Factors contributing to preservice teachers' management of children's problem behaviors

The purpose of this study was to assess factors that contribute to preservice teachers' choice of a helping or a restrictive strategy to manage social immaturity and social defiance behaviors among children. Levels of tolerance, opinions as to the causes of behavior, perceptions of adverse effects or costs of problem behaviors, and choice of strategy were measured in response to hypothetical samples of problem behavior. Regression analyses indicated that the costs of problem behavior significantly predicted the type of strategy that would be chosen. Training preservice teachers to manage these costs was the main implication for teacher training programs.     

Analyzing a service-learning experience using a social justice lens

This mixed methods study explores a service-learning experience embedded in a social foundations course in a teacher education program. The authors differentiate learning outcomes for social justice and charity service-learning, and utilize this framework to examine whether the service-learning experience fosters a social justice perspective. The findings demonstrate that while the experience did foster social justice perspectives for some students, the data also reflect evidence of learning outcomes that align with charity service-learning.     

Effects of tapering on physical match activities in professional soccer players

ABSTRACT

This study aimed to examine: (i) the effect of decreasing training load (TL) during taper weeks on physical match activities in professional soccer players, and (ii) to disclose the relationship between weekly TL and physical match activities. Rating of perceived exertion was collected after each training session and match to quantify the TL in 19 professional players over 17 standard and 7 taper weeks during the season. Physical match activities were quantified by a computerised match analysis system and compared between standard training and taper weeks. Compared to standard weeks, the duration and frequency of training sessions during the taper weeks decreased (?21.7% and ?18.8%, respectively; P < 0.01) with no change in intensity (?4.8%; P = 0.09). Consequently, the weekly TL decreased during the taper weeks (?25.5%; P < 0.01). Increases in distance covered by intense running (+15.1%; P < 0.05), high-intensity running (HIR) (+15.7%; P < 0.01), number of sprints (+17.8%; P < 0.05) and number of high-speed runs (+15.7%; P < 0.05) were observed during the seven matches played after the taper weeks. High relationships were observed between TL and HIR distance covered, number of HIR and number of sprints (r = ?0.53; r = ?0.55; r = ?0.65, respectively; P < 0.01). Decreasing TL during taper weeks by reducing training duration and frequency but maintaining intensity was associated with an increase in physical activities during matches. However, it needs to be determined whether tapering or other match factors led to the changes in match activity.     

The Kathmandu International Study Centre: a model for supporting self-study

This paper describes the model of internationally supported self-study developed at the Kathmandu International Study Centre in Nepal. The Centre aims to provide for the varied home country needs of the secondary aged expatriate children resident in Nepal through a balanced programme of group tutorials and self-study activities. The various facets of the model and their rationale are discussed under the headings of Structure, Physical environment and People. Based upon the experience gained, recommendations for practice are made. The creation of an environment conducive to learning is discussed, with reference to the contribution made to this environment by the physical surroundings, tutors, and the students themselves.