Technical Communication and the World Wide Web. Edited by Carol Lipson and Michael Day. Mahwah,NJ: Lawrence Erlbaum, 2005. 355 pp

Computers and Technical Communication: Pedagogical and Programmatic Perspectives. Ed. Stuart Selber. Greenwich, CT: Ablex. 415 pages.     

Making visible teacher reports of their teaching experiences: The Early Childhood Teacher Experiences Scale

The study developed multiple independent scales of early childhood teacher experiences (ECTES). ECTES was co‐constructed with preschool, kindergarten, and first grade teachers in a large urban school district. Demographic, ECTES, and teaching practices data were collected from 584 teachers. Factor analyses documented three teacher experience constructs: Teacher Efficacy, Job Stress, and School Support. Findings showed differences in teaching practices based on ECTES dimensions in hypothesized directions. Teachers experiencing higher levels of stress spent less time teaching literacy and numeracy and interacting with parents, whereas teachers experiencing higher levels of efficacy spent increased time teaching both cognitive skills and social‐emotional skills and communicating with parents. Analyses of program differences in these measures showed that first grade teachers reported the highest level of stress and that kindergarten and Head Start teachers were more likely to feel efficacious than were first grade teachers or other preschool teachers in child care settings. © 2011 Wiley Periodicals, Inc.     

School fieldtrip to engineering workshop: pre-, post-, and delayed-post effects on student perceptions by age,gender, and ethnicity

ABSTRACT

This article presents a large-scale evaluation study of over 3000 9–14-year-old students who participated in an engineering workshop during their school fieldtrips. Student perceptions right before and after, as well as two weeks after the workshop were captured and examined. Before the workshop, younger students and boys, generally exhibited higher interest, higher self-efficacy, and less negative stereotypes for engineering than their counterparts. Also, Caucasian students had higher self-efficacy and lower negative stereotypes than Hispanic students. Students’ interest, self-efficacy, negative stereotype, and utility perceptions of engineering were significantly improved right after the workshop, and improved perceptions were maintained at the delayed-post (follow-up) survey. The results indicate that fieldtrips can significantly improve students’ perceptions towards engineering and improved perceptions are not limited to the workshop day, but persist afterwards. The gender and ethnic differences in engineering perceptions in the youngest age group indicate that outreach interventions should begin in elementary school.     

The Psychology of Dynamic Balance and Peak Performance in Sport: Correction Theory

This article introduces a new approach to understanding peak performance and dysfunctional performance in sport, correction theory. Correction theory, based within a control theory and dynamical systems perspective, assumes that dynamic balance (a state in which a robust complex system will self-correct in response to imbalance) underwrites individual functioning. The central thesis presented in this article is that an interdependent relationship exists between peak performance and dysfunctional performance in sport. Peak performance is, in part, a (corrective) response to dysfunctional performance and vice versa. An overview of correction theory is presented, based on two propositions relating to balance. Implications of correction theory for understanding sporting performance are briefly considered.     

Utilizing Conjoint Analysis to Explicate Nurse–Patient Interaction Among Geriatric Incarcerated Individuals

There has been no attempt to explicate elderly patients’ preferences during nurse-patient interaction in the context of a prison setting. A purposive sample of 347 was chosen from a national Philippine prison based on the following inclusion criteria: (a) 55 years old and above, (b) incarcerated, (c) no psychological impairment, and (d) can amply read and write. Via conjoint analysis (CA), 36 from 81 nurse–patient interaction cards were produced according to orthogonal plans, as specified by SPSS. The conjoint analysis model proved to be fit: Pearson R = .993, (p < .05) Kendall's tau = .944 (p < .05), Kendall's tau for holdouts = .799 (p < .05). The use of CA showed the top 3 attributes: language (21.26%), smile (18.49%), and eye contact (14.19%). Overall, the following levels are highly preferred by respondents: “vernacular” language (utility = 1.377, SE = .21.26), “with” smile (utility = 1.198, SE = .082), and “constant” eye-contact/gaze (utility = .919, SE = .082). Significant differences in nurse–patient interaction were noted in age brackets, current health condition, and years of incarceration, except in educational attainment. Overall, geriatric incarcerated individuals preferred nurses who verbally utilize close-ended, nonfrequent, and without follow-up questions, speak vernacular in a low and constant intonation, give encouragement, and praise. When touch is needed, the respondents preferred same gender nurses. Respondents find it more comfortable when nurses utilize ‘friendly’ space during the interaction, smile, and maintain constant eye contact. To achieve more consistent care, nursing actions must be in accordance with these preferences.     

Teachers’ sanction in the classroom: Effect of age,experience, gender and academic context

The moral judgement of sanction in teaching and disciplinary practices was studied in a group of 222 teachers to determine the factors that affect sanction in the classroom. Factors studied included pupils' intent, consequences, recidivism, pupils' academic level, and family stability in two contexts: discipline and schoolwork. Results showed the significant effects of these factors for each context. Age of teachers, gender and teaching level (primary or secondary school) were also investigated in the judgement of sanction. Results showed a significant main effect of age, and specific differences in the moral algebra of teachers according to gender and teaching level.     

Research practice partnerships: a strategy for promoting evidence-based decision-making in education

Abstract

Background: In the United States, an emphasis on evidence-based decision-making in education has received renewed interest with the recent passage of the Every Student Succeeds Act. However, how best, in practice, to support the use of evidence in educational decision-making remains unclear. Research Practice Partnerships (RPPs) are a popular strategy for cultivating evidence-based decision-making among educators, but understanding the ways in which partnerships can influence educators’ use of research evidence in their decision-making is limited.

Purpose: This paper explores the influence that Research Practice Partnerships can have on educators’ evidence-based decision-making.

Sources of evidence: A framework is offered for examining the impact of Research Practice Partnerships on behaviours such as educators’ evidence-based decision-making, in the context of school and district improvement efforts. The framework suggests a host of intermediary and long-term outputs: for example, the ‘mindsets’ of researchers and practitioners which are most conducive to enabling evidence-based decision-making among those engaged in Research Practice Partnerships. We explore this framework through short illustrations of the experiences of three Research Practice Partnerships, contextualising the ideas within the literature, and presenting the process of our design and pilot of a survey instrument used to examine the perceived impact of Research Practice Partnerships.

Main argument: We argue that participants’ self-reported behaviours and perceptions are important elements in examining the influence of Research Practice Partnerships on educators’ evidence-based decision-making. Additionally, this paper examines the potential benefits and challenges of attempting to measure the outputs and outcomes of a Research Practice Partnership using a survey measure.

Conclusions: The process of developing the pilot survey suggests that certain conditions in Research Practice Partnerships may be more conducive to the development among educators of behaviours, mindsets and perceptions associated with evidence-based decision-making.     

Three team and organisational culture myths and their consequences for sport psychology research and practice

ABSTRACT

In this article, three prevailing myths about team and organisational culture – an increasingly popular topic in applied sport psychology research and practice – are identified, reviewed and challenged. These are; that culture is characterised only by what is shared, that culture is a variable and therefore something that a particular group has, and that culture change involves moving from the old culture to an entirely new one. We present a challenge to each myth through the introduction of alternative theoretical and empirical material and discuss the implications for sport psychology research and practice. The intent of this endeavour is to stimulate debate on how to best conceptualise and study culture. More broadly, we aim to encourage sport psychologists to consider team and organisational culture in new and/or varied ways, beyond current conceptualisations of consensus, clarity, integration and as a management tool to facilitate operational excellence and on-field athletic success.