Book review

Miteinander Reden: Kommunikationspsychologie für Führungskräfte (Talking with another: Communication psychology for leaders). by F. Schulz von Thun, J. Ruppel and R. Stratmann (2000), Reinbek, RoRoRo Sachbuch 60687, ISBN 3 499 60687 9, DM 16.90.     

Participants' Roles in the Context of a Video Club

This study examines the nature of teacher participation in the context of a video club. Video clubs are professional development meetings in which teachers watch and discuss excerpts of video from their classrooms. In this study, I adopt a situative perspective to examine how teachers develop in their participation to accomplish the goals of the video club. In particular, I examine the roles participants play and explore teachers' participation in four roles that correspond with key goals of the video club. Analysis revealed that teachers' participation shifted in qualitatively different ways over time, with the teachers coming to prompt the group to discuss student mathematical thinking, to propose a variety of interpretations of student ideas, to build on one another's ideas, and to challenge one another's thinking in order to advance the group's conversations. This analysis suggests that the group learned how to participate in roles central to accomplishing the goals of the video club. Studying teacher learning through a lens of participation provides insight into the ways in which teachers coordinate themselves to engage with the goals of professional development and has implications for designing professional development that helps teachers develop practices for teaching mathematics for understanding.     

Learning by starch potato growers: learning in small businesses with no employees

In small businesses with no employees, learning environments have a low learning readiness. Consequently, learners need to rely on their own agency to shape their learning experiences. Results from a study of agricultural entrepreneurs indicated that the components of motivation and self-regulated learning strategies shape learner's agency and explain learning environment configuration in small businesses with no employees. Configuration of the learning environment was found to be a weak determinant of the learning performance of these learners. However, results showed that prior performance of learners in small businesses with no employees dictates how their agency operates and what learning effect is achieved; higher prior performance results in higher learning effects. We conclude that mechanisms that underlie learning in traditional learning environments work similarly in learning environments in small businesses with no employees.     

Developmental Changes in the Relations Between RAN,Phonological Awareness,and Reading in Spanish Children

We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN–reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word reading. Therefore, in contrast to most previous studies, we used discrete reading tasks. Serial RAN tasks for objects, colors, digits, and letters were included. First, we examined whether the RAN tasks loaded on the same constructs across time. An alphanumeric and a nonalphanumeric factor were identified, which were invariant over time. In subsequent multigroup structural equation models we found that the PA–reading relationship was low but slightly increased in the higher grades. As predicted, the RAN–reading relationship decreased for words, whereas the relationship remained stable for pseudowords.     

Prolog programming techniques

In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language.     

The Validity of Comparative Educational Studies

What are the conditions that will allow for appropriate comparisons among groups" Should the concept of comparative validity be added to the lexicon of the psychometrician"     

Exploring the Influences of a Partner-Based Teacher Credential Program on Candidates’ Performance Outcomes

The study compared candidates in a 4-year undergraduate program for secondary mathematics and science teaching, based on the UTeach model, with candidates in a 1-year postbaccalaureate program at the same institution. Candidates in the undergraduate program participated in a partnership of university mathematics, science, and education departments and intensive field-based experiences in high-needs schools. We conjectured that this approach would better prepare prospective teachers to develop beginning teacher competencies. Analysis of the Performance Assessment for California Teachers Teaching Event identified few differences between candidates in both groups. Surveys revealed significant differences between candidates’ perceptions of their preparation for teaching. These findings suggest that different program models can offer differential support to prospective teachers but how the program features are enacted influences the impact that these programs have on teacher preparation.     

Teachers’ motives for learning in networks: costs,rewards and community interest

Background: This paper discusses teachers’ perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers’ learning may be developed through learning networks, not all teachers participate in such networks.

Purpose: The theme of reciprocity, central to studies in the area of learning in networks, is often approached from a rational exchange perspective. This study attempts to extend this approach with reference to the concept of symbolic interactionism. The study was guided by the following research question: What is the relationship between teachers’ perceptions of learning networks and their motives for participation or non-participation in these networks?

Design and methods: In order to address this research question, semi-structured interviews among 25 teachers in secondary education in the Netherlands were carried out. The semi-structured interviews consisted of three parts: background information, perspectives on learning networks and personal experiences with those networks. Data were analysed qualitatively and analyses consisted of within-case analysis, and cross-case analysis of interview fragments. Three themes were considered: (1) perspectives on learning networks, (2) motives for participation perceived as rational exchange, (3) motives for participation perceived as related to social order.

Findings: The findings are presented around these three themes. Each theme is discussed in relation to relevant aspects from the literature. Findings indicated that teachers perceived learning networks to be organised both within-school and outside school, and mostly focused around specific content knowledge. Reasons for participation or non-participation were related to rational costs and rewards (such as time, technology, self-efficacy); in symbolic motives (such as joy, sharing and mutual understanding), and also in a sense of meaning that resulted from networking activities.

Conclusions: We conclude that, in addition to social exchange motives, the data suggest that symbolic aspects of communication and interaction play an important role in considerations for participation in learning networks. This may be described in terms of four ‘types’ of networking teachers: the Community focused networking teacher, the Locally focused networking teacher, the Not-yet-networking teacher, and the Non-networking teacher. It is hoped that these exploratory findings could be helpful in supporting the development of learning networks for all teachers.     

A comparison of muscle activity and 1-RM strength of three chest-press exercises with different stability requirements

Abstract

The purpose of this study was to compare one-repetition maximum (1-RM) and muscle activity in three chest-press exercises with different stability requirements (Smith machine, barbell, and dumbbells). Twelve healthy, resistance-trained males (age 22.7 ± 1.7 years, body mass 78.6 ± 7.6 kg, stature 1.80 ± 0.06 m) were tested for 1-RM of the three chest-press exercises in counterbalanced order with 3–5 days of rest between the exercises. One-repetition maximum and electromyographic activity of the pectoralis major, deltoid anterior, biceps, and triceps brachii were recorded in the exercises. The dumbbell load was 14% less than that for the Smith machine (P ≤ 0.001, effect size [ES] = 1.05) and 17% less than that for the barbell (P ≤ 0.001, ES = 1.11). The barbell load was ～3% higher than that for the Smith machine (P = 0.016, ES = 0.18). Electrical activity in the pectoralis major and anterior deltoid did not differ during the lifts. Electrical activity in the biceps brachii increased with stability requirements (i.e. Smith machine <barbell <dumbbells; P ≤ 0.005; ES = 0.57, 1.46, and 2.00, respectively), while triceps brachii activity was reduced using dumbbells versus barbell (P = 0.007, ES = 0.73) and dumbbells versus Smith machine (P = 0.003, ES = 0.62). In conclusion, high stability requirements in the chest press (dumbbells) result in similar (pectoralis major and anterior deltoid), lower (triceps brachii) or higher (biceps brachii) muscle activity. These findings have implications for athletic training and rehabilitation.