Facilitating Learning from Formative Feedback in Level 3 Assessment

This paper presents the development, through action research, of formative elements in assessment in a level 3 compulsory module of the BSc Health Studies and BSc Nursing programmes at the University of Sunderland. The paper reviews three cycles of planning, implementing and evaluating change in assessment strategy and is written in the first person to emphasise the connections between the writer and the material. From a consideration of the format and characteristics of the assessment within the module, the action research is reported through the implementation of actions taken to facilitate more effective use of formative feedback. The evaluation of these actions through my own reflections, student performance, dialogue with team colleagues and student feedback through the production of short narrative accounts of their learning experience is outlined. The paper demonstrates that through explicitly using the learning potential within assessment, learning can be facilitated through challenging students to move from 'doing' assignments, to reflexive thinking about their writing.     

Kinematic differences in upper limb joints between flat and topspin forehand drives in competitive male tennis players

Abstract

The topspin tennis forehand drive has become a feature of modern game; yet, as compared to the serve, there has been little research analysing its kinematics. This is surprising given that there is considerably more variation in the execution of the topspin forehand. Our study is the first to examine the amplitude of upper limb joint rotations that produce topspin in the forehand drives of 14 male competitive tennis players using video-based motion analysis. Humerothoracic abduction (-)/adduction (+), extension (-) /flexion (+), and external (-)/internal (+) rotation, elbow extension (-) /flexion (+) and forearm supination (-)/pronation (+), wrist extension (-)/flexion (+) and ulnar (-)/radial (-) deviation were computed. Our findings revealed that the generation of topspin demanded more humeral extension and forearm pronation but less humeral internal rotation angular displacement during the forwardswing. The follow-through phase of the topspin shot was characterised by greater humeral internal rotation and forearm pronation, and reduced humeral horizontal adduction when compared to the flat shot. This study provides practitioners with a better understanding of the upper limb kinematics associated with the topspin tennis forehand drive production to help guide skill acquisition interventions and physical training.     

Dissimilarity and learning in teams: The role of relational identification and value dissimilarity

The purpose of this study is to shed light on the relationship between team members’ demographic dissimilarity (race/ethnic origin and nationality) from their team and their learning in the team. Drawing from social identity theory and self-categorization theory, it is argued that relational identification with team members and perceived value dissimilarity moderate this relationship. Hypotheses were tested using a survey of individual team members in multiple organizations. Race/ethnic origin dissimilarity negatively influenced learning when relational identification with team members was lower. Race/ethnic origin dissimilarity and national dissimilarity were more negatively related to learning under higher perceived value dissimilarity. Finally, national dissimilarity most negatively influenced learning under lower relational identification with team members and higher perceived value dissimilarity.     

Teacher locus of control and classroom climate: A cross-lagged correlational study

The Locus of Control Scale for Teachers was given to 13 middle school teachers, and the Origin-Climate Questionnaire was given to 78 of their students. Results indicated a moderate relationship between teachers' locus of control and students' perception of classroom climate. The difference between the cross-lagged correlations suggested that teachers' locus of control has a causal impact on classroom climate.     

The reality of ‘middle’ management roles: a case study of the Associate Head of School experience in a New Zealand University

Research on management in higher education predominantly investigates senior staff such as Deans or Pro-Vice-Chancellors. Relatively little attention is focused on the department level, middle management roles, such as Associate Heads of Schools (AHoS). This case study, based on anecdotal scoping data, utilized a mixed-methods approach through an email survey and face-to-face interview of past and present AHoS at Massey University, New Zealand to investigate participants’ perceptions about the role and the factors that influence it. Results show that a majority of participants did not envisage undertaking higher management within the University after holding the AHoS position, predominantly because the time commitments for the position disadvantaged their teaching and research, and therefore opportunity for academic promotion. Consideration of how AHoS roles may be supported and acknowledging the value of undertaking the role could aid in recognition for promotion and encourage the undertaking of the middle management positions within academia and universities.     

The effectiveness of online instructional videos in the acquisition and demonstration of cognitive,affective and psychomotor rehabilitation skills

The use of instructional videos to teach clinical skills is an ever growing area of e‐learning based upon observational learning that is cited as one of the most basic yet powerful learning strategies. The aim of the current study is to evaluate the effectiveness of online instructional videos for the acquisition and demonstration of cognitive, affective and psychomotor skills among undergraduate students, throughout formative assessments with two different durations of instructional videos. The research suggests that the use of videos to support traditional learning should be encouraged. While a conclusive evidence—base for their usage has not yet been established they are a medium which is likely to benefit a proportion of a cohort, and it is very unlikely that they will be harmful to students' learning.     

Correlations between teacher and student background and teacher perceptions of discipline problems and disciplinary techniques

A survey of elementary school teachers was conducted to examine the relations between teacher perceptions of discipline problems and disciplinary techniques and five background characteristics of teachers and students: (a) teacher education, (b) teacher experience, (c) student social class, (d) student ethnicity, and (e) student grade level. In general, more experienced and educated teachers preferred confronting students about misbehavior, while less educated teachers rated physical or verbal punishments more favorably. Teachers in schools serving lower social classes and/or more minority students reported more discipline problems and more use of physical punishment. Many other significant relations were reported.