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Biomarkers of appetite: is there a potential role for metabolomics?
- Katy Horner, Mark Hopkins, Graham Finlayson, Catherine Gibbons, Lorraine Brennan
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- Journal:
- Nutrition Research Reviews / Volume 33 / Issue 2 / December 2020
- Published online by Cambridge University Press:
- 06 March 2020, pp. 271-286
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Knowing the biological signals associated with appetite control is crucial for understanding the regulation of food intake. Biomarkers of appetite have been defined as physiological measures that relate to subjective appetite ratings, measured food intake, or both. Several metabolites including amino acids, lipids and glucose were proposed as key molecules associated with appetite control over 60 years ago, and along with bile acids are all among possible appetite biomarker candidates. Additional metabolites that have been associated with appetite include endocannabinoids, lactate, cortisol and β-hydroxybutyrate. However, although appetite is a complex integrative process, studies often investigated a limited number of markers in isolation. Metabolomics involves the study of small molecules or metabolites present in biological samples such as urine or blood, and may present a powerful approach to further the understanding of appetite control. Using multiple analytical techniques allows the characterisation of molecules, such as carbohydrates, lipids, amino acids, bile acids and fatty acids. Metabolomics has proven successful in identifying markers of consumption of certain foods and biomarkers implicated in several diseases. However, it has been underexploited in appetite control or obesity. The aim of the present narrative review is to: (1) provide an overview of existing metabolites that have been identified in human biofluids and associated with appetite control; and (2) discuss the potential of metabolomics to deepen understanding of appetite control in humans.
Chapter 7 - Self-regulated learning
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- By Patrick Griffin, University of Melbourne, Narelle English, Research Fellow, lecturer in assessment and doctoral candidate at the Assessment Research Centre, University of Melbourne., Nives Nibali, teacher and researcher currently working on a PhD and on the ‘Realising the Potential of Australia's High Capacity Students’ Project., Susan-Marie Harding, Research Fellow at the Assessment Research Centre, University of Melbourne., Lorraine Graham, Professor of Learning Intervention at the Melbourne Graduate School of Education, University of Melbourne.
- Patrick Griffin, University of Melbourne
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- Assessment for Teaching
- Published online:
- 17 August 2019
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- 18 October 2017, pp 141-160
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Summary
Learning Objectives
In this chapter you will learn to:
• define self-regulated learning (SRL)
• understand the importance of self-regulation for both teacher and student
• use evidence of learning to assess and support SRL strategies.
This chapter introduces the concept of student self-regulated learning (SRL). It is included in this book about assessment for teaching because the student must be part-teacher and part-student. It is also included because the rubrics written using the approach in this book complement students’ SRL skills by articulating the competencies they need to assess, monitor and reflect on in their learning. The teacher also has to be part-student. The role of the teacher is less of a transmitter and more of a co-facilitator. The teacher, using the approach of this book and understanding the elements of SRL presented in this chapter, can help the student to take a more active role in SRL. The student becomes dependent on self-assessment and on assessing peers in collaborative arrangements. Now the teacher has two roles: one in facilitating learning and the other in helping students understand the self-assessments that will govern the development of their SRL competency.
Introduction
In earlier chapters of this book we described assessment as the search for evidence of learning. In normal circumstances the search tends to be conducted or managed by the teacher. Student self-assessment may also be defined as students’ search for evidence of their own learning. But is it a search? Do students understand how to produce evidence of what they are learning? How do teachers and students work together to identify learning outcomes, the strategies that lead to those outcomes, and the evidence of having reached or attained those outcomes? Increasingly the role of the teacher is changing, from transmitter to more a facilitator of knowledge.
In this book we emphasise the role of developmental teaching and learning and assessment as key in dealing with the phenomenon of SRL. Both the teacher and the student can follow the student's growth and development if the road map is clear. This is discussed extensively in Chapter 10. For now, we will focus on the ideas of developmental teaching and learning where both the teacher and the student need to understand the developmental pathway the student is following.
Chapter 6 - Learning for all
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp 137-167
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Summary
Intended learning outcomes
Engagement with the text in this chapter will enable readers to do the following:
utilise the ATRiUM capabilities to focus on the strengths and needs of individual students when planning and implementing responsive teaching for effective learning
explain the limitations of using labels to categorise the learning needs of students with disabilities or learning difficulties and understand that responsive teachers focus on learning, not labels, in order to best provide learning for all
describe key aspects of some major disability categories and identify capabilities on which to focus when planning learning support for students with disabilities or learning difficulties
reflect on how collaboration with families and systematic frameworks for intervention inform and support responsive teaching
distinguish how key strategies and instructional approaches support teaching for learning for all
Big ideas
In learning for all, responsive teachers strive to provide teaching and learning that meet the needs of all learners. This requires insight into the needs of all students in the class and knowledge about evidence-based strategies and approaches to teaching.
All learners have similar fundamental learning needs, yet every learner is different. These differences matter, especially in terms of planned, responsive teaching and effective learning.
By viewing students with disabilities or learning difficulties through the lens of ATRiUM capabilities, teachers can gain valuable insights that provide important information for teaching and learning.
Although knowing about disability categories may provide teachers with useful information about student learning, an overt focus on disabilities or learning difficulties can lead teachers to view students in terms of what they can’t do rather than what they can do.
Collaboration with the families of students with disabilities or learning difficulties facilitates information-sharing that is beneficial to all.
Early intervention is predicated upon the assumption that providing timely, appropriate support for learning can reduce the impact of disability, with long-term benefits for individuals, their families and their communities.
Research has validated some key instructional approaches that lead to improved learning outcomes for students with disabilities or learning difficulties. Combining direct instruction and strategy instruction is a fundamentally effective approach for supporting learning for all.
Chapter 1 - Introduction to sustainable learning
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp 1-21
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Summary
Intended learning outcomes
Engagement with the text in this chapter will enable readers to do the following:
understand the framework of this book and its overall focus on sustainable learning as a way of bringing together inclusive teaching and learning practices in contemporary classrooms
delineate important concepts associated with special and inclusive education and effective teaching and understand how these are related through sustainable learning
be familiar with key terms used in this text and understand their derivation
understand how relevant legislative frameworks apply to educators’ responsibilities and education provision to students with disabilities or learning difficulties
Big ideas
Sustainable learning is learning for all, teaching that matters and learning that lasts. Its foundation is effective classroom practice, and its goal is to provide for the learning needs of all students throughout their school years and into lifelong learning.
Effective teaching occurs within a series of nested frameworks. Legislative frameworks define teacher responsibilities.
Teaching for sustainable learning pays attention to students’ cultures and their relationships with places, families and communities. Such teaching is responsible, relevant and intentional and focuses on the key capabilities of human performance.
The key capabilities of human performance can be summarised using the acronym ATRiUM, which stands for Active learning; Thinking; Relating to others; Using language, symbols and information and communication technology (ICT); and Managing self.
Dedication
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp v-vi
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List of figures and tables
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp xii-xii
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Chapter 7 - Teaching that matters
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp 168-201
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Summary
Intended learning outcomes
Engagement with the text in this chapter will enable readers to do the following:
describe the kind of teaching that is effective for students in inclusive classrooms
understand the organisation and actions involved in differentiating instruction and making educational adjustments
define and discuss the 10 essential skills that guide differentiated instruction for teaching that matters
Big ideas
Teaching that matters recognises that although all learners have similar types of learning needs, every learner is different. These differences matter in terms of effective teaching.
Whole-school and classroom approaches should be coordinated to support the most effective teaching that matters.
Differentiated instruction can be implemented in a simple but systematic way.
Using pre-testing and post-testing to inform inclusive planning and differentiating instruction gives teachers more information to use in tailoring instruction.
Planning instruction is important because differentiation should be considered in terms of intended learning outcomes.
The simplicity principle means that differentiated instruction should occur only when necessary. It is important to maintain realistically high expectations for all students’ performance.
Evidence-based practices that underpin teaching provide ways in which to address problems in literacy, numeracy and other areas experienced by students with disabilities or learning difficulties.
Introduction
Sustainable learning depends on teaching that matters. This chapter builds on the content of chapter 6 to focus on the differentiation of instruction in inclusive classrooms. With a growing evidence base of effective teaching practices available from websites like the What Works Clearinghouse (n.d.), the BES (Iterative Best Evidence Synthesis) Programme (Education Counts, n.d.) and Scootle (2014), teachers have an ever-expanding choice of effective strategies to utilise when learners need a different way to master a lesson’s learning intentions.
Frontmatter
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp i-iv
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Chapter 2 - Learning processes
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp 22-47
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Summary
Intended learning outcomes
Engagement with the text in this chapter will enable readers to do the following:
articulate an understanding of what learning is in the context of school
describe how the ATRiUM capabilities relate to the cultural, interpersonal, intrapersonal, physical and cognitive dimensions of learning
explain some key learning theories and principles and identify how they are evident in effective teaching practice
develop an understanding of learning as a developmental process that results in individual differences
describe cognitive processes of learning from an information processing perspective
Big ideas
Learning is a thinking process. It is developmental and cumulative. Understandings of what learning is are often culturally determined.
Despite diverse perceptions of what constitutes knowledge and learning and the myriad factors that impact on how individuals and societies value and transmit knowledge, there are common cognitive processes that constitute the mechanisms of learning. Inclusive, effective pedagogy addresses these cognitive processes of learning.
Teaching and learning are enhanced when teachers have evolving understandings of the cognitive processes of learning and when they develop knowledge about their students’ strengths and needs in terms of these.
Introduction
Learning processes vary with each student, teacher and learning environment. Factors such as values and attitudes, prior experiences and skills and the context and content of the intended learning task determine how individual students engage in learning activities and what they learn. Also, social, emotional and cultural factors impact on student learning and the learning environment. The cultural, interpersonal, intrapersonal, physical and cognitive dimensions of human functioning work together to underpin development and learning. Consequently, learning is complex and diverse, and unique to each individual student.
Chapter 4 - Influences on learning
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp 78-102
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Summary
Intended learning outcomes
Engagement with the text in this chapter will enable readers to do the following:
understand the kinds of ecological factors (social, structural, political, economic, cultural, community, family and school) that influence learning and provide specific examples of these
reflect on the nature of physical, cognitive, intrapersonal, interpersonal and cultural diversity and compare the types of developmental differences that can occur between learners
analyse how specific aspects of development support and hinder learning
Big ideas
Each learner brings a complex combination of abilities, strengths and potential to the school setting, embedded within particular cultural, linguistic, emotional, spiritual and familial contexts. Many factors can support or hinder learning. Influences on student learning can be found both within and outside the individual learner.
Each educational setting and classroom creates its own context and operates using a set of embedded expectations. Effective teachers understand and manage classroom diversity to create equitable learning opportunities for all students.
All learners can experience periods of learning difficulty due to different developmental rates, health, home resources, family (whānau) stressors and relationships as well as mismatches between teaching and learning needs. These influence the key learning processes, which can be summed up in the acronym ATRiUM.
Students experiencing significant difficulties in learning and behaviour in the classroom may have complex disabilities or learning difficulties. Specific impairments (for example, auditory, visual, physical or intellectual, or those brought about through chronic illness or brain injury) generate the need for particular long-term adaptations to allow equity of access to learning opportunities.
Teachers and families (whānau) need to develop a shared understanding of each learner’s strengths and learning needs without creating limitations or barriers to learning based on labels, language or assumptions. Teachers must make sense of what supports and what hinders learning for individual learners in order to effectively personalise teaching and differentiate instruction for their students.
Sustainable Learning
- Inclusive Practices for 21st Century Classrooms
- Lorraine Graham, Jeanette Berman, Anne Bellert
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- 06 August 2018
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- 15 January 2015
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Sustainable Learning: Inclusive Practices for 21st Century Classrooms provides readers with the knowledge and skills to be confident and effective inclusive teachers. The authors show that these skills are essential to quality teaching – teaching that is evidence-based, purposeful, relevant and responsive to students' needs. The book employs three overarching frameworks to examine inclusive practices in education: equity (learning for all), values (learning that matters) and sustainability (learning that lasts). Chapter features include:'Think and do' exercisesExamples, case studies and vignettes Tables, figures and diagrams to help readers visualise core ideas, theories and themes.It encourages teachers to see all students as developing learners and to consider the complexities and diversity of learning in the 21st century. In doing so, it canvasses topics such as a sustainable approach to inclusion, learning processes, teaching processes, differentiation, assessment to support teaching and learning, and life-long learning.
About the authors
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp xiii-xiv
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Index
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp 226-233
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Chapter 8 - Learning that lasts
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp 202-223
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Summary
Intended learning outcomes
Engagement with the text in this chapter will enable readers to do the following:
know how to facilitate effective transitions between home and school for all students, and especially for students with disabilities and learning difficulties
consider how action research underpins learning that lasts for teachers
constructively critique the model of professional learning described
analyse and add to the strategies presented for addressing learning difficulties
access information about assistive technologies available to support students with disabilities and learning difficulties
Big ideas
Learning that lasts is meaningful, intentional and future directed.
Future-directed learning is focused on transitions to educational settings, between educational settings and from school to work.
Action research cycles grow out of the RTF and can guide professional practice to foster teacher learning that lasts.
A promising model of professional development involves exploring how different professionals create connections and how artefacts from one community are introduced into another.
Literacy, numeracy and ICT competencies provide a foundation for lifelong learning.
Individual, context and technology factors must be considered when matching individuals with assistive technology.
Introduction
Learning that lasts is learning that underpins lifelong development and active engagement in society. It dynamically embodies the ATRiUM capabilities in the independent and social activities of living. Specifically, it is learning stemming from the application of individuals’ capabilities in current and new learning situations. Active learners apply their thinking skills, practise self-regulation and self-management skills and develop and maintain positive attitudes to learning throughout their lives. They also initiate their own learning opportunities and use flexible problem-solving strategies in response to novel situations.
Chapter 3 - Teaching processes
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp 48-77
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Summary
Intended learning outcomes
Engagement with the text in this chapter will enable readers to do the following:
explain why teaching is considered a profession and describe the fundamental professional responsibilities of inclusive teachers
understand that effective, responsive teaching results from a reiterative teaching–learning cycle of evaluating teaching, planning for learning and assessment, teaching, and reflection, as described in the RTF, introduced in this chapter
recognise that workplace skills such as organisation, communication and fostering good interpersonal relationships have specific applications in teaching, and that collaboration and data literacy are increasingly important for teachers’ professional learning
describe pedagogy, effective pedagogy and pedagogical content knowledge and articulate how they relate to inclusive teaching practice
Big ideas
Teaching is a profession that provides service for the benefit of others. As professionals, teachers engage in continuing professional learning and open their activities and decision-making processes to constructive evaluation by other members of the profession.
Teachers design instruction and facilitate student learning. Effective teaching occurs within a continuous, responsive cycle of understanding context, planning, implementing teaching and learning activities, assessment procedures, providing feedback, reflection and evaluation.
There are particular ways of organising information and resources and of interacting with others that are specific to the teaching profession. Collaborating with colleagues about student learning is a powerful way to improve teacher knowledge and practice.
Teaching matters: it impacts on student outcomes throughout their lives and affects national productivity. Effective, responsive teaching for all students is a key approach for achieving equity of educational outcomes.
Inclusive practices for 21st century classrooms
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp 224-225
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Summary
Sustainable learning is flexible and adaptable, with a focus on responsive action attuned to students’ needs, the valid assessment of learning progress and the evaluation of teaching effectiveness. In this book we have presented learning for all, teaching that matters and learning that lasts as major considerations for shaping, planning and implementing contemporary inclusive practice. The RTF and its reiterative set of questions introduce an approach to inclusive practice that is strengths based and concerned with orchestrating classroom organisation and teaching actions in order to facilitate student learning. In keeping with the ATRiUM metaphor, this approach to inclusion suggests that learners have the space and light required to learn and can use and develop knowledge and skills to a higher level, given the right conditions.
Good teaching does not follow a one-size-fits-all approach but acknowledges that students have different learning needs. Responsive teachers have knowledge about learning trajectories that are typical within curriculum domains and use this knowledge to plan and differentiate their teaching in response to learning contexts and their students’ learning needs. Importantly, responsive teachers also understand that some learners have complex profiles that do not fit expected learning and development trajectories. Valid assessment is vital as a foundation for responsive teaching, because it focuses on gathering information about all students’ thinking and understanding and about the effectiveness of teaching.
Chapter 5 - Assessment and feedback
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp 103-136
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Summary
Intended learning outcomes
Engagement with the text in this chapter will enable readers to do the following:
explain how assessment supports effective teaching and sustainable learning
compare and contrast assessment of learning, assessment for learning and assessment as learning
articulate how assessment is embedded in the responsive teaching cycle
distinguish between various assessment approaches and choose strategies that best fit different educational purposes
explain the effects of different feedback types on learning
Big ideas
Teachers’ use of assessment and students’ involvement with assessment practices should support effective teaching and sustainable learning.
Assessment information needs to be made available to learners and their families (whānau) in the form of feedback and reporting so that responsibility for learning is shared and support for self-regulated learning development is provided.
Assessment is ongoing throughout the teaching cycle. All classroom decision-making is based on assessment of learning, assessment for learning and assessment as learning (DEECD 2014).
Assessment of learning is traditional assessment that identifies and measures what has been learnt. This is important but is no longer enough for responsive teachers.
Assessment for learning aims to acknowledge growth and learning, determine achievement, identify current learning needs and necessary adaptations and evaluate the instruction’s effectiveness. It ensures that factors that support and hinder learning are investigated in order to personalise learning.
Assessment as learning is assessment that creates learning opportunities. A formalised type of this kind of assessment practice is known as dynamic assessment.
Contents
- Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
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- Book:
- Sustainable Learning
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- 06 August 2018
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- 15 January 2015, pp ix-xi
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An exploratory study of the associations between maternal iron status in pregnancy and childhood wheeze and atopy
- Bright I. Nwaru, Helen Hayes, Lorraine Gambling, Leone C. A. Craig, Keith Allan, Nanda Prabhu, Steven W. Turner, Geraldine McNeill, Maijaliisa Erkkola, Anthony Seaton, Harry J. McArdle, Graham Devereux
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- Journal:
- British Journal of Nutrition / Volume 112 / Issue 12 / 28 December 2014
- Published online by Cambridge University Press:
- 24 October 2014, pp. 2018-2027
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- 28 December 2014
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Maternal nutritional status during pregnancy has been reported to be associated with childhood asthma and atopic disease. The Avon Longitudinal Study of Parents and Children has reported associations between reduced umbilical cord Fe status and childhood wheeze and eczema; however, follow-up was short and lung function was not measured. In the present study, the associations between maternal Fe status during pregnancy and childhood outcomes in the first 10 years of life were investigated in a subgroup of 157 mother–child pairs from a birth cohort with complete maternal, fetal ultrasound, blood and child follow-up data. Maternal Fe intake was assessed using FFQ at 32 weeks of gestation and Hb concentrations and serum Fe status (ferritin, soluble transferrin receptor and TfR-F (transferrin receptor:ferritin) index) were measured at 11 weeks of gestation and at delivery. Maternal Fe intake, Hb concentrations and serum Fe status were found to be not associated with fetal or birth measurements. Unit increases in first-trimester maternal serum TfR concentrations (OR 1·44, 95 % CI 1·05, 1·99) and TfR-F index (OR 1·42, 95 % CI 1·10, 1·82) (i.e. decreasing Fe status) were found to be associated with an increased risk of wheeze, while unit increases in serum ferritin concentrations (i.e. increasing Fe status) were found to be associated with increases in standardised mean peak expiratory flow (PEF) (β 0·25, 95 % CI 0·09, 0·42) and forced expiratory volume in the first second (FEV1) (β 0·20, 95 % CI 0·08, 0·32) up to 10 years of age. Increasing maternal serum TfR-F index at delivery was found to be associated with an increased risk of atopic sensitisation (OR 1·35, 95 % CI 1·02, 1·79). The results of the present study suggest that reduced maternal Fe status during pregnancy is adversely associated with childhood wheeze, lung function and atopic sensitisation, justifying further studies on maternal Fe status and childhood asthma and atopic disease.
Contributors
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- By Rene Almeling, John B. Appleby, Lucy Blake, Kate Bourne, Andrea Mechanick Braverman, Naomi Cahn, Lorraine Culley, Fatemeh Ebtehaj, Jeannette Edwards, Tabitha Freeman, Lucy Frith, Susan Golombok, Susanna Graham, Cathy Herbrand, Nicky Hudson, Susan Imrie, Vasanti Jadva, Sarah Jennings, Anja J. Karnein, Hallvard Lillehammer, Julie McCandless, Petra Nordqvist, Guido Pennings, Veerle Provoost, Martin Richards, Sally Sheldon, Carol Smart, Marcin Smietana, Venessa Smith, Helen Statham, Sophie Zadeh, Irenee Daly, Yolanda Garcia-Ruiz, Zeynep Gürtin, Robert Klitzman, Soraya Tremayne, Sheryl Vanderpoel, Effy Vayena, Katharine Wright
- Edited by Tabitha Freeman, University of Cambridge, Susanna Graham, University of Cambridge, Fatemeh Ebtehaj, University of Cambridge, Martin Richards, University of Cambridge
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- Relatedness in Assisted Reproduction
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- 05 August 2014
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- 14 August 2014, pp vii-ix
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