The Move Towards Managerialism: Perceptions of staff in “traditional” and “new” UK universities

Tertiary Education and Management - The raison d’être of higher education institutions is to educate individuals, undertake research, and disseminate knowledge into the public domain....     

Effects of Fact Retrieval Tutoring on Third‐Grade Students with Math Difficulties with and without Reading Difficulties

The purpose of this study was to assess the efficacy of fact retrieval tutoring as a function of math difficulty (MD) subtype, that is, whether students have MD alone (MD‐only) or have concurrent difficulty with math and reading (MDRD). Third graders (n= 139) at two sites were randomly assigned, blocking by site and MD subtype, to four tutoring conditions: fact retrieval practice, conceptual fact retrieval instruction with practice, procedural computation/estimation instruction, and control (no tutoring). Tutoring occurred for 45 sessions over 15 weeks for 15–25 minutes per session. Results provided evidence of an interaction between tutoring condition and MD subtype status for assessment of fact retrieval. For MD‐only students, students in both fact retrieval conditions achieved comparably and outperformed MD‐only students in the control group as well as those in the procedural computation/estimation instruction group. By contrast, for MDRD students, there were no significant differences among intervention conditions.     

The Minnesota Case Study Collection: New Historical Inquiry Case Studies for Nature of Science Education

The new Minnesota Case Study Collection is profiled, along with other examples. They complement the work of the HIPST Project in illustrating the aims of: (1) historically informed inquiry learning that fosters explicit NOS reflection, and (2) engagement with faithfully rendered samples of Whole Science.     

Fluid needs for training and competition in athletics

The diverse nature of the athletic events, together with the varied training programmes and individuality of athletes taking part, inevitably means that fluid needs are highly variable--between athletes, perhaps between training and competition, and with differing environmental conditions and degree of training and heat acclimatization. There are limited data from athletics on all aspects of fluid balance, but wherever possible we have focused on this information to draw conclusions. When appropriate, euhydration will best be ensured by consuming 6-8 ml . kg body mass(-1) of a sodium-containing fluid, or sodium-free fluid together with food, about 2 h before exercise. The individual sweat responses are so variable that athletes should assess their own individual sweat losses to determine if these are likely to be a cause for concern. The volume of drink that is consumed should never be so much that an athlete gains mass over an event, unless perhaps there is evidence that they began in a hypohydrated state. This may be a particular concern in the field events and multi-event disciplines when competition can be spread over a number of hours and when there are significant rest periods between activities.