Las matemáticas en primaria y secundaria en la década de los 90

El acelerado cambio del papel de las matemáticas en el mundo en general o en cada cultura en particular, supone una serie de desafíos y cambios correlativos en la enseñanza de las matemáticas. En este ya clásico informe, convertido en libro tras su discusión en un seminario internacional, se pasa revista a ambos procesos y se sacan consecuencias concretas para la educación y los educadores sobre el lugar y el modo de abordar las matemáticas en el cunículum escolar.     

Black Obsession: The All Blacks’ Quest for World Cup Success

This paper explores the growth and development of the ‘art of swimming’ amongst Victorian female professional natationists when the common belief was that ‘ladies’ were not physiologically or emotionally equipped to withstand the rigours of physical exertion. The question is posed as to whether ornamental swimming was a ‘respectable’ form of entertainment for females to undertake or was it just another manifestation of the passion for freak-shows much loved by all social classes in late-Victorian England. Media coverage of this popular form of entertainment often described its female exponents as ‘nymphs’ and ‘naiads’, terms taken from Greek mythology in order to legitimise an activity that had strong sexual overtones. In so doing, the consumption of recreational activities, as opposed to sport, by females provided a course of less resistance from the sporting proselytisers throughout the period, 1870-c1910. Thus, the female pioneers of natation were able to promote their various ornamental swimming activities through their efforts in a variety of aquatic venues throughout the country. Their popularity resulted in a whole phalanx of nymphs and naiads being encouraged to demonstrate their mystical feats for the gratification of predominantly male-dominated audiences. But more significantly, they served to promote swimming amongst the female population for their own edification as a respectable recreational pursuit.     

Assessing Sitting Across Contexts: Development of the Multicontext Sitting Time Questionnaire

Purpose: To describe the development and preliminary evaluation of the Multicontext Sitting Time Questionnaire (MSTQ). Method: During development of the MSTQ, contexts and domains of sitting behavior were utilized as recall cues to improve the accuracy of sitting assessment. The terms “workday” and “nonworkday” were used to disambiguate occupational and discretionary sitting. An expert panel evaluated content validity. Among 25 participants, test–retest reliability of the MSTQ items was assessed with intraclass correlation coefficients (ICCs). Convergent validity was assessed versus relative and absolute accelerometer-estimated sedentary time and activity log using Pearson (r) or Spearman (ρ) correlation coefficients where appropriate. Results: Pilot testing revealed Web-based MSTQ administration was rapid, scalable, and inexpensive. Most items in the MSTQ demonstrated acceptable reliability (ICCs>.70). Compared with accelerometer-estimated sedentary time relative to total wear time, the MSTQ exhibited a low correlation on workdays (r = .34) and a moderately high correlation on nonworkdays (r = .61). Conclusions: The systematic development of the MSTQ resulted in several improvements over previous tools and may serve as a model for purpose-driven questionnaire design. Additional validation is needed to conclusively determine the utility of the MSTQ.     

Season-of-birth bias in association football

In this longitudinal study, we assessed the frequency of birth dates for boys selected for the Football Association National School. Birthdays were divided into three periods of the year: January to April, May to August and September to December. We compared data over a 5 year period and concluded that there is indeed a bias towards selecting older children. Furthermore, analysis of separate data revealed a shift of bias when comparing two different start dates, namely September and January. Our findings show that the youngest children from the January start date (born September to December) are selected significantly more often than the youngest children from the September start date (born May to August). Interestingly, even when the influence of body mass was reduced, the selection bias towards the older players remained.     

Changing Kinesiology and Physical Education by Infusing Information About Individuals With Disabilities

Just as faculty are expected to refer to performance and behavior changes that occur by age, gender, and other factors, an infusion of information about individuals with disabilities requires us to focus on the range of human variability and its relation to physical activity across the life span. This call to infuse information about individuals with disabilities should affect most kinesiology/ physical education undergraduate and graduate curricula in institutions of higher education. Advocacy for this idea has been developing for many years (Hall & Stiehl, 1978; Sherrill, 1988; Stein, 1969). Such infusion could add to and enhance our ability to contribute to the broad goals of society. But for us to assume this role, we must change our curricula to meet our published mission of serving society. This change will help disciplinary and professional preparation programs produce a broader range of scholarly activity and provide leadership that other disciplines may envy     

Placement tests in the guidance program of college students

The Influence of Different Stimuli Upon Preceding Bonds. By J. M. Stephens, New York City: Teachers College, Columbia University, 1931. Pp. iii + 83.

The Training of Negro Teachers in Louisiana. By Jane Ellen McAllister. New York: Bureau of Publications, Teachers College, 1929. Pp. vi + 95.

The Validity of Intelligence Test Elements. By Harriet May Barthelmess. New York City: Teachers College, Columbia University, 1931. Pp. 3 + 91.

Lists of Essential Apparatus for Use in High‐School Sciences. By T. C. Holy and D. H. Sutton. Columbus: Ohio State University, 1931. Pp. v + 32.

Bonding Versus Pay‐As‐You‐Go in the Financing of School Buildings. By Don L. Essex. New York City: Teachers College, Columbia University, 1931. Pp. v+ 101.

Birds of Arkansas. By W. J. Baerg. Fayetteville: University of Arkansas, 1931. Pp. 197.

The Teaching of High School Chemistry. By J. O. Frank. Oshkosh, Wisconsin: J. O. Frank and Sons, 1932. Pp. vi + 285.

Physiology of Exercise. By Ferdinand August Schmidt and Others. Philadelphia: F. A. Davis Company, 1931. Pp. iii + 216.

Episodes in the Life of George Washington. By A. J. Cloud and Vierling Kersey. New York: Charles Scribner's Sons, 1932. Pp. x + 226.

Factors Affecting the Elimination of Women Students. By Ruth Vesta Pope. New York City: Teachers College, Columbia University, 1931. Pp. iii + 110.

The Supervision of Rural Schools. By C. J. Anderson and I. Jeweix Simpson. New York: D. Appleton and Company, 1932. Pp. xiii + 467.

The Acceptable Uses of Achievement Tests. By Paul R. Mort and Arthur I. Yates. New York: Columbia University, 1932. Pp. 85.

Enriching the Curriculum for Gifted Children. By W. J. Osburn and Ben J. Rohan. New York: Macmillan Company, 1931. Pages xiv + 408.

Great Dipper to Southern Cross. By. E. H. Dodd, Jr. New York: Dodd, Mead and Company, 1930. Pp. xii + 332.

Evaluation and Improvement of Teaching. By Charles W. Knudsen. Garden City, N. Y.: Doubleday, Doran &; Company, 1932. Pp. x + 538.

Introducing Education. By J. Herbert Blackhurst. New York: Longmans, Green and Company, 1932. Pp vix + 319.

An Introduction to Education and the Teaching Process. By Jesse E. Adams and William S. Taylor. New York: The Macmillan Company, 1932. Pp. x + 668.

The Enrichment of the English Curriculum. By. R. L. Lyman. Chicago: University of Chicago, 1932. Pp. viii + 251.     

Obituary John Wilson, 1928–2003

ABSTRACT

Much research on school effectiveness has been characterised by largely overstated claims and poor modelling. School effectiveness research (SER) has tended to define ‘effectiveness’ in terms of a restricted and often inappropriate range of outcomes, to overlook the issue of curriculum alignment, to be limited by the absence of longitudinal data, and it has often been characterised by unsupported assumptions about the homogeneity of school ‘effects’. SER needs to provide justification for the interpretation of ‘effectiveness’ defined as the unexplained part of performance in a statistical model, and a much clearer conception of why certain relationships exist is required. SER has yet to demonstrate the extent to which differences among schools in their ‘effectiveness’ are really caused by identifiable factors within the school and, more importantly, factors within the school's control; evaluations of school improvement interventions are generally unconvincing in this respect. Repeated findings of ‘correlates’ associated with ‘effectiveness’ (particularly when the strengths of the associations are not reported) are no substitute for a well grounded understanding of the specific mechanisms by which schools have their effects. A number of recommendations for future research are made.