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6. The (In)Visibility of Pedagogical Practices: Illustrations from Three Asian-Pacific Countries

Author

Di Biase, Rhonda, Mesiti, Carmel, Ham, Miriam, and Clarke, David

Abstract

This paper reports the findings of a meta-synthesis of studies which investigated the ways in which teachers described their pedagogical practices in three different contexts: the Maldives, Australia and Nepal. Each of the studies was focused on making teachers' classroom practices visible in an effort to establish a shared language and understanding of practices relevant to context. We were interested in what teachers say about their teaching practice and the ideas they hold that underpin these acts of teaching. Our analysis, across our respective studies, revealed insights to the questions: how teachers name their practices; how teachers articulate their understanding of these practices; and, how teachers identify priorities for their practice. Insights drawn from our meta-synthesis explore the implications of naming practices and the importance of considering teacher voice in determining visions of effective teaching. What teachers believe and do needs to be taken into account if professional development and reform initiatives are to be enacted in ways that are relevant and sustainable. The findings have implications for improving the quality of education and approaches to teachers' professional development.

Published
2023
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15. The Wisp of an Outline [approximately equal to] Storying Ontology as Environmental Inquiry[left right arrow]Education [smiley face emoji]

Author

Jukes, Scott, Clarke, David, and Mcphie, Jamie

Abstract

They thought they felt "something," perhaps. The wisp of an outline not distinct enough to trace. Good. They circled it, at times, and at other times found themselves within. As they walked (a sort of walking. Figurative but real. Digital, but here. Over months of events), it curled open and headed in several directions. Foldings in the backcloth that furrowed them along until, as they walked and talked, they felt that perhaps a territory was becoming simultaneously clearer and more obscure, that they might find a way to enquire, even as it meant becoming the folds themselves. As they coalesce, Scott, Jamie, and Dave each come to this project differently (of course). From their own situations, with their own problems and with different voices and ways of writing. We (for the first shift in voice) take post-qualitative inquiry to be infused with a question mark, wary of attempts to make it a 'thing'. Yet here we are, drawn to potentials, to the opening of conditions, to the possibility of something still to come. We hope to make a shift, to realise (as in make manifest) ontology and its everyday performance as synonymous with environmental education. Environmental education as "a life."

Published
2022
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20. Preventable hand injuries: A national audit

Author

Mason, William, Curtis, Alexander, Jalloh, Fatumata, Gomes, Kudamaduwage, Gopireddy, Rajesh, Sawant, Nitin, Rooker, Jemma, Kurar, Langhit, Jagozinski, Nik, Wright, Andrew, Hughes, Juliana, Rela, Mariam, Zhu, Yinan, Teoh, Sayhow, Nicholls, Alex, Das, Rishi, Gough, Anthony, Mohamed, Osama, Hamlin, Kath, Gwyn, Rhodri, Trickett, Ryan, David, Michael, Abed, Haneen, Naqui, Zaf, Lipede, Christiana, Akhavani, Mo, Banhidy, Francis, Wigley, Catrin, Caine, P, Ghorbanian, Samim, Gidwani, Sam, Bain, Charles, Moledina, Jamil, Labib, Amir, Nguyen, Nga, Hunter, Alastair, Hardman, John, Birks, Meg, Goldsmith, Thomas, Salibi, Andrej, Power, Dominic, Burahee, Abdus, Murphy, Adrian, Wohlgemut, Helen, Rodrigues, Jeremy, Bernard, Kenaka, Wimsey, Simon, Matheson, George, Ong, Joshua, Poulter, Robert, Ayeko, Segun, Hassan, Sami, Warwick, David, Fetouh, Sherif, Wray, Charlotte, Adel, Mehitab, Berber, Onur, Cuthbert, Rory, Wheble, George, West, Emily, Wright, Edmund, Leonard, Lisa, Reay, Emma, Martin, Rebecca, Griffiths, Alexandra, Clarke, David, Sokota, Sian, Lane, Jennifer C.E., Wilkinson, Anna Loch, Giddins, Grey, and Horwitz, Maxim D.

Published
2023
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21. How Do Teachers Learn? Different Mechanisms of Teacher In-Class Learning

Author

Mathematics Education Research Group of Australasia, Chan, Man Ching Esther, Clarke, David J., Roche, Anne, and Clarke, Doug M.

Abstract

This paper elaborates on the teacher change process described in the Interconnected Model of Teacher Professional Growth by providing empirical evidence from a study that investigated the knowledge construction process of three mathematics teachers in Melbourne, Australia. Through a research design that aimed to facilitate teacher reflection regarding their learning processes during the design and teaching of lessons, two mechanisms of teacher learning were identified: consolidation in terms of reinforcement of existing knowledge and beliefs, and realisation of new knowledge and beliefs. This finding prompted a reconceptualisation of the nature of teacher professional growth.

Published
2019

22. Describing and Prescribing Classroom Practice: Do We Have a Common Language?

Author

Mathematics Education Research Group of Australasia, Mesiti, Carmel, Clarke, David, and van Driel, Jan

Abstract

Experienced teachers, researchers and mathematics community members, contributed to the documentation of the professional vocabulary of teachers to describe the pedagogical practice of the middle school mathematics classroom. In this paper we use this Australian Lexicon to study which terms teachers deem essential for their classroom practice. We follow with an analysis on whether these essential terms correspond with the language used in commonly disseminated government documents. This examination has given us an insight into the terms that are of great significance and value for our teachers and provided a detailed picture of vocabulary alignment with various official communications.

Published
2019

23. Minimal Number of Events Required for Acceleration–Speed Profiling in Elite Women's Soccer.

Author

Cormier, Patrick, Tsai, Ming-Chang, Meylan, Cesar, Soares, Victor H.T., Clarke, David C., and Klimstra, Marc

Subjects
SOCCER, GEOGRAPHIC information systems, STATISTICS, CONFIDENCE intervals, PHYSICAL training & conditioning, REGRESSION analysis, PHYSIOLOGICAL effects of acceleration, EXERCISE intensity, INTRACLASS correlation, DESCRIPTIVE statistics, RESEARCH funding, ATHLETIC ability, STATISTICAL models, DATA analysis, DATA analysis software, SPRINTING
Abstract

Purpose: To determine the minimum number of events (training or matches) for producing valid acceleration–speed (AS) profiles from global navigation satellite system (GNSS) data. Methods: Nine elite female soccer players participated in a 4-week training camp consisting of 19 events. AS profile metrics calculated from different combinations of athlete events were compared to force–velocity (FV) profile metrics from 2 × 40-m stand-alone sprint effort trials, using the same GNSS 10-Hz technology. Force–velocity profiles were calculated, from which AS profiles were obtained. AS profiles from training and matches were generated by plotting acceleration and speed points and performing a regression through the maximal points to obtain the AS metrics (theoretical maximal speed, x-intercept [in meters per second], theoretical maximal acceleration, y-intercept [in meters per second squared], and the slope per second). A linear mixed model was performed with the AS metrics as the outcome variables, the number of events as a fixed effect, and the participant identifier as a mixed effect. Dunnett post hoc multiple comparisons were used to compare the means of each number of event grouping (1–19 events) to those estimated from the dedicated sprint test. Results: Theoretical maximal speed and theoretical maximal acceleration means were no longer significantly different from the isolated sprint reference with 9 to 19 (small to trivial differences = −0.31 to −0.04 m·s−1, P =.12–.99) and 6 to 19 (small differences = −0.4 to −0.28 m·s−2, P =.06–.79) events, and the slopes were no longer different with 1 to 19 events (trivial differences = 0.06–0.03 s−1, P =.35–.99). Conclusions: AS profiles can be estimated from a minimum of 9 days of tracking data. Future research should investigate methodology resulting in AS profiles estimated from fewer events. [ABSTRACT FROM AUTHOR]

Published
2023
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28. What Affordances Do Open-Ended Real-Life Tasks Offer for Sharing Student Agency in Collaborative Problem-Solving?

Author

Nieminen, Juuso Henrik, Chan, Man Ching Esther, and Clarke, David

Abstract

The important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond "mathematical". In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between "mathematical" and "non-mathematical" discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students' agency by framing their contribution as invalid. Finally, we discuss the need to reframe "mathematical" arguments--and indeed student agency--while the task at hand is open-ended and concerns real-life contexts.

Published
2022
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29. Scotland's first farmers: new insights into early farming practices in North-west Europe

Author

Bishop, Rosie R., Grocke, Darren R., Ralston, Ian, Clarke, David, Lee, Daniel H.J., Shepherd, Alexandra, Thomas, Antonia S., Rowley-Conwy, Peter A., and Church, Mike J.

Subjects
Agriculture -- Analysis, Grain -- Analysis, Anthropology/archeology/folklore
Abstract

Thirty years after the discovery of an Early Neolithic timber hall at Balbridie in Scotland was reported in Antiquity, new analysis of the site's archaeobotanical assemblage, featuring 20 000 cereal grains preserved when the building burnt down in the early fourth millennium BC, provides new insights into early farming practices. The results of stable isotope analyses of cereals from Balbridie, alongside archaeobotanical and stable isotope results from three other sites, indicate that while cereals were successfully cultivated in well-established plots without manuring at Balbridie, a variety of manuring strategies was implemented at the other sites. These differences reinforce the picture of variability in cultivation practices across Neolithic North-west Europe. Keywords: Scotland, Neolithic, stable isotopes, cereal cultivation, archaeobotany, agriculture, Introduction Excavation between 1977 and 1981 of a cropmark at Balbridie, Aberdeenshire, Scotland (Figure 1), revealed a substantial timber hall of a form previously only associated in Scotland with buildings [...]

Published
2022
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32. Pathological structural conversion of α-synuclein at the mitochondria induces neuronal toxicity

Author

Choi, Minee L., Chappard, Alexandre, Singh, Bhanu P., Maclachlan, Catherine, Rodrigues, Margarida, Fedotova, Evgeniya I., Berezhnov, Alexey V., De, Suman, Peddie, Christopher J., Athauda, Dilan, Virdi, Gurvir S., Zhang, Weijia, Evans, James R., Wernick, Anna I., Zanjani, Zeinab Shadman, Angelova, Plamena R., Esteras, Noemi, Vinokurov, Andrey Y., Morris, Katie, Jeacock, Kiani, Tosatto, Laura, Little, Daniel, Gissen, Paul, Clarke, David J., Kunath, Tilo, Collinson, Lucy, Klenerman, David, Abramov, Andrey Y., Horrocks, Mathew H., and Gandhi, Sonia

Published
2022
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33. QCD material parameters at zero and non-zero chemical potential from the lattice

Author

Clarke David Anthony, Goswami Jishnu, Karsch Frithjof, and Petreczky Peter

Subjects
Physics, QC1-999
Abstract

Using an eighth-order Taylor expansion in baryon chemical potential, we recently obtained the (2+1)-flavor QCD equation of state (EoS) at nonzero conserved charge chemical potentials from the lattice. We focused on strangeness-neutral, isospin-symmetric QCD matter, which closely resembles the situation encountered in heavy-ion collision experiments. Using this EoS, we present here results on various QCD material parameters; in particular we compute the specific heat, speed of sound, and compressibility along appropriate lines of constant physics. We show that in the entire range relevant for the beam energy scan at RHIC, the specific heat, speed of sound, and compressibility show no indication for an approach to critical behavior that one would expect close to a possibly existing critical endpoint.

Published
2024
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34. The use of recovery animals in nonclinical safety assessment studies with monoclonal antibodies: further 3Rs opportunities remain

Author

Prior, Helen, Andrews, Laura, Cauvin, Annick, Chien, Hsiaotzu, Clarke, David O., Datta, Kaushik, Dempster, Maggie, Dybdal, Noel, Freebern, Wendy, de Haan, Lolke, Herzyk, Danuta, Hey, Adam, Kissner, Thomas, Kronenberg, Sven, Leach, Michael W., Lee, Donna, Reid, Kirsty, Schutte, Katrin, Sewell, Fiona, Trouba, Kevin, Ulrich, Peter, van Aerts, Leon, van Meer, Peter, and Weir, Lucinda

Published
2023
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35. Re-evaluating the need for chronic toxicity studies with therapeutic monoclonal antibodies, using a weight of evidence approach

Author

Chien, Hsiao-Tzu, Prior, Helen, Andrews, Laura, van Aerts, Leon, Cauvin, Annick, Clarke, David O., Datta, Kaushik, Dempster, Maggie, Dybdal, Noel, Freebern, Wendy, de Haan, Lolke, Herzyk, Danuta, Hey, Adam, Kissner, Thomas, Kronenberg, Sven, Leach, Michael W., Lee, Donna, Schutte, Katrin, Sewell, Fiona, Trouba, Kevin, Ulrich, Peter, Weir, Lucinda, and van Meer, Peter

Published
2023
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37. The renal lineage factor PAX8 controls oncogenic signalling in kidney cancer

Author

Patel, Saroor A., Hirosue, Shoko, Rodrigues, Paulo, Vojtasova, Erika, Richardson, Emma K., Ge, Jianfeng, Syafruddin, Saiful E., Speed, Alyson, Papachristou, Evangelia K., Baker, David, Clarke, David, Purvis, Stephenie, Wesolowski, Ludovic, Dyas, Anna, Castillon, Leticia, Caraffini, Veronica, Bihary, Dóra, Yong, Cissy, Harrison, David J., Stewart, Grant D., Machiela, Mitchell J., Purdue, Mark P., Chanock, Stephen J., Warren, Anne Y., Samarajiwa, Shamith A., Carroll, Jason S., and Vanharanta, Sakari

Published
2022
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39. Practising immanence : (still) becoming an environmental education academic

Author

Clarke, David Andrew George, Nicol, Robbie, and Affifi, Ramsey

Subjects
outdoor environmental education, research methodology, autoethnography, environing education, haecceity, thisness, immanence, haecceitical self
Abstract

This thesis is located between. It is not quite about outdoor environmental education. It is not quite about research methodology. And it is not quite about the author's learning. These delineated categories exist on a different plane to the thesis, at least, to what the thesis becomes - is becoming. The thesis is thus a haecceity, a certain thisness that is no other. This is not meant to be a grand claim to the contribution or originality of the thesis. It is a statement about the nature of being that 'I' have been moved towards in exploring what practice might be in a world that is 'post' environment and 'post' methodology, and where the separation of theory and practice dissolves. The thesis is constituted of eight haecceities. The starting place is my concern, as (becoming) an outdoor education academic, for finding a pedagogy that might help mitigate environmental degradation. The search for this pedagogy takes up new materialist inclinations and particularly the concept of immanence as described by Deleuze and Guattari (2004). This in turn changes the thesis, and leads it to an exploration of various post-qualitative informed 'fuzzinesses' of research methodology; where methodology becomes a pedagogy and the notion of an educational practice that is separate from my life, a life, is troubled. From here, the thesis takes up an increasingly 'post' autoethnographic lilt to explore becoming a post environmental education academic. This exploration is carried by writing, and collaborative writing, as forms of inquiry by which various stories are told; stories in which the boundaries between environments, theory, practice, learning, and research become unclear. Throughout the thesis various concepts are created to help explore these tensions. These include the concept of the haecceitical self as the occurring process of, rather than a self being connected or in relation to something; the concept of becoming alien, as an attempt at unhumaning ourselves. i.e. to raise awareness of our belonging to something else, rather than the stable and quiddital (whatness) of the concept of the human; and lastly the concept of environing education. Environing education is difficult to define, but it is at the least the process of learning to live more ethically in response to the contradiction of caring about environmental degradation, whilst at the same time questioning the category of the environmental. The concepts are not monolithic and not necessarily transposable to other situations. Rather they live in their use within the thesis. Whilst the thesis originates from a place of trying to advocate for the environment, through the process of writing the 'environment' becomes troubled as a conceptual category, thus troubling the environmental as a category of moral value. Instead, towards the close of the thesis, I explore the competing lines of desire that function to produce the thesis, in the search for an immanent ethics. This ethics of affect is co-constitutive in the writing of the haecceities, to aesthetically explore post human/environment tensions of becoming an academic, and acknowledging the personal struggles that this entails. The contribution of the thesis lies in its exploration of writing an immanent ethics, given the destabilising effects of an immanent ontology on prevailing ethical orientation towards transcendent notions of the 'environment'. In this way, the writing is a form of post-ecobiography, whereby the contribution of the thesis is also its affective process, for me and (possibly) for the reader.

Published
2019

40. Structure in the Professional Vocabulary of Middle School Mathematics Teachers in Australia

Author

Mathematics Education Research Group of Australasia, Mesiti, Carmel, and Clarke, David

Abstract

Members of the Australian mathematics education research community and experienced teachers of mathematics participated in the process of documenting the professional vocabulary of middle school mathematics teachers. This vocabulary, the Australian Lexicon, captures the language in use by Australian mathematics teachers when describing the phenomena of the middle school mathematics classroom. In this paper, we examine the structure of the Australian Lexicon with particular attention given to content, connection, and characteristics of the professional vocabulary available to middle school mathematics teachers in Australia.

Published
2017

41. Entangled Modes: Social Interaction in Collaborative Problem Solving in Mathematics

Author

Mathematics Education Research Group of Australasia, Chan, Man Ching Esther, and Clarke, David

Abstract

This paper reports a study conducted in a laboratory classroom with the capability to record classroom social interactions in great detail using advanced video technology. The social interactions of student groups during collaborative problem solving were analysed based on transcript data. This analysis suggests that meaning negotiation in mathematics classrooms can be usefully distinguished as social, sociomathematical, or mathematical. We suggest that all three modes coexist in an entangled form in the negotiative interactions documented in the mathematics classroom and we envisage all three as constitutive of learning.

Published
2017

47. Classification needed of the private health sector

Author

Noor, Muhammad Naveed, Thabet, Aya, Salah, Hassan, Clarke, David, and Mirza, Zafar

Subjects
Public health -- Analysis, Medical personnel -- Analysis, Health
Abstract

The World Health Organization (WHO) acknowledges that the absence of a common definition of the private health sector may hinder a comprehensive understanding of its ubiquity. (1) Physicians, nurses, pharmacists, [...]

Published
2023
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49. Development of mRNA manufacturing for vaccines and therapeutics: mRNA platform requirements and development of a scalable production process to support early phase clinical trials

Author

Whitley, Jill, Zwolinski, Christopher, Denis, Christian, Maughan, Maureen, Hayles, Leonie, Clarke, David, Snare, Meghan, Liao, Hong, Chiou, Sean, Marmura, Tina, Zoeller, Holly, Hudson, Ben, Peart, John, Johnson, Monica, Karlsson, Amelia, Wang, Yunfei, Nagle, Cynthia, Harris, Cherell, Tonkin, Daniel, Fraser, Stephanie, Capiz, Lieza, Zeno, Christina L., Meli, Yvonne, Martik, Diana, Ozaki, Daniel A., Caparoni, Amy, Dickens, Jason E., Weissman, Drew, Saunders, Kevin O., Haynes, Barton F., Sempowski, Gregory D., Denny, Thomas N., and Johnson, Matthew R.

Published
2022
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