Teachers and their Books

Too often there is far too large a gap between the sort of literature recommended by the English teacher and the normal reading tastes both of children and adults (W. Stewart, 1950).     

The “learning disabilities” label: An experimental analysis

The “learning disability” label is a relatively new addition to the field of special education and its effects have begun to be investigated. This study examined the differences produced by two categorical labels on students impressions of the “disturbingness” of behavior and their willingness to work with the labeled child. Aggressive behaviors thought to be exhibited by learning disabled youngsters were rated differently from identical behaviors thought to be exhibited by emotionally disturbed children. Implications of this study suggest that the “LD” label may connote a milder form of disability; and that teacher and professional training institutions should consider the deleterious effects labels may convey with regard to expected behaviors.     

Tier-specific evolution of match performance characteristics in the English Premier League: it’s getting tougher at the top

This study investigated the evolution of physical and technical performances in the English Premier League (EPL), with special reference to league ranking. Match performance observations (n = 14,700) were collected using a multiple-camera computerised tracking system across seven consecutive EPL seasons (2006–07 to 2012–13). Final league rankings were classified into Tiers: (A) 1st–4th ranking (n = 2519), (B) 5th–8th ranking (n = 2965), (C) 9th–14th ranking (n = 4448) and (D) 15th–20th ranking (n = 4768). Teams in Tier B demonstrated moderate increases in high-intensity running distance while in ball possession from the 2006–07 to 2012–13 season (P < 0.001; effect size [ES]: 0.68), with Tiers A, C and D producing less pronounced increases across the same period (P < 0.005; ES: 0.26, 0.41 and 0.33, respectively). Large increases in sprint distance were observed from the 2006–07 to 2012–13 season for Tier B (P < 0.001; ES: 1.21), while only moderate increases were evident for Tiers A, C and D (P < 0.001; ES: 0.75, 0.97 and 0.84, respectively). Tier B demonstrated large increases in the number of passes performed and received in 2012–13 compared to 2006–07 (P < 0.001; ES: 1.32–1.53) with small-to-moderate increases in Tier A (P < 0.001; ES: 0.30–0.38), Tier C (P < 0.001; ES: 0.46–0.54) and Tier D (P < 0.001; ES: 0.69–0.87). The demarcation line between 4th (bottom of Tier A) and 5th ranking (top of Tier B) in the 2006–07 season was 8 points, but this decreased to just a single point in the 2012–13 season. The data demonstrate that physical and technical performances have evolved more in Tier B than any other Tier in the EPL and could indicate a narrowing of the performance gap between the top two Tiers.     

Explaining attendance through the brand community triad: Integrating network theory and team identification

In this study, the authors empirically test a model of sport behaviour that integrates both team identification and a network theory approach to understand attendance at intercollegiate ice hockey games. Grounded within the brand community triad, ego network data were collected among attendees to measure the fan-to-fan connections that constitute the horizontal relationships of brand community participants. Additionally, a multidimensional team identification measure was used to illustrate the vertical relationship between individual and team. Both measures were included in a structural equation model to test how both fan-to-fan and fan-team relationships explain attendance. The results from the model support the salience of both dimensions of the brand community triad, suggesting that understanding sport fan behaviour necessitates including both psychological and structural elements of behaviour. Future suggestions for extending the study of sport fans through structural networks are discussed.     

Use and evaluation of a technology-rich experimental collaborative classroom

In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a ‘student’ they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes.