Pedagogy,Partnership, and Collaboration: A Longitudinal,Empirical Study of Serious Educational Gameplay in Secondary Biology Classrooms

Journal of Science Education and Technology - The use of serious educational games has the potential to increase student learning outcomes in science education by providing students with...     

Clinical and psychometric merits of the frostig developmental test of visual perception

Clinicians and measurement experts often debate the merits of psychometric vs. clinical approaches to diagnostic procedures. Both methods are illustrated emphasizing the Frostig Developmental Test of Visual Perception (DTVP). Insights obtained from observations of the testing situation by teachers, skilled observers, and clinicians are presented. The merits and limitations of each approach are discussed.     

Military Sexual Trauma: Considerations for Social Work Education

ABSTRACT

Military sexual trauma (MST) is an experience unique to veterans, and it is essential that social workers receive military-specific education in preparing for work with this population. This article discusses the impact of MST on veterans, cultural considerations for social workers working with this population, and the Veterans Administration’s efforts to address MST. In addition, the need to emphasize the utilization of evidence-based practice in social work education and the importance of incorporating military specific curricula material is discussed.     

Lessons from lockdown: Autistic students,parents and mainstream schools

This paper reports on the findings of a BERA-funded small-scale project that explores the impacts of COVID-19 lockdowns on the educational experiences of autistic children and young people who attend mainstream schools and their parents/carers in England. We observe that, unsurprisingly, lockdown resulted in associated stresses for families. However, our main argument is that for the participants, the pandemic has not been experienced to the same extent as is popularly understood; that is, causing major disruption to children's schooling experiences and/or unusual levels of social isolation. Using the concept of stigma as a theoretical resource, we argue that this is because the families with whom we spoke were already experiencing, pre-COVID-19, disrupted schooling and degrees of social isolation. Indeed, for many of the young people, the break from school occasioned by lockdown allowed them a release from the more negative and stigmatising aspects of their routine experiences within school. We therefore argue that the disruption of the pandemic sheds light on how stigma shapes students' daily school experiences.     

Post-graduate students and learning environments: Users’ perceptions regarding the choice of information sources

The purpose of this paper is to investigate, through empirical analysis, whether or not post-graduate students choose information technology or other information sources such as home institution libraries for the purposes of learning, expanding their knowledge and/or completing their studies. A survey was conducted to gather primary source data for the paper. Questionnaires were administered to 211 education post-graduate students. Results showed that Greek post-graduate students from different fields of study chose the Internet as their primary information source for a number of reasons but mainly: for the provision of creditable and up-to-date information, for easy access to information at home, for the time of day they can access the material and for fast information retrieval. Although the Greek post-graduate students believed the Greek information network to be satisfactory up to a degree, this paper identifies that greater access to Internet resources, training programs providing students with tools to effectively use the network's resources and more online databases, combined with a historical and statistical database of libraries’ online catalogs are key issues in improving both information source performance and the link between strategy and implementation.     

Correlates of teacher appraisals of student behaviors

The purpose of this study was to assess whether burnout and personality were linked to the perceived severity of 24 undesirable student behaviors among experienced and trainee teachers. Results indicated that teaching experience, student gender, and type of behavior were important determinants of their perceptions. Burnout had a significant effect on the severity ratings of antisocial and oppositional/defiant behaviors, suggesting that the more stressed teachers are, the less tolerant they become of such challenging and aversive behaviors. With regard to personality, severity ratings of students' undesirable behaviors were associated with high levels of conscientiousness and neuroticism. Findings indicate that burnout and personality provide a lens through which teachers appraise the severity of students' behaviors. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 79–89, 2005.     

Deconstructing athletes’ sleep: A systematic review of the influence of age,sex, athletic expertise,sport type,and season on sleep characteristics

PurposeThis systematic review aimed to describe objective sleep parameters for athletes under different conditions and address potential sleep issues in this specific population.MethodsPubMed and Scopus were searched from inception to April 2019. Included studies measured sleep only via objective evaluation tools such as polysomnography or actigraphy. The modified version of the Newcastle–Ottawa Scale was used for the quality assessment of the studies.ResultsEighty-one studies were included, of which 56 were classified as medium quality, 5 studies as low quality, and 20 studies as high quality. A total of 1830 athletes were monitored over 18,958 nights. Average values for sleep-related parameters were calculated for all athletes according to sex, age, athletic expertise level, training season, and type of sport. Athletes slept on average 7.2 ± 1.1 h/night (mean ± SD), with 86.3% ± 6.8% sleep efficiency (SE). In all datasets, the athletes’ mean total sleep time was <8 h. SE was low for young athletes (80.3% ± 8.8%). Reduced SE was attributed to high wake after sleep onset rather than sleep onset latency. During heavy training periods, sleep duration and SE were on average 36 min and 0.8% less compared to pre-season and 42 min and 3.0% less compared to in-season training periods, respectively.ConclusionAthletes’ sleep duration was found to be short with low SE, in comparison to the general consensus for non-athlete healthy adults. Notable sleep issues were revealed in young athletes. Sleep quality and architecture tend to change across different training periods.