Improving interaction in teacher training programmes: the rise of the social dimension in pre-service teacher education

This paper studies the social side of pre-service teacher education and draws on social network analysis to explore the relation between the social capital of pre-service teachers and their academic and professional success. An online survey was applied to a sample of 321 students enrolled full time either in Preschool Education or Primary Education programmes at the Ramon Llull University-FPCEE Blanquerna in Catalonia, Spain. The instrument consisted of a combination of social network questions and rating scale attributes. Findings allow us to understand the relationship between aspects of the cohort’s social network and key development constructs and demonstrate the importance of considering informal interactions within the programme to improve the performance of pre-service teachers.     

Voices and Perspectives of Latina Paraeducators: The Journey Toward Teacher Certification

This study employed open-ended questions on a survey, a focus group interview and participant observations to document the perspectives of Latina paraeducators concerning the challenges and support systems they encountered in order to complete college and gain admission to a teacher certification program. Findings reveal that their challenges included a lack of knowledge about higher education, unresponsive institutional bureaucracies, and the need for financial aid. Family and a cohort group of peers were identified as important sources of support and motivation. As a result of the struggles they experienced these paraeducators expressed a strong commitment of helping others to pursue academic and professional goals. This work highlights the need to critique and transform fundamental inequities within institutional structures that obstruct equal educational opportunities and hinder the recruitment of bicultural teachers.These authors are affiliated with Department of Elementary and Bilingual Education, California State University Fullerton, CA.     

En Confianza: Co-constructing Professional Strength and Voice With Latina Early Childhood Educators

It is well documented in the literature that early pre-K reading experiences prepare children for the benefits of formal literacy instruction in the later grades. This is particularly true for young children from nonmainstream backgrounds. The objective of this article is to share the findings of a 4-year qualitative study investigating the relationships forged and teaching ideologies constructed by Latino pre-K teachers via critical “storying” within a culturally responsive professional learning community. Findings suggest that as teachers learned to recognize, listen to, and learn from the personal/professional individual and collective life histories of each other, their teaching efficacy was enhanced increasing their ability to develop effective literacy instruction that was culturally and linguistically responsive to the needs of young children.     

Head Start Teacher Perceptions on Organizational Support of Adult–Child Interactions

Early Childhood Education Journal - Head Start (HS) teachers are central to providing constructive adult–child interactions that prepare preschool-age students for school and future...     

How many hours of instruction are needed for students to become competent in engineering subjects?

The aim of this work was to compare the curricula of three different agricultural engineering courses and to determine the competence of graduating students in three subject areas in order to identify possible shortfalls in the number of hours of instruction (HI) required for full competence to be attained.

A total of 132 students sat a voluntary examination in the final year of their studies to determine their competence in three subject areas: electrical facilities, machinery and construction. The degree courses completed by these students are meant to provide them with the legal standing required to undertake infrastructure projects in agricultural installations.

This work detected significant differences in the competence of graduates in the mentioned subjects, depending on the number of HI they had received. Students who had received under 120 HI in these subjects were found to be significantly less competent than those who had received more.     

Benefits of achieving vigorous as well as moderate physical activity recommendations: Evidence from heart rate complexity and cardiac vagal modulation

Abstract

The aim of this study was to examine differences in traditional heart rate variability measurements and heart rate complexity (sample entropy) in young adults grouped by objectively measured achievement of either moderate or both moderate and vigorous physical activity recommendations. Of 168 young adults tested (86 females, 82 males; age 20.5 ± 1.2 years), 119 achieved only recommendations for moderate physical activity (moderate group) and 49 achieved recommendations for both moderate and vigorous physical activity (vigorous group). Analysis of covariance controlling for sex, weekly minutes of moderate physical activity, and percentage of body fat was used to assess between-group differences in heart rate variability and heart rate complexity. Logistic regression analysis was used to determine the group characteristics that best predicted high heart rate complexity and vagal indices of heart rate variability. The majority of the autonomic measures were higher (P < 0.05) in the vigorous group, and regression analysis showed that vigorous physical activity was the only multivariate predictor of higher heart rate complexity and higher heart rate variability. Young adults engaged in regular vigorous physical activity were more than twice as likely to have high heart rate complexity than those involved in predominantly moderate exercise. These findings suggest that vigorous physical activity is more closely associated with high heart rate complexity than moderate physical activity in young adults.     

The implication of formal educational activities in old age and its relation to psychosocial indicators / La implicación en actividades educativas formales en la vejez y su relación con indicadores psicosociales

This study analyses some psychosocial dimensions (level and type of activity, self-perceived health, self-efficacy in relation to ageing and social support) in non-dependent older people. The sample comprises students of a university programme for older people (PUM) as well as older people who did not participate in the educational activity. Results show similarities and differences between both groups; namely, the older people on the PUM programme were more physically active and participated more in formal activities. Three profiles of older people were identified: a less active group, with lower scores in the indicators assessed; a second group who were socially active, particularly at a family level, with intermediate levels in the dimensions analysed; and a third group who were very active at a formal level (principally made up of the PUM students) and with the best self-efficacy indices in relation to ageing and self-perceived health. Involvement in formal educational activities is related to more satisfactory and positive profiles in old age, and is a highly relevant resource for the promotion of well-being at this stage of life.     

Instructional Activities and the Quality of Language in Chilean Preschool Classrooms

Research Findings: This study examines the association between preschool classroom activity and the quality of the language spoken by teachers and children. Eighteen classrooms serving low-income children between the ages of 3 and 4 in Santiago de Chile were audio-recorded during one morning shift. Recordings were transcribed and segmented into activities (greeting, learning experience, book sharing, book discussion, breakfast, lunch, free play and other noninstructional time). A total of 113 activity segments were identified. Characteristics of teacher and child language were measured in each segment. Differences between the eight activities were examined using analysis of variance. Activities were classified as instructional or noninstructional, and the association between this dimension and language characteristics was examined using multilevel path analysis. Results show that most of the variance in language outcomes occurs within classrooms. Analyses show that a significant portion of the variance in the way teachers and children talk is explained by the instructional/noninstructional dimension. Instructional activities are characterized by more language stimulation, more teaching, fewer directives, and more child talk than noninstructional activities. Practice or Policy Implications: We discuss implications for teacher professional development and early childhood education improvement in general and for Latin-America specifically.     

Psychometric analysis of a scale for assessing specific competences in tutoring and educational guidance / Análisis psicométrico de una escala para evaluar las competencias específicas en tutoría y orientación educativa

The aim of this study is to validate an instrument for assessing self-perceived tutoring and educational guidance competences in students on the Master’s in Teaching. A historical review of secondary school teacher training shows the need to provide evidence of students’ competence levels. In view of this, a scale has been designed based on the specific competences they ought to acquire. A total of 336 students from the University of Salamanca and Oviedo participated in the study. An exploratory and confirmatory factor analysis of the results of the psychometric test show the good fit of the model globally (RMR = .075; GFI = .969) and incrementally (AGFI = .964; NFI = .960; RFI = .957), thus confirming the validity and reliability of the instrument. Finally, the study concludes by emphasizing the need to study real and self-perceived competence levels in specific areas, and to design suitable instruments to measure these levels.     

水下蝶泳打腿技术的理论与实践——运动学特征,涡流的产生以及在出发、转身、划水过程中的应用

从理论上介绍了鱼类摆尾技术的流体力学研究成果,并在实践中与运动员蝶泳腿技术分析相结合,指出水下蝶泳打腿(UUS,亦称水下波动游泳)的运动学、动力学特征以及在游泳出发、转身和划水过程中的应用.