A Golf Skills Test Battery for College Males and Females

Abstract

Measurements of the field of motion perception of basketball players and non-basketball players were compared. Also, five basketball skill test items were administered to 101 college men, and their scores on these items and the measurements of the fields of motion perception were compared with subjectively-determined basketball ability rating scores. Measurements of the field of motion perception showed an identifiable relationship with basketball ability and, when combined with basketball test items, made a substantial contribution to the forecasting efficiency of the battery.     

The Influence of Hydration on Anaerobic Performance

This review examines the influence of dehydration on muscular strength and endurance and on single and repeated anaerobic sprint bouts. Describing hydration effects on anaerobic performance is difficult because various exercise modes are dominated by anaerobic energy pathways, but still contain inherent physiological differences. The critical level of water deficit (～ 3–4%; mode dependent) affecting anaerobic performance is larger than the deficit (～ 2%) impairing endurance performance. A critical performance-duration component (> 30 s) may also exist. Moderate dehydration (> 3% body weight; precise threshold depends on work/recovery ratio) impairs repeated anaerobic bouts, which place an increased demand on aerobic metabolism. Interactions between dehydration level, dehydration mode, testing mode, performance duration, and work/recovery ratio during repeated bouts make the dehydration thresh-old influencing anaerobic performance mode dependent.     

But,Do I Need a College Degree?: Understanding Perceptions of College and Career Readiness among Students Enrolled in a Career and Technical High School

Innovative Higher Education - Career and technical education (CTE) and college preparation curriculum in high school are often treated as mutually exclusive options rather than integrated,...     

Teaching systems thinking through game design

Educational technology research and development - In this mixed-methods study, we examined if students benefitted from a game design course offered during an enrichment hour in terms of gains in...     

BEHAVIOR MANAGEMENT IN PRESCHOOL CLASSROOMS: INSIGHTS REVEALED THROUGH SYSTEMATIC OBSERVATION AND INTERVIEW

This mixed methods study examined behavior management strategies used by preschool teachers to address student noncompliance in the classroom. Specifically, the study aimed to (1) examine the methods that preschool teachers are currently using to respond to noncompliant behavior in their classrooms, (2) measure the frequency with which each strategy is used or attempted, and (3) examine the reasons that teachers have chosen to use particular strategies. Observations and teacher interviews were conducted in five classrooms across two preschools located in a Midwest state. Results revealed that teachers use a variety of strategies to address noncompliance, many of which were also preventative in nature and designed to increase students’ self‐regulation. In addition, behavior management techniques that are currently recommended by research (e.g., guided compliance and proximity praise) were generally practiced by teachers in the participating schools. However, students were reinforced for appropriate behavior following noncompliance less than one‐third of the time. These results suggest that teachers are using a broad range of recommended strategies, but the results also serve as a reminder of the importance of providing positive reinforcement for appropriate behavior following an episode of noncompliance. Additional implications for school practitioners and future research are provided.     

Reframing primary curriculum through concepts of place

Australian curricula name “sustainability” as a key priority area with implications for preparing pre-service teachers. In the research that generated this paper, we asked: How can framing teaching through space and place inform pre-service teachers’ pedagogical thinking and practice? In new third year Bachelor of Education (primary) subject Understanding Space and Place, Australian teacher education students shared online responses to focus questions and readings framing education through place, designed and taught a unit of study “beyond the classroom” to children in their professional placements and reflected on changes in their theoretical, philosophical, and curriculum goals. Data from these forum posts were analysed through Somerville’s three “enabling place pedagogy” categories of embodiment, storylines, and cultural contact zones. Many students came to re-imagine their teaching roles and understand how a place pedagogy framework can operate to expand the possibilities of teaching and learning sustainability through creative and embodied place-making experiences in local places.     

Staying engaged: the role of teachers and schools in keeping young people with health conditions engaged in education

It is well known that having a chronic or traumatic health condition can seriously impact on a young person’s educational trajectory, as well as placing the young person at higher risk of experiencing mental health conditions such as depression and anxiety, and increasing their likelihood of participation in risky behaviours. This paper reports on research examining best practice by schools in mitigating the impact of having a health condition by keeping students engaged with education in the post-compulsory years of schooling. The research project was designed to examine the strategies, both formal and informal, which are enacted by schools, individual teachers, families and students in ensuring an ongoing connection with educational pathways in the senior years. We describe an interconnected set of critical success factors for retaining these vulnerable young people in education, and reflect on the implications of these for educational policymakers and school administrators.     

Integrating Wikis in the Support and Practice of Historical Analysis Skills

This case study examines the benefits of integrating wikis into the World History curriculum. Six middle school students chosen because of their designation in relevant subgroups—GATE, AVID, and RSP—participated in this 20-week study. Abstract historical concepts can be difficult to grasp; therefore, students collaborated via a wiki on topics that required students to practice historical analysis skills that are utilized by historians and social scientists who are experts in their field. Historical and social science analysis skills add rigor to the curriculum as students develop a deeper understanding of historical events beyond the core curriculum. Findings indicate that students, when given the option, chose to use higher order thinking skills. The high number of responses by the RSP students was a surprising outcome. The data indicates that wikis foster collaborative learning, interaction, and natural student inquiry.     

INFUSING GERONTOLOGICAL CONTENT INTO CURRICULA: EFFECTIVE CHANGE STRATEGIES

This paper presents a review of curriculum-change literature with a special focus on curricular infusion and an analysis of curriculum-change strategies. These strategies were used by 62 social work education programs involved in the national gerontological infusion project supported by the John T. Hartford Foundation. Best practices to achieve gerontological infusion in foundation courses are identified. Curriculum-change strategies that focus on involving all faculty members appear to be strongly supported by the curriculum-change literature and positive outcomes, as shown by the results of the study reported in this paper. The training of faculty and field instructors, the involvement of the foundation faculty as a whole in changing foundation curriculum, and the encouragement of faculty by accepted academic leaders to complete the infusion process, all appear to be key in successfully achieving this kind of curriculum change.