To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure no-reply@cambridge.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
We surveyed physicians and patients to create a novel Desirability of outcome ranking (DOOR) for non-severe community-acquired pneumonia (CAP). Patients generally ranked uncomfortable but non-life-threatening symptoms as less desirable, while physicians focused on traditional medical outcomes. When developing DOORs, both patient and clinician perspectives should be considered.
Background: Dichotomous outcomes rarely capture the range of potential outcomes important to patients and clinicians. To address this limitation, the Desirability of Outcome Ranking (DOOR) score was created to rank potential outcomes from least to most desirable. Currently, there is no standardized method to develop a DOOR score and data are limited on whether patients and their clinicians rank outcomes similarly. We aimed: (a) to develop a novel DOOR score for adults hospitalized with community-acquired pneumonia (CAP) by surveying patients and clinicians on their preferred outcome ranking and (b) to compare their relative DOOR rankings. Methods: We created nine clinical scenarios describing the spectrum of potential outcomes of patients with CAP two weeks after initial emergency department visit. To ascertain clinician DOOR score, we used a snowball sampling method to recruit a target of 25 clinicians in specialties that regularly treat CAP. For the patient DOOR score, we recruited patients hospitalized with CAP by reviewing electronic patient lists for adults hospitalized with pneumonia. Respondents were asked to rank the 9 cases from most to least desirable in REDCap. To create the final DOOR score, we used Friedman rank sum tests to combine/collapse DOOR outcomes with scores that did not significantly differ. We used the Mann Whitney U test to compare DOOR rankings between physicians and patients. Final study results were presented to a national hospital medicine patient and family advisory committee (PFAC) for their impressions. Results: 22 patients (71% response rate) and 25 clinicians responded to our DOOR survey. Their ranked order of DOOR outcomes is shown in Table 1. Combining non-significantly different DOOR outcomes resulted in collapsing of 6 cases into 2 categories for 5 overall DOOR scores that significantly differed from each other (Table 1 for final ranking). Patients and clinicians had significantly different preferred ranking for 6 DOOR cases. Our PFAC had several hypotheses as to why rankings differed (Table 2). Conclusion: We present a novel DOOR score derived from patient and clinician reported preferences for outcomes of hospitalized adult patients with CAP. Clinicians and patients differed in their perception of certain outcomes with patients ranking symptoms that were uncomfortable but not potentially life-threatening as less desirable than physicians. Physicians tended to rank quality linked metrics such as readmission as worse than patients. When designing future trials using DOOR scores, researchers should consider including patients in DOOR score design as their perspectives may differ from clinicians.
The Australian SKA Pathfinder (ASKAP) offers powerful new capabilities for studying the polarised and magnetised Universe at radio wavelengths. In this paper, we introduce the Polarisation Sky Survey of the Universe’s Magnetism (POSSUM), a groundbreaking survey with three primary objectives: (1) to create a comprehensive Faraday rotation measure (RM) grid of up to one million compact extragalactic sources across the southern $\sim50$% of the sky (20,630 deg$^2$); (2) to map the intrinsic polarisation and RM properties of a wide range of discrete extragalactic and Galactic objects over the same area; and (3) to contribute interferometric data with excellent surface brightness sensitivity, which can be combined with single-dish data to study the diffuse Galactic interstellar medium. Observations for the full POSSUM survey commenced in May 2023 and are expected to conclude by mid-2028. POSSUM will achieve an RM grid density of around 30–50 RMs per square degree with a median measurement uncertainty of $\sim$1 rad m$^{-2}$. The survey operates primarily over a frequency range of 800–1088 MHz, with an angular resolution of 20” and a typical RMS sensitivity in Stokes Q or U of 18 $\mu$Jy beam$^{-1}$. Additionally, the survey will be supplemented by similar observations covering 1296–1440 MHz over 38% of the sky. POSSUM will enable the discovery and detailed investigation of magnetised phenomena in a wide range of cosmic environments, including the intergalactic medium and cosmic web, galaxy clusters and groups, active galactic nuclei and radio galaxies, the Magellanic System and other nearby galaxies, galaxy halos and the circumgalactic medium, and the magnetic structure of the Milky Way across a very wide range of scales, as well as the interplay between these components. This paper reviews the current science case developed by the POSSUM Collaboration and provides an overview of POSSUM’s observations, data processing, outputs, and its complementarity with other radio and multi-wavelength surveys, including future work with the SKA.
Expertise exists among all communities of educational practitioners at all levels and in all national contexts. By identifying expert practitioners, learning from them and valuing their professional competence, researchers can support, promote and build upon sustainable, embodied, holistic models of quality in ways that have direct relevance for the classroom, the curriculum and wider educational goals. Yet, despite its potential as a field of research, there have been relatively few studies involving expert language teachers to date. After a brief historical background, this article makes the case for language teacher expertise research, noting its high ecological validity, its great practical utility, its ability to bridge the research–practice divide and its potentially positive impact on teaching communities. Key methodological considerations are also discussed, including defining expertise, identifying expert teachers and looking beyond the limits of subject-specific pedagogy to understand the whole practitioner in their sociocultural context. The article then proposes a framework for future teacher expertise research that spans diverse methodologies. Six example research tasks from within this framework are proposed, each justified and exemplified, incorporating suggestions for research design that are intended to encourage both experienced and novice researchers to engage with teacher expertise as a promising domain for future investigation.
Lungfishes achieved high diversity in the Devonian, but most of these lineages went extinct in the late Devonian mass extinctions. Carboniferous lungfish are generally thought to belong to one larger diversification, Phaneropleuriformes, typically associated with freshwater and estuarine environments. We here use μCT to describe a lungfish occiput from the Tournaisian of Blue Beach, Nova Scotia, Canada, the first lungfish occurrence from the Tournaisian of North America. The occiput is short and high with well-developed dorsolateral cristae, two pairs of spinal nerves posterior to the vagus nerve, and a short triangular posterior stem of the parasphenoid. Although this specimen is too incomplete to place into a phylogenetic analysis, we identify characteristics shared with both holodontids and dipterids and absent within Phaneropleuriformes, suggesting the persistence of a wider range of lungfish lineages through the end-Devonian mass extinction events, in line with recent findings from the Tournaisian-aged Ballagan Formation of Scotland. Differences in the faunal composition of the Blue Beach Member of Nova Scotia and the Ballagan Formation of the Scottish Borders may be a consequence of different paleoenvironments in these roughly coeval formations or of palaeobiogeographical barriers to dispersal between Europe and Atlantic Canada. The possible persistence of a marine or estuarine lungfish into the mid-Tournaisian shows turnover of the marine durophage guild across the Hangenberg extinction was not complete, but may have been sufficient to disrupt incumbency in earliest Carboniferous marine trophic guilds.
Secondary surface layers form by replacement of almandine garnet during chemical weathering. This study tested the hypothesis that the kinetic role of almandine’s weathering products, and the consequent relationships of primary-mineral surface texture and specific assemblages of secondary minerals, both vary with the solid-solution-controlled variations in Fe and Al contents of the specific almandine experiencing weathering.
Surface layers are protective (PSL) when the volume of the products formed by replacement is greater than or equal to the volume of the reactants replaced. Under such circumstances, reaction kinetics at the interface between the garnet and the replacing mineral are transport controlled and either transport of solvents or other reactants to, or products from, the dissolving mineral is rate limiting. Beneath PSLs, almandine garnet surfaces are smooth, rounded, and featureless. Surface layers are unprotective (USL) when the volume of the products formed by replacement is less than the volume of the reactants replaced. Under such circumstances, reaction kinetics at the interface between the garnet and the replacing mineral are interface controlled and the detachment of ions or molecules from the mineral surface is rate limiting. Almandine garnet surfaces beneath USLs exhibit crystallographically oriented etch pits. However, contrary to expectations, etch pits occur on almandine garnet grains beneath some layers consisting of mineral assemblages consistent with PSLs.
Based on the Pilling-Bedworth criterion, surface layers are more likely to be protective over a broad range of reactant-mineral compositions when they contain goethite, kaolinite, and pyrolusite. However, this combination requires specific ranges of Fe and Al content of the natural reacting almandine garnet. To form a PSL of goethite and kaolinite, an almandine garnet must have a minimum Al stoichiometric coefficient of ~3.75 a.p.f.u., and a minimum Fe stoichiometric coefficient of ~2.7 a.p.f.u.
Product minerals also influence the mobility of the least-mobile major rock-forming elements. A PSL consisting of goethite, gibbsite, and kaolinite yields excess Al for export during almandine garnet weathering. As the quantity of kaolinite present in the PSL decreases, the amounts of Al available for export increases.
This chapter begins by identifying Sternberg and Horvath’s (1995) ‘expert teacher prototype’ as an appropriate, flexible framework for researching and describing teacher expertise. The framework serves as a means to identify the ‘family resemblances’ among expert teachers rather than as a checklist of necessary and sufficient features. The chapter then reviews previously used criteria for identifying teachers for expertise studies, with particular attention to Palmer et al.’s (2005) review of these. The majority of the chapter is devoted to reporting the findings of a comprehensive systematic literature reviews of prior empirical research into teacher expertise, identifying robust findings from studies investigating six aspects of teacher expertise: the knowledge base, cognitive processes, beliefs, personal attributes, professionalism and pedagogic practices of expert teachers. The chapter then discusses what is missing from this expert teacher prototype as researched to date, identifying particularly the strong Northern bias in this research and why this is problematic. It reports briefly on the only detailed study found that researched expert teachers in a Southern context (Toraskar, 2015), which, due to the methodological difficulties the author encountered, is of limited use only.
This chapter offers a detailed description of important similarities and shared features among the eight teacher participants in the case study, discussing these commonalities as both a ‘quintain’ (Stake, 2006) and a ‘prototype’ (Sternberg & Horvath, 1995) of Indian secondary teacher expertise, offering extensive extracts from lessons and interviews to do so. It covers the participant teachers’ beliefs about teaching and learning, their interpersonal practices, their languaging practices, how they managed their curriculum, prepared resources and planned lessons before offering a detailed description of aspects of their classroom practice, including lesson structuring, negotiation and improvisation, whole class teaching, learner-independent activities, teacher active monitoring of learners, assessment and feedback practices. Evidence is also provided on commonalities concerning their knowledge base, reflective practices and professionalism. The chapter closes by offering a number of brief examples that serve to relate the practices and cognition of these teachers to the contextual constraints, challenges and affordances typically experienced by teachers working in the global South.
This chapter compares the findings of the author’s teacher expertise case study, conducted in India, with those of prior teacher expertise studies to establish the extent to which ‘family resemblances’ exist within this wider, ‘fuzzy’ grouping of teachers identified as experts in varied contexts around the world. It does this for twelve categories: knowledge base, cognitive processes, beliefs, personal attributes, professionalism, interpersonal practices, languaging practices, lesson planning and preparation, structure and freedom, interaction dynamics, pedagogic strategies and assessment practices, each with extensive reference to the wider literature on teacher expertise. The chapter concludes by offering an analysis of the extent to which the practices of the eight expert teachers involved in my study are, or are not, consistent with conceptions and models of learner-centred education (LCE) as often promoted in the international development literature. It finds both similarities and differences to LCE, the former becoming particularly evident when their practices are compared with those of their peers, yet it would be an oversimplification to interpret their practices solely using this construct.
This chapter systematically analyses observed differences among the eight teacher participants in the case study, both to understand the nature of these differences and to investigate potential causes. It makes use of an analytical framework that emerged during data analysis to position the eight teachers on a two-dimensional field according to two broad areas of clinal difference theorised – ‘Conception of Subject’ and ‘Degree of Control’, which are partially analogous to Bernstein’s (2000) constructs of ‘classification’ and ‘framing’. More specific features of pedagogic practice where variation was evident were plotted on the field equidistant between teachers who shared them to find that the likelihood of a teacher engaging in each was well predicted by the two key variables. The chapter concludes by offering critical reflections on Bernstein’s sociological framework, arguing that while certain elements (e.g., classification and framing; performance and competence models) offer useful insights into differences in practices among Indian teachers, others (namely official and pedagogic recontextualising fields) fail to capture the complex, multiple layers and relations influencing classroom practice in basic education in India.
This concluding chapter recaps briefly on the key arguments presented in the book. It notes that Southern expert teachers are able to effectively facilitate learning regardless of the challenges of context that they face precisely because their expertise evolved in equilibrium with these challenges. Such challenges should, nonetheless, not be seen as acceptable in any context. The chapter argues that expert teacher studies deserve a more prominent place in international discussion on ‘what works’ in education in developing countries; their high ecological validity and potential for contingent generalisation mean that they can be of enormous use in developing models of appropriate pedagogy for both individual contexts and wider generalisation across the global South. The need for further expertise studies in Southern contexts is also underlined to help ‘flesh out’ the differentiated expert teacher framework proposed in Chapter 10, and it is argued that until we understand the practices of expert teachers in diverse contexts we cannot claim to truly understand teacher expertise itself.
This chapter provides a rationale for the book and the research that it presents. It documents the near complete absence of prior research into teacher or teaching quality in the global South and justifies specifically why teacher expertise research may be the most useful vehicle through which it can be studied. It argues that the contextually appropriate, feasible and sustainable pedagogic practices of expert teachers in any context can, if implemented more widely across the educational system, bring about significant increases in the quality of teaching and learning. The chapter offers a definition of ‘global South’ specific to the aims and contexts of the book and compares this with alternative ways of conceptualising the South. My background, as author of this book, is then presented, followed by an overview of the book that includes brief summary descriptions of the chapters that follow. The chapter finishes with a discussion of paradigmatic concerns that sets out the author’s own position as a multiple- methods, critical realist researcher who rejects the paradigm dichotomy between positivist and interpretivist approaches, instead preferring to view generalising and particularising tendencies in research through a continuum along which researchers are able to move flexibly, appropriate to the questions or problems of interest under investigation.
This chapter proposes a differentiated framework for understanding teacher expertise that identifies both the most commonly reported (often shared) features of teacher expertise and those features that seem to vary more, particularly in the global South. Commonly identified features are presented as ‘generalisable’ components alongside ‘variable’ and provisional ‘Southern’ components; elements that are likely to be more commonly encountered in the South due to the frequently shared constraints, challenges and affordances resulting from lower financial investment in education and income across Southern communities. It uses the same 12 structuring categories as Chapter 9 (knowledge base, cognitive processes, beliefs, personal attributes, professionalism, interpersonal practices, languaging practices, lesson planning and preparation, balancing between structure and freedom, interaction dynamics, pedagogic strategies and assessment practices), also justifying the components included in each category briefly. It concludes by discussing a number of potential uses of the framework in teacher education, curriculum development and future expertise research.
This chapter offers a detailed ethnographic description of one of the participant teachers in the study as a concrete example of how teacher expertise may manifest itself in one of the many challenging contexts frequently found in the global South. It begins by summarising key features of her contexts and the challenges she faced in her work, also offering an overview of her personal background and her beliefs about teaching and learning. The chapter then discusses her interpersonal practices (relationships with learners) and her languaging practices – the complex ways in which she and her learners made use of resources from varied languages in the classroom. After this, I discuss how she managed curriculum content, developed resources and planned lessons before offering a detailed account of her classroom practices – how she structured lessons, balanced between whole class and learner-independent activities and offered individual support to learners in large classes. It also offers an account of her knowledge, reflection and professionalism, and closes with brief comparison of her expertise with the findings of prior expertise research, identifying both important similarities and insightful differences. Numerous lesson and interview extracts are provided to support the discussion and claims made.