Preparing teachers to mentor beginning teachers: an Australian case study

2017 ◽  
Vol 6 (3) ◽  
pp. 164-177 ◽  
Author(s):  
Denise Beutel ◽  
Leanne Crosswell ◽  
Jill Willis ◽  
Rebecca Spooner-Lane ◽  
Elizabeth Curtis ◽  
...  
Keyword(s):  
Beginning Teachers ◽  
Professional Learning ◽  
Large Scale ◽  
Collaborative Inquiry ◽  
Mentor Teachers ◽  
Self Awareness ◽  
Preparation Program ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and second, to identify and discuss mentor teachers’ personal and professional outcomes and the wider contextual implications emerging from the Mentoring Beginning Teachers (MBT) mentor preparation program. Design/methodology/approach This case study, situated within Queensland, Australia, draws on qualitative data collected via interviews and focus groups with mentor teachers who participated in a large-scale systemic mentor preparation program. The program positions mentoring as supportive, based on a process of collaborative inquiry and encouraging critically reflexive praxis with the mentor professional learning focusing on reflection, dialog and criticality. Findings Initial findings show the outcomes of the mentor preparation program include building a common language and shared understanding around the role of mentor, consolidating a collaborative inquiry approach to mentoring and providing opportunity for self-reflection and critique around mentoring approaches and practices. Some findings, such as a greater self-awareness and validation of mentors’ own teaching performance, have confirmed previous research. However, the originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts that have emerged from the study. Practical implications The study highlights the impact of the mentor preparation program on the professional learning of teacher-mentors and contributes to the current lack of empirical research that identifies the personal and professional impacts for mentors and the wider contextual factors that impact effective mentoring in schools. Originality/value The originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts more broadly that have emerged from the study.

Evaluating the impact of the land acquisition phase on property owners in megaprojects

2018 ◽  
Vol 11 (1) ◽  
pp. 158-173
Author(s):  
Vince Mangioni
Keyword(s):  
Public Perception ◽  
Large Scale ◽  
Acquisition Phase ◽  
Adverse Impact ◽  
Land Acquisition ◽  
Content Type ◽  
Property Owners ◽  
Road Projects ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of the land acquisition phase and site assembly of land for large scale infrastructure road projects and its impact on property owners. A review of one of the largest roadwork projects currently underway in Sydney Australia demonstrates the adverse impact that has resulted in property owners challenging the approach used by government to acquire land for this project. Similar case studies are used to set out the key measures that should apply internationally in mitigating challenges from property owners in the land acquisition phase. It further shows that while adequate statutory provisions are important, it is the practices of acquiring authorities that ultimately determine the success and expedition of this initial important phase of these projects. Design/methodology/approach In measuring the factors that impact the acquisition of land by negotiation in contrast to acquisition by compulsory taking, a case study methodology is used. In this approach, the author reviews two completed projects and the factors that contributed to their success. These are contrasted with the primary case study currently underway in Sydney, the WestConnex project in which a number of adverse factors have emerged that have impacted this project. The review of these cases examined provides options for reforms that should be adopted both in the WestConnex case and across projects internationally. Findings It is demonstrated that the impact of the land acquisition phase on property owners with limited ability to rehouse within the same or surrounding locations, results in increases to challenges. This factor has prompted increases in the number of cases that have proceeded to court and potentially impacts the public perception and site assembly phase of large scale road projects. The inability for impacted property owners to relocate themselves has resulted in a breakdown in the ability for acquiring authorities to achieve acquisition by agreement. This is evidenced by significant increases in the number of properties that have been acquired by compulsion since 2016. It is found that the operational provisions of the land acquisition processes were obsolete in NSW, particularly those leading up to acquisition that was originally designed to assist owners. The paper finds that the most important phase of a megaproject is the planning and consultation phase, which includes most importantly the way in which impacted owners are informed, assisted and compensated. It is concluded that the processes engaged in by acquiring authorities rather than the statutory provisions available, will determine the success of the land acquisition phase and perceptions of the project. Originality/value The primary contribution of this paper is defining the changing landscape that has led to the adverse impact on property owners in the site assembly process for large scale projects. It identifies the reforms that will enhance opportunity for owners to relocate and rehouse which will expedite the acquisition phase of megaprojects and restore acquisition by agreement rather than by compulsion. This in turn will contribute to improve public perception of large scale projects in urbanised locations.

Identifying coaching approaches that enable teachers' moral learning in professional learning communities

2020 ◽  
Vol 9 (4) ◽  
pp. 375-392
Author(s):  
Helma De Keijzer ◽  
Gaby Jacobs ◽  
Jacqueline Van Swet ◽  
Wiel Veugelers
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Teaching Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Safe Environment ◽  
Moral Learning ◽  
The Impact

PurposeThis study sought to identify those approaches used by coaches that enable teachers' moral learning in professional learning communities (PLCs). Coaches who support moral learning focus on questioning values, beliefs and bias, which is in contrast with learning only (new) knowledge or skills.Design/methodology/approachThis was an exploratory case study. Eleven meetings of three PLCs were observed; each PLC consisted of four teachers and one teacher–coach. Semi-structured interviews with the coaches were conducted to gain information about their approaches. Data were analysed using supportive coaching approaches derived from educational literature.FindingsIn total, 14 specific approaches regarding the support given by coaches for teachers' moral learning were identified. Four characteristics of coaches' attitudes that guided their approaches and seemed valuable in supporting moral learning were also identified. The findings showed the tensions the coaches encountered – for example, when balancing between offering a safe environment and encouraging critical reflection.Practical implicationsWith coaches' support, teachers can develop a more thoughtful understanding of the meaning of values, beliefs and bias for their actions in teaching practice.Social implicationsMaking explicit, and exploring precisely, what coaches do to support teachers' moral learning are useful for designing and improving professional development programmes that promote moral learning.Originality/valueThe research reported in this paper outlines how coaches can encourage teachers' awareness of the impact of their actions on pupils, which, in turn, helps teachers to meet the complex moral challenges of their practice.

Mentoring for all: building knowledge and community

2018 ◽  
Vol 3 (4) ◽  
pp. 242-255
Author(s):  
Suzanne Molitor ◽  
Lana Parker ◽  
Diane Vetter
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
Teacher Induction ◽  
Professional Learning ◽  
Leadership Capacity ◽  
Mentor Teachers ◽  
Content Type ◽  
Knowledge And Skills ◽  
Context Of Learning

Purpose After many years working with mentors for beginning teachers, both through a formal, Ministry-sponsored program, known in Ontario as the New Teacher Induction Program (NTIP) and through a university-based Faculty of Education practicum, the authors cultivated an understanding of the value of both mentoring and the communities that foster it. The authors observed that pre-service mentors are not offered the same level of support as their induction mentor counterparts. The purpose of this paper is to explore the aforementioned gap by bringing together a small group of pre-service mentor teachers with several highly trained induction mentors from the NTIP program in two full days of professional development: one day of learning and community building among mentors, and the second day of collaboration by pre-service mentors alongside their teacher candidates (TCs). The authors learned that pre-service mentors need and desire professional learning and community mentoring support to develop foundational understandings about the role of mentors and the skills and strategies that support an effective mentoring practice. As a result, the authors advocate for sustainable professional development that leverages existing programs and the clarification of the pre-service mentoring role through continued study and collaboration over time. Design/methodology/approach This qualitative study was designed to explore, understand, and interpret pre-service mentor teachers’ experience of professional learning about mentoring and the role of the mentor, including their responses to participating in a like community of learners. This study brought together educators serving as pre-service and induction mentors to engage them in formal professional learning about mentoring, within an environment that created the conditions for collaboration and community in the context of learning about mentoring. Findings This study surfaces the insights related to the types of knowledge and skills that mentors developed in this study in addition to pointing toward the knowledge and skills they perceive to be necessary to their effective participation in their roles as mentors. The study also identifies both the value that pre-service mentors perceived as a result of being invited into a learning space and the dynamics of professional learning and dialogue in collaboration with their induction mentor counterparts and their pre-service mentees. Research limitations/implications This research study explores a research gap in the area of mentoring as it relates to pre-service mentors or cooperating teachers. Its unique feature involves bringing together two previously segmented groups of mentors: pre-service mentors supporting developing TCs and induction mentors supporting novice teachers. It describes the value and impact of mentoring as understood by pre-service mentors, in particular identifying the reciprocal benefits they experienced. The authors also investigate and shed light on the value and impact of pre-service mentor participation in a community that is intentionally created to support their professional learning about their role. It provides recommendations for practice and indicates areas of potential research. Practical implications This study surfaces the potential benefits of professional learning and community for pre-service mentors who play an integral role in supporting TCs in the completion of their education degrees. It makes practical recommendations which point to uniting pre-service and in-service mentors as participants in learning communities that build leadership capacity and advance mentoring knowledge and skills to impact the mentoring relationship. This study advocates for a restructuring existing practice in the area of pre-service mentoring to encourage professional learning and interaction that connects the work of pre-service and in-service mentors, bridging two currently separate mentoring communities. Originality/value This study offers a re-visioning of mentoring as a community endeavor. It advances the notion that, supported by a targeted program of professional development and participation in communities of inquiry, knowledge creation and mobilization, mentors can build their mentoring and leadership capacity and extend their professional impact.

scholarly journals The impact of accreditation on healthcare quality improvement: a qualitative case study

2016 ◽  
Vol 30 (8) ◽  
pp. 1242-1258 ◽  
Author(s):  
Sara Melo
Keyword(s):  
Patient Safety ◽  
Quality Improvement ◽  
Large Scale ◽  
Positive Impact ◽  
Healthcare Quality ◽  
Healthcare Services ◽  
Content Type ◽  
Healthcare Quality Improvement ◽  
The Impact

Purpose Research on accreditation has mostly focused on assessing its impact using large scale quantitative studies, yet little is known on how quality is improved in practice through an accreditation process. Using a case study of an acute teaching hospital in Portugal, the purpose of this paper is to explore the dynamics through which accreditation can lead to an improvement in the quality of healthcare services provided. Design/methodology/approach Data for the case study was collected through 46 in-depth semi-structured interviews with 49 clinical and non-clinical members of staff. Data were analyzed using a framework thematic analysis. Findings Interviewees felt that hospital accreditation contributed to the improvement of healthcare quality in general, and more specifically to patient safety, as it fostered staff reflection, a higher standardization of practices, and a greater focus on quality improvement. However, findings also suggest that the positive impact of accreditation resulted from the approach the hospital adopted in its implementation as well as the fact that several of the procedures and practices required by accreditation were already in place at the hospital, albeit often in an informal way. Research limitations/implications The study was conducted in only one hospital. The design of an accreditation implementation plan tailored to the hospital’s context can significantly contribute to positive outcomes in terms of quality and patient safety improvements. Originality/value This study provides a better understanding of how accreditation can contribute to healthcare quality improvement. It offers important lessons on the factors and processes that potentiate quality improvements through accreditation.

Exploring the potential of collaborative teaching nested within professional learning networks

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Leyton Schnellert ◽  
Deborah L. Butler
Keyword(s):  
Professional Learning ◽  
Collaborative Inquiry ◽  
Knowledge Mobilization ◽  
Learning Networks ◽  
Case Study Methodology ◽  
Content Type ◽  
School Contexts ◽  
Professional Learning Network ◽  
Practice Development

PurposeThis research investigated whether structuring an inquiry-oriented professional learning network to include school-based co-teaching partners would amplify educators' success in taking up and adapting evidence-based understandings and practices as meaningful in their contexts. Our research questions were: (1) What conditions did educators identify in the PLN overall that supported their co-construction of knowledge and practice development together? and (2) How did including co-teaching partners in the PLN help participants to mobilize knowledge and/or practices in the contexts where they were working?Design/methodology/approachA qualitative case study design was used because of its potential to examine how and why questions about complex processes as situated in context (Butler, 2011; Yin, 2014). A case study methodology allowed us to collect and coordinate multiple forms of evidence (i.e. interviews, teacher reflective writing, classroom artifacts, field notes) to examine both how conditions created within the PLN supported learning and how co-teaching partners were mobilizing what they were learning in their school contexts. Interviews were transcribed verbatim and data was analyzed abductively through an iterative and recursive process (Braun et al., 2018).FindingsConditions within the PLN overall that participants identified as supportive to their knowledge mobilization and practice development included: having a shared focus, feeling accountability to the group, collaborative enactment of practices within the PLN, large group sharing and debriefing, sustained cycles of collaborative inquiry, affective support, valuing diversity and drawing from expert others as resources. Participants also identified the benefits that accrued specifically from working with co-teaching partners. In addition, findings showed how the degree to which partners engaged in rich forms of collaborative inquiry could be related to their learning and situated practice development.Originality/valueFindings show the generative potential of inviting co-teaching partners into a PLN to engage in collaborative inquiry with others. PLNs offer the benefit of engaging with educators from outside of one's practice context, which enables pushing their thinking in new directions. Our findings add to the literature by revealing how in situ knowledge mobilization can be amplified when educators participating within a PLN are also working through cycles of inquiry with a co-teaching partner. Overall, this study offers a PLN model where teachers have built-in support for knowledge co-creation and mobilization both within and outside of their school contexts.

Disciplined collaboration and inquiry: evaluating the impact of professional learning

2017 ◽  
Vol 2 (4) ◽  
pp. 200-214 ◽  
Author(s):  
Alma Harris ◽  
Michelle Suzette Jones
Keyword(s):  
Professional Learning ◽  
Collaborative Inquiry ◽  
Collaborative Work ◽  
Maturity Model ◽  
Professional Collaboration ◽  
Impact Measurement ◽  
Content Type ◽  
R Project ◽  
The Impact ◽  
Innovation And Change

Purpose The purpose of this paper is to outline a Development and Research (D and R) approach to systematic and focused professional collaborative inquiry developed as part of an externally funded project, Disciplined Collaboration and Evaluation of Professional Learning (DCEPL), and highlight a model of professional collaboration that was aimed at generating meaningful teacher engagement within, between, and across schools. The “Disciplined Collaboration” (DC) approach was designed to prepare and equip teachers to work with a model of collaborative inquiry that was highly structured and had built-in assessment measures to help teachers judge the impact and progress of their collaborative work. The literature on professional learning highlights that superficial models of collaboration, unstructured approaches to collective learning, and a lack of adequate evaluation measures are some of the reasons why teachers’ professional collaboration may not have the impact anticipated or expected. Design/methodology/approach The DCEPL program was a D and R project that aimed to support teachers in generating their own local approaches to school-based innovation and change. As a D and R project, a framework for collaboration that became known as “DC” model was developed and shared. The project involved eight schools in different states and territories in Australia. In the first two years, the schools engaged intensely with the “DC” model, in ways that aimed to promote innovation and change. Subsequently, in a phase of consolidation, schools have refined and extended their collective work. From the outset, a range of data sources were available to schools to assist them with gauging the progress and impact of their collaborative inquiry. Data sets included a baseline assessment, a maturity model that charted progress against a rubric, documentary analysis, and an online portal. A sequenced data collection and evaluative approach, every six months, routinely captured the process and the progress of the inquiry work in each of the schools. It also illuminated progress across the D and R project. Findings The feedback from the project and data analyses suggest that all eight schools in the project engaged with the “DC” model; and in most cases, used a whole school approach to improvement. More generally, the findings point to several conclusions about working within a DC framework: first, that authentic collaborative inquiry, i.e., which makes a positive difference to learners, benefits from a clear operational model and consistent rules of engagement for teachers. Second, that the DC model, offered teachers clear guidelines about the process of active collaboration and its evaluative requirements from the outset. Third, while inevitably, the process of DC varied across schools, the focus upon improving learning and learning outcomes was central. Originality/value The DC model presents a new framework or a new approach in supporting teachers’ collaborative inquiry. The DC model emphasizes improvements in student learning as the main outcome of teachers’ collaborative work. In addition, it has feedback and impact measurement within its design thus, allowing teachers to naturally evaluate progress and outcomes.

scholarly journals Transforming school culture through inquiry-driven learning and iPads

2018 ◽  
Vol 3 (2) ◽  
pp. 79-96 ◽  
Author(s):  
Kurt Thumlert ◽  
Ron Owston ◽  
Taru Malhotra
Keyword(s):  
Professional Learning ◽  
Large Scale ◽  
System Change ◽  
First Century ◽  
Content Type ◽  
Large Scale System ◽  
Learning Cultures ◽  
Twenty First Century Learning ◽  
Twenty First Century

Purpose The purpose of this paper is to provide an overview of a commissioned research study that analyzed a schooling initiative with the ambitious goal of transforming learning environments across the district by advancing innovative, inquiry-driven pedagogical practices combined with 1:1 iPad distribution. The paper explores impacts of the initiative on pedagogical innovation, twenty-first century learning, and related impacts on professional learning, collaboration, and culture change in the pilot schools analyzed in the study. Design/methodology/approach A multi-dimensional case study approach was used to analyze how the initiative was implemented, and to what extent teaching, learning, and professional cultures were transformed, based on action plan inputs and “change drivers”. Research methods included structured, open-ended interviews conducted with randomly selected teachers and key informants in leadership roles, focus groups held with students, as well as analysis of policy documents, student work samples, and other data sources. Findings The authors found evidence of a synergistic relationship between innovations in inquiry-driven pedagogy and professional learning cultures, with evidence of increased collaboration, deepened engagement and persistence, and a climate of collegiality and risk-taking at both classroom and organizational levels. Based on initiative inputs, the authors found that innovations in collaborative technology/pedagogy practices in classrooms paralleled similar innovations and transformations in professional learning cultures and capacity-building networks. Practical implications This initiative analyzed in this paper provides a case study in large-scale system change, offering a compelling model for transformative policies and initiatives where interwoven innovations in pedagogy and technology mobilization are supported by multiple drivers for formal and informal professional learning/development and networked collaboration. Challenges and recommendations are highlighted in the concluding discussion. Originality/value The transformative initiative analyzed in this paper provides a very timely case-model for innovations in twenty-first century learning and, specifically, for enacting and sustaining large-scale system change where inquiry-driven learning and technology tools are being mobilized to support “deep learning”, “new learning partnerships”, and multilevel transformations in professional learning (Fullan and Donnelly, 2013). This research advances scholarly work in the areas of twenty-first century learning, identifying relationships between technology/pedagogy innovation and professional capital building (Hargreaves and Fullan, 2012).

scholarly journals Multitemporal Mapping of Post-Fire Land Cover Using Multiplatform PRISMA Hyperspectral and Sentinel-UAV Multispectral Data: Insights from Case Studies in Portugal and Italy

Sensors ◽  
2021 ◽  
Vol 21 (12) ◽  
pp. 3982
Author(s):  
Giacomo Lazzeri ◽  
William Frodella ◽  
Guglielmo Rossi ◽  
Sandro Moretti
Keyword(s):  
Remote Sensing ◽  
Large Scale ◽  
Fire Severity ◽  
Experimental Methodology ◽  
Vegetation Recovery ◽  
Burned Area ◽  
Remotely Sensed Data ◽  
The Impact ◽  
Sentinel 2

Wildfires have affected global forests and the Mediterranean area with increasing recurrency and intensity in the last years, with climate change resulting in reduced precipitations and higher temperatures. To assess the impact of wildfires on the environment, burned area mapping has become progressively more relevant. Initially carried out via field sketches, the advent of satellite remote sensing opened new possibilities, reducing the cost uncertainty and safety of the previous techniques. In the present study an experimental methodology was adopted to test the potential of advanced remote sensing techniques such as multispectral Sentinel-2, PRISMA hyperspectral satellite, and UAV (unmanned aerial vehicle) remotely-sensed data for the multitemporal mapping of burned areas by soil–vegetation recovery analysis in two test sites in Portugal and Italy. In case study one, innovative multiplatform data classification was performed with the correlation between Sentinel-2 RBR (relativized burn ratio) fire severity classes and the scene hyperspectral signature, performed with a pixel-by-pixel comparison leading to a converging classification. In the adopted methodology, RBR burned area analysis and vegetation recovery was tested for accordance with biophysical vegetation parameters (LAI, fCover, and fAPAR). In case study two, a UAV-sensed NDVI index was adopted for high-resolution mapping data collection. At a large scale, the Sentinel-2 RBR index proved to be efficient for burned area analysis, from both fire severity and vegetation recovery phenomena perspectives. Despite the elapsed time between the event and the acquisition, PRISMA hyperspectral converging classification based on Sentinel-2 was able to detect and discriminate different spectral signatures corresponding to different fire severity classes. At a slope scale, the UAV platform proved to be an effective tool for mapping and characterizing the burned area, giving clear advantage with respect to filed GPS mapping. Results highlighted that UAV platforms, if equipped with a hyperspectral sensor and used in a synergistic approach with PRISMA, would create a useful tool for satellite acquired data scene classification, allowing for the acquisition of a ground truth.

The deputy principal instructional leadership role and professional learning

2017 ◽  
Vol 55 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Ann Leaf ◽  
George Odhiambo
Keyword(s):  
Instructional Leadership ◽  
Professional Learning ◽  
Ad Hoc ◽  
Team Building ◽  
Leadership Role ◽  
Instructional Leaders ◽  
Structured Interviews ◽  
Content Type ◽  
Practical Implications

Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.

scholarly journals Potentiating Effect of Mandelate and Lactate on Chemically Induced Germination in Members of Bacillus cereus Sensu Lato

2017 ◽  
Vol 83 (24) ◽  
Author(s):  
Alistair H. Bishop
Keyword(s):  
Bacillus Cereus ◽  
Large Scale ◽  
Germination Rate ◽  
Dependent Manner ◽  
Clostridium Sporogenes ◽  
Specific Chemical ◽  
Content Type ◽  
Ph Range ◽  
Significant Discovery ◽  
The Impact

ABSTRACT Endospores of the genus Bacillus can be triggered to germinate by a limited number of chemicals. Mandelate had powerful additive effects on the levels and rates of germination produced in non-heat-shocked spores of Bacillus anthracis strain Sterne, Bacillus cereus, and Bacillus thuringiensis when combined with l-alanine and inosine. Mandelate had no germinant effect on its own but was active with these germinants in a dose-dependent manner at concentrations higher than 0.5 mM. The maximum rate and extent of germination were produced in B. anthracis by 100 mM l-alanine with 10 mM inosine; this was equaled by just 25% of these germinants when supplemented with 10 mM mandelate. Half the maximal germination rate was produced by 40% of the optimum germinant concentrations or 15% of them when supplemented with 0.8 mM mandelate. Germination rates in B. thuringiensis were highest around neutrality, but the potentiating effect of mandelate was maintained over a wider pH range than was germination with l-alanine and inosine alone. For all species, lactate also promoted germination in the presence of l-alanine and inosine; this was further increased by mandelate. Ammonium ions also enhanced l-alanine- and inosine-induced germination but only when mandelate was present. In spite of the structural similarities, mandelate did not compete with phenylalanine as a germinant. Mandelate appeared to bind to spores while enhancing germination. There was no effect when mandelate was used in conjunction with nonnutrient germinants. No effect was produced with spores of Bacillus subtilis, Clostridium sporogenes, or C. difficile. IMPORTANCE The number of chemicals that can induce germination in the species related to Bacillus cereus has been defined for many years, and they conform to specific chemical types. Although not a germinant itself, mandelate has a structure that is different from these germination-active compounds, and its addition to this list represents a significant discovery in the fundamental biology of spore germination. This novel activity may also have important applied relevance given the impact of spores of B. cereus in foodborne disease and B. anthracis as a threat agent. The destruction of spores of B. anthracis, for example, particularly over large outdoor areas, poses significant scientific and logistical problems. The addition of mandelate and lactate to the established mixtures of l-alanine and inosine would decrease the amount of the established germinants required and increase the speed and level of germination achieved. The large-scale application of “germinate to decontaminate” strategy may thus become more practicable.

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