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Traditionally Australian primary school teachers have been viewed as generalists responsible for instruction across all content areas. Adopting self-determination theory as a lens, the aim of the study was to explore the extent to which generalist primary school teachers are interested in becoming subject matter specialists. Questionnaire data were collected from 104 early years primary school teachers. Findings suggest that two-thirds of these generalist teachers expressed an interest in specialising in either English, mathematics, and to a far lesser extent, science, such that they would be responsible for exclusively teaching this subject. Preferences for specialisation were based on teachers' self-perceived content and pedagogical expertise and/ or their enjoyment of teaching in this content area. By contrast, the one-third of teachers who would choose to remain generalists referred to the value in a variety of teaching experiences, teaching from a whole child perspective and content integration. Implications for educational policy are discussed.

Just as students experience productive struggle or spend time in the 'zone of confusion' when engaging with challenging tasks, teachers also experience similar difficulties and periods of confusion when engaging with new pedagogical approaches. Prior to a 19-week lockdown due to Coronavirus (COVID-19) during 2020, two Foundation teachers implemented a student-centred pedagogical approach when teaching with challenging tasks. While they had some initial success implementing the pedagogical approach and a three-phase lesson structure, they struggled to do so online during the lockdown. It is the experiences of these teachers, in particular their experience of confusion relating to aspects of the pedagogical approach, and how this confusion was overcome, that is reported in this paper. Central to our findings is the importance of teachers reflecting on their own experiences of struggle and the impact this had on their professional learning, as well as the notion that adversity can be a catalyst for change.

In this article, educational and psychological perspectives are used to examine how anxiety and uncertainty in the mathematics classroom can be reframed to benefit mathematical teaching and learning. Links between anxiety and uncertainty are discussed and from this discussion, two methods are proposed for reducing the negative impact of mathematics anxiety on learning. Firstly, it is argued that initiatives designed to teach students to use emotion regulation skills can help to reframe anxiety and improve students' ability to regulate negative emotion. In particular, the skill of reappraisal is discussed. Secondly, it is proposed that pedagogical approaches that encourage students to embrace challenge will help to normalise uncertainty in classrooms and promote more positive affect and engagement with mathematics. These approaches include choosing suitable tasks, differentiating those tasks, orchestrating classroom discussions that include all students and consolidating the learning with further tasks suitably varied. Rather than teachers seeking to remove anxiety, students can be encouraged to manage their anxiety in order to promote more positive mathematical learning and to develop mathematical resilience.

Despite teacher enjoyment of teaching being associated with a range of benefits for teachers and their students, little research exploring the characteristics of teachers who enjoy teaching mathematics exists. Semi-structured interviews were conducted with ten teachers who scored in the top third in terms of their enjoyment of teaching mathematics from a sample of 118 generalist, early-year primary school teachers. Thematic analysis of interview data revealed that negative-to-positive turning point experiences were commonplace amongst high-enjoyment primary teachers, but so too were reports of consistently positive feelings towards mathematics throughout their entire lives. While most articulated a passion for teaching mathematics, all teachers considered instances when students experienced 'light bulb' moments in their mathematical understanding that made a mathematics lesson enjoyable to teach. An important implication of our research is that one need not be a 'maths person' to come to love teaching mathematics. Rather, positive experiences in one's pre-service teacher education, or in-service teacher professional learning, have the potential to transform one's attitude towards teaching mathematics.

This article is based upon Peter Sullivan's (2021) structured inquiry approach to teaching mathematics, in which the authors take a deep dive into the technique of "Spotlighting" in the "Explore" phase of this model to assist in optimal learning experiences for students. Working from the premise that students are best placed to connect with instruction after a powerful and sometimes confusing learning experience, Sullivan et al.'s (2021) model provides three distinct phases to structure a mathematics lesson. They are: (1) The Launch phase--poses the task to students without any further instruction about the strategies required to solve the task; (2) The Explore phase--where collaboration and peer learning is encouraged as a support for students to consider multiple solutions and solution pathways; and (3) The Summarise/Review phase--provides an opportunity for the teacher to orchestrate class discussions by presenting various student solutions that reflect the mathematical focus of the lesson. The authors conclude they have been pleasantly surprised at how particular student explanations, derived from real time spotlight moments, were critical in shaping successful learning opportunities for the rest of the class.

In this article, three of David Clarke's long time collaborators offer perspectives on how David shaped and continued to influence projects in which they were involved, over a 30 year period. The three sections of the article focus on David's contributions to original research on high stakes assessment, research on the development and use of assessment alternatives to traditional pen and paper assessments, and research in three smaller projects involving the use of open-ended questions, the implementation of the "Australian Curriculum: Mathematics," and the complexity of the mathematics classroom, respectively. Through discussion of these various national and international projects, the authors provide examples of David's capacity to synthesise theoretical ideas, to appreciate the implications for classroom practice, and to communicate both perspectives to researchers, teacher educators and teachers. The authors argue that David's capacity to distil crucially important ideas into brief, highly insightful statements, was fundamental to the enactment and effectiveness of both research studies and projects for the teaching profession.

Peter Sullivan and colleagues present a report on an initiative at a Victorian primary school which embraced opportunities offered by purposeful collaborative professional learning communities. They utilised a form of Japanese Lesson Study as part of their approach. There are three parts to the story of this initiative: (1) a description of the approach to professional learning; (2) an explanation of the model of instruction being explored; and (3) a summary of the 'polished' lesson on middle primary mathematics (fractions).

Recent field observations suggest that the air‐sea momentum flux (or the drag coefficient) is significantly reduced when the dominant wind‐forced surface waves are misaligned from local wind. Such conditions may occur under rapidly changing strong winds (such as under tropical cyclones) or in coastal shallow waters where waves are refracted by bottom topography. A recent Large Eddy Simulation (LES) study also shows that the drag coefficient is reduced by a misaligned strongly forced wave train (with a small wave age of 1.37). In order to investigate more realistic field conditions, this study employs LES to examine the effect of a misaligned (up to 90°) surface wave train over a wide range of wave age up to 10.95. For all wave ages examined, the drag coefficient is reduced compared to the flat surface condition when the misalignment angle exceeds around 22.5°–45°. The drag reduction may occur even if the form drag of the wave train is positive. Plain Language Summary: This study uses computer simulations to investigate turbulent wind blowing over ocean surface waves that are misaligned (propagate in different directions) from the wind. The study focuses on frictional wind forcing (wind stress) imparted on the ocean surface, because the wind stress is an important boundary condition for ocean, atmospheric, and surface wave models. Surface waves can be misaligned from wind when the wind field rapidly changes such as during tropical storms or in shallow water where wave directions are modified by varying water depth. When waves propagate slower than wind in the wind direction, the waves increase the wind stress compared to flat surface (no wave) conditions. However, this study finds that the wind stress is reduced, that is, the ocean surface becomes smoother, when the misalignment angle between wind and waves exceeds about 22.5°–45°. Key Points: Large eddy simulations are preformed to study wind over misaligned surface wavesDrag coefficient is reduced due to misaligned surface waves for all wave ages under wind‐driven wave conditionsDrag reduction can occur even when wave form drag is positive [ABSTRACT FROM AUTHOR]

Upper-ocean turbulence results from a complex set of interactions between submesoscale turbulence and local boundary layer processes. The interaction between larger-scale currents and turbulent fluctuations is two-way: large-scale shearing motions generate turbulence, and the resulting coherent turbulent fluxes of momentum and buoyancy feed back onto the larger flow. Here we examine the evolution and role of turbulence in the intensification, instability, arrest, and decay (i.e., the life cycle) of a dense filament undergoing frontogenesis in the upper-ocean boundary layer, i.e., cold filament frontogenesis (CFF). This phenomenon is examined in large-eddy simulations (LES) with resolved turbulent motions in large horizontal domains using 109 grid points. The boundary layer turbulence is generated by surface buoyancy loss (cooling flux) and is allowed to freely interact with an initially imposed cold filament, and the evolution is followed through the frontal life cycle. Two control parameters are explored: the initial frontal strength M2 = ∂xb and the surface flux Q * . The former is more consequent: initially weaker fronts sharpen more slowly and become arrested at a later time with a larger width. This reflects a competition between the frontogenetic rate induced by the secondary circulation associated with vertical momentum mixing by the turbulence and the instability rate for the along-filament shear flow. The frontal turbulence is energized by the shear production of the latter, is nonlocally transported away from the primary production zone at the filament centerline, and cascades to dissipation in a broad region surrounding the filament. The turbulent momentum fluxes arresting the frontogenesis are supported across a wide range of horizontal scales. [ABSTRACT FROM AUTHOR]

Advances in coastal modeling and computation provide the opportunity for examining non-hydrostatic and compressible fluid effects at very small scales, but the cost of these new capabilities and the accuracy of these models versus trusted non-hydrostatic codes has yet to be determined. Here the Coastal and Regional Ocean COmmunity model (CROCO) and the NCAR Large-Eddy Simulations (NCAR-LES) code base are compared with a focus on their simulation accuracy and computational efficiency. These models differ significantly in numerics and capabilities, so they are run on common classic problems of surface-forced, boundary-layer turbulence. In accuracy, we compare turbulence statistics, including the effect of the explicit sub-grid scale (SGS) parameterization, the effect of the second (dilatational) viscosity and the sensitivity to the speed-of-sound, which is used as part of the CROCO compressible turbulence formulation. To gauge how far CROCO is from the NCAR-LES, we first compare the NCAR-LES with two other LES codes (PALM and Oceanigans). To judge efficiency of CROCO, strong and weak scaling simulation sets vary different problem sizes and workload per processor, respectively. Additionally, the effects of 2D decomposition of CROCO and NCAR-LES and supercomputer settings are tested. In sum, the accuracy comparison between CROCO and the NCAR-LES is similar to the NCAR-LES versus other LES codes. However, the additional capabilities of CROCO (e.g., nesting and realism) and its compressible turbulence formulation come with roughly an order of magnitude of additional costs despite efforts to reduce them by adjusting the second viscosity and sound speed as far as accuracy allows. [ABSTRACT FROM AUTHOR]