Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers

This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed.     

The reading–science learning–writing connection: Breakthroughs,barriers, and promises

This article establishes a broad framework from which to interpret and evaluate the reading–science learning–writing connection. The presentation of breakthroughs, barriers, and promises is intended to outline the established links between, to identify current bottlenecks in thinking about, and to highlight productive inquiries into, print-based languages and scientific understanding. The ideas presented come from various disciplines connected to science education. The ideas are meant to be informative, provocative, integrative, supportive, and without hidden agenda.     

Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games

We are witnessing a mad rush to pour educational content into games in an ad hoc manner in hopes that player/learners are motivated simply because the content is housed inside a game. A failure to base educational game design on well-established learning and instructional theories increases the risk of the game failing to meet its intended educational goals, and yielding students who are entertained but who have not acquired any academic skills or knowledge. Our review of standalone educational games has shown that they are not always based on sound educational principles and theories. We contend that, if academic learning is to take place, a new design paradigm must be developed. This article discusses the RETAIN design and evaluation model for educational games that was developed to aide in the evaluation of how well academic content is endogenously immersed and embedded within the game’s fantasy and story context, promoters transfer of knowledge, and encourages repetitive usage to that content becomes available for use in an automatic way.     

Predictors of academic success in medical school

This study was designed to determine the predictive validity of selected admissions variables used by the University of Kentucky College of Medicine. Data for the study were collected from 586 students admitted to the M.D. program from 1961 to 1968. These students were categorized into one of three groups (Successful [SUCC], Successful with Extended Study [SWES], and Lost to Medicine [LTM]) based upon their performance in medical school. A two-way analysis of variance and the use of a post hoc Scheffé method of multiple comparisons indicated significant differences between the SUCC group and the combined SWES and LTM groups. Therefore, the data revealed the predictive ability of two admissions variables and suggested the need for additional research into the subjective variables used in the admissions process.     

Who mentors undergraduate student researchers? An analysis of faculty involvement at a four-year university

ABSTRACT

In this study, we investigated a profile of faculty who mentor undergraduate researchers at a four-year Hispanic-serving, public research university. Six variables were investigated: ethnicity, gender, age, tenure status, teaching evaluations, and research productivity. Data were compiled from institutional databases. Findings showed a greater percentage of tenured faculty mentoring undergraduate researchers while the percent of minority UR faculty mentors was consistent with institutional percentages. Additionally, findings included a higher percentage of Science, Technology, Engineering, and Math (STEM) Undergraduate Research (UR) underrepresented minority faculty mentors compared to STEM Institution (INST) underrepresented minority faculty. For research productivity, UR faculty mentor funding comprised 28.0% of all external grant awards and 36.0% of all external funding during the sampling period. The majority funding for INST and UR faculty were found to be in the STEM disciplines. These findings provide evidence of potential predictors to describe UR faculty mentor profiles and can be considered important information for determining future educational policies and practices.     

The effects of physical exertion on decision-making performance of Australian football umpires

Decision-making is a key component of an umpire’s in-game performance, with each decision potentially having a direct impact on the result of the game. Additionally, umpires have to be physically fit to ensure they keep up with the gameplay. While research has identified the decision-making demands and running demands of umpires separately, few have explored the relationship between them. The aim of this investigation was to examine the relationship between physical exertion and decision-making performance of Australian football umpires at the sub-elite and junior levels. A total of 18 Australian football umpires (sub-elite, n = 10; junior n = 8) performed 10 × 300 m runs, with each repetition immediately followed by a video-based decision-making test, then 1 min of recovery. A Mann–Whitney U assessment indicated a significant difference between the sub-elite and junior level umpires for decision-making accuracy (U = 13.00, z = ?2.43, P = 0.016, r = ?0.5). However, there was no significant difference in response time (U = 28.00, z = ?1.07, P = 0.315, r = ?0.25). The sub-elite umpires completed the running efforts in significantly less time than the junior umpires (P < 0.05). Further, there was no significant correlation between decision-making performance and running times for either skill level (P > 0.05). This suggests decision-making performance may not be affected by physical exertion. Therefore, it may be suggested coaches of football umpires allocate more time to the decision-making development of their umpires instead of focusing largely on the physical fitness side, as is currently the trend.     

Building bridges between global concepts and local contexts: implications for inclusive education in Nepal,Sri Lanka,and Bangladesh

ABSTRACT

This paper reports on the implications of participation in an Australian Award Short Course Awards programme for inclusive educators from South Asia. Seventeen educators from Nepal, three from Bangladesh, and one from Sri Lanka participated in the short course in Brisbane, Australia with a follow up component in Kathmandu, Nepal. The aim of the short course was to provide a platform for sharing knowledge of inclusive education as a global concept, and how such knowledge could then be implemented in the local context. While in Brisbane, participants completed a Return to Work Plan (RWP) indicating how they anticipated applying their new knowledge in their respective workplaces. Data were collected both pre- and post-programme with follow-up individual interviews and focus groups once they returned to their home countries. Findings revealed that participants gained a broader understanding of inclusive education and ‘diversity’ that counter the perception of inclusion as restricted to only a specific area of ‘special education’. For many participants, work habits changed as they applied their learning to include a greater range of diversity in their home countries. While the initial impact appeared localised, there were positive indications for longer-term sustainability. This research may assist other educators from developing countries to maximise the benefit of participation in similar short course programmes.