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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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| 2. |
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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. |
- Itzhaki, Ruth F., et al.
(författare)
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Microbes and Alzheimer's Disease
- 2016
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Ingår i: Journal of Alzheimer's Disease. - 1387-2877 .- 1875-8908. ; 51:4, s. 979-984
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- We are researchers and clinicians working on Alzheimer’s disease (AD) or related topics, and we write to express our concern that one particular aspect of the disease has been neglected, even though treatment based on it might slow or arrest AD progression. We refer to the many studies, mainly on humans, implicating specific microbes in the elderly brain, notably herpes simplex virus type 1 (HSV1), Chlamydia pneumoniae, and several types of spirochaete, in the etiology of AD [1–4]. Fungal infection of AD brain [5, 6] has also been described, as well as abnormal microbiota in AD patient blood [7]. The first observations of HSV1 in AD brain were reported almost three decades ago [8]. The ever-increasing number of these studies (now about 100 on HSV1 alone) warrants re-evaluation of the infection and AD concept.AD is associated with neuronal loss and progressive synaptic dysfunction, accompanied by the deposition of amyloid-β (Aβ) peptide, a cleavage product of the amyloid-β protein precursor (AβPP), and abnormal forms of tau protein, markers that have been used as diagnostic criteria for the disease [9, 10]. These constitute the hallmarks of AD, but whether they are causes of AD or consequences is unknown. We suggest that these are indicators of an infectious etiology. In the case of AD, it is often not realized that microbes can cause chronic as well as acute diseases; that some microbes can remain latent in the body with the potential for reactivation, the effects of which might occur years after initial infection; and that people can be infected but not necessarily affected, such that ‘controls’, even if infected, are asymptomatic
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| 6. |
- Itzhaki, Ruth F., et al.
(författare)
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Microbes and Alzheimer's disease
- 2017
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Ingår i: Handbook of infection and Alzheimer's disease. - : IOS Press. - 9781614997054 - 9781614997061 ; , s. 3-8
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Bokkapitel (refereegranskat)
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| 7. |
- Zamora, Juan Carlos, et al.
(författare)
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Considerations and consequences of allowing DNA sequence data as types of fungal taxa
- 2018
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Ingår i: IMA Fungus. - : INT MYCOLOGICAL ASSOC. - 2210-6340 .- 2210-6359. ; 9:1, s. 167-185
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Tidskriftsartikel (refereegranskat)abstract
- Nomenclatural type definitions are one of the most important concepts in biological nomenclature. Being physical objects that can be re-studied by other researchers, types permanently link taxonomy (an artificial agreement to classify biological diversity) with nomenclature (an artificial agreement to name biological diversity). Two proposals to amend the International Code of Nomenclature for algae, fungi, and plants (ICN), allowing DNA sequences alone (of any region and extent) to serve as types of taxon names for voucherless fungi (mainly putative taxa from environmental DNA sequences), have been submitted to be voted on at the 11th International Mycological Congress (Puerto Rico, July 2018). We consider various genetic processes affecting the distribution of alleles among taxa and find that alleles may not consistently and uniquely represent the species within which they are contained. Should the proposals be accepted, the meaning of nomenclatural types would change in a fundamental way from physical objects as sources of data to the data themselves. Such changes are conducive to irreproducible science, the potential typification on artefactual data, and massive creation of names with low information content, ultimately causing nomenclatural instability and unnecessary work for future researchers that would stall future explorations of fungal diversity. We conclude that the acceptance of DNA sequences alone as types of names of taxa, under the terms used in the current proposals, is unnecessary and would not solve the problem of naming putative taxa known only from DNA sequences in a scientifically defensible way. As an alternative, we highlight the use of formulas for naming putative taxa (candidate taxa) that do not require any modification of the ICN.
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| 10. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
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Podcasting in School
- 2008
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Podcasting is a new phenomenon in Swedish schools. This pa- per describes a project where the main goal is to analyze if the students’ interest in mathematics is affected if the mathematics is made accessible via podcasts and iPods. Teachers at eleven schools were encouraged to produce podcasts as a part of their mathematics teaching in school year eight. The results indicate an increased interest in mathematics and the learning of mathematics among the students. We also found that the tech- nical difficulties for the teachers were underestimated in the project, and that teachers had difficulties in finding time for the production of podcasts.
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