From Peasant to Princess: A Standards Conversion Story with a Twist

The first author, a student in a graduate children’s literature class, designed a project to locate “good” mathematics-based children’s literature selections. However, the reference tools usually consulted (e.g., Books in Print) to locate books by topic were of little help, and those she located under individual mathematics topics were mostly traditional mathematics books rather than good read-aloud selections. Consequently, she perused the university library’s sizeable juvenile collection to find books that would meet her selection criteria. This article describes the influence of two landmark documents for mathematics teaching and learning—Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) and Principles and Standards for School Mathematics (NCTM, 2000)—as she engaged in the process.

Motion Pictures

Gerald Mast and Marshall Cohen (eds.) Film Theory and Criticism: Introductory Readings (New York: Oxford University Press, 1974 -- $4.95, paper)

Jump Cut (3130 West Schubert, Chicago, Ill. 60647 -- $3.00 per year for Six issues)

Sam Ewing and R.W. Abolin's Professional Filmmaking (Blue Ridge Summit, Pa.: TAB Books, 1974 -- $9.95)

David Coynik's Movie-Making, (Chicago: Loyola University Press, 1974 -- $3.50 (2.63 to schools), paper with a teacher guide at $1.00, paper)

Lewis Yablonsky's George Raft (New York: McGraw-Hill, 1974 -- $8.95)

Al DiOrio, Jr.'s Little Girl Lost: The Life and Hard Times of Judy Garland (New Rochelle, N.Y.: Arlington House, 1974 -- $8.95)

Eileen Hsu-Balzer, Richard H. Balzer and Franciz K.J. Gsy's China Day by Day (New Haven: Yale University Press, 1974 -- $15.00/7.95)     

Behavioural and emotional well-being of children following non-directive play with school staff

This action research project considered whether significant improvements in child and young person behavioural and emotional mental health could be achieved using school-based play workers as opposed to qualified therapists. This was seen as being an important practice question as access to qualified play therapists was severely restricted with long waiting lists. The Strengths and Difficulties Questionnaire (SDQ) was used as a pre- and post-intervention measure to identify any changes following non-directive play sessions with school staff. Significant improvements were found across all SDQ scales, with the most marked improvement observable in children and young people identified as having a high need for intervention. Number of play sessions attended and age group did not significantly affect SDQ scores according to teacher and child/young person ratings. Parent SDQ ratings indicated greater success of the play intervention for children aged between three and eight years compared with children aged between 11 and 15 years.     

Reconceptualising professional experiences in pre-service teacher education…reconstructing the past to embrace the future

This paper provides a conceptual framework for developing high-quality professional experiences for pre-service teachers. The paper begins with a discussion of how professional experiences are conceptualised, structured and supervised in each of three orientations, which we have termed traditional, reflective and learning communities. We then describe a number of professional experience initiatives at two Australian universities, which are being reconceptualised around the notion of learning communities. We argue that framing professional experience around the notion of learning communities has the potential to support pre-service teachers to work with their peers and mentor teachers in more collegial and reciprocal ways.     

The effect of a cadence retraining protocol on running biomechanics and efficiency: a pilot study

Many studies have documented the association between mechanical deviations from normal and the presence or risk of injury. Some runners attempt to change mechanics by increasing running cadence. Previous work documented that increasing running cadence reduces deviations in mechanics tied to injury. The long-term effect of a cadence retraining intervention on running mechanics and energy expenditure is unknown. This study aimed to determine if increasing running cadence by 10% decreases running efficiency and changes kinematics and kinetics to make them less similar to those associated with injury. Additionally, this study aimed to determine if, after 6 weeks of cadence retraining, there would be carryover in kinematic and kinetic changes from an increased cadence state to a runner’s preferred running cadence without decreased running efficiency. We measured oxygen uptake, kinematic and kinetic data on six uninjured participants before and after a 6-week intervention. Increasing cadence did not result in decreased running efficiency but did result in decreases in stride length, hip adduction angle and hip abductor moment. Carryover was observed in runners’ post-intervention preferred running form as decreased hip adduction angle and vertical loading rate.     

Using Students to Make Instructional Videos: Report of an Initial Experiment

Librarians employed student assistants and tasked them with the mission of creating library instruction video tutorials for their fellow digital natives. This article describes the benefits of peer instruction and learning within a participatory culture, a culture in which students are not only consumers of content but also creators. It also covers how a university library used these tutorials to teach first-year common experience courses and surveyed 200 students from these courses about their knowledge and comfort levels with specific library services after viewing the videos.     

EDUCATION OF THE DEAF

The proceedings of thirteen undergraduate tutorials in a variety of disciplines were tape‐recorded and analysed to determine the amount of speech contributed by each member and the cognitive content of the verbal interaction. A small number of groups worked without a tutor. Tutors spoke for rather more than half of the time and when the tutor was absent many students doubled their own contributions and participation was spread more evenly. There was a marked emphasis on providing information in almost all of the meetings but in the leaderless groups this tended to diminish and there was rather more stress on argument. It is suggested that the use of leaderless tutorials be more widely adopted.     

Rate of Force Development in the Handgripping Muscles by Females as a Function of Fatigue Level

Abstract

Twenty-eight young, adult women were tested for maximum voluntary contraction (MVC) of the grip flexors and were then given five fatigue trials in which the task was to maintain a maximum isometric contraction until the strength level had been degraded to either 80%, 60%, or 40% MVC. At that time, the subject relaxed and within one second was commanded to generate a single contraction as rapidly and forcefully as possible. Testing was also conducted in the nonfatigued state (1.00 MVC). Forces were determined at 4, 8, 16, 32, 64, 128, 256, 512, and 1,024 msec following the initial deflection of the pen from the baseline. Normalized force values were calculated by dividing the force expressed at the various time intervals by the maximum force generated under that condition at 1,024 msec. For both absolute and normalized rate of force development, the highest rate was attained between 32–64 msec. During that time period, the rate of absolute force development was reduced 10% at the 80% MVC level, 30% at 60% MVC, and 53% at 40% MVC. There was a definite pattern of depressed rate of absolute force development up to 256 msec at the higher fatigue levels. For normalized force, fatiguing a muscle to 80% MVC had no effect except at 64 msec where a greater percentage of maximal force was attained than at 1.00 MVC. Beyond that level of fatigue, however, normalized force tended to be adversely affected as fatigue progressed. The time required to develop either 50% or 70% of maximal force was significantly longer for the 40% MVC level than for the remaining conditions. In addition, the time necessary to develop 70% of maximal force was longer for the 60% MVC fatigue level than for the 80% MVC level.     

Sport experiences of Division I collegiate athletes and their perceptions of the importance of specialization

The purpose of the current study was to investigate Division I athletes’ prior sport participation and athletes’ perceptions regarding sport specialization. Athletes (N = 1041) completed self-report surveys and indicated that participation in their collegiate sport began around nine years of age (M = 9.10, SD = 3.83). Athletes played a large number of sports in elementary and middle school with participation decreasing during high school. For those athletes who specialized in one sport, specialization occurred typically at 12.5 years of age. In addition, athletes past sport background and perceptions of specialization differed depending on their college sport with some sports (i.e., gymnastics) starting participation and specializing earlier than others (i.e., football, cross country, and track and field). Interestingly, no differences existed in past sport experiences or perceptions of specialization dependent on scholarship status or expected playing status. This study supports prior research that early specialization is not a requirement for elite level performance.