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5,056 results on '"Attard P"'

2. Reflecting on the School Mathematics Experiences of Adults with Down Syndrome. Attending to Student Diversity in Mathematics Education in Inclusive Settings. [Symposium]

Author

Matt Thompson, Catherine Attard, and Kathryn Holmes

Abstract

This paper reports on a section of a larger study, investigating the mathematics experiences of Down syndrome (DS) learners in Australian Primary Schools. Developing the numeracy skills to experience independence in post school settings is crucial for individuals with DS. The aim of this paper is to share the school mathematics experiences of six DS adults and their parents/carers to ascertain if their experiences (DS adults) with mathematics when they were at school have had consequences for how they engage and participate in society as adults. Initial findings suggest that DS adults' mathematics experiences have impacted on their quality of life in a post-school setting.

Published
2024

5. The X-ray Integral Field Unit at the end of the Athena reformulation phase

Author

Peille, Philippe, Barret, Didier, Cucchetti, Edoardo, Albouys, Vincent, Piro, Luigi, Simionescu, Aurora, Cappi, Massimo, Bellouard, Elise, Cénac-Morthé, Céline, Daniel, Christophe, Pradines, Alice, Finoguenov, Alexis, Kelley, Richard, Mas-Hesse, J. Miguel, Paltani, Stéphane, Rauw, Gregor, Rozanska, Agata, Svoboda, Jiri, Wilms, Joern, Audard, Marc, Bozzo, Enrico, Costantini, Elisa, Dadina, Mauro, Dauser, Thomas, Decourchelle, Anne, den Herder, Jan-Willem, Goldwurm, Andrea, Jonker, Peter, Markowitz, Alex, Mendez, Mariano, Miniutti, Giovanni, Molendi, Silvano, Nicastro, Fabrizio, Pajot, François, Pointecouteau, Etienne, Pratt, Gabriel W., Schaye, Joop, Vink, Jacco, Webb, Natalie, Bandler, Simon, Barbera, Marco, Ceballos, Maria Teresa, Charles, Ivan, den Hartog, Roland, Doriese, W. Bertrand, Duval, Jean-Marc, Gatti, Flavio, Jackson, Brian, Kilbourne, Caroline, Macculi, Claudio, Martin, Sylvain, Parot, Yann, Porter, Frederick, Prêle, Damien, Ravera, Laurent, Smith, Stephen, Soucek, Jan, Thibert, Tanguy, Tuominen, Eija, Acero, Fabio, Ettori, Stefano, Grosso, Nicolas, Kaastra, Jelle, Mazzotta, Pasquale, Miller, Jon, Sciortino, Salvatore, Beaumont, Sophie, D’Andrea, Matteo, de Plaa, Jelle, Eckart, Megan, Gottardi, Luciano, Leutenegger, Maurice, Lotti, Simone, Molin, Alexei, Natalucci, Lorenzo, Adil, Muhammad Qazi, Argan, Andrea, Cavazzuti, Elisabetta, Fiorini, Mauro, Khosropanah, Pourya, Medinaceli Villegas, Eduardo, Minervini, Gabriele, Perry, James, Pinsard, Frederic, Raulin, Desi, Rigano, Manuela, Roelfsema, Peter, Schwander, Denis, Terron, Santiago, Torrioli, Guido, Ullom, Joel, Zuchniak, Monika, Chaoul, Laurence, Torrejon, Jose Miguel, Brachet, Frank, Cobo, Beatriz, Durkin, Malcolm, Fioretti, Valentina, Geoffray, Hervé, Jacques, Lionel, Kirsch, Christian, Lo Cicero, Ugo, Adams, Joseph, Gloaguen, Emilie, Gonzalez, Manuel, Hull, Samuel, Jellyman, Erik, Kiviranta, Mikko, Sakai, Kazuhiro, Taralli, Emanuele, Vaccaro, Davide, van der Hulst, Paul, van der Kuur, Jan, van Leeuwen, Bert-Joost, van Loon, Dennis, Wakeham, Nicholas, Auricchio, Natalia, Brienza, Daniele, Cheatom, Oscar, Franssen, Philippe, Julien, Sabine, Le Mer, Isabelle, Moirin, David, Silva, Vitor, Todaro, Michela, Clerc, Nicolas, Coleiro, Alexis, Ptak, Andy, Puccetti, Simonetta, Surace, Christian, Abdoelkariem, Shariefa, Adami, Christophe, Aicardi, Corinne, André, Jérôme, Angelinelli, Matteo, Anvar, Shebli, Arnaldi, Luis Horacio, Attard, Anthony, Audley, Damian, Bancel, Florian, Banks, Kimberly, Bernard, Vivian, Bij de Vaate, Jan Geralt, Bonino, Donata, Bonnamy, Anthony, Bonny, Patrick, Boreux, Charles, Bounab, Ayoub, Brigitte, Maïmouna, Bruijn, Marcel, Brysbaert, Clément, Bulgarelli, Andrea, Calarco, Simona, Camus, Thierry, Canourgues, Florent, Capobianco, Vito, Cardiel, Nicolas, Celasco, Edvige, Chen, Si, Chervenak, James, Chiarello, Fabio, Clamagirand, Sébastien, Coeur-Joly, Odile, Corcione, Leonardo, Coriat, Mickael, Coulet, Anais, Courty, Bernard, Coynel, Alexandre, D’Ai, Antonino, Dambrauskas, Eugenio, D’anca, Fabio, Dauner, Lea, De Gerone, Matteo, DeNigris, Natalie, Dercksen, Johannes, de Wit, Martin, Dieleman, Pieter, DiPirro, Michael, Doumayrou, Eric, Duband, Lionel, Dubbeldam, Luc, Dupieux, Michel, Dupourqué, Simon, Durand, Jean Louis, Eckert, Dominique, Ferrando, Philippe, Ferrari Barusso, Lorenzo, Finkbeiner, Fred, Fiocchi, Mariateresa, Fossecave, Hervé, Gabici, Stefano, Gallucci, Giovanni, Gant, Florent, Gao, Jian-Rong, Gastaldello, Fabio, Genolet, Ludovic, Ghizzardi, Simona, Giovannini, Elisa, Giustini, Margherita, Givaudan, Alain, Godet, Olivier, Gomez, Alicia, Gonzalez, Raoul, Gozaliasl, Ghassem, Grandsire, Laurent, Granena, David, Gros, Michel, Guerin, Corentin, Guilhem, Emmanuel, Guizzo, Gian Paolo, Gu, Liyi, Irwin, Kent, Jacquey, Christian, Janiuk, Agnieszka, Jaubert, Jean, Jolly, Antoine, Jourdan, Thierry, Knödlseder, Jürgen, König, Ole, Korb, Andrew, Kreykenbohm, Ingo, Lafforgue, David, Lan, Radek, Larrieu, Maélyss, Laudet, Philippe, Laurent, Philippe, Laurent, Sylvain, Laurenza, Monica, Le Cam, Maël, Lesrel, Jean, Ligori, Sebastiano, Lorenz, Maximilian, Luminari, Alfredo, Madsen, Kristin, Maisonnave, Océane, Marelli, Lorenzo, Marty, Wilfried, Massida, Zoé, Massonet, Didier, Maussang, Irwin, Merino Alonso, Pablo Eleazar, Mesquida, Jean, Mineo, Teresa, Montinaro, Nicola, Murat, David, Nagayoshi, Kenichiro, Nazé, Yaël, Noguès, Loïc, Nouals, François, Ortega, Cristina, Panessa, Francesca, Parodi, Luigi, Piconcelli, Enrico, Pinto, Ciro, Porquet, Delphine, Prouvé, Thomas, Punch, Michael, Rioland, Guillaume, Riollet, Marc-Olivier, Rodriguez, Louis, Roig, Anton, Roncarelli, Mauro, Roucayrol, Lionel, Roudil, Gilles, Ruiz de Ocenda, Lander, Sciortino, Luisa, Simonella, Olivier, Sordet, Michael, Taubenschuss, Ulrich, Terrasa, Guilhem, Terrier, Régis, Ubertini, Pietro, Uhlir, Ludek, Uslenghi, Michela, van Weers, Henk, Varisco, Salvatore, Varniere, Peggy, Volpe, Angela, Walmsley, Gavin, Wise, Michael, Wolnievik, Andreas, and Woźniak, Grzegorz

Published
2025
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9. Efficacy of Online Communication Partner Training Package for Student Healthcare Professionals

Author

Emma Power, Michelle C. Attard, Lucette E. Lanyon, and Leanne Togher

Abstract

Background: People with aphasia are vulnerable recipients of healthcare. The nature of the communicative environment and the communication disability can adversely impact access to timely and quality healthcare. Student healthcare professionals are often underprepared to interact successfully with people with aphasia and may benefit from communication partner training (CPT). Aims: To investigate the potential effectiveness and acceptability of a brief, two-part introductory Supported Conversation for Adults with Aphasia (SCA[superscript TM])-based CPT package, delivered to a sample of students across a diverse range of healthcare disciplines. Methods & Procedures: A pre-post-within group experimental design was used to investigate the potential effectiveness and acceptability of an online CPT package (50 minute module + 1 hour workshop) for healthcare students. The Aphasia Attitudes, Strategies and Knowledge (AASK) survey measured participants' knowledge of aphasia, facilitative communication strategies and attitudes towards people with aphasia. Data were collected pre-training, following the training module and following the workshop, and 6 weeks post-training. Statistical analysis was conducted on the AASK data. In addition, participant feedback (ratings and open text responses) was collected after the workshop. Ratings were analysed descriptively, and thematic content analysis was used for open text responses. Outcomes & Results: 236 participants completed the pre-training AASK and 106 completed the AASK at subsequent time points. Statistically significant gains were demonstrated from pre- to post-module completion. Between the end of the module and the end of the workshop, some gains were maintained and others showed further statistically significantly improvements. While all gains were not maintained at the 6-week follow-up, statistically significantly improvements from pre-training scores remained evident. Student feedback was predominantly positive, with suggested improvements for training content and length. Conclusions & Implications: The results provide preliminary evidence that a brief, online CPT package can support student healthcare professionals' knowledge and attitudes towards aphasia and communicating with people with aphasia. Online training was acceptable to students and feasible as an embedded or optional component of curriculum. Ongoing training (e.g., in the form of refresher sessions) and inclusion of a skills-based component are recommended to maximize communication skill development.

Published
2024
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10. Different Facets of Age Perception in People with Developmental Prosopagnosia and 'Super-Recognisers'

Author

Janice Attard-Johnson, Olivia Dark, Ebony Murray, and Sarah Bate

Abstract

The interplay between facial age and facial identity is evident from several scenarios experienced in daily life, such as when recognising a face several decades after the last exposure. However, the link between age and identity processing, and how age perception abilities might diverge in individuals with different face processing abilities, has scarcely been considered. Furthermore, the approach used to test age perception ability may also influence outcome, but the effect of different paradigms on performance is not yet known. Across three studies, we compare super-recognisers (SRs), people with developmental prosopagnosia (DPs), and a group of neurotypical controls, on three age perception paradigms. There were no differences on the numeric age estimation task (i.e. providing precise age estimates for a series of faces; Study 1), and numeric age estimation task with added noise-distortion to stimuli (Study 2). However, SRs were more accurate when instructed to classify ambient faces as either over- or under- the age of 18 compared to both DPs and controls (Study 3). Thus, there may be nuanced differences in age processing which can be tapped into using separate paradigms; however, given that the difference is only with SRs it remains unclear to what extent these are linked to facial identity processing.

Published
2024
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12. Single cell and spatial transcriptomics highlight the interaction of club-like cells with immunosuppressive myeloid cells in prostate cancer

Author

Kiviaho, Antti, Eerola, Sini K., Kallio, Heini M. L., Andersen, Maria K., Hoikka, Miina, Tiihonen, Aliisa M., Salonen, Iida, Spotbeen, Xander, Giesen, Alexander, Parker, Charles T. A., Taavitsainen, Sinja, Hantula, Olli, Marttinen, Mikael, Hermelo, Ismaïl, Ismail, Mazlina, Midtbust, Elise, Wess, Maximilian, Devlies, Wout, Sharma, Abhibhav, Krossa, Sebastian, Häkkinen, Tomi, Afyounian, Ebrahim, Vandereyken, Katy, Kint, Sam, Kesseli, Juha, Tolonen, Teemu, Tammela, Teuvo L. J., Viset, Trond, Størkersen, Øystein, Giskeødegård, Guro F., Rye, Morten B., Murtola, Teemu, Erickson, Andrew, Latonen, Leena, Bova, G. Steven, Mills, Ian G., Joniau, Steven, Swinnen, Johannes V., Voet, Thierry, Mirtti, Tuomas, Attard, Gerhardt, Claessens, Frank, Visakorpi, Tapio, Rautajoki, Kirsi J., Tessem, May-Britt, Urbanucci, Alfonso, and Nykter, Matti

Published
2024
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16. Germline sequencing in men with metastatic castration-resistant prostate cancer from the BARCODE2 study reveals a wide range of pathogenic variants in DNA repair genes

Author

Benafif, Sarah, Jones, Ann-Britt, Merson, Susan, Rageevakumar, Reshma, McGrowder, Eva, Tyler, Matthew, Cafferty, Fay, Hogben, Matthew, Hussain, Nafisa, Bancroft, Elizabeth, Reid, Alison, Wakerell, Sarah, Karlsson, Questa, Saunders, Edward, Whitmore, Ian, Sorensen, Karina Dalsgaard, Dennis, Nening, Black, Evie, Wood, Angela, Richards, Kate, Lees, Kathryn, Perna, Carla, Falconer, Alison, Mills, Jamie, Hughes, Robert, Kumar, Shiyam, Mikropoulos, Christos, Burnett, Stephanie, Attard, Gerhardt, Hall, Emma, Kote-Jarai, Zsofia, and Eeles, Ros

Published
2024
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17. Primary Teachers' Mathematical Self-Concept and Its Relationship with Classroom Practice

Author

Mathematics Education Research Group of Australasia (MERGA), Thompson, Matt, Attard, Catherine, and Holmes, Kathryn

Abstract

Mathematical self-concept refers to the perceived ability that one has in being able to do mathematics. While it has been shown to be a significant predictor for how students learn and apply mathematics, little research has been conducted into the relationship between the mathematical self-concept of teachers and their pedagogical practices in the mathematics classroom. This paper reports on a section of the findings from a small mixed methods study that sought to ascertain the nature of primary teachers' mathematical self-concept and how it is related to their teaching practices. Findings suggest that a teachers' mathematical self-concept does not necessarily reflect the mathematics practices evident in their classroom.

Published
2022

20. Spatial Cognitive Processes Involved in Electronic Circuit Interpretation and Translation: Their Use as Powerful Pedagogical Tools within an Education Scenario

Author

Pule, Sarah and Attard, Jean-Paul

Abstract

While there is much research concerning the interpretation of diagrams such as geographical maps and networks for information systems, there is very little on the diagrams involved in electrical and electronic engineering. Such research is important not only because it supports arguments made for other types of diagrams but also because it informs on the cognitive processes going on while learning electrical and electronic engineering domains, which are generally considered difficult to teach and learn. Such insight is useful to have as a pedagogical tool for teachers. It might also benefit would be self-learners, entrepreneurs, and hobbyists in the field because it can guide self-learning practices. When cognitive practices specific to this knowledge domain are more understood, they might give rise to automated intelligent tutor systems which could be used to augment teaching and learning practices in the education of electrical and electronic engineering. This research analyses the spatial cognitive processes involved in the translation of an electronic circuit schematic diagram into an iconic representation of the same circuit. The work shows that the cognitive affordances of proximity and paths perceived from a circuit schematic diagram have great influence on the design of an iconic diagram, or assembly diagram, representing a topologically equivalent electronic circuit. Such cognitive affordances reflect and affect thought and can be used as powerful pedagogical tools within an educational scenario.

Published
2021

22. An Investigation of the Professional Behaviour, Status, Career and Identities of Teachers in Malta

Author

Attard Tonna, Michelle and Calleja, James

Abstract

Given the current shortage of teachers and the diminishing attraction of the teaching profession, it is important to have analytic and systematic studies of teachers' lives and careers, and to locate teachers' lives within a wider contextual understanding. The rationale for this educational research paper is to study Maltese teachers' professional behaviour and how they define themselves as teachers, particularly in a period of time where teachers in Malta were experiencing reform fatigue. The authors' aims were to explore the factors which motivate people to enter and remain into teaching, and to identify the routes they take throughout their career. Data were collected through an empirical research consisting of an online questionnaire with open-ended questions with teachers (n = 755). One of the findings shows that the majority of teachers enter the profession for altruistic motives, however, if given the opportunity, they would move into another role or profession.

Published
2023
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23. Establishing an Evidence-Base for Supporting Middle Leadership Practice Development in Schools

Author

Peter Grootenboer, Sharon Tindall-Ford, Christine Edwards-Groves, and Catherine Attard

Abstract

Amidst ongoing calls for teaching improvement, there has been growing interest in the work of middle leaders in leading school-based curriculum and professional development. Research and policy initiatives have acknowledged that these leaders in schools are well placed to successfully drive educational change that leads to improved educational outcomes for students. This has led to an increase in development programmes for middle leaders, but there appears to be a distinctive disconnect between the research and theory that should inform these, initiatives. This article reports findings gathered from a questionnaire completed by almost 200 middle leaders from across Australia, conducted as part of a larger national mixed method research studying middle leader practices. The instrument was designed to investigate the practices of middle leaders who were responsible for leading school-based development, based on three domains of middle leading practices: leading and teaching, managing and facilitating, and communicating and collaborating. Multivariate analysis techniques were used to analyse the data, and there were statistically significant differences in the practices of middle leaders based on school type and their professional accreditation levels. Participant responses related to highlighted high administration workload potentially impacted ML practices related to leading teaching and learning.

Published
2023
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24. Is It the Same, Socially? Fully Online Learning and Its Impacts on Social Identification, Academic Performance and Confidence

Author

Riley Attard, Lillian Smyth, Lara Ollis, Krisztina Valter, and Alexandra L. Webb

Abstract

Previous research demonstrates links between student social identification, perceived learning norms, learning approaches and academic outcomes and indicates the value of bolstering student social identification in higher education settings. The current study aimed to examine whether the models identified in this previous research replicated in a fully online environment. This is critical knowledge in the context of the industry-wide debate on the gains and losses of online university. Self-report survey data (N = 112), e-learning analytics and grades were used to examine student social identification, perceptions, behaviours, and outcomes over a 4-month period of online learning during the COVID-19 pandemic. Results were unexpected: previous models failed to replicate in our data. Exploratory analysis identified three ways forward: examination of student learning activity outside of institutionally provided online contexts, revisiting the use of SPQ as a measure of learning approach, and examining student social interactions and identification in a social media-rich online environment.

Published
2023
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25. Teacher Perspectives on Introducing Programming Constructs through Coding Mobile-Based Games to Secondary School Students

Author

Attard, Lara and Busuttil, Leonard

Abstract

Programming is one of the most important aspects of a Computing course. Teaching programming is a challenging task due to a number of factors, ranging from lack of student problem solving skills to different teaching methods. This paper focuses on Maltese Computing teachers' perspectives about the difficulties encountered when teaching programming to secondary school students in order to determine whether introducing programming to secondary school students through creating mobile-based games is an effective method to teach programming constructs. A resource pack consisting of various activities using MIT App Inventor 2 was created which incorporated constructivist approaches to teaching. This resource pack was reviewed by the teachers and their feedback was collected by means of a case study. The teachers agreed that developing mobile-based games would be highly stimulating to their students but there were uncertainties how this would affect students with different learning abilities and due to a general lack of computational thinking and problem-solving skills by most students.

Published
2020

26. An Exploration of Teacher and Student Perceptions of Blended Learning in Four Secondary Mathematics Classrooms

Author

Attard, Catherine and Holmes, Kathryn

Abstract

The COVID-19 pandemic forced many teachers around the world to make a sudden switch from face-to-face to online teaching. This shift in practice has provided an opportunity to reconsider how technology use in mathematics education can be utilised to improve student engagement. In this study, we explore four case studies of Australian secondary mathematics classrooms conducted prior to the COVID-19 pandemic to examine how teachers are using blended learning approaches and how their students perceive these pedagogical practices. Findings across all four sites indicate that technology use expands student opportunities to engage with mathematics learning through the provision of multiple pathways and methods of access. Specifically, we find evidence supporting the use of blended classroom teaching strategies to provide differentiation and personalised learning approaches; visualisation and dynamic manipulation of mathematics concepts; and alternative methods for teacher-student feedback and communication. We argue that the student learning experience in mathematics can be enhanced through a variety of blended learning approaches by allowing for diverse points of access to learning opportunities which are more closely aligned to individual learning needs and free from the temporal constraints of the classroom.

Published
2022
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27. The Emergent Curriculum 'Marries' eTwinning in the Early Years: A Rediscovery of Froebel's Kindergarten through One Transformative Learning Experience in 21st Century Malta

Author

Bonello, Charmaine, Camilleri, Rose Anna, and Attard, Charmaine

Abstract

In 2018, the state Kindergarten sector in Malta (3-5 years) was influenced by the shift from a prescriptive to an emergent curriculum, and the increasing use of eTwinning - a particular scenario that is research-worthy. Through one narrative inquiry of a Kindergarten educator who decided to 'marry' the emergent curriculum and eTwinning in practice, this paper aims to systematically track down the educator's experience of this integration. Findings indicate initial and ongoing challenges overshadowed by sustained success through the synergy created from the philosophically fused emergent curriculum and the eTwinning concept. This study conceptualises the birth of an innovative approach and surfaces a rediscovery of Froebel's 19th-century Kindergarten.

Published
2022
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28. Professional Development of Behavior Analysts in Europe: A Snapshot for 21 Countries

Author

Keenan, Mickey, Dillenburger, Karola, Konrad, Marie-Hélène, Debetencourt, Natacha, Vuksan, Rea, Kourea, Lefki, Pancocha, Karel, Kingsdorf, Sheri, Brandtberg, Henriette Juul, Ozkan, Nursel, Abdelnour, Helene, Da Costa-Meranda, Magali, Schuldt, Steffi, Mellon, Robert, Herman, Alexandra, Tennyson, Alan, Ayvazo, Shiri, Moderato, Paolo, Attard, Natasha, Schenk, Jacqueline, Budzinska, Anna, Virues-Ortega, Javier, Roll-Pettersson, Lise, Strömberg, Dag, Wirth, Silja, Escané, Charlotte, Glaus-Stuessi, Erika, Moskalets, Alla, and Gallagher, Stephen

Published
2023
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30. The Athena X-ray Integral Field Unit: a consolidated design for the system requirement review of the preliminary definition phase

Author

Barret, Didier, Albouys, Vincent, Herder, Jan-Willem den, Piro, Luigi, Cappi, Massimo, Huovelin, Juhani, Kelley, Richard, Mas-Hesse, J. Miguel, Paltani, Stéphane, Rauw, Gregor, Rozanska, Agata, Svoboda, Jiri, Wilms, Joern, Yamasaki, Noriko, Audard, Marc, Bandler, Simon, Barbera, Marco, Barcons, Xavier, Bozzo, Enrico, Ceballos, Maria Teresa, Charles, Ivan, Costantini, Elisa, Dauser, Thomas, Decourchelle, Anne, Duband, Lionel, Duval, Jean-Marc, Fiore, Fabrizio, Gatti, Flavio, Goldwurm, Andrea, Hartog, Roland den, Jackson, Brian, Jonker, Peter, Kilbourne, Caroline, Korpela, Seppo, Macculi, Claudio, Mendez, Mariano, Mitsuda, Kazuhisa, Molendi, Silvano, Pajot, François, Pointecouteau, Etienne, Porter, Frederick, Pratt, Gabriel W., Prêle, Damien, Ravera, Laurent, Sato, Kosuke, Schaye, Joop, Shinozaki, Keisuke, Skup, Konrad, Soucek, Jan, Thibert, Tanguy, Vink, Jacco, Webb, Natalie, Chaoul, Laurence, Raulin, Desi, Simionescu, Aurora, Torrejon, Jose Miguel, Acero, Fabio, Branduardi-Raymont, Graziella, Ettori, Stefano, Finoguenov, Alexis, Grosso, Nicolas, Kaastra, Jelle, Mazzotta, Pasquale, Miller, Jon, Miniutti, Giovanni, Nicastro, Fabrizio, Sciortino, Salvatore, Yamaguchi, Hiroya, Beaumont, Sophie, Cucchetti, Edoardo, D’Andrea, Matteo, Eckart, Megan, Ferrando, Philippe, Kammoun, Elias, Lotti, Simone, Mesnager, Jean-Michel, Natalucci, Lorenzo, Peille, Philippe, de Plaa, Jelle, Ardellier, Florence, Argan, Andrea, Bellouard, Elise, Carron, Jérôme, Cavazzuti, Elisabetta, Fiorini, Mauro, Khosropanah, Pourya, Martin, Sylvain, Perry, James, Pinsard, Frederic, Pradines, Alice, Rigano, Manuela, Roelfsema, Peter, Schwander, Denis, Torrioli, Guido, Ullom, Joel, Vera, Isabel, Villegas, Eduardo Medinaceli, Zuchniak, Monika, Brachet, Frank, Cicero, Ugo Lo, Doriese, William, Durkin, Malcom, Fioretti, Valentina, Geoffray, Hervé, Jacques, Lionel, Kirsch, Christian, Smith, Stephen, Adams, Joseph, Gloaguen, Emilie, Hoogeveen, Ruud, van der Hulst, Paul, Kiviranta, Mikko, van der Kuur, Jan, Ledot, Aurélien, van Leeuwen, Bert-Joost, van Loon, Dennis, Lyautey, Bertrand, Parot, Yann, Sakai, Kazuhiro, van Weers, Henk, Abdoelkariem, Shariefa, Adam, Thomas, Adami, Christophe, Aicardi, Corinne, Akamatsu, Hiroki, Alonso, Pablo Eleazar Merino, Amato, Roberta, André, Jérôme, Angelinelli, Matteo, Anon-Cancela, Manuel, Anvar, Shebli, Atienza, Ricardo, Attard, Anthony, Auricchio, Natalia, Balado, Ana, Bancel, Florian, Barusso, Lorenzo Ferrari, Bascuñan, Arturo, Bernard, Vivian, Berrocal, Alicia, Blin, Sylvie, Bonino, Donata, Bonnet, François, Bonny, Patrick, Boorman, Peter, Boreux, Charles, Bounab, Ayoub, Boutelier, Martin, Boyce, Kevin, Brienza, Daniele, Bruijn, Marcel, Bulgarelli, Andrea, Calarco, Simona, Callanan, Paul, Campello, Alberto Prada, Camus, Thierry, Canourgues, Florent, Capobianco, Vito, Cardiel, Nicolas, Castellani, Florent, Cheatom, Oscar, Chervenak, James, Chiarello, Fabio, Clerc, Laurent, Clerc, Nicolas, Cobo, Beatriz, Coeur-Joly, Odile, Coleiro, Alexis, Colonges, Stéphane, Corcione, Leonardo, Coriat, Mickael, Coynel, Alexandre, Cuttaia, Francesco, D’Ai, Antonino, D’anca, Fabio, Dadina, Mauro, Daniel, Christophe, Dauner, Lea, DeNigris, Natalie, Dercksen, Johannes, DiPirro, Michael, Doumayrou, Eric, Dubbeldam, Luc, Dupieux, Michel, Dupourqué, Simon, Durand, Jean Louis, Eckert, Dominique, Eiriz, Valvanera, Ercolani, Eric, Etcheverry, Christophe, Finkbeiner, Fred, Fiocchi, Mariateresa, Fossecave, Hervé, Franssen, Philippe, Frericks, Martin, Gabici, Stefano, Gant, Florent, Gao, Jian-Rong, Gastaldello, Fabio, Genolet, Ludovic, Ghizzardi, Simona, Gil, Ma Angeles Alcacera, Giovannini, Elisa, Godet, Olivier, Gomez-Elvira, Javier, Gonzalez, Raoul, Gonzalez, Manuel, Gottardi, Luciano, Granat, Dolorès, Gros, Michel, Guignard, Nicolas, Hieltjes, Paul, Hurtado, Adolfo Jesús, Irwin, Kent, Jacquey, Christian, Janiuk, Agnieszka, Jaubert, Jean, Jiménez, Maria, Jolly, Antoine, Jourdan, Thierry, Julien, Sabine, Kedziora, Bartosz, Korb, Andrew, Kreykenbohm, Ingo, König, Ole, Langer, Mathieu, Laudet, Philippe, Laurent, Philippe, Laurenza, Monica, Lesrel, Jean, Ligori, Sebastiano, Lorenz, Maximilian, Luminari, Alfredo, Maffei, Bruno, Maisonnave, Océane, Marelli, Lorenzo, Massonet, Didier, Maussang, Irwin, Melchor, Alejandro Gonzalo, Le Mer, Isabelle, Millan, Francisco Javier San, Millerioux, Jean-Pierre, Mineo, Teresa, Minervini, Gabriele, Molin, Alexeï, Monestes, David, Montinaro, Nicola, Mot, Baptiste, Murat, David, Nagayoshi, Kenichiro, Nazé, Yaël, Noguès, Loïc, Pailot, Damien, Panessa, Francesca, Parodi, Luigi, Petit, Pascal, Piconcelli, Enrico, Pinto, Ciro, Plaza, Jose Miguel Encinas, Plaza, Borja, Poyatos, David, Prouvé, Thomas, Ptak, Andy, Puccetti, Simonetta, Puccio, Elena, Ramon, Pascale, Reina, Manuel, Rioland, Guillaume, Rodriguez, Louis, Roig, Anton, Rollet, Bertrand, Roncarelli, Mauro, Roudil, Gilles, Rudnicki, Tomasz, Sanisidro, Julien, Sciortino, Luisa, Silva, Vitor, Sordet, Michael, Soto-Aguilar, Javier, Spizzi, Pierre, Surace, Christian, Sánchez, Miguel Fernández, Taralli, Emanuele, Terrasa, Guilhem, Terrier, Régis, Todaro, Michela, Ubertini, Pietro, Uslenghi, Michela, de Vaate, Jan Geralt Bij, Vaccaro, Davide, Varisco, Salvatore, Varnière, Peggy, Vibert, Laurent, Vidriales, María, Villa, Fabrizio, Vodopivec, Boris Martin, Volpe, Angela, de Vries, Cor, Wakeham, Nicholas, Walmsley, Gavin, Wise, Michael, de Wit, Martin, and Woźniak, Grzegorz

Published
2023
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32. Copy number architectures define treatment-mediated selection of lethal prostate cancer clones

Author

Hasan, A. M. Mahedi, Cremaschi, Paolo, Wetterskog, Daniel, Jayaram, Anuradha, Wong, Stephen Q., Williams, Scott, Pasam, Anupama, Trigos, Anna, Trujillo, Blanca, Grist, Emily, Friedrich, Stefanie, Vainauskas, Osvaldas, Parry, Marina, Ismail, Mazlina, Devlies, Wout, Wingate, Anna, Linch, Mark, Naceur-Lombardelli, Cristina, Swanton, Charles, Jamal-Hanjani, Mariam, Lise, Stefano, Sandhu, Shahneen, and Attard, Gerhardt

Published
2023
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33. A Comparative Study of Mentoring for New Teachers

Author

Shanks, Rachel, Attard Tonna, Michelle, Krøjgaard, Frede, Annette Paaske, Karen, Robson, Dean, and Bjerkholt, Eva

Abstract

Teacher shortages and retention problems occur globally. This paper explores support for Newly Qualified Teachers (NQTs), in particular the role of mentoring. Reasons for mentoring NQTs include combating isolation and fostering collaboration, enhancing professional practice and retaining teachers in the profession. Three different national environments are compared, with teacher induction programmes at national and local levels providing support for NQTs. We contrast the situation in Scotland, an early adopter of a national teacher induction scheme (2002), with that of Malta where an induction programme has been in place since 2010 and Denmark where there is no national scheme, but some support may be organised at a municipal or school level. In all three countries challenges were found in the enactment of mentoring such as having time for observation and feedback but also in terms of how to mentor. Based on our findings we propose that both mentors and NQTs need time away from their teaching commitments to devote to their mentoring relationship. Furthermore, it would appear from our analysis that while a national induction scheme is important to promote the induction of NQTs, support for the transition into the teaching profession also depends on the individual school context.

Published
2022
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34. The Influence of Animated Cartoons on Primary Children's Views of Social Reality: An Ethnographic Study in a Maltese Primary School

Author

Attard, Robert and Cremona, George

Abstract

This paper presents ways in which animated cartoons influence primary school children's views of social reality based on students' relationships with these characters and their perception of these characters as being 'real'. For this purpose, a mixed methods approach was adopted, in which 9/10-year-old Maltese primary school children were provided with an opportunity to participate in activities related to cartoon characters. In these activities the children (n = 10) provided their interpretations of animated cartoon characters through drawings, writings and verbally during semi-structured interviews and cartoon watching. Thematic analysis was used to analyse the children's verbal expressions and interpretations. From the outcomes of the analysis, educational implications and cross-curricular pedagogical suggestions were then derived through the use of the MIRROR multimodal framework. These educational implications indicate that children can be taught critical thinking skills through the integration of animated cartoons in different curricular subjects. Moreover, the results indicate that students need to be offered the possibility to express themselves through various modes as exemplified in the pedagogical suggestions proposed. These pedagogical suggestions can be used by primary school educators, parents and guardians in order to teach creativity, expressive skills and literacy skills to primary school children.

Published
2022
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35. Your ID, Please? The Effect of Facemasks and Makeup on Perceptions of Age of Young Adult Female Faces

Author

Davis, Hannah and Attard-Johnson, Janice

Abstract

During the COVID-19 pandemic, wearing facemasks was mandatory in the United Kingdom except for individuals with medical exemptions. Facemasks cover the full lower half of the face; however, the effect of facemasks on age perception is not yet known. The present study examined whether age estimation accuracy of unfamiliar young adult women is impaired when the target is wearing a facemask. This study also examined whether makeup, which has previously been shown to increase error bias, further impairs age estimation accuracy when paired with a facemask. The findings indicate that both facemasks and makeup tend to result in overestimation of the young women's age compared to neutral faces, but the combination of both is not additive. Individual level analysis also revealed large individual differences in age estimation accuracy ranging from estimates within 1 year of the target's actual age, and age estimates which deviated by up to 20 years.

Published
2022
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37. They Forget That I'm There: Migrant Students Traversing Language Barriers at School

Author

Cassar, Joanne and Tonna, Michelle Attard

Abstract

The positioning of migrant students within schools of the host country is considerably determined by issues related to the language of instruction adopted in these schools. This article presents a qualitative study conducted in two Maltese girls' secondary schools and examines how teachers and migrant students dealt with language issues. Data were collected through focus groups to find out power dynamics that emerged as a result of the negotiations surrounding issues related to language. The authors draw on Foucault's works on power relations to demonstrate that learning experiences of migrant girls are situated in language and shaped by joint construction of meanings, which students and teachers create. The findings indicate that migrant students' use of language functioned as a source of power, which seemed instrumental in developing a sense of belonging at school. Although the study is located within a specific Maltese context, it may be considered relevant to debates about the experiences of English language learners in other geographical and socio-cultural settings involving migrant students.

Published
2018

38. The Five Question Approach: Disrupting the Linear Approach to Mathematics Teaching

Author

Mathematics Education Research Group of Australasia, Ley, John, Attard, Catherine, and Holmes, Kathryn

Abstract

Student disengagement is influenced by the degree of success that is experienced in the mathematics classroom. In turn, success is often determined by the depth of understanding that students gain during predetermined time frames. This paper reports on the Five Question Approach to teaching mathematics which provides teachers with greater flexibility in content delivery, pacing and consolidation of content. This qualitative case study draws on data collected in three Australian secondary classrooms. Findings indicate that the Five Question Approach led to increased student engagement, academic improvement and a significant decrease in examination anxiety.

Published
2018

39. Dialogic Practices in the Mathematics Classroom

Author

Mathematics Education Research Group of Australasia, Attard, Catherine, Edwards-Groves, Christine, and Grootenboer, Peter

Abstract

Teaching mathematics involves a lot of talking, and dialogic practices are central to most pedagogical practices in mathematics classrooms. Furthermore, for mathematical processes such as 'reasoning', 'explaining' and 'mathematical thinking' to be developed, there is a need for rich and robust dialogic interactions in the classroom. In this paper we investigate the dialogue in a "typical Year 5 mathematics lesson by analysing the transcript using two different analytical frameworks. While the analysis showed that there were many interactions with nearly half being student turns, it was also evident that almost all the exchanges followed an "Initiation-Response-Feedback" pattern, with a high degree of teacher control. Furthermore, there was little evidence that the dialogic pedagogies of the lesson promoted student development in the mathematical processes. Thus, we content that there is a need to understand the dialogue of mathematics pedagogy, and its impact on students' broader mathematical learning.

Published
2018

46. Accumulation of copy number alterations and clinical progression across advanced prostate cancer

Author

Grist, Emily, Friedrich, Stefanie, Brawley, Christopher, Mendes, Larissa, Parry, Marina, Ali, Adnan, Haran, Aine, Hoyle, Alex, Gilson, Claire, Lall, Sharanpreet, Zakka, Leila, Bautista, Carla, Landless, Alex, Nowakowska, Karolina, Wingate, Anna, Wetterskog, Daniel, Hasan, A. M. Mahedi, Akato, Nafisah B., Richmond, Malissa, Ishaq, Sofeya, Matthews, Nik, Hamid, Anis A., Sweeney, Christopher J., Sydes, Matthew R., Berney, Daniel M., Lise, Stefano, Parmar, Mahesh K. B., Clarke, Noel W., James, Nicholas D., Cremaschi, Paolo, Brown, Louise C., and Attard, Gerhardt

Published
2022
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48. Risk stratification using the Decipher 22-gene genomic classifier (GC) and digital pathology artificial intelligence (DPAI) in nearly 10,000 localized prostate cancer patients.

Author

Spratt, Daniel Eidelberg, Roy, Soumyajit, Ho, Ho Yin, Zhao, Xin, Hakansson, Alexander K., Alzein, Ahmad, Kassambara, Alboukadel, Baydoun, Atallah, Jia, Angela Y, Tran, Phuoc T., Sano, Mamoudou, Hughes, Jason, Sbarrato, Thomas, Fieschi, Jacques, Davicioni, Elai, Attard, Gerhardt, Leapman, Michael, Ross, Ashley, Liu, Yang, and Schaeffer, Edward M.

Published
2025
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49. HSD3B1 and overall survival (OS) in high-risk non-metastatic (M0) and metastatic (M1) prostate cancer starting androgen deprivation therapy (ADT) in the enzalutamide (ENZ) and abiraterone acetate plus prednisolone (AAP) STAMPEDE phase 3 trial.

Author

Sharifi, Nima, Kayani, Mahaz, Murphy, Laura, Diaz, Robert, Grist, Emily, Kote-Jarai, Zsofia, Eeles, Ros A., Leone, Gianmarco, Clarke, Noel W, Parmar, Mahesh K. B., Brown, Louise C., James, Nicholas David, and Attard, Gerhardt

Published
2025
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50. Which patients with metastatic hormone-sensitive prostate cancer (mHSPC) benefit more from androgen receptor pathway inhibitors (ARPIs)? STOPCAP meta-analyses of individual participant data (IPD).

Author

Fisher, David John, Vale, Claire Louise, Rydzewska, Larysa H, Godolphin, Peter, Agarwal, Neeraj, Attard, Gerhardt, Chi, Kim N., Clarke, Noel W, Davis, Ian D., Fizazi, Karim, Gillessen, Silke, James, Nicholas David, Matheson, David John, Oldroyd, Robert, Parmar, Mahesh K. B., Sweeney, Christopher, Tombal, Bertrand F., White, Ian R, and Tierney, Jayne F.

Published
2025
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