Re‐engineering the Horizontally Challenged Pastoral System

The writers, as Section Manager and head of an inner‐city school under Special Measures, describe the school's approach to the re‐engineering of its pastoral system from a horizontal, year‐based system, to a semi‐vertical 'family' system. The article explores the reasons for the change, the planning process and the outcomes and suggests ways of implementing successful change over a short time‐frame.     

Preservice Special Education Teachers' Reflections on Their Developing Professional Awareness Via In-Context Learning

The highly complex demands of the profession often overwhelm new teachers. Burnout and attrition are known consequences of inadequate preparation, burdening the education system with costly turnover and schools with disproportionate numbers of inexperienced teachers, including special educators. Many teacher preparation programs embed field experiences as a formative aspect of professional development with the intention of exposing candidates to the realities and demands of the profession. Little is known, however, about the ways in which preservice teachers’ professional awareness develops via in-context learning through field-based experiences. Using an exploratory, qualitative approach we analyzed end of course reflections of 31 special education preservice teachers for insights into the development of their professional awareness (professional roles and responsibilities) following a strategically aligned field experience. Findings suggest that participants expressed a growing understanding of professional practices, teacher dispositions, and professional relationships. A discussion of the findings and implications for teacher preparation are presented.     

Optimization of Maximal Rate of Heart Rate Increase Assessment in Runners

Purpose: Correlations between fatigue-induced changes in exercise performance and maximal rate of heart rate (HR) increase (rHRI) may be affected by exercise intensity during assessment. This study evaluated the sensitivity of rHRI for tracking performance when assessed at varying exercise intensities. Method: Performance (time to complete a 5-km treadmill time-trial [5TTT]) and rHRI were assessed in 15 male runners following 1 week of light training, 2 weeks of heavy training (HT), and a 10-day taper (T). Maximal rate of HR increase (measured in bpm·s^?1) was the first derivative maximum of a sigmoidal curve fit to HR data recorded during 5 min of running at 8 km·h^?1 (rHRI_8km·h^?1), and during subsequent transition to 13 km·h^?1 (rHRI_{8–13km·h^?1}) for a further 5 min. Results: Time to complete a 5-km treadmill time-trial was likely slower following HT (effect size ± 90% confidence interval = 0.16 ± 0.06), and almost certainly faster following T (–0.34 ± 0.08). Maximal rate of HR increase during 5 min of running at 8 km·h^?1 and rHRI_{8–13km·h^?1} were unchanged following HT and likely increased following T (0.77 ± 0.45 and 0.66 ± 0.62, respectively). A moderate within-individual correlation was found between 5TTT and rHRI_8km·h^?1 (r value ± 90% confidence interval = –.35 ± .32). However, in a subgroup of athletes (n = 7) who were almost certainly slower to complete the 5TTT (4.22 ± 0.88), larger correlations were found between the 5TTT and rHRI_8km·h^?1 (r = –.84 ± .22) and rHRI_{8–13km·h^?1} (r = –.52 ± .41). Steady-state HR during rHRI assessment in this group was very likely greater than in the faster subgroup (≥ 1.34 ± 0.86). Conclusion(s): The 5TTT performance was tracked by both rHRI_8km·h^?1 and rHRI_{8–13km·h^?1}. Correlations between rHRI and performance were stronger in a subgroup of athletes who exhibited a slower 5TTT. Individualized workloads during rHRI assessment may be required to account for varying levels of physical conditioning.     

Evaluating strategic periodisation in team sport

The planned peaking for matches or events of perceived greatest priority or difficulty throughout a competitive season is commonplace in high-level team sports. Despite this prevalence in the field, little research exists on the practice. This study aimed to provide a framework for strategic periodisation which team sport organisations can use to evaluate the efficacy of such plans. Data relating to factors potentially influencing the difficulty of matches were obtained for games played in the 2014 Australian Football League season. These included the match location, opposition rank, between-match break and team “form”. Binary logistic regression models were developed to determine the level of association between these factors and match outcome (win/loss). Models were constructed using “fixed” factors available to clubs prior to commencement of the season, and then also “dynamic” factors obtained at monthly intervals throughout the in-season period. The influence of playing away from home on match difficulty became stronger as the season progressed, whilst the opposition rank from the preceding season was the strongest indicator of difficulty across all models. The approaches demonstrated in this paper can be used practically to evaluate both the long- and short-term efficacy of strategic periodisation plans in team sports as well as inform and influence coach programming.     

Generative Paradox in Learner-Centered College Teaching

The discussion identifies six contradictions that characterize the emergent learner-centered teaching role: (a) control/flow, (b) facilitator/evaluator, (c) teacher learning/student learning, (d) subject expert/teaching expert, (e) caring for students/caring for self, and (f) individual mentor/group leader. Key concepts are presented (conflict, compartmentalized paradox, and generative paradox) which represent points on a continuum of the degree to which college teachers have successfully integrated these fundamental contradictions in the learner-centered teaching role. This article extends an ongoing discussion of integrity in learner-centered teaching by providing a conceptual paradigm and examples for developing consistently productive responses to these six fundamental contradictions in learner-centered teaching.Douglas Reimondo Robertson (Ph.D., Syracuse University) is Assistant Provost for Professional Development Programs and Professor of Educational Leadership at Northern Kentucky University. His most recent line of research focuses on further developing the emergent concept and practice of learner-centered college teaching.     

Neuromuscular characteristics of endurance- and power-trained athletes

In response to chronic physical training, the human neuromuscular system undergoes significant and specific adaptations. More importantly, these influences are the result of the type and quantity of physical activity. One of the simplest neuromuscular mechanisms is the spinal stretch reflex. The reflex system was previously viewed as inflexible, with a relatively fixed response that could vary only slightly. However, more recent data have identified an adaptive plasticity in the reflex system. In this respect, the reflex system can be used to assess training and aging adaptations of the human neuromuscular system. Due to their methodological simplicity, both the tendon-tap reflex and the electrically evoked Hoffmann reflex (H-reflex) can be used to assess training adaptations of the human neuromuscular system. The purpose of this paper is to review briefly the tendon-tap and H-reflex paradigms and delineate the research findings pertaining to changes in the reflex system with physical training. For purposes of clarity, this discussion will be divided into the following: (a) differences observed in the tendon-tap reflex, (b) differences observed in the H-reflex, and (c) role of interneurons in mediating these changes.