Teachers’ views about pupil diversity in the primary school classroom

The present study explores Greek primary school teachers’ perceptions and views on pupil diversity in the classroom environment. A large-scale survey was carried out in order to examine teachers’ perceptions about pupil diversity and to identify personal and/or educational characteristics that can influence or predict these perceptions. The outcomes of the study reveal that Greek primary school teachers view diversity as a challenge more than as a barrier in teaching and learning, they can recognise at a high level the key elements of differentiated instruction as part of managing pupil diversity in their class and hold a negative-to-neutral stance on traditional curriculum implementation practices. The most influential factors and predictors of these perceptions and views are also presented and discussed.     

Sexist stereotypes in the language textbooks of the Greek primary school: a multidimensional approach

School textbooks are the main means of instruction and the main tool for the organisation of the teachers’ pedagogic practices. Stereotypes concerning the two genders are inscribed in the curriculum and become evident inside the school textbooks. The present study, through a content analysis of the Greek-language textbooks used in the third grade of the Greek primary school, examines the existence of gender stereotypes throughout the full range of these books. Additionally, semi-structured interviews with a sample of teachers who have taught the particular subject in the past are carried out. The findings show that there is a need for evaluation of the existing language textbooks in primary schools, with the aim of promoting a more gender-balanced learning material. Moreover, the classroom teachers raise the need for the promotion of initial as well as in-service training for teachers on issues of ‘gender stereotypes’, ‘language sexism’ and ‘gender-mainstreaming policies’.     

The Effect of Initial Knee Angle on Concentric-Only Squat Jump Performance

Purpose: There is uncertainty as to which knee angle during a squat jump (SJ) produces maximal jump performance. Importantly, understanding this information will aid in determining appropriate ratios for assessment and monitoring of the explosive characteristics of athletes. Method: This study compared SJ performance across different knee angles—90º, 100º, 110º, 120º, 130º, and a self-selected depth—for jump height and other kinetic characteristics. For comparison between SJ and an unconstrained dynamic movement, participants also performed a countermovement jump from a self-selected depth. Thirteen participants (M_age = 25.4 ± 3.5 years, M_height = 1.8 ± 0.06 m, M_weight = 79.8 ± 9.5 kg) were recruited and tested for their SJ performance. Results: In the SJ, maximal jump height (35.4 ± 4.6 cm) was produced using a self-selected knee angle (98.7 ± 11.2°). Differences between 90°, 100°, and self-selected knee angles for jump height were trivial (ES ± 90% CL = 90°–100° 0.23 ± 0.12, 90°–SS ?0.04 ± 0.12, 100°–SS ?0.27 ± 0.20; 0.5–2.4 cm) and not statistically different. Differences between all other knee angles for jump height ranged from 3.8 ± 2.0 cm (mean ± 90% CL) to 16.6 ± 2.2 cm. A similar outcome to jump height was observed for velocity, force relative to body weight, and impulse for the assessed knee angles. Conclusions: For young physically active adult men, the use of a self-selected depth in the SJ results in optimal performance and has only a trivial difference to a constrained knee angle of either 90° or 100°.     

The effects of eccentric exercise-induced muscle damage on running kinematics at different speeds

Abstract

This study investigated the effects of knee localised muscle damage on running kinematics at varying speeds. Nineteen young women (23.2 ± 2.8 years; 164 ± 8 cm; 53.6 ± 5.4 kg), performed a maximal eccentric muscle damage protocol (5 × 15) of the knee extensors and flexors of both legs at 60 rad · s^-1. Lower body kinematics was assessed during level running on a treadmill at three speeds pre- and 48 h after. Evaluated muscle damage indices included isometric torque, muscle soreness and serum creatine kinase activity. The results revealed that all indices changed significantly after exercise, indicating muscle injury. Step length decreased and stride frequency significantly increased 48 h post-exercise only at the fastest running speed (3 m · s^-1). Support time and knee flexion at toe-off increased only at the preferred transition speed and 2.5 m · s^-1. Knee flexion at foot contact, pelvic tilt and obliquity significantly increased, whereas hip extension during stance-phase, knee flexion during swing-phase, as well as knee and ankle joints range of motion significantly decreased 48 h post-exercise at all speeds. In conclusion, the effects of eccentric exercise of both knee extensors and flexors on particular tempo-spatial parameters and knee kinematics of running are speed-dependent. However, several pelvic and lower joint kinematics present similar behaviour at the three running speeds examined. These findings provide new insights into how running kinematics at different speeds are adapted to compensate for the impaired function of the knee musculature following muscle damage.     

Multi-technique comparative analysis of machine learning algorithms for improving the prediction of teams’ performance

Education and Information Technologies - Working in groups is an important collaboration activity in the educational context, where a variety of factors can influence the prediction of the...     

The Semiotics of European Football

The present study concerns the origins of the emblems representing the sixteen national football associations and the respective teams that contested for European glory in the stadiums of Poland and Ukraine for it is of paramount significance, cultural and otherwise, to determine those explicit features that so expressively epitomize their sheer essence. These emblems decorate the shirts of football players, often denoting uncommon symbolic significance, while also conveying copious amounts of historical and cultural information that command academic attention.     

Green is good but is usability better? Consumer reactions to environmental initiatives in e-banking services

There is an emerging consensus in the corporate social responsibility (CSR) literature suggesting that the quest for the so-called business case for CSR should be abandoned. In the same vein, several researchers have suggested that future research should start examining not whether, but rather when CSR is likely to have strengthened, weakened or even nullified effects on organizational outcomes (e.g. Margolis et al. in Does it pay to be good? A meta-analysis and redirection of research on corporate social and financial performance. Working Paper, Harvard Business School, 2007; Kiron et al. in MIT Sloan Manag Rev 53(2):69–74, 2012). Using perspectives from several theoretical frameworks (Needs Theory, Technology Acceptance Theory, and Psychological Distance Theory), we contribute to the literature by empirically examining the tension between functional and sustainability attributes in a novel context, namely that of green e-banking services. The findings indicate that the positive effect of CSR on users’ attitudes towards green e-banking services is moderated by two primarily utilitarian information systems factors—namely perceived ease of use and perceived usefulness—and an important utilitarian individual difference variable—namely perceived self-efficacy with technology. Our findings are also important if interpreted within the context of the ethical decision-making literature (e.g. O’Fallon and Butterfield in J Bus Ethics 59(4):375–413, 2005), as they indicate that the linkage between moral judgment and moral outcomes is unlikely to be that straightforward.     

Project-based learning in primary schools: effects on pupils' learning and attitudes

This study focuses upon the effectiveness of project-based learning on primary school pupils regarding their content knowledge and attitudes towards self-efficacy, task value, group work, teaching methods applied and peers from diverse ethnic backgrounds. A cross-curricular project was implemented within the curriculum area of environmental studies under the title of ‘sea animals’. The methodology applied in this study was the quasi-experimental research design. The findings of the present study support the view that pupils can gain benefits through project-based learning in obtaining content knowledge and group work skills and that they became less favourable to traditional teaching versus experiential learning. Motivation (self-efficacy and task value in terms of environmental studies) and developing positive attitudes towards peers from a different ethnic background were changed in moderate levels after the project.     

Competencies development and self-assessment in maintenance management e-training

The maintenance management function requires staff to possess a truly multidisciplinary set of skills. This includes competencies from engineering and information technology to health and safety, management and finance, while also taking into account the normative and legislative issues. This body of knowledge is rarely readily available within a single university course. The potential of e-learning in this field is significant, as it is a flexible and less costly alternative to conventional training. Furthermore, trainees can follow their own pace, as their available time is often a commodity. This article discusses the development of tools to support competencies development and self-assessment in maintenance management. Based on requirements arising from professional bodies’ guidelines and a user survey, the developed tools implement a dedicated maintenance management training curriculum. The results from pilot testing on academic and industrial user groups are discussed and user evaluations are linked with specific e-learning design issues.