Can virtual environments enhance the learning of historical chronology?

Historical time and chronological sequence are usually conveyed to pupils via the presentation of semantic information on printed worksheets, events being rote-memorised according to date. We explored the use of virtual environments in which successive historical events were depicted as “places” in time–space, encountered sequentially in a fly-through. Testing was via “Which came first, X or Y?” questions and picture-ordering. University undergraduates experiencing the history of an imaginary planet performed better after a VE than after viewing a “washing line” of sequential images, or captions alone, especially for items in intermediate list positions. However, secondary children 11–14 years remembered no more about successive events in feudal England when they were presented virtually compared with either paper picture or 2-D computer graphic conditions. Primary children 7–9 years learned more about historical sequence after studying a series of paper images, compared with either VE or computer graphic conditions, remembering more in early/intermediate list positions. Reasons for the discrepant results are discussed and future possible uses of VEs in the teaching of chronology assessed.     

Rationalizing teacher roles in developing and assessing physical literacy in children

PROSPECTS - Physical literacy serves as the foundation for several skills or attributes needed for lifelong physical activity participation. Based on its connection to physical activity, physical...     

The experience of becoming a legal professional

Students intent on a career as a legal professional prepare for this through university study. The research reported in this paper looks at the clear relationships described by law students between the focus of their university study and their perceptions of the nature of work as a legal professional. We suggest that the current approach to teaching students of law requires some change to enable students to develop holistic approaches to learning in conjunction with a broadened perception of their future work.     

How does the “PACE Maths” approach impact on the practice of school staff?

Mathematical skills are essential for young people to attain academic results needed for further study and employment. Recent changes to the English National Curriculum have put an increased emphasis on pupils explaining the reasoning behind answers in maths. This is a skill that can be developed by improving metacognitive skills. The authors report on an in-class programme for small group work, based on prior studies that utilised metacognition to support maths. An evaluation was conducted including a focus group interview and observation, modelling and feedback sessions over approximately 10 weeks. Results from interview analysis showed a positive impact both on staff practice and pupils’ independent problem solving. Adaptations based on research findings were made to the programme and handbook. This programme represents a flexible, inclusive and low resource option for schools to address new challenges posed by the National Curriculum in times of budget cuts and increased time pressure.     

Pathways to understanding mind: construct validity and predictive validity of maternal mind-mindedness

The construct validity of maternal mind-mindedness (MM) was investigated in the context of its relations with children's later understanding of mind. MM measures were obtained from infant-mother (N = 52) interactions at 6 months, and from maternal interviews at 48 months. Children's understanding of mind was assessed using theory of mind (ToM) tasks at 45 and 48 months, and a stream of consciousness (SoC) task at 55 months. One of the early MM measures--mothers' appropriate mind-related comments--was a positive independent predictor of: (a) MM at 48 months, and (b) ToM and SoC performance at 45 to 55 months. Path analyses suggested direct links between mothers' use of appropriate mind-related comments and children's later understanding of mind.     

Consistency of performances in the Tkatchev release and re-grasp on high bar

The Tkatchev on the high bar is a release and re-grasp skill in which the gymnast rotates in a direction during flight opposite to that of the preceding swing. Since the release window is defined as the time during which the gymnast has appropriate linear and angular momentum to ensure the bar can be re-grasped, it was speculated that the release windows for this skill would be smaller than for dismounts that are less constrained. One senior male gymnast competing at national standard performed 60 Tkatchev trials. A four-segment planar simulation model of the gymnast and high bar was used to determine the release windows in 10 successful and 10 unsuccessful performances of the Tkatchev recorded using a Vicon motion analysis system. Model parameters were optimized to obtain a close match between simulations and recorded performances in terms of rotation angle (1°), bar displacements (0.01 m), and release velocities (1%). Each matched simulation was used to determine the time window around the actual point of release for which the model had appropriate release parameters to complete the Tkatchev successfully. The release windows for the successful trials were small compared with those of dismounts. The unsuccessful trials were associated with later release and later timing of the actions at the shoulders and hips.     

We/you can tell talk from matter: a conversation with Håkan Larsson and Mikael Quennerstedt

How we go about conceptualising and articulating relationships between the body as ‘matter’ and its ‘mattering’ in and by culture, is a critical issue for educational researchers, perhaps especially so for those in Physical Education, Health and sport (PEHS). This paper engages such issue via conversation with ideas presented in the recent work of Håkan Larsson and Mikael Quennerstedt, published in this and another journal (Quest). While we share much the same interests as Håkan and Mikael in researching educational processes, including how policy and pedagogical transactions evident in formal and informal education, PEHS impact subjectivity to either prohibit or progress the well-being of children and young people and, even more broadly, greater equity and equality in society and schools, we highlight some clear points of divergence especially with their views as to how future research might advance understanding of relationships between education, embodiment and specific movement forms. The paper advocates attention to both matter and mattering and their relationality, via border crossings of an ideational, intellectual and disciplinary kind.     

The discourse of public education: an urban campaign for a local public high school in Melbourne,Victoria

This paper explores the metonymic slippage surrounding the discourse of public education, through observations and interviews with Lawson High School active campaigners in the state of Victoria, Australia. The notion of campaigning for public education has become an ever-present issue on an international scale, and this article aims to contribute qualitative knowledge regarding the key concepts that lobbyists produce and articulate within their meetings concerning public education. Data have been obtained through direct participatory observation within a contextually specific campaigning site, lobbyists' publications and one-on-one interviews with active campaigners. Findings indicate that campaigners present distinct conceptualisations of public education as a discourse and a well-defined model of their school-of-choice.     

Research Active Programme: A pilot inclusive research curriculum in higher education

Participation of people with disabilities in producing and using research is critical for monitoring the implementation of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The Research Active Programme (RAP) is a module designed to build research capacity of students with intellectual disabilities. RAP was implemented over 11 weeks in 2 Irish universities. The mixed methods programme evaluation was completed from the students' perspectives, attending to curriculum content, pedagogical approach, the research knowledge and skills acquired by students. Twenty-five students completed interviews before and after engaging in RAP. Focus groups and quizzes were held after sessions to assess learning outcomes. Content analysis was used to interpret student perspectives. RAP was an effective approach for supporting students with intellectual disabilities to develop introductory research knowledge and skills; however, across the cohort, there were differences in demonstrated learning. Student expectations with respect to overall curriculum design, learning outcomes and delivery were reviewed. Specifically, learning outcomes, module delivery and assessment strategies were critiqued. Overall, the RAP curriculum supported research skill development in students. This module prepared people with intellectual disabilities to engage more fully as research partners in monitoring the implementation of the CRPD.