Video-mediated interviews to reveal multiple voices in peer collaboration for mathematics learning in groups

Peer collaboration in schools can be a locus for negotiation of power and cultural norms. Set in the context of ethnically and linguistically diverse urban schools, this study discusses the possibilities and limitations of utilizing video-mediated interviews to reveal multiple voices. Our research method is based on video-recorded peer-to-peer interactions wherein a small group of students engaged in mathematics tasks, as well as video-mediated interviews with individual students while watching the video of themselves engaging in group work. Using the theoretical framework of ideological and sociohistorical nature of voice and figured worlds, our analysis revealed the ideologies and sociohistorical norms that influenced the ways in which the students collaborate with their peers. Based on our analyses of the video-mediated interviews, we raise awareness of potential conflicts that could affect the generation and development of ideas through collaboration. We also discuss ways to use video-mediated interviews as a methodology to interrogate the norms underlying collaboration among students in school settings.     

The Monets,Van Goghs,and Renoirs of Science Education: Writing Impressionist Tales as a Strategy for Facilitating Prospective Teachers’ Reflections on Science Experiences

A particularly useful pedagogical strategy for beginning a dialogue with prospective teachers about the ways in which their experiences and beliefs shape their development of professional knowledge is writing impressionist tales. Impressionist tales are a form of autobiography that portrays one highly personal perspective on a significant moment in time. In this pedagogical practice article, we describe our use of impressionist tales, summarize the assumptions underpinning our use of impressionist tales in science methods courses, provide several examples of our students’ tales, and discuss the pedagogical advantages and the teacher educator’s role in using impressionist tales to promote reflective thinking among prospective elementary science teachers.     

The life of a gay student in a university physical education and sports department: a case study in Turkey

While Turkey is mostly a Muslim country, officially it is a secular country; traditional gender roles are still maintained, and homosexuality is a taboo subject. The Turkish sporting world is no exception; it also excludes and ignores the existence of homosexuals and homosexuality. Using a single case study, this study aimed to contribute to fill the gap in the understudied subject of homosexuality in physical education (PE) and sports literature through investigating the experiences of a gay male Turkish PE and sports major. The respondent was aged 25 and a fourth-year undergraduate student at the time. Purposive sampling was used to select the respondent based on his willingness to participate in the study and a semi-structured interview allowed for data to be collected regarding being gay in Turkey, and in particular in the PE and sports environment. The four major themes derived from the analysed interview data were (1) conflicting feelings about coming out of the closet, (2) life in the Turkish community, (3) life in a PE and sports department and (4) perceived roots of homophobia. The findings indicated that the respondent's disclosure of his sexual orientation to friends resulted in positive reactions; however, he still hesitates to acknowledge his homosexuality publicly. Traditional gender roles, misconceptions about homosexuality and homosexuals and religion were perceived as the most influential factors for homophobic attitudes and behaviour in Turkish society. His experiences in Turkey's world of PE and sports were rife with homophobia.     

Reframing austerity: financial morality,savings and securitization

ABSTRACT

Austerity in the twenty-first century is different, compared both with the past, and across locations. This analysis explores the different role played by households in policies designed to maintain financial market liquidity in the context of aspirations of state deficit reduction. While in Europe there is austerity as popularly depicted, in the United States, where mortgage-backed securities have become central to monetary policy, the agenda is to keep households meeting their debt obligations. These differences are explained in terms of different conceptions of monetary policy and evolving conceptions of money itself. The evidence portends a changing role for households and their financial payments in anchoring the money system.     

Acceleration profile of an acrobatic act during training and shows using wearable technology

Abstract

The purpose of this study was to describe the mechanical characteristics of a trampoline circus act and its individual tracks performed in training and shows using a tri-axial accelerometer. A track is an artist’s specific role within a choreographed act. Seven male acrobats performed their trampoline act during training and shows while wearing a triaxial accelerometer and reported ratings of perceived exertion (RPE) after each trial. Average acceleration (AVG), root mean square (RMS), root mean to the fourth (RM4), time spent in specific acceleration ranges and RPE were measured/recorded from training and show acts. Paired t-tests compared dependent variables between training and show. Acceleration AVG, RMS and RM4 were significantly higher (p < 0.05) in training than show. RPE was significantly higher (p < 0.05) in show than training. No significant differences existed in time spent in any of the acceleration ranges between training and show. GPS devices have been used to manage workloads in field sports but are inoperable in theatres. But, inertial measurements may be an effective alternative to describe mechanical demands in theatre or arena environments. Wearable technology may be useful to coaches to improve understanding of track demands to manage artist workloads.     

Introduction to Special Issue: Null Effects and Publication Bias in Learning Disabilities Research

The importance of publishing studies with null findings to the scientific enterprise is garnering attention in social science at large and education in particular. In this article, we first define null findings and publication bias as they relate to group and single‐subject instructional intervention research. We then explore the prevalence of instructional intervention studies that report null findings in the learning disabilities literature. Overall, we found that few studies have been published in learning disability journals that reported all null results. However, a significant number of group studies reported mixed findings (i.e., at least one, but not all, outcome measures were not statistically significant). Next, we summarize the experimental studies that comprise this special issue on null findings. Last, we speculate regarding strategies that might be enacted to increase the publication of studies with null findings in the learning disabilities field.