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.     

Revisioning Fairness as Social Justice in Early Childhood Education

Early Childhood Education Journal - Young children’s ideas of fairness have been studied in a range of laboratory settings with findings that children see fairness as equal distribution of...     

On the Nonsmooth,Nonconstant Velocity of Braille Reading and Reversals

Relative to print reading, braille-reading finger movements are held to be of more constant speed, with continuous and exhaustive contact with all words. However, the continuity of movements is intermittent in two distinct ways: (a) readers reverse direction and reread material already encountered and (b) the continual fluctuations of velocity between phases of acceleration and deceleration. We analyze recordings of experienced readers’ encounters with ambiguous sentences predicted to encourage more reversals, and we undertake comparative kinematic analyses of the finger movements during such reading. The data suggest that when reversals are initiated and where they are targeted reflect language-processing demands. However, their kinematic properties are not qualitatively different from those of forward reading. We conclude that how readers of braille move the reading finger—both forward and in reverse—is primarily influenced by the control properties of low-velocity movements and only secondarily by language properties.     

Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England

This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice.