Effective Student Focus Groups: the bright and early approach

The perceptions of enrolled students are an important part of academic programme review. However, identification of appropriate students and scheduling of suitable times can be difficult. By obtaining faculty assistance in selection of students and scheduling focus groups as breakfast meetings, a high level of attendance and participation was achieved.     

Internalizing and externalizing in adolescence: the roles of academic self‐efficacy and gender

This study examines academic self‐efficacy and gender as predictors of internalizing and externalizing behaviors in adolescence. In addition, the role of gender was considered as a moderator in the relationship between academic self‐efficacy and internalizing/externalizing difficulties. Participants were 4,318 predominantly African American, low‐income high school students who completed self‐report measures on the constructs of interest. Academic self‐efficacy and gender were both significant predictors of risk for internalizing problems, whereas only academic self‐efficacy predicted risk for externalizing (hyperactivity/distractibility) problems. Gender did not predict externalizing difficulties, nor did gender serve as a moderator in any analysis. Implications include focusing on academic self‐efficacy in the development of strategies for prevention and intervention of internalizing and externalizing problems.     

Preparing Students for Middle School Through After-School STEM Activities

Journal of Science Education and Technology - The middle school years are a crucial time for cultivating students’ interest in and preparedness for future STEM careers. However, not all...     

Erratum to: Preparing Students for Middle School Through After-School STEM Activities

Journal of Science Education and Technology -     

A Communicative Analysis of a Sexual Health Screening Intervention Conducted in a Low-Income Housing Complex

Providing free HIV screening within public housing sites offers the potential for increased participation of at-risk populations. Residential-based screening, however, raises concerns about privacy because of the stigma attached to HIV/AIDS and even to the testing for HIV. This study examined the effectiveness of offering HIV screening within a public housing high-rise in upstate New York. Through interviews with both women who obtained testing and those who did not, this study explored the tension between convenience and privacy concerns. The findings suggest that offering HIV screening where people live could encourage participation in the screenings, as well as lead to a destigmatization of HIV testing over time. Some women chose to eschew the convenience of on-site testing in favor of a more private venue for screening, whereas some women responded positively to the accessibility of on-site testing, using communicative strategies to manage privacy concerns.     

A case study comparing the influence of LED and fluorescent lighting on early childhood student engagement in a classroom setting

Studies suggest that the learning environment can act as a third teacher in contributing towards student academic success. A variable within the physical learning environment that has received little attention in the literature is the interior lighting. Because of budget constraints and age, most American public school classrooms have fluorescent lighting fixtures installed. A new lighting technology, Light Emitting Diodes (LEDs), is becoming popular in commercial facilities across the United States because of energy efficiency. Previous research has demonstrated that lighting influences adult worker productivity and mood in a workplace. However, because children process stimuli faster, it is unknown whether LED lighting would have the same influence in a learning environment. Researchers hypothesise that students display more engaged behaviours in classrooms lit with LEDs as compared with fluorescent lighting fixtures. The current study tested this hypothesis by observing child engagement behaviours in a pre-K classroom under LED lighting and fluorescent lighting fixtures to compare differences. Students displayed more engaged behaviours under the LED lighting condition.

     

Redefining ‘early career’ in academia: a collective narrative approach

‘Early career’ in academia is typically defined in terms of research capability in the five years following PhD completion, with career progression from post-doctoral appointment to tenure, promotion and beyond. This ideal path assumes steady employment and continuous research development. With academic work increasingly casualised, experiences of ‘early career’ are changing and definitions in use by institutions and research bodies do not reflect the lived experiences of early career academics (ECAs). This paper presents five collective narratives and a thematic analysis of survey data from 522 ECAs in three Australian universities. The results offer insights into the diverse experiences of the early stages of academic careers and provide an opportunity to reconsider current definitions. We argue that the employment context in higher education makes it crucial to consider scholars’ self-definitions alongside existing objective indicators to redefine early career in academia.     

Ganma theory and third-sector sport-development programmes for Aboriginal and Torres Strait Islander youth: Implications for sports management

Sport-development programmes provide opportunities for Aboriginal and Torres Strait Islander youth to excel and overcome social inequities. In Australia, all levels of government have identified sport-development programmes in their policy responses as a method to redress inequity amongst this population. Yet, a recent report has shown that national sport organisations have been more reactive in establishing anti-discrimination policy and less proactive in cultivating culturally inclusive programmes and meaningful sporting experiences (Human Rights and Equal Opportunity Commission, 2007). At the same time, neo-liberal approaches to policy in Australia have seen the emphasis on grassroots community sport-development shift to third-sector organisations. However, little research has examined how the third-sector organisations operate with Aboriginal and Torres Strait Islander communities and how culturally inclusive the programmes they deliver are for the communities in which they operate. Three case studies with the objectives of analysing organisational approaches to: structure and governance; sport-development philosophies; and cultural inclusiveness of the programmes, are presented here. The case studies were informed by the cultural lens of Ganma, a theory belonging to the Yolngu community of Yirrkala (Marika, Ngurruwutthun, & White, 1992). The case study method included in-depth interviews with programme leaders, reviews of management information systems and programme observation. The findings provided evidence of the importance of culturally inclusive programmes through governance and an informal lived approach to philosophy and culture. The implications for sports management are discussed, including: the benefits of involving Aboriginal and Torres Strait Islander people at the board level; the need for collaboration between local communities and partners; the explicit need to empower local communities to develop the skills to sustain programmes and outcomes; and the maintenance of mutually beneficial interactions.