GRADUATE TRAINING IN EDUCATION AND AGING: RESULTS OF A NATIONAL SURVEY; PART 1

The graduate departments of adult education at 88 universities in the United States were surveyed for information pertinent to their programs in and about aging. Results show that 55% of the departments offer no courses dealing exclusively with education and aging. Only one department offers a program concentration per se in educational gerontology. Those adult education academic programs that have a seeming interest in education and aging typically offer only an isolated course or two. Much needs to be done if adult education programs are to begin preparing people to meet the learning needs of older adults.     

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.     

Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion

The goals were to (a) replicate the findings of previous research with regard to the Consultee/Teacher Version of the Interpersonal Power Inventory (IPI), and (b) advance the literature by examining IPI scores about a current consultation relationship. Sample 1 included 99 elementary school teachers (44.4% Hispanic) who completed the IPI. Results replicated Erchul et al. Sample 2 (N = 37; 45.9% Hispanic) represented a subset of Sample 1 who participated in a consultation project and completed the IPI about influence in their current consultation relationship. The results advance the literature by offering evidence for convergent and predictive validity of the IPI soft power bases. Teachers who reported being influenced by soft power strategies experienced greater change in their behaviors and their students’ behaviors than those who reported being not influenced by such strategies. Implications for research and practice in school consultation are discussed.     

Understanding the emergence and deployment of “nano” S&T

As an introduction to the special issue on “emerging nanotechnologies”, this paper puts in perspective contemporary debates and challenges about nanotechnology. It presents an overview of diverse analyses and expectations about this presumably revolutionary set of technological, scientific and industrial developments. Three main lines of argument can then be delineated: first of all, the degree of cumulativeness of science and technologies and the respective roles of newcomers and incumbents in the industrial dynamics; second the knowledge dynamics in nanotechnologies, especially the linkages by science and technology and third the role of institutions (network, geographic agglomeration and job market). It finally discusses methodologies to delineate the field of nanotechnologies and to collect data.     

Single maximal versus combination punch kinematics

The aim of this study was to determine the influence of punch type (Jab, Cross, Lead Hook and Reverse Hook) and punch modality (Single maximal, 'In-synch' and 'Out of synch' combination) on punch speed and delivery time. Ten competition-standard volunteers performed punches with markers placed on their anatomical landmarks for 3D motion capture with an eight-camera optoelectronic system. Speed and duration between key moments were computed. There were significant differences in contact speed between punch types (F(2,18,84.87) = 105.76, p = 0.001) with Lead and Reverse Hooks developing greater speed than Jab and Cross. There were significant differences in contact speed between punch modalities (F(2,64,102.87) = 23.52, p = 0.001) with the Single maximal (M+/- SD: 9.26 +/- 2.09 m/s) higher than 'Out of synch' (7.49 +/- 2.32 m/s), 'In-synch' left (8.01 +/- 2.35 m/s) or right lead (7.97 +/- 2.53 m/s). Delivery times were significantly lower for Jab and Cross than Hook. Times were significantly lower 'In-synch' than a Single maximal or 'Out of synch' combination mode. It is concluded that a defender may have more evasion-time than previously reported. This research could be of use to performers and coaches when considering training preparations.