‘I just want to watch the match’: a practitioner’s reflective account of men’s health themed match day events at an English Premier League football club

This study reflects on the effectiveness and delivery of a series of health themed match day events at an English Premier League Football Club which aimed to create awareness and motivate men to adopt recommended health behaviours. A range of marketing techniques and activities were adopted within a targeted space and time to increase men’s exposure to health information. The first author adopted a practitioner-cum-researcher role and was immersed in the planning and delivery of the events utilising the principles of ethnography. Data were predominately collated through observations and personal reflections logged via autobiographical field notes. Data were analysed through abductive reasoning. In general, men were reluctant to engage in health-related behaviours on match days. However, subtle, non-invasive approaches were deemed successful. Positive outcomes and case studies from the latter techniques are presented and suggestions for effective strategies that will better engage men in health information and behaviours are made.     

Changing Preservice Science Teachers’ Views of Nature of Science: Why Some Conceptions May be More Easily Altered than Others

The purpose of this study was to assess preservice teachers’ views of Nature of Science (NOS), identify aspects that were challenging for conceptual change, and explore reasons why. This study particularly focused on why and how some concepts of NOS may be more easily altered than others. Fourteen preservice science teachers enrolled in a NOS and Science Inquiry course participated in this study. Data were collected by using a pre/post format with the Views of Nature of Science questionnaire (VNOS-270), the Views of Scientific Inquiry questionnaire (VOSI-270), follow-up interviews, and classroom artifacts. The results indicated that most students initially held naïve views about certain aspects of NOS like tentativeness and subjectivity. By the end of the semester, almost all students dramatically improved their understanding about almost all aspects of NOS. However, several students still struggled with certain aspects like the differences between scientific theory and law, tentativeness, and socio-cultural embeddedness. Results suggested that instructional, motivational, and socio-cultural factors may influence if and how students changed their views about targeted NOS aspects. Students thought that classroom activities, discussions, and readings were most helpful to improve their views about NOS. The findings from the research have the potential to translate as practical advice for teachers, science educators, and future researchers.     

Tax incentives for R&D: a critical evaluation

A number of policy proposals have recently been presented that seek to address the problem of declining productivity growth. Many of these are aimed at encouraging private R&D spending through tax incentives. This paper first reviews some of these proposals, then evaluates tax incentives per se as a policy tool for encouraging R&D growth, and finally offers suggestions for redesigning R&D related tax incentive policies.     

A LONGITUDINAL STUDY OF THE DEVELOPMENT OF MATHEMATICS STRATEGIES AND UNDERLYING COUNTING SCHEMES

The purpose of this study was to determine whether patterns of strategy use in second, third and fourth grade children’s arithmetic supported Steffe’s model of numerical development. In addition to student-generated strategies, we looked at commonly taught algorithms not considered in Steffe’s model to determine whether these algorithms reflected underlying schemes. 206 children were assessed on their strategy use while solving arithmetic problems in the second grade, the third grade and again in the fourth grade. Factor analyses indicated some support for Steffe’s model, but there were exceptions. Not all children progressed in their number knowledge and strategies as a function of schooling and schooling appeared to affect the types of strategies children use independent of underlying schemes.     

Academic Functioning and Peer Influences: A Short‐Term Longitudinal Study of Network–Behavior Dynamics in Middle Adolescence

In this study, the associations between peer effects and academic functioning in middle adolescence (N = 342; 14–15 years old; 48% male) were investigated longitudinally. Similarity in achievement (grade point averages) and unexplained absences (truancy) was explained by both peer selection and peer influence, net of acceptance, and connectedness. Friendships were formed and maintained when adolescents had low levels of achievement or high levels of truancy. Friends influenced one another to increase rather than decrease in achievement and truancy. Moreover, friends’ popularity moderated peer influences in truancy in reciprocal friendships but not in unilateral friendships, whereas friends’ acceptance moderated peer influences in achievement in both unilateral and reciprocal friendships. The findings illustrate the dynamic interplay between peer effects and academic functioning.     

Teachers’ journeys towards critical use of ICT

Teachers have a central role in developing new learning models in schools. This paper describes a study that explored teachers’ confidence and competence in using Information and Communication Technologies (ICT) as they participated in an ICT development project conducted by an Australian education system in 12 primary schools. The project aimed to develop ICT integrated teaching practices by providing in‐class equipment and teacher professional development in ICT use, curriculum development and teaching strategies. The study used qualitative data from teacher records of Professional Development and Action Learning to identify three of four stages proposed to describe teachers’ ICT learning. Teachers moved from gaining basic ICT skills, to conducting ICT‐focused lessons and eventually appropriate ICT integration. Teachers who progressed to the third stage were able to exploit additional learning opportunities and begin to make fundamental changes to their pedagogy, but needed more time to reach the final stage of challenging existing pedagogical structures.     

General Media and Society

Atwan, Robert, Barry Orton, and Alliam Vesterman. American Mass Media: Industries and Issues (New York: Random House, 1978—$8.95, paper)

Dennis, Everette E., Arnold H. Ismach, and Donald M. Gillmor, eds. Enduring Issues in Mass Communication (St. Paul, Minn.: West P.' _fishing Co., 1978—price not given, paper)

White, David Manning, and John Pendleton, eds. Popular Culture: Mirror of American Life (Del Mar, Calif.: Publisher's Inc., 1977—$11.95/6.25)

Charlene J. Brown, Trevor R. Brown, and William L. Rivers' The Media and the People (New York: Holt, Rinehart a Winston, 1978 —price not given, paper)

Malcolm Muggeridge's Christ and the Media (Grand Rapids, Mich.: William B. Eerdmans Publishing Co., 1977— $5.95)