Teachers’ Understanding and Operationalisation of ‘Science Capital’

Across the globe, governments, industry and educationalists are in agreement that more needs to be done to increase and broaden participation in post-16 science. Schools, as well as teachers, are seen as key in this effort. Previous research has found that engagement with science, inclination to study science and understanding of the value of science strongly relates to a student's science capital. This paper reports on findings from the pilot year of a one-year professional development (PD) programme designed to work with secondary-school teachers to build students’ science capital. The PD programme introduced teachers to the nature and importance of science capital and thereafter supported them to develop ways of implementing science capital-building pedagogy in their practice. The data comprise interviews with the participating teachers (n?=?10), observations of classroom practices and analyses of the teachers’ accounts of their practice. Our findings suggest that teachers found the concept of science capital to be compelling and to resonate with their own intuitive understandings and experiences. However, the ways in which the concept was operationalised in terms of the implementation of pedagogical practices varied. The difficulties inherent in the operationalisation are examined and recommendations for future work with teachers around the concept of science capital are developed.     

Scapulohumeral kinematic assessment of the forward kayak stroke in experienced whitewater kayakers

By understanding the normal humeral and scapular kinematics during the kayak stroke, inferences about the relationship of kayaking technique and shoulder injury may be established. The purpose of this study was to describe scapular and humeral kinematics and to compare dominant versus non-dominant symmetry in healthy whitewater kayakers performing the forward stroke. Twenty-five competent whitewater kayakers (mean age: 34.1 ± 9.4 years, mean height: 1.768 ± 0.093 m, mean mass: 78.2 ± 13.0 kg) underwent humeral and scapular kinematic assessment, using an electromagnetic tracking device, while kayaking on a kayak ergometer. Paired t-tests were used to determine symmetry. Scapular and humeral kinematic means and standard deviations at six time points during the kayak stroke were described. Scapular and humeral kinematics were shown to be similar upon bilateral comparison. The greatest potential for injury during the forward stroke may be at thrust paddle shaft vertical when the humerus is maximally elevated in internal rotation and adduction as subacromial structures may be mechanically impinged. The relationship between scapulohumeral kinematics related to injury at other time points are also described.     

Assessment co-creation: an exploratory analysis of opportunities and challenges based on student and instructor perspectives

In recent years, research and practice focused on academics and students working in partnership to co-design learning and teaching in higher education has increased [Deeley and Bovill 2017. ‘Staff student partnership in assessment: enhancing assessment literacy through democratic practices.’ Assessment & Evaluation in Higher Education 42 (3): 463–477. doi:10.1080/02602938.2015.1126551]. Student generation of content has been advocated as a means of fostering deep learning and high levels of students engagement, leading to enhanced conceptual understanding [Draper 2009. ‘Catalytic Assessment: Understanding how MCQs and EVS can Foster Deep Learning.’ British Journal of Educational Technology 40 (2): 285–293.]. However, within the discourse exploring staff-student co-creation, some concerns have been raised about whether students ought to, or indeed can, meaningfully act as partners in assessment [Cook-Sather, Bovill, and Felten 2014. Engaging Students as Partners in Learning and Teaching. San Francisco, CA: Jossey Bass.]. This paper describes the introduction of a co-creation assignment into an undergraduate tax module. Students’ and instructors’ perceptions of several aspects of the assignment were examined, facilitating the cataloguing and elucidation of the tensions involved in assessment co-creation. The paper suggests techniques to manage these challenges effectively, thereby providing a case study for others with an interest in implementing assessment co-creation within their own disciplinary context.     

Improving comprehension online: effects of deep vocabulary instruction with bilingual and monolingual fifth graders

This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention that targeted both English-speaking and Spanish–English-speaking students. Two hundred forty students, 49% of whom were Spanish–English bilinguals, participated in the 16-week intervention. Intervention students read eight multimedia texts with embedded instruction on 40 words and reading strategy support. Students could access all texts and activities in Spanish and English. In comparison to a control group, there were significant intervention effects on a standardized measure of vocabulary knowledge, but effects were non-significant for comprehension. Similarly, significant effects on researcher-developed measures of vocabulary depth were detected, but not for a researcher-developed measure of breadth.     

Soccer-specific video simulation for improving movement assessment

The improvement of ecological validity of laboratory research studies has recently come to the forefront of technology with virtual reality scenarios. The purpose of this study was to assess differences between unanticipated and anticipated lower extremity biomechanics while performing a sidestep cutting task. A visualization software was developed for this purpose, which would recreate a soccer game situation for use in a laboratory setting. Thirteen participants volunteered for this study. Lower extremity biomechanical data were collected with a VICON motion analysis system and two force plates, under anticipated and unanticipated conditions while performing a sidestep cutting task. Paired t-tests were conducted to assess possible differences between conditions. Alpha level was set a priori at 0.05. We found an increased knee adduction angle (unanticipated: -7.2 +/- 5.30 degrees; anticipated: -4.0 +/- 5.3 degrees), and knee internal rotation (unanticipated: 8.1 +/- 4.7 degrees; anticipated: 5.2 +/- 6.5 degrees) when performing the unanticipated condition (p < 0.05). The methodological approaches for studies investigating the factors possibly associated with ACL injury may need to take into account the laboratory environment and how the task(s) are presented to the participants.     

Narrative therapy with an adolescent who self-cuts: a case example

The National Institute for Clinical Excellence identifies educational psychologists as appropriate specialists to deliver interventions to promote the emotional well-being of children and families. A role for practitioner educational psychologists in providing specific therapeutic interventions has also been proposed by commentators. The present study reports an evaluative case study of a narrative therapy intervention with a young person who self-harms. The analysis of data suggests that the narrative therapy intervention was effectively implemented and resulted in attributable gains in emotional well-being, resilience and behaviour for the young person. The authors discuss the role of the educational psychologist in delivering specific therapeutic interventions within a local authority context and school-based setting. Consideration is also made of the development of the evidence base for the effectiveness of narrative therapy intervention with young people who self-harm.     

Preparing primary school teachers to teach religious education

Under the guidelines for Initial Teacher Training, all potential primary teachers are required to learn about teaching religious education. However, religious education is not a high priority on ITT programmes and trainees may often have little introduction to it. Given the sensitive nature of religious education, what is the best way to prepare trainees for teaching religious education, and how far do we need to take into account their views about the subject? This article reports on a study involving trainees on a one‐year PGCE course. All the students were preparing to teach in primary schools and were not specialist religious education trainees. The aim of the study was to discover how trainees felt about teaching religious education in the primary school and how far their feelings linked to their views about religion. The conclusions suggest that any effective preparation of the trainees needs to recognise the diversity of their starting points and allow them opportunity to reflect on their views of religion and religious education.