MISSISSIPPI TECH-PREP COORDINATORS: IDENTIFYING CHALLENGES OF THE JOB

ABSTRACT

Mississippi tech-prep coordinators were surveyed to determine their perceptions of the difficulty of their various job responsibilities as identified in the Mississippi Tech Prep Handbook Pilot Site Implementation Guide 1993–94 (1993 Mississippi tech prep handbook pilot site implementation guide 1993-94 . ( 1993 ). Mississippi State , MS : Research and Curriculum Unit for Workforce Development, Vocational and Technical Education . [Google Scholar]). It was hypothesized that their perceptions would be influenced by the number of sites served by individual tech-prep coordinators and the number of years of experience of the individual coordinators. The coordinators' survey also included open-ended questions to gain insight into specific challenges, such as additional duties assigned by the community college, and changes in responsibilities that have occurred over the years. The coordinators were also asked to suggest improvements in their job responsibilities. Further, a separate survey was conducted of the state tech-prep staff members to gain their perspectives of the coordinators' responsibilities. The state staff members were asked to identify what they considered the most difficult duty and the easiest, to suggest improvements to strengthen tech prep, and to name the most important contribution of the coordinators. Challenges for Mississippi tech-prep coordinators were identified in areas of reporting, accountability, the increasing number of sites, and professional development.     

The Compass Rose Effectiveness Model

The effectiveness model focuses the institution on mission achievement through assessment and improvement planning. Eleven mission criteria, measured by key performance indicators, are aligned with the accountability interest of internal and external stakeholders. A Web-based performance assessment application supports the model, documenting the impact of strategic planning on continuous improvement.     

Effects of total sleep deprivation on endurance cycling performance and heart rate indices used for monitoring athlete readiness

ABSTRACT

This study investigated effects of total sleep deprivation on self-paced endurance performance, and heart rate (HR) indices of athletes' “readiness to perform”. Endurance athletes (n = 13) completed a crossover experiment comprising a normal sleep (NS) and sleep deprivation (SD) condition. Each required completion of an endurance time-trial (TT) on consecutive days (D1, D2) separated by normal sleep or total sleep deprivation. Finishing time, perceived exertion (RPE), mood, psychomotor vigilance (PVT), and HR responses were assessed. Time on D2 of SD was 10% slower than D2 of NS (64 ± 7 vs 59 ± 4 min, P < 0.01), and 11% slower than D1 of SD (58 ± 5 min, P < 0.01). Subjective to objective (RPE:mean HR) intensity ratio was higher on D2 of SD compared with D2 of NS and D1 of SD (P < 0.01). Mood disturbance and PVT mean response time increased on D2 of SD compared with D2 of NS and D1 of SD. Anaerobic threshold and change in TT time were correlated (R = ?0.73, P < 0.01). Sleep helps to optimise endurance performance. Subjective to objective intensity ratios appear sensitive to effects of sleep on athletes’ readiness. Research examining more subtle sleep manipulation is required.     

Children's Frequency of Participation in Moderate to Vigorous Physical Activities

Abstract

Third and fourth grade boys (n = 422) and girls (n = 390) in four Texas elementary schools reported their participation in moderate to vigorous physical activities (MVPAs) over a 3-day period. Students were surveyed during class on successive days. On a subsample (n = 44), the agreement between reported and observed physical activities during physical education or recess was 86.3%. Running, walking fast, games and sports, and bicycling accounted for 70% of Total MVPAs. Of Total MVPAs reported, 47.0% for boys and 44.6% for girls were 10 min or longer in duration (LMVPA). The average number of LMVPAs per day was 1.7 for both boys and girls. Students reported significantly more occurrences of LMVPAs out of school than during school. Significant interaction between grade and gender indicated that third grade boys reported more Total MVPAs and LMVPAs than third grade girls, but fourth grade boys reported fewer Total MVPAs and LMVPAs than fourth grade girls. During the 3-day reporting period, 12.3% of boys and 13.3% of girls reported no LMVPAs, and 35.6% of boys and girls reported fewer than one LMVPAs per day. While the majority of children reported obtaining at least some activity daily, a substantial proportion of children in this sample reported fewer than one LMVPA daily, indicating that many children may not be obtaining adequate amounts of physical activity.     

Effects of a Brief Intervention Program to Promote Prosocial Behaviors in Young Children

A classroom procedure that did not involve extensive teacher training nor intrusion into the school system was found to be easily implemented for one month with second graders. The children were encouraged to report during daily circle time how they had been kind, cooperative, helpful, or sharing with a peer. The report had to be corroborated by at least one classmate. Each prosocial action resulted in a star being placed on a class star chart. Pre and post observations of the frequency of prosocial actions by the intervention class and a randomly chosen control class revealed a significant increase in prosocial actions among peers in the intervention classroom.     

Muscular adaptations in low- versus high-load resistance training: A meta-analysis

There has been much debate as to optimal loading strategies for maximising the adaptive response to resistance exercise. The purpose of this paper therefore was to conduct a meta-analysis of randomised controlled trials to compare the effects of low-load (≤60% 1 repetition maximum [RM]) versus high-load (≥65% 1 RM) training in enhancing post-exercise muscular adaptations. The strength analysis comprised 251 subjects and 32 effect sizes (ESs), nested within 20 treatment groups and 9 studies. The hypertrophy analysis comprised 191 subjects and 34 ESs, nested with 17 treatment groups and 8 studies. There was a trend for strength outcomes to be greater with high loads compared to low loads (difference = 1.07 ± 0.60; CI: ?0.18, 2.32; p = 0.09). The mean ES for low loads was 1.23 ± 0.43 (CI: 0.32, 2.13). The mean ES for high loads was 2.30 ± 0.43 (CI: 1.41, 3.19). There was a trend for hypertrophy outcomes to be greater with high loads compared to low loads (difference = 0.43 ± 0.24; CI: ?0.05, 0.92; p = 0.076). The mean ES for low loads was 0.39 ± 0.17 (CI: 0.05, 0.73). The mean ES for high loads was 0.82 ± 0.17 (CI: 0.49, 1.16). In conclusion, training with loads ≤50% 1 RM was found to promote substantial increases in muscle strength and hypertrophy in untrained individuals, but a trend was noted for superiority of heavy loading with respect to these outcome measures with null findings likely attributed to a relatively small number of studies on the topic.     

Evaluation of the Impact of a Coeducational Sexual Assault Prevention Program on College Students' Rape Myth Attitudes

The authors examined the impact of a mandatory, coeducational sexual assault prevention program on college freshmen's rape myth attitudes. Data from 174 college freshmen required to attend the program indicated that, regardless of gender, the proposed sexual assault prevention program significantly decreased participants' rape myth acceptance attitudes. Implications of the findings for college counselors and directions for future research are discussed.     

ASSESSMENT OF STUDENT PERFORMANCE: AN IN‐SERVICE PROFESSIONAL DEVELOPMENT PROGRAMME

Assessment of student performance is a crucial professional responsibility of teachers. At the tertiary level in New Zealand there is no pre‐service training requirement and staff are ‘trained’ on the job. In New Zealand polytechnics, the academic staff (tutors) are entitled to 12 weeks induction training, but with the increasing use of internal assessment there is a recognised need for in‐service training and resources.

This paper describes the development and content of an in‐service professional development programme designed to meet the needs of part‐time staff as well as experienced staff. The principal sponsor of the project was an external examination body.     

Academic buoyancy mediates academic anxiety’s effects on learning strategies: an investigation of English- and Chinese-speaking Australian students

Abstract

A primary goal our study was to explore whether relations between academic anxiety and students’ use of a range of learning strategies (memorisation, elaboration, personal best [PB] goals and cooperation) were mediated by academic buoyancy. We were also interested in extending knowledge of anxiety and its role in students’ learning strategy use. Given mixed findings regarding the impact of language spoken at home on psycho-educational factors, our third aim involved investigating the extent to which relationships were moderated by language (English vs. Chinese-speaking). The sample consisted of n = 380 English-speaking and Chinese-speaking (Mandarin and Cantonese) Australian high school students, with groups (n = 190 each) matched on age and gender, and controlling for parental education and prior academic achievement. We found mediation effects of academic buoyancy across the four learning strategies. In addition, anxiety was positively associated with memorisation, elaboration and PB goals in the mediation analyses. Mediation effects were broadly similar across the two languages; however, there were some significant differences across the two groups. Findings hold relevance for future research on academic buoyancy’s nomological network, the role of language spoken at home in the academic process and the design of interventions addressing academic buoyancy and academic anxiety.     

What Facilitates and Supports Political Activism by,and for,Undocumented Students?

Historically, undocumented students have been unable to attend public and private institutions of higher education in the United States. Lack of citizenship and/or financial aid precludes many from ever applying to college or other post-secondary institutions. This can create feelings of oppression, stigmatization, and/or inferiority for undocumented youth, who had no say in their ever coming to the United States. In the absence of a sustainable federal law that facilitates higher education attainment for this population, some states have enacted their own permissive policies. The present study utilizes a critical consciousness framework and a constant comparative approach to explore one permissive policy in a focal state. To this end, the authors attempt to answer the question of what motivates undocumented students, through the lens of critical consciousness, to engage in political activism, and what is the role of adult-allies? Findings support and extend our understanding of critical consciousness dimensions, vis-à-vis the revelation of ten themes and subthemes unique to this sample. Implications for policy, practice, and future research are also discussed.