Assessing Research Compliance for Federally Funded Projects: The Good,the Bad,and the Publicly Accessible

Abstract

In 2016, Utah State University launched a program to ensure their campus’ federal grant recipients were in compliance with funder mandates to share any data or publications produced as a result of the award. This article discusses how a cross-institutional team of librarians and administrators evaluated the success of this program using online asynchronous focus groups (OAFG) in conjunction with a traditional survey. The challenges and successes of using OAFGs to assess library services are also examined. An OAFG gave participants greater convenience, flexibility, participation, and time to craft answers, eliminating some of the hurdles to traditional focus group participation.     

Researchers Apply Lesson Study: A Cycle of Lesson Planning,Implementation, and Revision

Scripted lesson plans and/or professional development alone may not be sufficient to encourage teachers to reflect on the quality of their teaching and improve their teaching. One learning tool that teachers may use to improve their teaching is Lesson Study (LS). LS is a collaborative process involving educators, based on concepts of iteration and revision, to improve instruction. The initial use of an adapted version of LS referred to as a microteaching lesson study (MLS) is described in this article. Our purpose is to illustrate the process of MLS used by a group of researchers when developing lesson plans for teaching students with learning disabilities. We describe MLS, and then (1) share an application of MLS used by a research team in developing a writing intervention, and (2) discuss how the MLS format was mirrored with K‐12 teachers during professional development training.     

Do Parents Foster Self‐Esteem? Testing the Prospective Impact of Parent Closeness on Adolescent Self‐Esteem

Close parent–child relationships are viewed as important for the development of global self‐esteem. Cross‐sectional research supports this hypothesis, but longitudinal studies provide inconsistent prospective effects. The current study uses data from Germany (N = 982) and the United States (N = 451) to test longitudinal relations between parent–child closeness and adolescent self‐esteem. The authors used self‐, parent‐, and observer‐reported parent–child closeness and self‐reported self‐esteem from ages 12 to 16. Results replicated concurrent correlations found in the literature, but six longitudinal models failed to show prospective relations. Thus, the longitudinal effect of parent–child closeness and self‐esteem is difficult to detect with adolescent samples. These findings suggest the need for additional theorizing about influences on adolescent self‐esteem development and longitudinal research with younger samples.     

Web 2.0 and Transfer: Trainers' Use of Technology to Support Employees' Learning Transfer on the Job

We steer transfer research in a new direction by examining the use of Web 2.0 technologies for supporting learning transfer resulting from formal training. We report survey results from training professionals (N = 83) on how their organization uses such methods to cue and support workers’ application of learned knowledge and skills on the job. Guided by the technology acceptance model (TAM) theory, we examined predictor variables found to influence technology use based on empirical and theoretical support in the information technology (IT) literature. Results indicate that trainers are influenced by several individual factors (computer experience, computer anxiety, and computer self‐efficacy), as well as their organization's learning climate, to use Web 2.0 tools to support transfer of learning. Trainers also prefer to use social media, networking applications, and visual media to support transfer among learners. We discuss implications for using Web 2.0 technologies in support of learning transfer and provide directions for future workplace learning research.     

A low-cost method for estimating energy expenditure during soccer refereeing

This study aimed to apply a validated bioenergetics model of sprint running to recordings obtained from commercial basic high-sensitivity global positioning system receivers to estimate energy expenditure and physical activity variables during soccer refereeing. We studied five Italian fifth division referees during 20 official matches while carrying the receivers. By applying the model to the recorded speed and acceleration data, we calculated energy consumption during activity, mass-normalised total energy consumption, total distance, metabolically equivalent distance and their ratio over the entire match and the two halves. Main results were as follows: (match) energy consumption = 4729 ± 608 kJ, mass normalised total energy consumption = 74 ± 8 kJ · kg^?1, total distance = 13,112 ± 1225 m, metabolically equivalent distance = 13,788 ± 1151 m and metabolically equivalent/total distance = 1.05 ± 0.05. By using a very low-cost device, it is possible to estimate the energy expenditure of soccer refereeing. The provided predicting mass-normalised total energy consumption versus total distance equation can supply information about soccer refereeing energy demand.     

Energy cost and kinematics of level,uphill and downhill running: fatigue-induced changes after a mountain ultramarathon

This study aimed to determine whether the fatigue induced by a mountain ultramarathon (MUM) led to changes in energy cost and kinematic during level and graded running. Pre- and post-race, 14 ultratrail runners ran on a level, uphill (5%) and downhill (5%) treadmill at 10 km · h^?1. Kinematic data were acquired using a photocell system. Post-race, the downhill energy cost increased by 13.1% (P < 0.001). No change was noted in level and uphill running. Duty factor and stride frequency were increased, whereas swing time, cycle time and stride length were decreased in all conditions (P < 0.05). Contact time was increased and the rate of force generation was decreased only in the uphill and downhill conditions (P < 0.05). Positive correlations were observed between performance time and the pre- to post-changes in the energy cost of level (r = 0.52, P = 0.04) and uphill running (r = 0.50, P = 0.04). MUM-induced fatigue resulted in physiological and spatiotemporal changes, though the response to fatigue varied considerably between running conditions. These changes resulted in a significant increment only in the downhill energy cost. Incorporating downhill locomotion in the training programmes of ultratrailers may help to improve performance-related physiological and biomechanical parameters.     

Collaborative teacher education: forging tangible connections between field and classroom

This paper describes a collaboration between the authors, a university course instructor for an introductory Learning Sciences course in a university-based teacher education program, and a site coordinator for its paired practicum experience. Drawing on Cultural-Historical Activity Theory, the collaborators found that their weekly conversations focused on supporting novice teacher learning had the potential to (1) lead to more strategic support of pre-service teachers, and (2) lend greater insights into the nature of the larger teacher education activity system in which they both worked. They consider the ways the seemingly simple addition of weekly conversations across sites of teacher learning can create spaces that collapse traditional theory/practice divides in teacher education.     

Sind die bildungswissenschaftlichen Standards für die Lehramtsausbildung in den Curricula der Hochschulen angekommen?

During the Bologna reforms, the Standing Conference of the Ministers of Education and Cultural Affairs (abbr.: Standing Conference) formulated education standards for higher education teacher training programmes (KMK 2004a) in the areas of teaching, educating, diagnostics, and innovation. Currently there is very little research on the extent to which these education standards are reflected in the teacher training curriculums at universities. This contribution analyses the course regulations, module handbooks, and exam regulations for teacher training programmes at 16 universities for the inclusion of content required by the education standards. The document analysis shows that a large proportion of the education standards introduced by the Standing Conference (KMK 2004a) are not considered by the curriculums of many universities.