Why go to school? Student,parent and teacher beliefs about the purposes of schooling

This qualitative study explored the beliefs of students, parents and teachers on the purposes of schooling in order to provide a context for understanding beliefs and attitudes to school learning and achievement. Focus groups were conducted with Year 9 and 10 students (aged 13–15 years) and parents and teachers in three secondary schools in different socio-economic areas in an urban district. Four categories were identified in relation to beliefs about the purposes of schooling: (1) to learn and gain self-knowledge; (2) to develop life and social skills; (3) to optimize life chances and quality of life; (4) to enable future employment and economic wellbeing. Comparisons revealed that students, parents and teachers all believed in the learning purpose of schooling, but did not all endorse an economic purpose. Students had the broadest views on school purposes. The greatest alignment between views was found for students and parents. The greatest difference between groups was found for students and teachers from high socio-economic area schools. Findings were considered in relation to national curriculum aims and external pressures from globalization. Overall, findings are conducive to a lifelong learning approach, pointing to belief in the intrinsic value of school learning independent of any economic function it may serve.     

Athlete and coach perceptions of technology needs for evaluating running performance

Athletes and their support team utilise technology to measure and evaluate technique and athletic performance. Existing techniques for motion and propulsion measurement and analysis include a combination of indirect methods (high-speed video) and direct methods (force plates and pressure systems). These methods are predominantly limited to controlled laboratory environments (in a small area relative to the competition environment), require expert advice and support, and can take significant time to evaluate the data. Consequently, the more advanced measurement techniques are considered to be restricted to specific coaching sessions, or periods in the year leading up to competition, when the time and expertise of further support staff are available. The more widely used, and simple, devices for monitoring ‘performance’ during running include stopwatches, GPS tracking and accelerometer-based systems to count strides. These provide useful information on running duration, distance and velocity but lack detailed information on many key aspects of running technique. In order to begin the process of development of more innovative technologies for routine use by athletes and coaches, a study was required to improve the understanding of athletes’ and coaches’ perception of their requirements from measurement technology. This study outlines a systematic approach to elicit and evaluate their perceptions, and presents the findings from interviews and a questionnaire. The qualitative data are presented as a hierarchical graphical plot (structured relationship model) showing six general dimensions (technique, footwear and surface, environment, performance, injury and cardiovascular) and shows the development of these general dimensions from the interviewee quotations. The questionnaire quantitative data enhances the study by further ranking characteristics that arise from the interviews. A contrast is shown between short and longer distance runner groups, as might be expected. The current technology available to elite runners is briefly reviewed in relation to the 22 characteristics identified as important to measure. The conclusions highlight the need for newer technologies to measure aspects of running style and performance in a portable and integrated manner, with suggestions as to size and weight likely to be acceptable to users for emerging devices.     

Ice hockey skate starts: a comparison of high and low calibre skaters

The forward skating start is a fundamental skill for ice hockey players, yet extremely challenging given the low traction of the ice surface. The technique for maximum skating acceleration of the body is not well understood. The aim of this study was to evaluate kinematic ice hockey skating start movement technique in relation to a skater’s skill level. A 10-camera motion capture system placed on the ice surface recorded “hybrid-V” skate start movement patterns of high and low calibre male ice hockey players (n = 7, 8, respectively). Participants’ lower body kinematics and estimated body centre of mass (CoM) movement during the first four steps were calculated. Both skate groups had similar lower body strength profiles, yet high calibre skaters achieved greater velocity; skating technique differences most likely explained the performance differences between the groups. Unlike over ground sprint start technique, skating starts showed greater concurrent hip abduction, external rotation and extension, presumably for ideal blade-to-ice push-off orientation for propulsion. Initial analysis revealed similar hip, knee and ankle joint gross movement patterns across skaters, however, further scrutiny of the data revealed that high calibre skaters achieved greater vertical CoM acceleration during each step that in turn allowed greater horizontal traction, forward propulsion, lower double-support times and, accordingly, faster starts with higher stride rates.     

Use of the Argyris Case Method to Develop Consulting Skills

Consulting skills can be developed and improved through the use of a unique case format and method of case analysis. The format and methodology, developed by Argyris, is based in his theory of action. Argyris argues that consultants function out of two theories, one which they espouse and another which actually guides their words and actions, their theory-in-use. A consultant's theory-in-use is often tacit and thus unavailable for self-examination or correction. The analysis is conducted in a small group using a case which the consultant has constructed from an actual dialogue he or she has had with a client. The dialogue provides the means to examine possible contradictions between the consultant's theory-in-use and the espoused theory. In addition the analysis provides insight into inferences the consultant makes about the client's words and actions which may be incorrect.     

From Their Perspective: A Qualitative Examination of Physical Activity and Sport Programming for Working Mothers

Research has long demonstrated the benefits of participation in sport, exercise, and physical activity, which include lower mortality and morbidity (National Heart Foundation of Australia, 2001; U.S. Department of Health and Human Services, 1996). Still, research demonstrates that 60-80% of adults are not active at a level sufficient to derive health benefits (Armstrong, Bauman, & Davies, 2000; Bowles, Morrow, Leonard, Hawkins, & Couzelis, 2002; Pate et al., 1995), and working mothers may face particular challenges in pursuing physical activity and sport (Jackson & Henderson, 1995). Utilizing the exercise psychology and women's leisure literatures, this study examines not only the barriers or constraints to participation, but also the ways that working mothers negotiate these barriers and, very practically, the ways that sport managers can better structure program offerings to increase access for this group (Bauman, Smith, Maibach, & Reger-Nash, 2006; Jackson & Henderson, 1995; Shaw, 1994). Forty-four working mothers from a university in the Southwestern United States participated in focus group inquiry regarding their physical activity and sport participation, barriers to participation, ways that they negotiated those barriers, and recommendations for change. Results indicated that rigid scheduling, guilt, and narrow programming constrained activity participation, and those constraints varied by marital status and social class. Negotiations included reframing entitlement to participation, garnering social support, and combating rigid work structures. Specific programming recommendations for sport managers as well as implications for social change are also discussed.     

The relationship between organizational support, work-family conflict, and the job-life satisfaction of university coaches

This study examined the relationship between organizational support, work-family conflict, and job and life satisfaction among coaches. Data from collegiate head coaches with families (N = 253) were gathered through a mailed questionnaire. Results from a series of covariance structure models indicated that a partially mediated model was the best fitting model, chi2 = (255, N = 253) 461.20, p <. 001; root mean error of approximation = . 05; comparative fit index = .95; parsimonious normed fit index = .71. In partial support of the study hypotheses, the results supported full mediation of the direct effect from organizational support to life satisfaction. Work-family conflict partially mediated the relationship between organizational support and job satisfaction. Job satisfaction partially mediated the effect of organizational support and work-family conflict to life satisfaction.     

Science Motivation and Achievement Among Minority Urban High School Students: an Examination of the Flipped Classroom Model

Journal of Science Education and Technology - The effect of the flipped classroom model (FCM) on high school students’ science motivation and achievement in an urban public school was...     

Integrating Social Justice Advocacy With National Standards of Practice: Implications for School Counselor Education

Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided.