title: An Investigation into Secondary Science Teachers' Use of Research to Inform Their Science Teaching

authors: van der Merwe, Suskia

subjects: science teachers

abstract: The perceived irrelevance and lack of accessibility of academic research for science teachers has long been recognised as a significant problem in much educational literature. While interventions have been suggested to enhance applicability and accessibility to support teachers in their use of research findings, too little attention has been paid to how teachers’ access findings and how use of findings influences teachers’ learning. There is a need for investigating efficiency of access to research findings and use thereof for enriching science teachers’ subject content knowledge and pedagogy. 

This study explored ways in which science teachers access findings, how they reported these influence teacher pedagogy and practice and the factors that affect motivation of teachers to access research findings and develop as reflective practitioners. Exploration into teacher learning as a result of engaging with research findings that specifically results in the teacher changing teaching pedagogy is also undertaken.   

Guided by an interpretative inquiry, this study initially administered a questionnaire to a group of thirty five secondary science teachers and answers analysed to guide and inform further questioning. Subsequently, semi-structured interviews with nine science teachers provided data that was also analysed to explore teachers’ use of research findings. 

This study argues that a focus on making research findings accessible to science teachers is in the interest of teacher learning and should be considered priority for researchers, those publishing in educational research and for those planning professional development programmes for teacher learning.  In addition, both failing and successful strategies for disseminating findings and the ways access and use of findings by teachers can be enhanced.  This study also gives science teachers some insight into making use of research findings to inform their own teacher learning, pedagogy and practice by a deep engaging with research findings.

text: An Investigation into Secondary Science Teachers' Use of Research to Inform Their Science Teaching The perceived irrelevance and lack of accessibility of academic research for science teachers has long been recognised as a significant problem in much educational literature. While interventions have been suggested to enhance applicability and accessibility to support teachers in their use of research findings, too little attention has been paid to how teachers’ access findings and how use of findings influences teachers’ learning. There is a need for investigating efficiency of access to research findings and use thereof for enriching science teachers’ subject content knowledge and pedagogy. 

This study explored ways in which science teachers access findings, how they reported these influence teacher pedagogy and practice and the factors that affect motivation of teachers to access research findings and develop as reflective practitioners. Exploration into teacher learning as a result of engaging with research findings that specifically results in the teacher changing teaching pedagogy is also undertaken.   

Guided by an interpretative inquiry, this study initially administered a questionnaire to a group of thirty five secondary science teachers and answers analysed to guide and inform further questioning. Subsequently, semi-structured interviews with nine science teachers provided data that was also analysed to explore teachers’ use of research findings. 

This study argues that a focus on making research findings accessible to science teachers is in the interest of teacher learning and should be considered priority for researchers, those publishing in educational research and for those planning professional development programmes for teacher learning.  In addition, both failing and successful strategies for disseminating findings and the ways access and use of findings by teachers can be enhanced.  This study also gives science teachers some insight into making use of research findings to inform their own teacher learning, pedagogy and practice by a deep engaging with research findings.

year: 2012

title: Applying propositional learning algorithms to multi-instance data

authors: Frank, Eibe

subjects: computer science

abstract: Multi-instance learning is commonly tackled using special-purpose algorithms. Development of these algorithms has started because early experiments with standard propositional learners have failed to produce satisfactory results on multi-instance data—more specifically, the Musk data. In this paper we present evidence that this is not necessarily the case. We introduce a simple wrapper for applying standard propositional learners to multi-instance problems and present empirical results for the Musk data that are competitive with genuine multi-instance algorithms. The key features of our new wrapper technique are: (1) it discards the standard multi-instance assumption that there is some inherent difference between positive and negative bags, and (2) it introduces weights to treat instances from different bags differently. We show that these two modifications are essential for producing good results on the Musk benchmark datasets.

text: Applying propositional learning algorithms to multi-instance data Multi-instance learning is commonly tackled using special-purpose algorithms. Development of these algorithms has started because early experiments with standard propositional learners have failed to produce satisfactory results on multi-instance data—more specifically, the Musk data. In this paper we present evidence that this is not necessarily the case. We introduce a simple wrapper for applying standard propositional learners to multi-instance problems and present empirical results for the Musk data that are competitive with genuine multi-instance algorithms. The key features of our new wrapper technique are: (1) it discards the standard multi-instance assumption that there is some inherent difference between positive and negative bags, and (2) it introduces weights to treat instances from different bags differently. We show that these two modifications are essential for producing good results on the Musk benchmark datasets.

year: 2003-06

title: Te Raupatu o Tauranga Moana = The confiscation of Tauranga lands. [Volume 1]

authors: Stokes, Evelyn

subjects: Tauranga lands

abstract: A report providing a historical and geographical overview on the confiscation of Tauranga lands. In two volumes, volume one comprises a narrative of the events described as the raupatu, the confiscation of lands in the Tauranga Moana tribal area under the New Zealand Settlements Act 1863.  Volume two is a collection of documents, edited and annotated which were compiled in support of the report. These documents include personal accounts, tribal history, land purchases, lands returned and crown transactions.

text: Te Raupatu o Tauranga Moana = The confiscation of Tauranga lands. [Volume 1] A report providing a historical and geographical overview on the confiscation of Tauranga lands. In two volumes, volume one comprises a narrative of the events described as the raupatu, the confiscation of lands in the Tauranga Moana tribal area under the New Zealand Settlements Act 1863.  Volume two is a collection of documents, edited and annotated which were compiled in support of the report. These documents include personal accounts, tribal history, land purchases, lands returned and crown transactions.

year: 1990