Differences in teachers’ comments on classroom events as indicators of their professional development

This study aims at identifying indicators of schoolteachers’ professional development by learning teachers’ perceptual and thinking capabilities of classroom events as reflected in their comments. The analysis of comments produced by novice and expert teachers on videotaped lesson activities, based mainly on the grounded theory strategy, revealed that expert teachers are more sensitive towards certain instructional events and to general teaching strategy used by the model teacher than novice teachers. The findings of this study might be useful for promoting student teachers’ professional sensitivity towards relevant features of classroom instruction and atmosphere in pre-service teacher education programs.     

Teacher-targeted bullying and harassment in Australian schools: a challenge to teacher wellbeing

Abstract

This article sets out discursive issues surrounding bullying and harassment against teachers. This problematic phenomenon of teachers being bullied by students does not have the discursive policy framework to realistically and even-handedly enable discussion in the public arena or political and policy environments. This discussion chronicles our journey towards greater conceptual clarity and appropriate nomenclature about bullying and harassing behaviours directed against teachers. International studies have identified teacher-targeted bullying by students as a real and detrimental issue for teacher wellbeing. We present a sampling of international research that grapples with the challenge of defining the phenomenon of teachers as targets of intentional bullying and harassment by students. We consider Australian studies conducted in the past twenty years that address teachers’ perceptions of being bullied. Finally, we propose that this phenomenon is likely to continue until there is sufficient support to start a cultural shift towards more respectful treatment of teachers.     

Can a self-efficacy-based intervention decrease burnout,increase engagement,and enhance performance? A quasi-experimental study

Using the Social Cognitive Theory as a theoretical framework, this study evaluated a 4-month, individual cognitive-behavioral intervention program to decrease burnout and increase self-efficacy, engagement, and performance among university students. The main objective of the intervention was to decrease the anxiety the students coped with before exams in order to increase their beliefs of self-efficacy. Besides the study group intervened, two control groups were involved (i.e., a “stressed” control group and a “healthy” control group). All 3 groups filled out a questionnaire before the intervention and then again 6 months later (2 months after the intervention was completed). The results show that self-efficacy, engagement and performance increased in the intervened group when compared to both control groups. Regarding burnout, decreases were noted in both the intervened and stressed control groups but not in the healthy control group. The implications of the study are discussed, together with its limitations and suggestions for future research.     

Conceptual language models for domain-specific retrieval

Over the years, various meta-languages have been used to manually enrich documents with conceptual knowledge of some kind. Examples include keyword assignment to citations or, more recently, tags to websites. In this paper we propose generative concept models as an extension to query modeling within the language modeling framework, which leverages these conceptual annotations to improve retrieval. By means of relevance feedback the original query is translated into a conceptual representation, which is subsequently used to update the query model.     

Influence of the composition of artificial turf on rotational traction and athlete biomechanics

Artificial turf advances have enabled surfaces to behave like natural grass, however, debate remains as to whether artificial turf is as safe as natural grass. To reduce injury risk, sport surfaces should have low rotational traction with artificial surfaces having a potential advantage as components can be manipulated to change surface properties and traction. The purpose of this study was to investigate the influence that different components of artificial turf have on rotational traction and athlete lower extremity joint loading. Twelve surfaces underwent mechanical testing to determine the influence of fibre density, fibre length, infill composition and compaction on rotational traction. Following mechanical testing, Control, Low and High Traction surfaces were selected for biomechanical analysis, where sixteen athletes performed maximum effort v-cuts while kinematic/kinetic data were recorded on each surface. Mechanically, fibre density, type of infill and compaction of the surface each independently influenced traction. The traction differences were substantial enough to alter the athlete kinematics and kinetics. Low traction surfaces reduced ankle and knee loading, while high traction surfaces increased ankle and knee loading . Reducing the rotational traction of sport surfaces is possible through alterations of individual components, which may reduce the joint loading at the knee and ankle joint.