Groin injuries in professional rugby league players: a prospective study

Altogether, 100 uninjured professional rugby league players were evaluated over a 2-year period. Their height, body mass, sum of skinfolds, girths and bone diameters were recorded. A Cybex 340 isokinetic dynamometer was used to determine peak torque, work, power, endurance ratios and peak torque ratios of the hip abductors and adductors (5 repetitions at 0.52 and 2.08 rad. s(- 1); 20 repetitions at 3.66 rad. s(- 1)) and knee flexors and extensors (4 repetitions at 1.04 and 3.14 rad. s(- 1); 30 repetitions at 5.22 rad. s(- 1)). Hip abduction and adduction were also assessed with the hip in external rotation. Discriminant function analysis was conducted on all predictor variables to develop a multivariate predictive model capable of classifying players with a high degree of accuracy into groups with and without a groin injury. The model consisted of eight variables and correctly classified 91.7% of the non-injured players and 90.5% of the injured players. The correct classification for the model as a whole was 91.4%. The aetiological factors identified as being related to injury of the groin musculotendinous unit included abduction and adduction-with-rotation peak torque, angle of adduction and abduction-with-rotation peak torque, strength ratio of hip muscle groups, bilateral difference in extension peak torque, femur diameter and body mass.     

When collaborative is not collaborative: Supporting student learning through self-surveillance

Collaborative learning has been widely endorsed in education. This qualitative research examines instances of collaborative learning during mathematics that were seen to be predominantly non-collaborative despite the pedagogical efforts and intentions of the teacher and the task. In an effort to disrupt the non-collaborative learning, small groups of eighth grade students engaged in self-surveillance where they viewed video data of their group's collaborations and then reflected collectively on their observations. A key finding from this research is that self-surveillance disrupted students’ normalized patterns of collaborative learning creating greater opportunities for individual student learning and participation. Implications for student learning and pedagogy will be discussed.     

Researchers Apply Lesson Study: A Cycle of Lesson Planning,Implementation, and Revision

Scripted lesson plans and/or professional development alone may not be sufficient to encourage teachers to reflect on the quality of their teaching and improve their teaching. One learning tool that teachers may use to improve their teaching is Lesson Study (LS). LS is a collaborative process involving educators, based on concepts of iteration and revision, to improve instruction. The initial use of an adapted version of LS referred to as a microteaching lesson study (MLS) is described in this article. Our purpose is to illustrate the process of MLS used by a group of researchers when developing lesson plans for teaching students with learning disabilities. We describe MLS, and then (1) share an application of MLS used by a research team in developing a writing intervention, and (2) discuss how the MLS format was mirrored with K‐12 teachers during professional development training.     

Taking an evaluative stance to decision-making about professional development options in early childhood education and care

This article builds on our ongoing work in conceptualising an ‘evaluative stance’ framework to assist in understanding how leaders in the field of early childhood education and care (ECEC) make decisions about the selection of professional development options for themselves and their staff. It introduces the notion that evaluative mindsets can be considered in terms of attitudes towards decision-making that are based on personal epistemologies. Drawing on data from semi-structured interviews, it explores the mindsets of six experienced leaders in two long-established ECEC organisations in Australia with respect to their decision-making about professional development. The article concludes with a consideration of the potential utility of the framework and the coding template used in this exploratory study.     

Is Cass's Model of Homosexual Identity Formation Relevant to Today's Society?

Cass's Homosexual Identity Formation Model (1979) is one of the most well-known and well-referenced models of identity development for gay males and lesbians. This article provides a review of Cass's six steps of the model, as well as research support for and critiques of the model. As the model was developed more than 30 years ago, the applicability of the model for today's youth is explored and implications for practitioners are discussed.