Formation of Nickel-Platinum Silicides on a Silicon Substrate: Structure, Phase Stability, and Diffusion from Ab initio Computations

The formation of Ni(Pt)silicides on a Si(001) surface is investigated using an ab initio approach. After deposition of a Ni overlayer alloyed with Pt, the calculations reveal fast diffusion of Ni atoms into the Si lattice, which leads initially to the formation of Ni2Si. At the same time Si atoms are found to diffuse into the metallic overlayer. The transformation of Ni2Si into NiSi is likely to proceed via a vacancy-assisted diffusion mechanism. Silicon atoms are the main diffusing species in this transformation, migrating from the Si substrate through the growing NiSi layer into the Ni2Si. Pt atoms have a low solubility in Ni2Si and prefer Si-sites in the NiSi lattice, thereby stabilizing the NiSi phase. The diffusivity of Pt is lower than that of Ni. Furthermore, Pt atoms have a tendency to segregate to interfaces, thereby acting as diffusion barriers.Comment: 36 pages, 9 tables, 6 figure

Understanding teaching assistant self-efficacy in role and in training: its susceptibility to influence

There has been a noted growth in the number of teaching assistants (TAs) in mainstream schools (DfE, 2013a). Research is inconclusive about their efficacy at changing outcomes for children (Alborz et al 2009; Blatchford et al, 2009) and has proposed more training for TAs (Russell et al, 2005). Generic training models have suggested that enhancing self-efficacy in turn improves performance. This exploratory study investigated factors that may influence TAs’ sense of self-efficacy and its susceptibility to influence in training. Following two modes of mode of school-based training by Educational Psychologists (EPs) data were collected from 14 mainstream secondary school TAs using focus groups. A thematic analysis noted themes regarding self-efficacy, aligned with Bandura’s (1977) sources of information, outcome expectations and whole school support and norms. Review of the data is likely to be able to guide potential trainers to coach consult strategies which are self-efficacy supportive and which address contextual factors including the perceived status of TAs in schools

Investigating child participation in the everyday talk of a teacher and children in a preparatory year

In early years research, policy and education, a democratic perspective that positions children as participants and citizens is increasingly emphasized. These ideas take seriously listening to children’s opinions and respecting children’s influence over their everyday affairs. While much political and social investment has been paid to the inclusion of participatory approaches little has been reported on the practical achievement of such an approach in the day to day of early childhood education within school settings. This paper investigates talk and interaction in the everyday activities of a teacher and children in an Australian preparatory class (for children age 4-6 years) to see how ideas of child participation are experienced. We use an interactional analytic approach to demonstrate how participatory methods are employed in practical ways to manage routine interactions. Analysis shows that whilst the teacher seeks the children’s opinion and involves them in decision-making, child participation is at times constrained by the context and institutional categories of “teacher” and “student” that are jointly produced in their talk. The paper highlights tensions that arise for teachers as they balance a pedagogical intent of “teaching” and the associated institutional expectations, with efforts to engage children in decision-making. Recommendations include adopting a variety of conversational styles when engaging with children; consideration of temporal concerns and the need to acknowledge the culture of the school

Full report - School break and lunch times and young people's social lives: a follow-up national study

Most primary and secondary schools have a recreational break and these lunch and break times are a significant part of the school day. Two previous surveys conducted by Professor Peter Blatchford and Dr Ed Baines found that school break-times had reduced since 1990. Since then, there are signs of further changes to the nature and length of break times, as well as to school systems and children’s lives outside school. However, there is little up-to-date and systematic information about the nature and organisation of break times and children’s social lives. This new project comprises a follow-up survey of break and lunch times in primary and secondary schools. It will focus on their timing and duration, supervision arrangements, changes to school grounds, rules for pupil movement during break times, views on pupil behaviour at break times, break time management, and the perceived value and function of these times. Combined with the previous surveys, it will provide an analysis of trends in break and lunch times over 26 years. In Phase 1 of the new project, the researchers will conduct a national survey of schools, focusing on their arrangements for break and lunch times and their provision of social-educational opportunities during these times and outside of school hours. In Phase 2 they will carry out case studies of schools to explore different break and lunch time arrangements. They will also conduct a survey of children and young people to examine their social life in and outside of school. The project’s findings will contribute to policy and debate about the role and function of break times in school and in children’s social lives

Executive summary - School break and lunch times and young people's social lives: a follow-up national study

Most primary and secondary schools have a recreational break and these lunch and break times are a significant part of the school day. Two previous surveys conducted by Professor Peter Blatchford and Dr Ed Baines found that school break-times had reduced since 1990. Since then, there are signs of further changes to the nature and length of break times, as well as to school systems and children’s lives outside school. However, there is little up-to-date and systematic information about the nature and organisation of break times and children’s social lives. This new project comprises a follow-up survey of break and lunch times in primary and secondary schools. It will focus on their timing and duration, supervision arrangements, changes to school grounds, rules for pupil movement during break times, views on pupil behaviour at break times, break time management, and the perceived value and function of these times. Combined with the previous surveys, it will provide an analysis of trends in break and lunch times over 26 years. In Phase 1 of the new project, the researchers will conduct a national survey of schools, focusing on their arrangements for break and lunch times and their provision of social-educational opportunities during these times and outside of school hours. In Phase 2 they will carry out case studies of schools to explore different break and lunch time arrangements. They will also conduct a survey of children and young people to examine their social life in and outside of school. The project’s findings will contribute to policy and debate about the role and function of break times in school and in children’s social lives

Research briefing - School break and lunch times and young people's social lives: a follow-up national study

Most primary and secondary schools have a recreational break and these lunch and break times are a significant part of the school day. Two previous surveys conducted by Professor Peter Blatchford and Dr Ed Baines found that school break-times had reduced since 1990. Since then, there are signs of further changes to the nature and length of break times, as well as to school systems and children’s lives outside school. However, there is little up-to-date and systematic information about the nature and organisation of break times and children’s social lives. This new project comprises a follow-up survey of break and lunch times in primary and secondary schools. It will focus on their timing and duration, supervision arrangements, changes to school grounds, rules for pupil movement during break times, views on pupil behaviour at break times, break time management, and the perceived value and function of these times. Combined with the previous surveys, it will provide an analysis of trends in break and lunch times over 26 years. In Phase 1 of the new project, the researchers will conduct a national survey of schools, focusing on their arrangements for break and lunch times and their provision of social-educational opportunities during these times and outside of school hours. In Phase 2 they will carry out case studies of schools to explore different break and lunch time arrangements. They will also conduct a survey of children and young people to examine their social life in and outside of school. The project’s findings will contribute to policy and debate about the role and function of break times in school and in children’s social lives

Young children's research: children aged 4-8 years finding solutions at home and at school

Children's research capacities have become increasingly recognised by adults, yet children remain excluded from the academy, with reports of their research participation generally located in adults' agenda. Such practice restricts children's freedom to make choices in matters affecting them, underestimates children’s capabilities and denies children particular rights. The present paper reports on one aspect of a small-scale critical ethnographic study adopting a constructivist grounded approach to conceptualise ways in which children's naturalistic behaviours may be perceived as research. The study builds on multi-disciplinary theoretical perspectives, embracing 'new' sociology, psychology, economics, philosophy and early childhood education and care (ECEC). Research questions include: 'What is the nature of ECEC research?' and 'Do children’s enquiries count as research?' Initially, data were collected from the academy: professional researchers (n=14) confirmed 'finding solutions' as a research behaviour and indicated children aged 4-8 years, their practitioners and primary carers as 'theoretical sampling'. Consequently, multi-modal case studies were constructed with children (n=138) and their practitioners (n=17) in three ‘good’ schools, with selected children and their primary carers also participating at home. This paper reports on data emerging from children aged 4-8 years at school (n=17) and at home (n=5). Outcomes indicate that participating children found diverse solutions to diverse problems, some of which they set themselves. Some solutions engaged children in high order thinking, whilst others did not; selecting resources and trialing activities engaged children in 'finding solutions'. Conversely, when children's time, provocations and activities were directed by adults, the quality of their solutions was limited, they focused on pleasing adults and their motivation to propose solutions decreased. In this study, professional researchers recognised 'finding solutions' as research behaviour and children aged 4-8 years naturalistically presented with capacities for finding solutions; however, the children's encounters with adults affected the solutions they found

Perspectives on the ‘silent period’ for emergent bilinguals in England

This paper draws together the research findings from two ethnographic studies (Drury, 2007; Bligh, 2011) as a means to problematize the ‘silent period’ as experienced by young bilingual learners in two English speaking early years settings in England. Most teachers and senior early years practitioners in England are monolingual English speakers. The children (regardless of their mother tongue) are taught through the medium of spoken and written English in and through all subject areas. Bilingual learning through the mother tongue is not only disregarded in most schools in England but is actively discouraged in some. Three emergent bilingual learners were re-examined as case studies. Suki and Adyta (Bligh, 2011) of Japanese and Punjabi decent and Nazma (Drury, 2007) of Kashmiri descent were observed whilst they each negotiated new ways of knowing within and through an English pre-school setting. Sociocultural insights into how these young children employ their silenced mother tongue to negotiate their learning creates a fuller and richer portrait of the emergent bilingual learner both in and outside of preschool. These collaborative research findings present the silent period as agentive (Drury, 2007) and as a crucial time for self-mediated learning (Bligh, 2011) within the early years community of practice

Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Leadership has been under-researched in the Early Years (EY) sector of primary schools in England, especially in leading change for professional development. The aim of this paper is to theorise what the leadership culture for EY practitioners looks like, and how Initial Teacher Training providers and schools are preparing practitioners for leadership. Using case studies of EY practitioners in different stages of their career in primary schools, we offer an insight into their preparedness for leadership in EY, the implication being that leadership training requires an understanding and embedding of the EY culture and context. Interviews with both sample groups allowed for deeper insight into the lived world. Interviews were also conducted with the head teachers to gain an overview of the leadership preparation they provided. The main findings suggest that newer EY practitioners are better prepared for leadership from their university training in comparison to more experienced EY practitioners

'Just open your eyes a bit more': The methodological challenges of researching black and minority ethnic students' experiences of physical education teacher education

In this paper we discuss some of the challenges of centralising 'race' and ethnicity in Physical Education (PE) research, through reflecting on the design and implementation of a study exploring Black and minority ethnic students' experiences of their teacher education. Our aim in the paper is to contribute to ongoing theoretical and methodological debates about intersectionality, and specifically about difference and power in the research process. As McCorkel and Myers notes, the 'researchers' backstage'-the assumptions, motivations, narratives and relations-that underpin any research are not always made visible and yet are highly significant in judging the quality and substance of the resulting project. As feminists, we argue that the invisibility of 'race' and ethnicity within Physical Education Teacher Education (PETE), and PE research more widely, is untenable; however, we also show how centralising 'race' and ethnicity raised significant methodological and epistemological questions, particularly given our position as White researchers and lecturers. In this paper, we reflect on a number of aspects of our research 'journey': the theoretical and methodological challenges of operationalising concepts of 'race' and ethnicity, the practical issues and dilemmas involved in recruiting participants for the study, the difficulties of 'talking race' personally and professionally and challenges of representing the experiences of 'others'. © 2012 Copyright Taylor and Francis Group, LLC