Researching creatively with pupils in Assessment for Learning (AfL) classrooms on experiences of participation and consultation

This paper reports on an ESRC TLRP project, Consulting Pupils on the Assessment of their Learning (CPAL). The CPAL project provides an additional theoretical perspective to the ‘educational benefits’ perspective of engaging pupil voice in learning and teaching (Rudduck et al., 2003) through its exploration of pupil rights specifically in relation to assessment issues presently on the policy agenda in the Northern Ireland context – notably Assessment for Learning (AfL). An emergent framework for assessing pupil rights, based on Article 12 of the United Nations Convention on the Rights of the Child (Lundy, 2007), is being used to explore the ways in which AfL classroom practice creates the conditions for increased pupil participation and consultation. Pupil views on their AfL classroom experiences and participation are explored by means of a variety of pupil-centred, creative research methods that engage and stimulate pupils to observe, communicate and analyse their learning and assessment experiences and give meaning to them. This presentation highlights preliminary data based on a sample of 11-14 years pupils' experiences of participation and consultation in classrooms adopting AfL pedagogical principles, and identifies characteristics that support or inhibit pupil participation in their learning and the expression of their views about such matters

Negotiating Intersubjectivity as Methodology: Ethnographic Fieldwork and the Co-Production of Knowledge

How is ethnographic knowledge fashioned and impressions managed during power-laden, discursive interview events? This chapter examines ethnographic encounters with foreign investors, development workers, and government officials in Guinea-Bissau as a way to explore intersubjectivity as a site of meaning making. These encounters take place in negotiated spaces where the dynamics of the encounter are fluid and contextually sensitive. Through an analysis of the co- production of knowledge, social researchers can begin to examine intersubjectivity within the ethnographic interview as both a shared resource and a potential liability for ethnographic interlocutors. This chapter highlights some of the methodological implications of negotiating and evaluating intersubjectivity

The Long-Baseline Neutrino Experiment: Exploring Fundamental Symmetries of the Universe

The preponderance of matter over antimatter in the early Universe, the dynamics of the supernova bursts that produced the heavy elements necessary for life and whether protons eventually decay --- these mysteries at the forefront of particle physics and astrophysics are key to understanding the early evolution of our Universe, its current state and its eventual fate. The Long-Baseline Neutrino Experiment (LBNE) represents an extensively developed plan for a world-class experiment dedicated to addressing these questions. LBNE is conceived around three central components: (1) a new, high-intensity neutrino source generated from a megawatt-class proton accelerator at Fermi National Accelerator Laboratory, (2) a near neutrino detector just downstream of the source, and (3) a massive liquid argon time-projection chamber deployed as a far detector deep underground at the Sanford Underground Research Facility. This facility, located at the site of the former Homestake Mine in Lead, South Dakota, is approximately 1,300 km from the neutrino source at Fermilab -- a distance (baseline) that delivers optimal sensitivity to neutrino charge-parity symmetry violation and mass ordering effects. This ambitious yet cost-effective design incorporates scalability and flexibility and can accommodate a variety of upgrades and contributions. With its exceptional combination of experimental configuration, technical capabilities, and potential for transformative discoveries, LBNE promises to be a vital facility for the field of particle physics worldwide, providing physicists from around the globe with opportunities to collaborate in a twenty to thirty year program of exciting science. In this document we provide a comprehensive overview of LBNE's scientific objectives, its place in the landscape of neutrino physics worldwide, the technologies it will incorporate and the capabilities it will possess.Comment: Major update of previous version. This is the reference document for LBNE science program and current status. Chapters 1, 3, and 9 provide a comprehensive overview of LBNE's scientific objectives, its place in the landscape of neutrino physics worldwide, the technologies it will incorporate and the capabilities it will possess. 288 pages, 116 figure

Consulting pupils on the assessment of their learning

TLRP Research Briefing of the Consulting Pupils on the Assessment of their Learning (CPAL) Project, www.cpal.qub.ac.uk. Official URL: www.tlrp.org/proj/leitch.htmlThis project examined pupils’ participation in their own assessment from a children’s rights perspective, based on the United Nations Convention on the Rights of the Child. It demonstrated that when genuine opportunities for participating in and understanding assessment are presented, pupils engage in the outcomes of their learning and focus on their progress. Children show the motivation and capacity to be involved in decision-making processes where policy makers use child-centred methods to consult children directly

Consulting secondary school students on increasing participation in their own assessment in Northern Ireland

The Consulting Pupils on the Assessment of their Learning (CPAL) project comprised three interrelated studies focusing on (1) the development of Annual Pupil profiles in NI in the context of giving pupils ‘a voice’ (Lundy, 2007); (2) students' perceptions of ‘AfL classrooms’; and (3) teachers' and parents' perceptions of pupils increasing participation in assessment. This paper presents the main findings and educational implications of studies 2 and 3 which consulted pupils at key stage 3 (11-14 years). It identifies teachers', parents' and students' perceptions of the increasing pupil participation in the assessment of their own classroom learning. Preliminary findings of this twenty-one month study, completed at the end of February 2007, were presented in this ECER Children's Rights Network last year (see Leitch et al. 2006). This presentation updates some of the main findings for Key stage 3 pupils. The samples included approximately 200 students and a sample of their parents (n=180) from six post-primary schools in Northern Ireland, as well as 11 teachers of different subjects (i.e. Arts, Maths, English, Geography and Science). All teachers were engaged in an in-service course to help them embed Assessment for Learning (AfL) - a pedagogical approach that emphasizes the use of formative assessment to help students take control of their own learning by being aware of where they are, ‘where they need to go to improve, and how best to get there’ (Gardner, 2006). It establishes that, where principles of AfL are embedded in practice, pupils can experience high levels of participation in their learning and assessment. However, the relationship between consultation and participation requires further clarification and there is a need is to promote greater consistency amongst teachers in understanding what consultation means from a rights-based perspective

Consulting Pupils on the Assessment of their Learning: TLRP Research Briefing 36

This project examined pupils’ participation in their own assessment from a children’s rights perspective, based on the United Nations Convention on the Rights of the Child. It demonstrated that when genuine opportunities for participating in and understanding assessment are presented, pupils engage in the outcomes of their learning and focus on their progress. Children show the motivation and capacity to be involved in decision-making processes where policy makers use child-centred methods to consult children directly

Organic Matter Quality Influences Aerobic and Anaerobic Respiration Rates in Peatland Soils

The vulnerability of peatland carbon reservoirs to decomposition in a warming climate remains a key uncertainty in Earth System Models. This will be determined in part by the quality of the peatland organic matter, i.e. the ease by which it is decomposed by the microbial community. We developed an index of organic matter quality based on the biochemical composition of the peat. The index uses a principal components analysis of proxies based on the carbohydrate composition, hydrolysable amino acids, C:N, pH, and nutrient availability in the peat porewater. The index was compared with measurements of aerobic and anaerobic respiration rates from microcosm incubations of peat from several depth intervals in cores collected from four areas of Miner Lake Bog (Fennville, MI). We found that both the index and respiration rates declined with depth in the cores. In general, the correlation between organic matter quality and respiration was strongest for aerobic CO2 production, intermediate for anaerobic CO2, and weakest for CH4. This indicates that organic matter quality is an important predictor of the vulnerability of peat to decomposition. However, other factors may be more important in determining CH4 production. With further development, the index can be employed in other peatlands to interpret the organic matter quality and predict future greenhouse gas emissions

Cuisine in transition? Organic residue analysis of domestic containers from 9th-14th century Sicily

From the 9th to 14th centuries AD, Sicily experienced a series of rapid and quite radical changes in political regime, but the impact of these regime changes on the lives of the people that experienced them remains largely elusive within the historical narrative. We use a multi-faceted lipid residue approach to give direct chemical evidence of the use of 248 everyday domestic ceramic containers from Islamic and post-Islamic contexts in western Sicily to aid our understanding of daily habits throughout this period of political change. A range of commodities was successfully identified, including animal fats, vegetable products, fruit products (potentially including wine) and plant resins. The study highlights the complexity of residues in early medieval Mediterranean society as, in many cases, mixtures of commodities were observed reflecting sequential cooking events and/or the complex mixtures reflective of medieval recipes. However, overall, there were no clear changes in the composition of the residues following the imposition of Norman control over the island and through subsequent periods, despite some differences between urban centres and rural sites. Thus, lending to the idea that post-Islamic populations largely flourished and benefited from the agricultural systems, resources and recipes left by their predecessors

Neurogenic inflammation after traumatic brain injury and its potentiation of classical inflammation

Background: The neuroinflammatory response following traumatic brain injury (TBI) is known to be a key secondary injury factor that can drive ongoing neuronal injury. Despite this, treatments that have targeted aspects of the inflammatory pathway have not shown significant efficacy in clinical trials. Main body: We suggest that this may be because classical inflammation only represents part of the story, with activation of neurogenic inflammation potentially one of the key initiating inflammatory events following TBI. Indeed, evidence suggests that the transient receptor potential cation channels (TRP channels), TRPV1 and TRPA1, are polymodal receptors that are activated by a variety of stimuli associated with TBI, including mechanical shear stress, leading to the release of neuropeptides such as substance P (SP). SP augments many aspects of the classical inflammatory response via activation of microglia and astrocytes, degranulation of mast cells, and promoting leukocyte migration. Furthermore, SP may initiate the earliest changes seen in blood-brain barrier (BBB) permeability, namely the increased transcellular transport of plasma proteins via activation of caveolae. This is in line with reports that alterations in transcellular transport are seen first following TBI, prior to decreases in expression of tight-junction proteins such as claudin-5 and occludin. Indeed, the receptor for SP, the tachykinin NK1 receptor, is found in caveolae and its activation following TBI may allow influx of albumin and other plasma proteins which directly augment the inflammatory response by activating astrocytes and microglia. Conclusions: As such, the neurogenic inflammatory response can exacerbate classical inflammation via a positive feedback loop, with classical inflammatory mediators such as bradykinin and prostaglandins then further stimulating TRP receptors. Accordingly, complete inhibition of neuroinflammation following TBI may require the inhibition of both classical and neurogenic inflammatory pathways.Frances Corrigan, Kimberley A. Mander, Anna V. Leonard and Robert Vin