A5070827675- Collaborative Teaching and Inclusion
- Parental Involvement in Education
- Early Childhood Education and Development
- School Choice and Performance
- Educational and Psychological Assessments
- Teacher Education and Leadership Studies
- Child Development and Digital Technology
- Education Systems and Policy
- Magnetic confinement fusion research
- Family and Disability Support Research
- Education and Technology Integration
- Innovative Teaching and Learning Methods
- Fusion materials and technologies
- Particle accelerators and beam dynamics
- Superconducting Materials and Applications
- Reading and Literacy Development
- Bullying, Victimization, and Aggression
- Impact of Technology on Adolescents
- Child Therapy and Development
- EFL/ESL Teaching and Learning
- Disability Education and Employment
- Youth Development and Social Support
- Online and Blended Learning
- Educational Practices and Policies
- Diverse Education Studies and Reforms
Culham Science Centre
2011-2024
United Kingdom Atomic Energy Authority
2022-2024
University College London
2008-2023
Culham Centre for Fusion Energy
2011-2021
East China Normal University
2020
University at Buffalo, State University of New York
2020
Royal Military Academy
2020
Oxford University Press (United Kingdom)
2020
Education University of Hong Kong
2020
Université Pierre Mendès France
2020
The heating neutral beam injectors (HNBs) of ITER are designed to deliver 16.7 MW 1 MeV D0 or 0.87 H0 the plasma for up 3600 s. They will be most powerful (NB) ever, delivering higher energy NBs in a tokamak longer than any previous systems have done. design HNBs is based on acceleration and neutralisation negative ions as efficiency conversion accelerated positive so low at required that realistic not possible, whereas H− D− remains acceptable (≈56%).
Abstract In 2021 JET exploited its unique capabilities to operate with T and D–T fuel an ITER-like Be/W wall (JET-ILW). This second major campaign (DTE2), after DTE1 in 1997, represented the culmination of a series enhancements—new fusion diagnostics, new injection capabilities, refurbishment plant, increased auxiliary heating, in-vessel calibration 14 MeV neutron yield monitors—as well as significant advances plasma theory modelling community. DTE2 was complemented by sequence isotope...
This short‐term longitudinal study examined activities at recess and peer relations. We were interested in changes over the school year, sex ethnic mix of groups. Data came from systematic observations 129 pupils (61 boys 68 girls) aged 7–8 years. Results showed that interaction dominated recess. Ball games increased chasing decreased. Aggression was most common during vigorous play conversation, but not ball games. Cleavage boys' girls' activity inevitable. Mixed‐sex supported by particular...
Teaching assistants (TAs) are part of a growing international trend toward paraprofessionals working in public services. There has been controversy over TAs' deployment and appropriate role when supporting the learning pupils with special educational needs (SEN) mainstream schools. Such debates have transformed by findings from large study school support staff UK (the DISS project). The this show that TA negative impact on pupils' academic progress, especially SEN. render current system for...
The ITER project requires additional heating by two neutral beam injectors, each accelerating to 1 MV a 40 A of negative deuterium ions, deliver the plasma power about 17 MW for one hour. As these requirements have never been experimentally met, it was recognized as necessary setup test facility, PRIMA (Padova Research on Megavolt Accelerator), in Italy, including full-size ion source, SPIDER, and prototype whole injector, MITICA, aiming develop injectors be installed ITER. This realization...
Abstract For the past several years, JET scientific programme (Pamela et al 2007 Fusion Eng. Des . 82 590) has been engaged in a multi-campaign effort, including experiments D, H and T, leading up to 2020 first with 50%/50% D–T mixtures since 1997 ever plasmas ITER mix of plasma-facing component materials. this purpose, concerted physics technology was launched view prepare campaign (DTE2). This paper addresses key elements developed by directly contributing preparation. intense preparation...
The main impetus for the SPRinG (social pedagogic research into grouping) project was to address wide gap between potential of group work and its limited use in schools. It is an ambitious that developed key principles strategies improve effectiveness everyday primary classes across a whole school year. On-the-spot video-based systematic observations showed more active, sustained engagement, connectedness, higher order inferential joint reasoning within groups than control comparisons....
This longitudinal study describes playground games of children progressing across their first year schooling. Boys, in comparison with girls, played more games, especially chase and ball a greater variety games. Also, the boys’ increased school year. Girls verbal than boys. The found that facility forecast social competence both girls’ adjustment to grade. Children’s groups remained ethnically segregated Results are discussed terms role as an important developmental task during middle childhood.
Abstract Despite evidence from the USA that children in small classes of less than 20 do better academically there is still a vociferous debate about effects class size differences schools, and considerable gaps our understanding differences. This article summarises results most complete UK analysis to date educational consequences The study had two aims: first, establish whether affect pupils’ academic achievement; second, connections between classroom processes, which might explain any...
This longitudinal research tests the effectiveness of SPRinG programme, which was developed through a collaboration between researchers and teachers designed to provide with strategies for enhancing pupil group work in ‘authentic’ classroom settings. An evaluation study involved comparing pupils classrooms trained skills those who were not terms science attainment. There 560 1027 (8–10 years) experimental control groups respectively. ‘Macro’ attainment data collected at start year. ‘Micro’...
abstract The debate over class sizes in schools has become more heated recent years. Over the past decade or so, at primary level have increased, and without action to contrary look like they will continue rise. In face of this, educational pressure groups others made increasingly strong recommendations about need reduce schools. Government spokespeople drawing on accepted wisdom research, say there is no proven link between school size pupils' progress. Yet research evidence from USA, an...
It is widely assumed that increasing the number of teaching assistants (TAs) in classroom will be beneficial to children, and this one important aim recently implemented Workforce Agreement. But there are still significant gaps knowledge about many aspects their deployment impact. The Class Size Pupil—Adult Ratios (CSPAR) KS2 study built on earlier findings when pupils were reception Key Stage (KS) 1, investigated: (1) TAs classrooms how key parties involved perceived this; (2) effect...
Despite an unprecedented increase in classroom‐based support staff, there are confusing messages about their appropriate deployment and a lack of systematic evidence on impact. This article addresses the impact pupil engagement individual attention commonly known as teaching assistants (TAs), terms of: (1) comparison between TAs teachers; (2) differences pupils with without special educational needs (SEN); (3) primary secondary schools. Systematic observations behaviour 49 schools showed...
Teaching assistants (TAs) comprise a quarter of the school workforce in England and Wales. There has been controversy over TAs' deployment appropriate role regarding supporting learning these debates have transformed by findings from largest study support staff (the DISS project), which show that TA negative impact on pupils' academic progress. This article conceptualises most likely explanations for effects form wider pedagogical model, components enable us to understand terms decisions...
Findings from two studies are discussed in relation to the experiences and challenges faced by teachers trying implement effective group work schools classrooms reflect on lessons learnt about how involve pupils with special educational needs (SEN). The first study reports UK primary school teachers' of implementing a year-long intervention designed improve effectiveness pupils' collaborative group-working (the SPRinG [Social Pedagogic Research into Group-work] project). second MAST [Making...
Following research on the negative impact of support from teaching assistants (TAs) pupils' academic progress, there was a clear need for schools to fundamentally reassess way they use TAs. This article reports findings collaborative project aimed at developing and evaluating alternative strategies using Practitioner-led development trials were structured coherent empirically sound model. Over year intervention, made marked improvements ways TAs deployed in classrooms, prepared lessons...
Findings from the Deployment and Impact of Support Staff project showed that day-to-day support for pupils with special education needs (SEN) in mainstream UK schools is often provided by teaching assistants (TAs), instead teachers. This arrangement main explanation other results project, which found TA had a more profound, negative impact on academic progress SEN than without SEN. There is, however, surprisingly little systematic information overall interactions experienced highest levels...