The technique of longitudinal neutron polarization analysis on a multi-detector neutron spectrometer (so-called 'xyz'-polarization analysis) is presented. This technique allows the simultaneous and unambiguous determination of the nuclear, magnetic and nuclear spin-incoherent scattering cross sections as a function of both momentum transfer and energy transfer. The implementation of xyz-polarization analysis on the recently upgraded D7 spectrometer at the Institut Laue-Langevin in Grenoble is described. Several examples of neutron polarization analysis studies of disordered systems on D7 are given, illustrating the valuable information which can be retrieved from the analysis of neutron diffraction patterns between the Bragg peaks. ‡ Current address: ISIS Facility, Rutherford Appleton Laboratory, Didcot, UK. research papers J. Appl. Cryst. (2009). 42, 69-84 J. R. Stewart et al. Disordered materials studied using neutron polarization analysis 71 research papers 80 J. R. Stewart et al. Disordered materials studied using neutron polarization analysis

The internationally acknowledged gender gap in science continues to be an unrelenting concern to science educators; aggregate data in the UK show that both recruitment and retention of women in academic science remain relatively low. Most published research focuses on women in the broad field of science, generates correlations or predictions, or examines the reasons why women do not participate in fields like physics or engineering. Previous work has not yet addressed how women have found ways to succeed in particular fields, such as chemistry, or how successful pathways may be applied to recruitment and retention efforts in those fields. This study investigated the experiences of successful British female chemists, in order to uncover coping mechanisms and commonalities that may illuminate obstacles and solutions particular to women in chemistry. Four case study semi-structured life history interviews with highly successful British female chemists revealed common experiences that helped the women in the study to succeed. Of these, two resonated with the literature: having an integrated support network, and the ability to cope with financial and career instability; choice of subfield and adaptation of (unconscious) bias are offered as new insights. The findings suggest changes in policy and practice that would provide particular kinds of support for women in chemistry at school and university level. Implementing these changes may be the impetus needed to approach gender parity in UK academic chemistry from undergraduate to Professor.

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There is a chronic international shortage of mathematics and science teachers, particularly physicists. The study reported here examines why physicists become teachers and why they stay in teaching. Physicists from seven preservice teacher training cohorts from three English universities were invited to answer an online survey with follow-up telephone interviews exploring their decisions to become teachers and the factors influencing their retention in the profession. Key to becoming teachers were pivotal experiences revealing teaching as a career they could enjoy. Analysis also showed a frequent lack of support and feelings of isolation for beginning physics teachers in schools.Résumé: Sur le plan international, il y a une carence chronique d'enseignants de mathématiques et de sciences, en particulier en physique. L'étude résumée ici se penche sur les raisons pour lesquelles lesétudiants diplômés en physique choisissent l'enseignement et pourquoi ils décident d'y rester. Des physiciens de sept cohortes de formation en enseignement, provenant de trois universités anglaises, ontété invitésà répondreà une enquête en ligne suivie d'entrevues téléphoniques pour analyser leur décision de devenir enseignant ainsi que les facteurs ayant influencé leur choix de carrière. Parmi les facteurs déterminants figurent les expériences clés qui leur ont indiqué l'enseignement comme une profession qui pouvait leur plaire. L'analyse révèleégalement un manque de soutien et un sentiment d'isolement chez les nouveaux enseignants de physiqueà l'école.

This article utilizes a framework for classifying different scientific methods suggested by a philosopher of science (Brandon Synthese, 99, 59–73, 1994) called Brandon’s Matrix. It presents findings from teachers who took part in a funded project in England that looked at the nature of scientific methods in science investigations. Science investigations are an integral aspect of science education and, as such, are often included in high stakes examinations. Therefore, teachers need to have a good understanding of  a range of scientific methods and their purposes in science investigations. The framework was used to ask teachers to classify science investigations based on how they teach them. It was also employed to devise assessments to measure students’ understanding of scientific methods. The teachers were introduced to the new approaches and their perceptions were gathered to understand if they supported this as a framework for their classroom practice. Evidence from the study suggested that Brandon’s Matrix appealed to teachers as a framework for practical science in schools, and they see potential benefits for its use in the teaching, learning, and assessment of science. Findings from the study showed it appealed to the teachers as a tool for classifying scientific methods, and how they also recognized the importance of assessing practical work and had an appreciation of the constraints and drivers in the current curriculum and assessment requirements in England. Implications for teachers’ professional development are discussed.