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- Hudson, Brian, et al.
(författare)
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Developing mathematical thinking in the primary classroom : liberating teachers and students as learners of mathematics
- 2015
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Ingår i: Journal of Curriculum Studies. - : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 47:3, s. 374-398
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011–2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachers’ confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the ‘framing’ of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of ‘symbolic violence’ and of being ‘labelled’.
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| 3. |
- Hudson, Brian, 1951-, et al.
(författare)
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Orchestrating interdependence in an international online learning community
- 2006
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Ingår i: British Journal of Educational Technology. - Oxford : Blackwell Publishing. - 0007-1013 .- 1467-8535. ; 37:5, s. 733-748
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on research into the student experience as participants in the development of an international online community. The background context for this is an international master's programme and the specific context for the research is a module on Digital Media Applications (DMA), which are outlined. The programme design emphasises peer and formative assessment practices and the pedagogical approach aims to foster group collaboration in international teams. Following an overview of the research methods adopted, a number of emergent themes from the data analysis of student diaries are discussed, including issues of language, culture and identity. In conclusion, we offer some reflections on these issues and discuss the underpinning assumptions (in relation to assessment practices in particular) that have given direction to our subsequent ongoing research and development.
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| 4. |
- Hudson, Brian, 1951-, et al.
(författare)
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Supporting learners in an international online learning community : on the role of personal and professional development planning
- 2005
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Ingår i: eLearning in Higher Education. - Linz : Trauner Verlag. - 3854878346 ; , s. 11-30
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Bokkapitel (populärvet., debatt m.m.)abstract
- The background context for this paper is the development of the international MSc e-Learning Multimedia and Consultancy. The MSc is a collaborative programme between Hogeschool van Arnhem en Nijmegen (HAN University) in the Netherlands and Sheffield Hallam University in the UK. The programme as a whole is framed within a virtual learning environment and involves a “blended approach” through international studies, local studies and independent study. A major focus of our attention in the early stages of development of this project has been on the promotion of formative peer assessment as a means of supporting learners in online learning communities. Subsequently as a result of student and tutor feedback, a framework for facilitating the process of formative self assessment has become the priority of our current development. This is based on the introduction of a personal and professional development planning process across the programme, in order to support this through a process of systematic reflection, evaluation and action planning. This has also become the focus of attention in terms of our ongoing action research and provides the focal point for this paper.
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| 5. |
- Clegg, Sue, 1952-, et al.
(författare)
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The emperor's new clothes : globalisation and e-learning in higher education
- 2003
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Ingår i: British Journal of Sociology of Education. - Basingstoke : Carfax Publishing. - 0142-5692 .- 1465-3346. ; 24:1, s. 39-53
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Tidskriftsartikel (refereegranskat)abstract
- Two closely related and over-determining myths have shaped government inspired policy towards Information and Communication Technologies (ICTs) and education: the one is the irresistible power of globalisation, the other is the determining effect of technology. The result of both is to present the acceptance of e-learning throughout the education system as inevitable. The space left for practitioners in Higher Education is either to embrace the new media enthusiastically or to stand aside and watch its inevitable unfolding. In this paper we develop a critical stance towards the dominant discourse and suggest that the shape of new media in education can be, and is being contested. We argue against both technological determinism and the passive acceptance of the neo-liberal globalisation paradigm. No technologies are neutral. They are always the products of real historical social relations as well as the emergent technical capacities they provide. ICTs as artefacts and social processes are already inscribed with gendered assumptions and the accumulation strategies of their purveyors. Moreover, the conditions under which e-learning is being introduced into education are shaped by managerialist agendas. Placing pedagogy at the forefront is therefore to struggle over the terms and shape of the media adopted. We can see this at both the micro and macro level. Our paper exposes the emperor's new clothes while arguing that there is space for critical discourses that can more meaningfully engage with socially available technologies.
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| 7. |
- Herrick, Ariane L, et al.
(författare)
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Treatment outcome in early diffuse cutaneous systemic sclerosis : The European Scleroderma Observational Study (ESOS)
- 2017
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Ingår i: Annals of the Rheumatic Diseases. - : BMJ. - 0003-4967 .- 1468-2060. ; 76:7, s. 1207-1218
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: The rarity of early diffuse cutaneous systemic sclerosis (dcSSc) makes randomised controlled trials very difficult. We aimed to use an observational approach to compare effectiveness of currently used treatment approaches. Methods: This was a prospective, observational cohort study of early dcSSc (within three years of onset of skin thickening). Clinicians selected one of four protocols for each patient: methotrexate, mycophenolate mofetil (MMF), cyclophosphamide or 'no immunosuppressant'. Patients were assessed three-monthly for up to 24 months. The primary outcome was the change in modified Rodnan skin score (mRSS). Confounding by indication at baseline was accounted for using inverse probability of treatment (IPT) weights. As a secondary outcome, an IPT-weighted Cox model was used to test for differences in survival. Results Of 326 patients recruited from 50 centres, 65 were prescribed methotrexate, 118 MMF, 87 cyclophosphamide and 56 no immunosuppressant. 276 (84.7%) patients completed 12 and 234 (71.7%) 24 months follow-up (or reached last visit date). There were statistically significant reductions in mRSS at 12 months in all groups: -4.0 (-5.2 to -2.7) units for methotrexate, -4.1 (-5.3 to -2.9) for MMF, -3.3 (-4.9 to -1.7) for cyclophosphamide and -2.2 (-4.0 to -0.3) for no immunosuppressant (p value for between-group differences=0.346). There were no statistically significant differences in survival between protocols before (p=0.389) or after weighting (p=0.440), but survival was poorest in the no immunosuppressant group (84.0%) at 24 months. Conclusions: These findings may support using immunosuppressants for early dcSSc but suggest that overall benefit is modest over 12 months and that better treatments are needed.
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| 8. |
- Hudson, Alison, 1952-
(författare)
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Methodologies for researching the relationship between academic development and learning technologies. : Underpinning Academic Practice with Research and Scholarship.
- 2009
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Ingår i: (Accepted) Staff and Educational Development Conference, SEDA, May, 2009..
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Konferensbidrag (refereegranskat)abstract
- Key issues to be addressed are: the practices and the position of ‘educational developers’ and ‘learning technologists’ in UK higher education. The session draws on a study which explores professional paths and relationships and respective approaches to supporting teaching and learning including the use of information and communication technology within what is seen as a changing university context. The study suggests that the balance of power, in terms of the value placed on economic, cultural and social capital in the ‘knowledge economy’ (Blunkett, 2000), is shifting from concentrating on teaching, learning and scholarship, towards notions of ‘innovation’ influenced by the use of new technologies, business imperatives and new forms of management. This shift in the UK is underpinned by successive periods of reform and restructuring of the university, where both ‘new’ professionals and ‘old’ professionals are subject to social and political pressures initiated by new forms of central governance and a growing bureaucracy of change (Clark, 1998; Gibbons, 1998; Deem, 2001, 2006). The theoretical framework and the empirical base of the study will be presented as one approach taken to exploring complex fields and sub-fields, as the social arenas in which capital is accumulated and where struggles for power and resources take place (Bourdieu and Wacquant, 1992). The paper raises questions about current conditions shaping professional paths and argues that academic development (which includes the use of new technologies) requires both a creative and critical approach to scholarship and research to create the most appropriate and creative conditions for teaching and learning in a complex climate of change. It is hoped that this will form the basis for a lively discussion about the field and methodologies for researching the field.
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| 9. |
- Hudson, Alison, 1952-
(författare)
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New professionals and new technologies in new higher education? : Conceptualising struggles in the field
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores the practices and positionings of two groupings of professionals in UK higher education, ‘educational developers’ and ‘learning technologists’. It investigates the emergence of the groupings, and their professional paths and respective approaches to supporting teaching and learning. It also explores the use of information and communication technology within what is seen as a changing university context. These two ‘new’ professional groupings are most associated with a shift of focus in universities from teaching towards learning, heightened emphasis on the quality of teaching and learning, the increased impact of learning technologies on practice, organisational transformation, and increased numbers of students attending universities, i.e. massification of higher education world-wide. Thus, equivalent exemplars and variations can also be found throughout Europe and in other international settings. The social structure and practices that govern the two groupings have been analysed by means of a wide range of theories, concepts and methods which include Bourdieu’s (1988) concepts of habitus, field, position and capital, Boyer’s (1990) ideas about new scholarship, Palmer’s (1998) conceptualisation of the university teacher and Clark’s (2003) identification of the entrepreneurial university. The work of others, in particular Schön (1967) and Ball (2003), also provides an insight into the powerful relationship between technology, society, education and change. Thus, the thesis explores fields and sub-fields, as social arenas in which capital is accumulated and where struggles for power and resources take place. The study suggests that both groups occupy a highly politicised position, are affected by the shifting value of social, cultural and economic capital in the constantly changing higher education, are subject to struggle regarding ‘position’ and agency and are susceptible to the demands of new power regimes and technological solutions. It suggests that educational development is a scholarly field of study but has also become a technology responsible for translating institutional policy into practice, while learning technologists have been more politically successful and have had a relatively greater impact on academic practice in university settings. Whilst the relationship and division of work between educational developers and learning technologists has been hitherto little understood this study shows the similarities and differences, and boundaries and overlaps in the knowledge, practices, positions, dispositions and allegiances of the two groupings. An argument of the thesis is for a more cohesive approach to educational development in higher education which embraces learning technologies and higher education policy. Furthermore, this thesis suggests that the balance of power and the value placed on social, cultural and economic capital in the knowledge economy of higher education is shifting; from teaching and learning towards change and ‘innovation’ underpinned by new technologies, business imperatives and new forms of management. This shift in the UK has been reinforced by successive periods of reform and restructuring of the university, where both ‘new’ and ‘old’ professionals are subject to social and political pressures initiated by new forms of central governance and a growing bureaucracy of change. A danger for higher education is that the balance is pulled more towards policy technologies and bureaucracy and away from the professional judgement of university academics/teachers.
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| 10. |
- Hudson, Debra L, et al.
(författare)
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Inhibition of Type III Secretion in Salmonella enterica Serovar Typhimurium by Small-Molecule Inhibitors
- 2007
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Ingår i: Antimicrobial Agents and Chemotherapy. ; 51:7, s. 2631-5
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Tidskriftsartikel (refereegranskat)abstract
- Type III secretion systems (T3SS) are conserved in many pathogenic gram-negative bacteria. Small molecules that specifically target T3SS in Yersinia and Chlamydia spp. have recently been identified. Here we show that two such compounds inhibit Salmonella T3SS-1, preventing secretion of T3SS-1 effectors, invasion of cultured epithelial cells, and enteritis in vivo.
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