactose yield, and it improved productive efficiency. The levels of monensin in the ratios did not influence contents of milk crude protein, non-protein nitrogen, non-casein nitrogen, true protein, casein, casein/true protein ratio, whey protein, and of all those fractions expressed as percentage of crude protein. The utilization of monensin in the ratio at the dose of 24 mg/kg of DM influences positively the productive performance of lactating cows, and it does not influence the composition of milk protein fractions.

Productive performance and composition of milk protein fraction in dairy cows supplemented with fat sources

The objective of this study was to evaluate the use of fat sources in rations for lactating cows on the productive performance and composition of milk protein fraction. Twelve Holstein cows were used, grouped in three balanced 4 × 4 Latin squares, fed with the following rations: control; refined soybean oil; whole raw soybean; and calcium salts of unsaturated fatty acid (Megalac-E). Dry matter and nutrient intake, and daily milk production were evaluated. The samples used to analyze milk composition were collected in two alternate days and were obtained from two daily milking. Milk composition and total nitrogen, non-protein nitrogen and non-casein nitrogen ratios were analyzed. The casein, serum protein and true protein ratios were obtained by difference. Dry matter and nutrient intakes were lower when cows received the diet containing calcium salts of fatty acids, in relation to the control diet. Among the diets with fat sources, the one with whole raw soybean and calcium salts decreased milk production. There was no effect of fat sources added to the diet on crude protein, non-protein nitrogen, non-casein nitrogen, true protein, casein, casein/milk true protein ratio and serum protein. Similarly, the experimental diets did not influence the protein fractions when expressed in percentage of milk crude protein. The utilization of fat sources in diets changes milk production and composition of lactating cows, but does not influence the composition of milk protein fractions.

Genetic parameters for productive life traits and reproductive efficiency traits at 6 years in Nellore cattle

The objective of the present study was to estimate (co)variance components for length of productive life (LPL) and some alternative reproductive traits of 6-year-old Nellore cattle. The data set contained 57,410 records for age at first calving from Nellore females and was edited to remove animal records with uncertain paternity and cows with just one piece of calving information. Only animals with age at first calving ranging from 23 to 48 months and calving intervals between 11 and 24 months were kept for analysis. LPL and life production ( LP) were used to describe productive life. LPL was defined as the number of months a cow was kept in the herd until she was 6 years old, given that she was alive at first calving and LP was defined as total number of calves in that time. Four traits were used to describe reproductive traits: two breeding efficiencies on original scale were estimated using Wilcox and Tomar functions (BEW and BET, respectively), and two breeding efficiencies transformed (ASBEW and ASBET, respectively), using the function [arcsine (square root (BEi/100))]. Estimates of heritability for measures of LPL and LP were low and ranged from 0.04 to 0.05. Estimates of heritability for breeding efficiencies on original and transformed scales oscillated from 0.18 to 0.32. Estimates of genetic correlations ranged from -0.57 to 0.79 for LPL and other traits and from 0.28 to 0.63 for LP and other traits.

Quality of sugarcane in productive process of ethanol evaluated by INAA

Soil as an impurity in sugarcane is a serious problem for the ethanol industry, increasing production and maintenance costs and reducing the productivity. Fe, Hf, Sc and Th determined by INAA were used as tracers to assess the amount of soil in sugarcane from truckloads as well as in the juice extraction process. Quality control tools were applied to results identifying the need for stratification according to soil type and moisture. Soil levels of truckloads had high variability indicating potential for improving cut and loading operations. Samples from the juice extraction process allowed tracking the soil in the mill tandem.