“Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs

This study investigated student teachers’ efficacy beliefs, collective teacher efficacy beliefs, and perceived cooperating teachers’ efficacy beliefs. These student teacher beliefs were examined with the focus on context, primarily the school setting (i.e., rural, suburban, and urban), to determine whether setting played a role in the development of the student teachers’ efficacy beliefs. The research participants included 102 student teachers. All three setting groups exhibited significant increases in teachers’ sense of efficacy following student teaching. Urban student teachers exhibited significantly lower perceived collective efficacy. Perceived cooperating teachers’ efficacy was predictive of and positively related to the student teachers’ post-TSES scores.     

Screening of field pea （Pisum sativum） selections for their reactions to root-knot nematode （Meloidogyne incognita）

INTRODUCTION Fieldpea (Pisum sativum L.) is one of the im-portant pulse crops of the world and is cultivated over 5.9 million hectares with a production of about 11.7 million tons (Singh, 1983). In India it is grown over 0.7 million hectares yielding about 0.6 million tons (Singh, 1983). Among various obstacles in cultivating this crop, root-knot nematode Meloidogyne incognita (Kofoid & White) Chitwood has been reported to cause severe yield losses of up to 20%~33% (Upadhyay and Dwiv…     

Match-related fatigue reduces physical and technical performance during elite rugby league match-play: a case study

Abstract

This study examined the influence of match-related fatigue on physical and technical skill performance in ball playing positions at two different levels of rugby league competition. Time-motion analyses were performed using global positioning systems from 6 elite National Rugby League (NRL) and 11 junior elite National Youth Competition (NYC) players from 45 matches. A standardised 5-point technical coding criteria was used to qualitatively assess skill involvements during match-play. The distance travelled in the 0–5 and 40–45 min period were significantly higher compared to the 30–35, 35–40, 70–75 and 75–80 min periods (P < 0.001). Skill rating and involvements were higher in the 0–5 and 40–45 min compared to 70–75 and 75–80 min periods (P < 0.001 and P < 0.001, respectively).There was no significant difference in the number of physical collisions between the 5-min periods (P = 0.051). Following the peak 5-min bout of exercise intensity there were reductions in distance (P < 0.001), quality of skill involvements (P < 0.001), number of involvements (P < 0.001) and collisions (P < 0.001). Elite NRL and NYC “ball players” exhibit reductions in physical performance towards the end of matches and following brief periods of intense exercise. There also appears to be a reduction in technical performance for NRL and NYC ball players, which may be attributable to match-related fatigue.     

A systematic review on test anxiety in children and young people with learning difficulties

This systematic review explores test anxiety in children and young people (CYP) with learning difficulties. Research has found that students with learning difficulties experience higher levels of anxiety about school compared to peers without learning difficulties. One area of school that has had little research is test anxiety, therefore further exploration is needed. Nine papers resulted from the systematic search. It was found that CYP with learning difficulties can experience test anxiety. There are a variety of internal and external factors which have an interactional relationship with test anxiety. A model was developed to illustrate these factors including characteristics of tests, perceptions of support, self-belief and cognition and learning skills. This can be used to explore potential reasons for test anxiety in CYP with learning difficulties and to provide subsequent support.