Effect of Twinning on Chinese and English Vocabulary Knowledge

Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect on English vocabulary was further reduced after exposure to English at home was controlled. Given that these participants learned most of their English in school rather than home, the present findings support the notion that the twinning effect is associated with increased competition for family interaction in twins compared with singletons.     

Opportunities and constraints when studying social learning: Developmental approaches and social factors

Identifying social learning in wild populations is complicated by the relative lack of ability to conduct controlled experiments in natural habitats. Even in more controlled captive settings, tracking the innovation and spread of behavior among known individuals can be challenging, and these studies often suffer from a lack of ecological validity. In recent years, a host of new approaches have been undertaken to attempt to provide more quantitative control and empirical demonstration of social learning, both in the wild and in captive settings that more closely mimic natural contexts. Developmental approaches are being undertaken more regularly that allow us to study the ontogenetic trajectory of complex skills in a variety of taxa. Likewise, a spirited focus on the social context of social learning has emerged, and researchers have begun to meticulously analyze the influences of social systems and the characteristics of demonstrators and observers. Here, we provide a review of these studies and summarize the opportunities and constraints that exist when one attempts to study learning in social species. We suggest that although the study of social learning in nonhuman animals is becoming much more complex, addressing this complexity provides a fruitful model for understanding the evolution of human cultural behavior.     

Using visual methodologies to understand pre-service Health and Physical Education teachers’ subjectivities of bodies

Socio-cultural theorists have argued that having a diverse understanding of subjectivities of normal/ideal bodies is important for Health and Physical Education (HPE) teachers. When teachers hold a single understanding and perception of normal/ideal bodies, such as a thin body as normal or ideal body, which are usually informed by dominant discourses, they may (re)produce narrow understandings of bodies among their students. This paper focuses on how a group of pre-service HPE specialist teachers (11 females and 3 males, aged between 18 and 26 at the time of the first interview) from an Australian university, discuss issues related to subjectivities of bodies. It draws on visual methodologies and semi-structured interviews to understand how these pre-service HPE specialist teachers construct discourses of bodies. Foucault’s concepts of normalisation, surveillance and biopedagogies are used to explore discursive constructions of bodies, with a particular focus on how some discourses are normalised via surveillance techniques. The results of the study invite us to reflect on how images may promote certain ways of thinking about and considering the body among pre-service HPE specialist teachers. In light of contradictions which were found across the comments of two participants who constructed different discourses during the interviews, we posit that making sense of subjectivities of bodies is complex and often contradictory. Furthermore, the results suggest that photo elicitation is a useful visual method for theorising issues related to bodies. Results can inform teacher education and policy in how to better prepare pre-service HPE teachers to teach about bodies.     

Enhancing children's literacy skills: designing the Q‐Tales ecosystem for children's e‐book design and publication

This article describes the conceptualisation and development of a pedagogical framework to support the design of e‐books for children to enhance literacy development. It emerged from research undertaken within the Q‐Tales international consortium project of the EU's Horizon 2020 Programme for Research and Innovation, where the aim was to facilitate key stakeholders to collaborate and participate in the online production and publication of high‐quality, educational e‐books for children. The pedagogical framework described here sought to answer the question “What concepts and principles undergird the effective design of pedagogically impactful e‐books for children?” It is grounded by the theoretical underpinnings of socio‐constructivism, constructionism and skill theory, and how they relate to children's literacy development. A framework describing different narrative forms and component features, key pedagogical activities appropriate for different stages of reading development and design recommendations regarding the integration of multimedia into e‐books are also central to the pedagogical framework. As well as informing the design of the Q‐Tales infrastructure for children's e‐book design and publication, we hope the guidelines and pedagogical activities enumerated here will be widely useful for those designing and developing digital, interactive narratives, particularly e‐books to enhance children's emerging literacy.     

Emphasizing Professionalism and Values-Based Competencies in Human Services Education

Within the education of students pursuing a career in human services, social work, or other helping professions, there has historically been a divide between the emphasis in training placed on content and values-based competencies, often referred to as professionalism. This article will define these competencies and emphasize the importance of values-based priorities in the training of helping professionals. Suggestions will be offered for providing a context to integrate these principles into educational standards and practices. Implications for how emphasizing professionalism promotes the success of community college students pursuing further education and gaining entrance into the helping professions will also be discussed, especially in light of changing trends in higher education.     

Trends in the Selection of Coaches for Female Athletes: A Demographic Inquiry

Abstract

Data were collected from 335 collegiate female athletic directors utilizing a questionnaire designed to assess trends in selecting coaches for female athletes between 1974 and 1979. These demographic results revealed: (a) a 37% increase in the number of coaches for female athletes, (b) a greater increase at the assistant (229%) rather than head (8%) coach level, (c) a substantial increase in male coaches (724) in comparison to their female counterparts (44), (d) a significant decline (294) in female head coaches, and (e) a large increase in the number of male head coaches (437). As the bases for this present investigation, current practices and affirmative action strategies were discussed (i.e., gender employment trends, de facto discrimination, federal civil rights legislation). Possible explanations of these findings were offered.     

Relationship between Working Environment,Self-Concept,Real-Ideal Self Discrepancy,and Functionality in Physical Education Teachers

Abstract

The major purposes of the present study were to determine to what extent and in what ways an individual's personality is affected by the working environment. Three questions were asked about the effect of working environment on: (a) realism or accuracy of self-concept, (b) agreement between real self and ideal self, and (c) functionality of personality characteristics. Subjects were 49 physical education faculty in three inner-city and three suburban Los Angeles area high schools. The Holmen Adjective Check List (HACL) was used to assess self-concept, real-ideal self discrepancy, and functionality. Results showed that: (a) suburban teachers had more accurate self-concepts than did inner-city teachers, (b) suburban teachers were seen as being more like their “ideal selves” than were inner-city teachers, and (c) individuals experienced in a given work setting were not necessarily seen as better adapted to that environment than those not working there.     

Physical activity in the lives of Hong Kong Chinese children

To understand the physical activity culture in the lives of Hong Kong Chinese children and their parents, 48 young people between the ages 9 and 16 and their parents, with different socio-economic backgrounds and geographical locations, were interviewed for this study. By applying Confucianism and postcolonialism, this study aimed to investigate the meaning of physical activity in the lives of Hong Kong children and their parents. The results showed that parents value physical activity as a factor which contributes to their children's well-being and provides balance to their life. There were differences though, in this attitude, for different age groups. Junior students (aged 9–12) expressed their interest in physical activities. However, older students (12 or above) in secondary school, think or are told that academic study is the most important aspect of their life and that physical activities are not a priority. When examining parents' and children's involvement in physical activity, the barriers to the parents' involvement in their children's physical activities included lack of time and a habitual sedentary lifestyle at home.     

Building an online community to support the professional development of casual teachers

Abstract

With the burgeoning casualisation of the higher education workforce, the precarious nature of casual teaching has become increasingly well documented. Universities are recognising that enhancing quality learning and teaching must include attention to the provision of services, support, and professional development for teachers employed on a sessional or casual basis. This paper presents a study investigating an online course for supporting and connecting dispersed and diverse casual teachers at an Australian university. The study explores the role of community and the impact of professional development for casual teachers across discipline boundaries in an institution-wide online course.